Skills for Social Studies
C. High School
§113.31.
Skills for Social Studies, High School.
The provisions of this written curriculum shall be implemented
by September 1, 1997.).
§113.32. United States History Studies Since Reconstruction (One Credit).
(a) General requirements. Students shall be awarded one
unit of credit for successful completion of this
course.
(b) Introduction.
(1) In this course, which is the second part of a two-
year study of U.S. history that begins in Grade 8,
students study the history of the United States
since Reconstruction to the present. Historical
content focuses on the political, economic, and
social events and issues related to
industrialization and urbanization, major wars,
domestic and foreign policies of the Cold War and
post-Cold War eras, and reform movements including
civil rights. Students examine the impact of
geographic factors on major events and analyze
causes and effects of the Great Depression.
Students examine the impact of constitutional
issues on American society, evaluate the dynamic
relationship of the three branches of the federal
government, and analyze efforts to expand the
democratic process. Students describe the
relationship between the arts and the times during
which they were created. Students analyze the
impact of technological innovations on the
American labor movement. Students use critical-
thinking skills to explain and apply different
methods that historians use to interpret the past,
including points of view and historical context.
(2) To support the teaching of the essential knowledge
and skills, the use of a variety of rich primary
and secondary source material such as biographies
and autobiographies; landmark cases of the U.S.
Supreme Court; novels; speeches, letters, and
diaries; and poetry, songs, and artworks is
encouraged. Selections may include a biography of
Dwight Eisenhower, Upton Sinclair's The Jungle,
and Martin Luther King's letter from the
Birmingham City Jail. Motivating resources are
also 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 with the
history and geography strands establishing a sense
of time and a sense of place. Skills listed in the
geography and social studies skills strands in
subsection (c) 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.
(4) 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,
§28.002(h).
(c) Knowledge and skills.
(1) History. The student understands traditional
historical points of reference in U.S. history from
1877 to the present. The student is expected to:
(A) identify the major eras in U.S. history from
1877 to the present and describe their
defining characteristics;
(B) apply absolute and relative chronology through
the sequencing of significant individuals,
events, and time periods; and
(C) explain the significance of the following
dates: 1898, 1914-1918, 1929, 1941-1945, and
1957.
(2) 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,
and civil service reform;
(B) analyze economic issues such as
industrialization, the growth of railroads,
the growth of labor unions, farm issues, and
the rise of big business; and
(C) analyze social issues such as the treatment of
minorities, child labor, growth of cities, and
problems of immigrants.
(3) History. The student understands the emergence of
the United States as a world power between 1898 and
1920. The student is expected to:
(A) explain why significant events and
individuals, including the Spanish-American
War, U.S. expansionism, Henry Cabot Lodge,
Alfred Thayer Mahan, and Theodore Roosevelt,
moved the United States into the position of a
world power;
(B) identify the reasons for U.S. involvement in
World War I, including unrestricted submarine
warfare;
(C) analyze significant events such as the battle
of Argonne Forest and the impact of
significant individuals including John J.
Pershing during World War I; and
(D) analyze major issues raised by U.S.
involvement in World War I, Wilson's Fourteen
Points, and the Treaty of Versailles.
(4) History. The student understands the effects of
reform and third party movements on American
society. The student is expected to:
(A) evaluate the impact of Progressive Era reforms
including initiative, referendum, recall, and
the passage of the 16th and 17th amendments;
(B) evaluate the impact of reform leaders such as
Susan B. Anthony, W.E.B. DuBois, and Robert
LaFollette on American society; and
(C) evaluate the impact of third parties and their
candidates such as Eugene Debs, H. Ross Perot,
and George Wallace.
(5) History. The student understands significant
individuals, events, and issues of the 1920s. The
student is expected to:
(A) analyze causes and effects of significant
issues such as immigration, the Red Scare,
Prohibition, and the changing role of women;
and
(B) analyze the impact of significant individuals
such as Clarence Darrow, William Jennings
Bryan, Henry Ford, and Charles A. Lindbergh.
(6) History. The student understands the impact of
significant national and international decisions
and conflicts from World War II and the Cold War to
the present on the United States. The student is
expected to:
(A) identify reasons for U.S. involvement in World
War II, including the growth of dictatorships
and the attack on Pearl Harbor;
(B) analyze major issues and events of World War
II such as fighting the war on multiple
fronts, the internment of Japanese-Americans,
the Holocaust, the battle of Midway, the
invasion of Normandy, and the development of
and Harry Truman's decision to use the atomic
bomb;
(C) explain the roles played by significant
military leaders during World War II,
including Omar Bradley, Dwight Eisenhower,
Douglas MacArthur, George Marshall, and George
Patton;
(D) describe U.S. responses to Soviet aggression
after World War II, including the Truman
Doctrine, the Marshall Plan, the North
Atlantic Treaty Organization, and the Berlin
airlift;
(E) analyze the conflicts in Korea and Vietnam and
describe their domestic and international
effects;
(F) describe the impact of the GI Bill, the
election of 1948, McCarthyism, and Sputnik I;
(G) analyze reasons for the Western victory in the
Cold War and the challenges of changing
relationships among nations; and
(H) identify the origins of major domestic and
foreign policy issues currently facing the
United States.
(7) History. The student understands the impact of the
American civil rights movement. The student is
expected to:
(A) trace the historical development of the civil
rights movement in the 18th, 19th, and 20th
centuries, including the 13th, 14th, 15th
amendments;
(B) identify significant leaders of the civil
rights movement, including Martin Luther King,
Jr.;
(C) evaluate government efforts, including the
Civil Rights Act of 1964, to achieve equality
in the United States; and
(D) identify changes in the United States that
have resulted from the civil rights movement
such as increased participation of minorities
in the political process.
(8) Geography. The student uses geographic tools to
collect, analyze, and interpret data. The student
is expected to:
(A) create thematic maps, graphs, charts, models,
and databases representing various aspects of
the United States; and
(B) pose and answer questions about geographic
distributions and patterns shown on maps,
graphs, charts, models, and databases.
(9) Geography. The student understands the impact of
geographic factors on major events. The student is
expected to:
(A) analyze the effects of physical and human
geographic factors on major events including
the building of the Panama Canal; and
(B) identify and explain reasons for changes in
political boundaries such as those resulting
from statehood and international conflicts.
(10)Geography. The student understands the effects of
migration and immigration on American society. The
student is expected to:
(A) analyze the effects of changing demographic
patterns resulting from migration within the
United States; and
(B) analyze the effects of changing demographic
patterns resulting from immigration to the
United States.
(11)Geography. The student understands the relationship
between population growth and modernization on the
physical environment. The student is expected to:
(A) identify the effects of population growth and
distribution and predict future effects on the
physical environment; and
(B) trace the development of the conservation of
natural resources, including the establishment
of the National Park System and efforts of
private nonprofit organizations.
(12)Economics. The student understands domestic and
foreign issues related to U.S. economic growth from
the 1870s to 1920. The student is expected to:
(A) analyze the relationship between private
property rights and the settlement of the
Great Plains;
(B) compare the purpose of the Interstate Commerce
Commission with its performance over time;
(C) describe the impact of the Sherman Antitrust
Act on businesses;
(D) analyze the effects of economic policies
including the Open Door Policy and Dollar
Diplomacy on U.S. diplomacy; and
(E) describe the economic effects of international
military conflicts, including the Spanish-
American War and World War I, on the United
States.
(13)Economics. The student understands significant
economic developments between World War I and World
War II. The student is expected to:
(A) analyze causes of economic growth and
prosperity in the 1920s;
(B) analyze the causes of the Great Depression,
including the decline in worldwide trade, the
stock market crash, and bank failures;
(C) analyze the effects of the Great Depression on
the U.S. economy and government;
(D) evaluate the effectiveness of New Deal
measures in ending the Great Depression; and
(E) analyze how various New Deal agencies and
programs such as the Federal Deposit Insurance
Corporation, the Securities and Exchange
Commission, and Social Security continue to
affect the lives of U.S. citizens.
(14)Economics. The student understands the economic
effects of World War II, the Cold War, and
increased worldwide competition on contemporary
society. The student is expected to:
(A) describe the economic effects of World War II
on the home front, including rationing, female
employment, and the end of the Great
Depression;
(B) identify the causes and effects of prosperity
in the 1950s;
(C) describe the impact of the Cold War on the
business cycle and defense spending;
(D) identify actions of government and the private
sector to expand economic opportunities to all
citizens; and
(E) describe the dynamic relationship between U.S.
international trade policies and the U.S. free
enterprise system.
(15)Government. The student understands changes in the
role of government over time. The student is
expected to:
(A) evaluate the impact of New Deal legislation on
the historical roles of state and federal
governments;
(B) explain the impact of significant
international events such as World War I and
World War II on changes in the role of the
federal government;
(C) evaluate the effects of political incidents
such as Teapot Dome and Watergate on the views
of U.S. citizens concerning the role of the
federal government; and
(D) predict the effects of selected contemporary
legislation on the roles of state and federal
governments.
(16)Government. The student understands the changing
relationships among the three branches of the
federal government. The student is expected to:
(A) evaluate the impact of events, including the
Gulf of Tonkin Resolution and the War Powers
Act, on the relationship between the
legislative and executive branches of
government; and
(B) evaluate the impact of events, including
Franklin Roosevelt's attempt to increase the
number of U.S. Supreme Court justices, on the
relationships among the legislative,
executive, and judicial branches of
government.
(17)Government. The student understands the impact of
constitutional issues on American society in the
20th century. The student is expected to:
(A) analyze the effects of 20th-century landmark
U.S. Supreme Court decisions such as Brown v.
Board of Education, Regents of the University
of California v. Bakke, and Reynolds v. Sims;
(B) analyze reasons for the adoption of 20th-
century constitutional amendments.
(18)Citizenship. The student understands efforts to
expand the democratic process. The student is
expected to:
(A) identify and analyze methods of expanding the
right to participate in the democratic
process, including lobbying, protesting, court
decisions, and amendments to the U.S.
Constitution;
(B) evaluate various means of achieving equality
of political rights, including the 19th, 24th,
and 26th amendments; and
(C) explain how participation in the democratic
process reflects our national identity.
(19)Citizenship. The student understands the importance
of effective leadership in a democratic society.
The student is expected to:
(A) describe qualities of effective leadership;
(B) evaluate the contributions of significant
political and social leaders in the United
States such as Andrew Carnegie, Shirley
Chisholm, and Franklin D. Roosevelt; and
(C) identify the contributions of Texans who have
been President of the United States.
(20)Culture. The student understands the relationship
between the arts and the times during which they
were created. The student is expected to:
(A) describe how the characteristics and issues of
various eras in U.S. history have been
reflected in works of art, music, and
literature such as the paintings of Georgia
O'Keeffe, rock and roll, and John Steinbeck's
The Grapes of Wrath;
(B) describe the impact of significant examples of
cultural movements in art, music, and
literature on American society, including the
Harlem Renaissance;
(C) identify examples of American art, music, and
literature that transcend American culture and
convey universal themes;
(D) analyze the relationship between culture and
the economy and identify examples such as the
impact of the entertainment industry on the
U.S. economy; and
(E) identify the impact of popular American
culture on the rest of the world.
(21)Culture. The student understands how people from
various groups, including racial, ethnic, and
religious groups, adapt to life in the United
States and contribute to our national identity. The
student is expected to:
(A) explain actions taken by people from racial,
ethnic, and religious groups to expand
economic opportunities and political rights in
American society;
(B) explain efforts of the Americanization
movement to assimilate immigrants into
American culture;
(C) analyze how the contributions of people of
various racial, ethnic, and religious groups
have helped to shape the national identity;
and
(D) identify the political, social, and economic
contributions of women to American society.
(22)Science, technology, and society. The student
understands the impact of science and technology on
the economic development of the United States. The
student is expected to:
(A) explain the effects of scientific discoveries
and technological innovations such as electric
power, the telegraph and telephone, petroleum-
based products, medical vaccinations, and
computers on the development of the United
States;
(B) explain how scientific discoveries and
technological innovations such as those in
agriculture, the military, and medicine
resulted from specific needs; and
(C) analyze the impact of technological
innovations on the nature of work, the
American labor movement, and businesses.
(23)Science, technology, and society. The student
understands the influence of scientific discoveries
and technological innovations on daily life in the
United States. The student is expected to:
(A) analyze how scientific discoveries and
technological innovations, including those in
transportation and communication, have changed
the standard of living in the United States;
and
(B) explain how technological innovations in areas
such as space exploration have led to other
innovations that affect daily life and the
standard of living.
(24)Social studies skills. The student applies critical-
thinking skills to organize and use information
acquired from a variety of sources including
electronic technology. The student is expected to:
(A) locate and use primary and secondary sources
such as computer software, databases, media
and news services, biographies, interviews,
and artifacts to acquire information about the
United States;
(B) analyze 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;
(C) explain and apply different methods that
historians use to interpret the past,
including the use of primary and secondary
sources, points of view, frames of reference,
and historical context;
(D) use the process of historical inquiry to
research, interpret, and use multiple sources
of evidence;
(E) evaluate the validity of a source based on
language, corroboration with other sources,
and information about the author;
(F) identify bias in written, oral, and visual
material;
(G) support a point of view on a social studies
issue or event; and
(H) use appropriate mathematical skills to
interpret social studies information such as
maps and graphs.
(25)Social studies skills. The student communicates in
written, oral, and visual forms. The student is
expected to:
(A) use social studies terminology correctly;
(B) use standard grammar, spelling, sentence
structure, and punctuation;
(C) transfer information from one medium to
another, including written to visual and
statistical to written or visual, using
computer software as appropriate; and
(D) create written, oral, and visual presentations
of social studies information.
(26)Social studies skills. The student uses problem-
solving and decision-making skills, working
independently and with others, in a variety of
settings. The student is expected to:
(A) 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; and
(B) 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.
§113.33. World History Studies (One Credit).
(a) General requirements. Students shall be awarded one
unit of credit for successful completion of this
course.
(b) Introduction.
(1) World History Studies is the only course offering
students an overview of the entire history of
humankind. The major emphasis is on the study of
significant people, events, and issues from the
earliest times to the present. Traditional
historical points of reference in world history
are identified as students analyze important
events and issues in western civilization as well
as in civilizations in other parts of the world.
Students evaluate the causes and effects of
political and economic imperialism and of major
political revolutions since the 17th century.
Students examine the impact of geographic factors
on major historic events and identify the historic
origins of contemporary economic systems. Students
analyze the process by which democratic-republican
governments evolved as well as the ideas from
historic documents that influenced that process.
Students trace the historical development of
important legal and political concepts. Students
examine the history and impact of major religious
and philosophical traditions. Students analyze the
connections between major developments in science
and technology and the growth of industrial
economies, and they use the process of historical
inquiry to research, interpret, and use multiple
sources of evidence.
(2) To support the teaching of the essential knowledge
and skills, the use of a variety of rich primary
and secondary source material such as biographies
and autobiographies; novels; speeches and letters;
and poetry, songs, and artworks is encouraged.
Selections may include excerpts from Hammurabi's
Code. Motivating resources are also available from
museums, art galleries, and historical sites.
(3) The eight strands of the essential knowledge and
skills for social studies are intended to be
integrated for instructional purposes with the
history and geography strands establishing a sense
of time and a sense of place. Skills listed in the
geography and social studies skills strands in
subsection (c) 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.
(4) 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 nations,
as referenced in the Texas Education Code,
§28.002(h).
(c) Knowledge and skills.
(1) History. The student understands traditional
historical points of reference in world history.
The student is expected to:
(A) identify the major eras in world history and
describe their defining characteristics;
(B) identify changes that resulted from important
turning points in world history such as the
development of farming; the Mongol invasions;
the development of cities; the European age of
exploration and colonization; the scientific
and industrial revolutions; the political
revolutions of the 18th, 19th, and 20th
centuries; and the world wars of the 20th
century;
(C) apply absolute and relative chronology through
the sequencing of significant individuals,
events, and time periods; and
(D) explain the significance of the following
dates: 1066, 1215, 1492, 1789, 1914-1918, and
1939-1945.
(2) History. The student understands how the present
relates to the past. The student is expected to:
(A) identify elements in a contemporary situation
that parallel a historical situation; and
(B) describe variables in a contemporary situation
that could result in different outcomes.
(3) History. The student understands how, as a result
of the collapse of the Western Roman Empire, new
political, economic, and social systems evolved,
creating a new civilization in Western Europe. The
student is expected to:
(A) compare medieval Europe with previous
civilizations;
(B) describe the major characteristics of the
political system of feudalism, the economic
system of manorialism, and the authority
exerted by the Roman Catholic Church; and
(C) identify the political, economic, and social
impact of the Crusades.
(4) History. The student understands the influence of
the European Renaissance and the Reformation eras.
The student is expected to:
(A) identify the causes and characteristics of the
European Renaissance and the Reformation eras;
and
(B) identify the effects of the European
Renaissance and the Reformation eras.
(5) History. The student understands causes and effects
of European expansion beginning in the 16th
century. The student is expected to:
(A) identify causes of European expansion
beginning in the 16th century; and
(B) explain the political, economic, cultural, and
technological influences of European expansion
on both Europeans and non-Europeans, beginning
in the 16th century.
(6) History. The student understands the major
developments of civilizations of sub-Saharan
Africa, Mesoamerica, Andean South America, and
Asia. The student is expected to:
(A) summarize the major political and cultural
developments of the civilizations of sub-
Saharan Africa;
(B) summarize the major political, economic, and
cultural developments of civilizations in
Mesoamerica and Andean South America; and
(C) summarize the major political, economic, and
cultural developments of civilizations in
China, India, and Japan.
(7) History. The student understands the impact of
political and economic imperialism throughout
history. The student is expected to:
(A) analyze examples of major empires of the world
such as the Aztec, British, Chinese, French,
Japanese, Mongol, and Ottoman empires; and
(B) summarize effects of imperialism on selected
societies.
(8) History. The student understands causes and effects
of major political revolutions since the 17th
century. The student is expected to:
(A) identify causes and evaluate effects of major
political revolutions since the 17th century,
including the English, American, French, and
Russian revolutions;
(B) summarize the ideas from the English,
American, French, and Russian revolutions
concerning separation of powers, liberty,
equality, democracy, popular sovereignty,
human rights, constitutionalism, and
nationalism;
(C) evaluate how the American Revolution differed
from the French and Russian revolutions,
including its long-term impact on political
developments around the world; and
(D) summarize the significant events related to
the spread and fall of communism, including
worldwide political and economic effects.
(9) History. The student understands the impact of
totalitarianism in the 20th century. The student is
expected to:
(A) identify and explain causes and effects of
World Wars I and II, including the rise of
nazism/ fascism in Germany, Italy, and Japan;
the rise of communism in the Soviet Union; and
the Cold War; and
(B) analyze the nature of totalitarian regimes in
China, Nazi Germany, and the Soviet Union.
(10)History. The student understands the influence of
significant individuals of the 20th century. The
student is expected to:
(A) analyze the influence of significant
individuals such as Winston Churchill, Adolf
Hitler, Vladimir Lenin, Mao Zedong, and
Woodrow Wilson on political events of the 20th
century; and
(B) analyze the influence of significant social
and/or religious leaders such as Mohandas
Gandhi, Pope John Paul II, Mother Theresa, and
Desmond Tutu on events of the 20th century.
(11)Geography. The student uses geographic skills and
tools to collect, analyze, and interpret data. The
student is expected to:
(A) create thematic maps, graphs, charts, models,
and databases representing various aspects of
world history; and
(B) pose and answer questions about geographic
distributions and patterns in world history
shown on maps, graphs, charts, models, and
databases.
(12)Geography. The student understands the impact of
geographic factors on major historic events. The
student is expected to:
(A) locate places and regions of historical
significance such as the Indus, Nile, Tigris
and Euphrates, and Yellow (Huang He) river
valleys and describe their physical and human
characteristics;
(B) analyze the effects of physical and human
geographic factors on major events in world
history such as the effects of the opening of
the Suez Canal on world trade patterns; and
(C) interpret historical and contemporary maps to
identify and explain geographic factors such
as control of the Straits of Hormuz that have
influenced people and events in the past.
(13)Economics. The student understands the impact of
the Neolithic agricultural revolution on humanity
and the development of the first civilizations. The
student is expected to:
(A) identify important changes in human life
caused by the Neolithic agricultural
revolution; and
(B) explain economic, social, and geographic
factors that led to the development of the
first civilizations.
(14)Economics. The student understands the historic
origins of contemporary economic systems. The
student is expected to:
(A) identify the historic origins of the economic
systems of capitalism and socialism;
(B) identify the historic origins of the political
and economic system of communism; and
(C) compare the relationships between and among
contemporary countries with differing economic
systems.
(15)Government. The student understands the historical
antecedents of contemporary political systems. The
student is expected to:
(A) explain the impact of parliamentary and
constitutional systems of government on
significant world political developments;
(B) define and give examples of different
political systems, past and present;
(C) explain the impact of American political ideas
on significant world political developments;
and
(D) apply knowledge of political systems to make
decisions about contemporary issues and
events.
(16)Government. The student understands the process by
which democratic-republican government evolved. The
student is expected to:
(A) trace the process by which democratic-
republican government evolved from its
beginnings in classical Greece and Rome,
through developments in England, and
continuing with the Enlightenment; and
(B) identify the impact of political and legal
ideas contained in significant historic
documents, including Hammurabi's Code,
Justinian's Code of Laws, Magna Carta, John
Locke's Two Treatises of Government, and the
Declaration of Independence.
(17)Citizenship. The student understands the
significance of political choices and decisions
made by individuals, groups, and nations throughout
history. The student is expected to:
(A) evaluate political choices and decisions that
individuals, groups, and nations have made in
the past, taking into account historical
context, and apply this knowledge to the
analysis of choices and decisions faced by
contemporary societies; and
(B) describe the different roles of citizens and
noncitizens in historical cultures, especially
as the roles pertain to civic participation.
(18)Citizenship. The student understands the historical
development of significant legal and political
concepts, including ideas about rights,
republicanism, constitutionalism, and democracy.
The student is expected to:
(A) trace the historical development of the rule
of law and rights and responsibilities,
beginning in the ancient world and continuing
to the beginning of the first modern
constitutional republics;
(B) summarize the worldwide influence of ideas
concerning rights and responsibilities that
originated from Greco-Roman and Judeo-
Christian ideals in Western civilization such
as equality before the law;
(C) identify examples of political, economic, and
social oppression and violations of human
rights throughout history, including slavery,
the Holocaust, other examples of genocide, and
politically-motivated mass murders in
Cambodia, China, and the Soviet Union;
(D) assess the degree to which human rights and
democratic ideals and practices have been
advanced throughout the world during the 20th
century.
(19)Culture. The student understands the history and
relevance of major religious and philosophical
traditions. The student is expected to:
(A) compare the historical origins, central ideas,
and the spread of major religious and
philosophical traditions including Buddhism,
Christianity, Confucianism, Hinduism, Islam,
and Judaism; and
(B) identify examples of religious influence in
historic and contemporary world events.
(20)Culture. The student understands the relationship
between the arts and the times during which they
were created. The student is expected to:
(A) identify significant examples of art and
architecture that demonstrate an artistic
ideal or visual principle from selected
cultures;
(B) analyze examples of how art, architecture,
literature, music, and drama reflect the
history of cultures in which they are
produced; and
(C) identify examples of art, music, and
literature that transcend the cultures in
which they were created and convey universal
themes.
(21)Culture. The student understands the roles of
women, children, and families in different
historical cultures. The student is expected to:
(A) analyze the specific roles of women, children,
and families in different historical cultures;
and
(B) describe the political, economic, and cultural
influence of women in different historical
cultures.
(22)Culture. The student understands how the
development of ideas has influenced institutions
and societies. The student is expected to:
(A) summarize the fundamental ideas and
institutions of Eastern civilizations that
originated in China and India;
(B) summarize the fundamental ideas and
institutions of Western civilization that
originated in Greece and Rome; and
(C) analyze how ideas such as Judeo-Christian
ethics and the rise of secularism and
individualism in Western civilization,
beginning with the Enlightenment, have
influenced institutions and societies.
(23)Science, technology, and society. The student
understands how major scientific and mathematical
discoveries and technological innovations have
affected societies throughout history. The student
is expected to:
(A) give examples of major mathematical and
scientific discoveries and technological
innovations that occurred at different periods
in history and describe the changes produced
by these discoveries and innovations;
(B) identify new ideas in mathematics, science,
and technology that occurred during the Greco-
Roman, Indian, Islamic, and Chinese
civilizations and trace the spread of these
ideas to other civilizations;
(C) summarize the ideas in astronomy, mathematics,
and architectural engineering that developed
in Mesoamerica and Andean South America;
(D) describe the origins of the scientific
revolution in 16th-century Europe and explain
its impact on scientific thinking worldwide;
and
(E) identify the contributions of significant
scientists such as Archimedes, Copernicus,
Erastosthenes, Galileo, and Pythagorus.
(24)Science, technology, and society. The student
understands connections between major developments
in science and technology and the growth of
industrial economies and societies in the 18th,
19th, and 20th centuries. The student is expected
to:
(A) explain the causes of industrialization and
evaluate both short-term and long-term impact
on societies;
(B) describe the connection between scientific
discoveries and technological innovations and
new patterns of social and cultural life in
the 20th century, such as developments in
transportation and communication that affected
social mobility; and
(C) identify the contributions of significant
scientists and inventors such as Robert Boyle,
Marie Curie, Thomas Edison, Albert Einstein,
Robert Fulton, Sir Isaac Newton, Louis
Pasteur, and James Watt.
(25)Social studies skills. The student applies critical-
thinking skills to organize and use information
acquired from a variety of sources including
electronic technology. The student is expected to:
(A) identify ways archaeologists, anthropologists,
historians, and geographers analyze limited
evidence;
(B) locate and use primary and secondary sources
such as computer software, databases, media
and news services, biographies, interviews,
and artifacts to acquire information;
(C) analyze 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;
(D) explain and apply different methods that
historians use to interpret the past,
including the use of primary and secondary
sources, points of view, frames of reference,
and historical context;
(E) use the process of historical inquiry to
research, interpret, and use multiple sources
of evidence;
(F) evaluate the validity of a source based on
language, corroboration with other sources,
and information about the author;
(G) identify bias in written, oral, and visual
material;
(H) support a point of view on a social studies
issue or event; and
(I) use appropriate mathematical skills to
interpret social studies information such as
maps and graphs.
(26)Social studies skills. The student communicates in
written, oral, and visual forms. The student is
expected to:
(A) use social studies terminology correctly;
(B) use standard grammar, spelling, sentence
structure, and punctuation;
(C) interpret and create databases, research
outlines, bibliographies, and visuals
including graphs, charts, timelines, and maps;
and
(D) transfer information from one medium to
another, including written to visual and
statistical to written or visual, using
computer software as appropriate.
(27)Social studies skills. The student uses problem-
solving and decision-making skills, working
independently and with others, in a variety of
settings. The student is expected to:
(A) 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; and
(B) 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.
§113.34.
World Geography Studies (One Credit).
(a) General requirements. Students shall be awarded one
unit of credit for successful completion of this
course.
(b) Introduction.
(1) In World Geography Studies, students examine
people, places, and environments at local,
regional, national, and international scales from
the spatial and ecological perspectives of
geography. Students describe the influence of
geography on events of the past and present. A
significant portion of the course centers around
the physical processes that shape patterns in the
physical environment; the characteristics of major
land forms, climates, and ecosystems and their
interrelationships; the political, economic, and
social processes that shape cultural patterns of
regions; types and patterns of settlement; the
distribution and movement of world population;
relationships among people, places, and
environments; and the concept of region. Students
analyze how location affects economic activities
in different economic systems throughout the
world. Students identify the processes that
influence political divisions of the planet and
analyze how different points of view affect the
development of public policies. Students compare
how components of culture shape the
characteristics of regions and analyze the impact
of technology and human modifications on the
physical environment. Students use problem-solving
and decision-making skills to ask and answer
geographic questions.
(2) To support the teaching of the essential knowledge
and skills, the use of a variety of rich primary
and secondary source material such as contemporary
and historic maps of various types, satellite-
produced images, photographs, graphs, sketches,
and diagrams is encouraged.
(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 geography and social studies skills
strands in subsection (c) 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.
(4) 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,
§28.002(h).
(c) Knowledge and skills.
(1) History. The student understands how geographic
contexts (the geography of places in the past) and
processes of spatial exchange (diffusion)
influenced events in the past and helped to shape
the present. The student is expected to:
(A) analyze the effects of physical and human
geographic patterns and processes on events in
the past and describe their effects on present
conditions, including significant physical
features and environmental conditions that
influenced migration patterns in the past and
shaped the distribution of culture groups
today; and
(B) trace the spatial diffusion of a phenomenon
and describe its effects on regions of contact
such as the spread of bubonic plague, the
diffusion and exchange of foods between the
New and Old Worlds, or the diffusion of
American slang.
(2) History. The student understands how people,
places, and environments have changed over time and
the effects of these changes on history. The
student is expected to:
(A) describe the human and physical
characteristics of the same place at different
periods of history; and
(B) assess how people's changing perceptions of
geographic features have led to changes in
human societies.
(3) Geography. Such as student understands how physical
processes shape patterns in the physical
environment (lithosphere, atmosphere, hydrosphere,
and biosphere), including how Earth-Sun
relationships affect physical processes and
patterns on Earth's surface. The student is
expected to:
(A) attribute occurrences of weather phenomena and
climate to annual changes in Earth-Sun
relationships; and
(B) describe physical environment of regions and
the physical processes that affect these
regions such as weather, tectonic forces, wave
action, freezing and thawing, gravity, and
soil-building processes.
(4) Geography. The student understands the patterns and
characteristics of major landforms, climates, and
ecosystems of Earth and the interrelated processes
that produce them. The student is expected to:
(A) explain the distribution of different types of
climate in terms of patterns of temperature,
wind, and precipitation and the factors that
influence climate regions such as elevation,
latitude, location near warm and cold ocean
currents, position on a continent, and
mountain barriers;
(B) relate the physical processes to the
development of distinctive land forms; and
(C) explain the distribution of plants and animals
in different regions of the world using the
relationships among climate, vegetation, soil,
and geology.
(5) Geography. The student understands how political,
economic, and social processes shape cultural
patterns and characteristics in various places and
regions. The student is expected to:
(A) analyze how the character of a place is
related to its political, economic, social,
and cultural characteristics; and
(B) analyze political, economic, social, and
demographic data to determine the level of
development and standard of living in nations.
(6) Geography. The student understands the types and
patterns of settlement, the factors that affect
where people settle, and processes of settlement
development over time. The student is expected to:
(A) locate settlements and observe patterns in the
size and distribution of cities using maps,
graphics, and other information; and
(B) explain the processes that have caused cities
to grow such as location along transportation
routes, availability of resources that have
attracted settlers and economic activities,
and continued access to other cities and
resources.
(7) Geography. The student understands the growth,
distribution, movement, and characteristics of
world population. The student is expected to:
(A) construct and analyze population pyramids and
use other data, graphics, and maps to describe
the population characteristics of different
societies and to predict future growth trends;
(B) explain the political, economic, social, and
environmental factors that contribute to human
migration such as how national and
international migrations are shaped by push-
and-pull factors and how physical geography
affects the routes, flows, and destinations of
migration;
(C) describe trends in past world population
growth and distribution; and
(D) develop and defend hypotheses on likely
population patterns for the future.
(8) Geography. The student understands how people,
places, and environments are connected and
interdependent. The student is expected to:
(A) explain the interrelationships among physical
and human processes that shape the geographic
characteristics of places such as connections
among economic development, urbanization,
population growth, and environmental change;
(B) compare ways that humans depend on, adapt to,
and modify the physical environment using
local, state, national, and international
human activities in a variety of cultural and
technological contexts;
(C) describe the impact of and analyze the
reaction of the environment to abnormal and/or
hazardous environmental conditions at
different scales such as El Niño, floods,
droughts, and hurricanes; and
(D) analyze statistical and other data to infer
the effects of physical and human processes on
patterns of settlement, population
distribution, economic and political
conditions, and resource distribution.
(9) Geography. The student understands the concept of
region as an area of Earth's surface with unifying
geographic characteristics. The student is expected
to:
(A) identify physical or human factors that
constitute a region such as soils, climate,
vegetation, language, trade network, river
systems, and religion; and
(B) identify the differences among formal,
functional, and perceptual regions.
(10)Economics. The student understands the distribution
and characteristics of economic systems throughout
the world. The student is expected to:
(A) describe the characteristics of traditional,
command, and market economies;
(B) explain how traditional, command, and market
economies operate in specific countries; and
(C) compare the ways people satisfy their basic
needs through the production of goods and
services such as subsistence agriculture
versus market-oriented agriculture or cottage
industries versus commercial industries.
(11)Economics. The student understands the reasons for
the location of economic activities (primary,
secondary, tertiary, and quaternary) in different
economic systems. The student is expected to:
(A) map the locations of different types of
economic activities;
(B) identify factors affecting the location of
different types of economic activities; and
(C) describe how changes in technology,
transportation, and communication affect the
location and patterns of economic activities.
(12)Economics. The student understands the economic
importance of, and issues related to, the location
and management of key natural resources. The
student is expected to:
(A) compare global trade patterns at different
periods of time and develop hypotheses to
explain changes that have occurred in world
trade and the implications of these changes;
(B) analyze how the creation and distribution of
resources affect the location and patterns of
movement of products, capital, and people; and
(C) evaluate the geographic and economic impact of
policies related to the use of resources such
as regulations for water use or policies
related to the development of scarce natural
resources.
(13)Government. The student understands the
characteristics of a variety of political units.
The student is expected to:
(A) prepare maps that illustrate a variety of
political entities such as city maps showing
precincts, country maps showing states, or
continental maps showing countries; and
(B) compare maps of voting patterns or political
boundaries to make inferences about the
distribution of political power.
(14)Government. The student understands the geographic
processes that influence political divisions,
relationships, and policies. The student is
expected to:
(A) analyze current events to infer the physical
and human processes that lead to the formation
of boundaries and other political divisions;
(B) explain how forces of conflict and cooperation
influence the allocation of control of Earth's
surface such as the formation of congressional
voting districts or free trade zones; and
(C) explain the geographic factors that influence
a nation's power to control territory and that
shape the foreign policies and international
political relations of selected nations such
as Iraq, Israel, Japan, and the United
Kingdom.
(15)Citizenship. The student understands how different
points of view influence the development of public
policies and decision-making processes on local,
state, national, and international levels. The
student is expected to:
(A) identify and give examples of different points
of view that influence the development of
public policies and decision-making processes
on local, state, national, and international
levels;
(B) explain how citizenship practices, public
policies, and decision making may be
influenced by cultural beliefs; and
(C) compare different points of view on geographic
issues.
(16)Culture. The student understands how the components
of culture affect the way people live and shape the
characteristics of regions. The student is expected
to:
(A) describe distinctive cultural patterns and
landscapes associated with different places in
Texas, the United States, and other regions of
the world, and how these patterns influenced
the processes of innovation and diffusion;
(B) give examples of ways various groups of people
view cultures, places, and regions
differently; and
(C) compare life in a variety of cities and
nations in the world to evaluate the
relationships involved in political, economic,
social, and environmental changes.
(17)Culture. The student understands the distribution,
patterns, and characteristics of different
cultures. The student is expected to:
(A) describe and compare patterns of culture such
as language, religion, land use, systems of
education, and customs that make specific
regions of the world distinctive; and
(B) compare economic opportunities in different
cultures for women and religious minorities in
selected regions of the world.
(18)Culture. The student understands the ways in which
cultures change and maintain continuity. The
student is expected to:
(A) describe the impact of general processes such
as migration, war, trade, independent
inventions, and diffusion of ideas and
motivations on cultural change;
(B) analyze cultural changes in specific regions;
(C) analyze examples of cultures that maintain
traditional ways; and
(D) evaluate case studies of the spread of
cultural traits to find examples of cultural
convergence and divergence such as the spread
of democratic ideas, U.S.-based fast-food
franchises in Russia and Eastern Europe, or
the English language as a major medium of
international communication for scientists and
business people.
(19)Science, technology, and society. The student
understands the impact of technology and human
modifications on the physical environment. The
student is expected to:
(A) evaluate the significance of major
technological innovations, including fire,
steam power, diesel machinery, and electricity
that have been used to modify the physical
environment; and
(B) analyze ways technological innovations have
allowed humans to adapt to places shaped by
physical processes such as floods,
earthquakes, and hurricanes.
(20)Science, technology, and society. The student
understands how technology affects definitions of,
access to, and use of resources. The student is
expected to:
(A) describe the impact of new technologies, new
markets, and revised perceptions of resources;
and
(B) analyze the role of technology in agriculture
and other primary economic activities and
identify the environmental consequences of the
changes that have taken place.
(21)Social studies skills. The student applies critical-
thinking skills to organize and use information
acquired from a variety of sources including
electronic technology. The student is expected to:
(A) use historical, geographic, and statistical
information from a variety of sources such as
databases, field interviews, media services,
and questionnaires to answer geographic
questions and infer geographic relationships;
(B) analyze and evaluate the validity and utility
of multiple sources of geographic information
such as primary and secondary sources, aerial
photographs, and maps;
(C) construct and interpret maps to answer
geographic questions, infer geographic
relationships, and analyze geographic change;
(D) apply basic statistical concepts and
analytical methods such as computer-based
spreadsheets and statistical software to
analyze geographic data; and
(E) use a series of maps, including a computer-
based geographic information system, to obtain
and analyze data needed to solve geographic
and locational problems.
(22)Social studies skills. The student communicates in
written, oral, and visual forms. The student is
expected to:
(A) design and draw appropriate maps and other
graphics such as sketch maps, diagrams,
tables, and graphs to present geographic
information including geographic features,
geographic distributions, and geographic
relationships;
(B) apply appropriate vocabulary, geographic
models, generalizations, theories, and skills
to present geographic information;
(C) use geographic terminology correctly; and
(D) use standard grammar, spelling, sentence
structure, and punctuation.
(23)Social studies skills. The student uses problem-
solving and decision-making skills, working
independently and with others, in a variety of
settings. The student is expected to:
(A) plan, organize, and complete a group research
project that involves asking geographic
questions; acquiring, organizing, and
analyzing geographic information; answering
geographic questions; and communicating
results;
(B) use case studies and geographic information
systems to identify contemporary geographic
problems and issues and to apply geographic
knowledge and skills to answer real-world
questions;
(C) 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; and
(D) 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.
§113.35.
Government (One-Half Credit).
(a) General requirements. Students shall be awarded one-
half unit of credit for successful completion of this
course.
(b) Introduction.
(1) In Government, the focus is on the principles and
beliefs upon which the United States was founded
and on the structure, functions, and powers of
government at the national, state, and local
levels. This course is the culmination of the
civic and governmental content and concepts
studied from Kindergarten through required
secondary courses. Students learn major political
ideas and forms of government in history. A
significant focus of the course is on the U.S.
Constitution, its underlying principles and ideas,
and the form of government it created. Students
analyze major concepts of republicanism,
federalism, checks and balances, separation of
powers, popular sovereignty, and individual rights
and compare the U.S. system of government with
other political systems. Students identify the
role of government in the U.S. free enterprise
system and examine the strategic importance of
places to the United States. Students analyze the
impact of individuals, political parties, interest
groups, and the media on the American political
system, evaluate the importance of voluntary
individual participation in a democratic society,
and analyze the rights guaranteed by the U.S.
Constitution. Students examine the relationship
between governmental policies and the culture of
the United States. Students identify examples of
government policies that encourage scientific
research and use critical-thinking skills to
create a product on a contemporary government
issue.
(2) To support the teaching of the essential knowledge
and skills, the use of a variety of rich primary
and secondary source material such as the complete
text of the U.S. constitution; selected Federalist
Papers; landmark cases of the U.S. Supreme Court;
biographies, autobiographies, and memoirs;
speeches and letters; and periodicals that feature
analyses of political issues and events is
encouraged. Selections may include excerpts from
John Locke's Two Treatises of Government,
Federalist 51, and Miranda v. Arizona.
(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 geography and social studies skills
strands in subsection (c) 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.
(4) 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,
§28.002(h).
(c) Knowledge and skills.
(1) History. The student understands major political
ideas and forms of government in history. The
student is expected to:
(A) explain major political ideas in history such
as natural law, natural rights, divine right
of kings, and social contract theory; and
(B) identify the characteristics of classic forms
of government such as absolute monarchy,
authoritarianism, classical republic,
despotism, feudalism, liberal democracy, and
totalitarianism.
(2) History. The student understands how constitutional
government, as developed in the United States, has
been influenced by people, ideas, and historical
documents. The student is expected to:
(A) analyze the principles and ideas that underlie
the Declaration of Independence and the U.S.
Constitution, including those of Thomas
Hobbes, John Locke, and Charles de
Montesquieu;
(B) analyze the contributions of the political
philosophies of the Founding Fathers,
including John Adams, Alexander Hamilton,
Thomas Jefferson, and James Madison, on the
development of the U.S. government;
(C) analyze debates and compromises necessary to
reach political decisions using historical
documents; and
(D) identify significant individuals in the field
of government and politics, including Abraham
Lincoln, George Washington, and selected
contemporary leaders.
(3) History. The student understands the roles played
by individuals, political parties, interest groups,
and the media in the U.S. political system, past
and present. The student is expected to:
(A) give examples of the processes used by
individuals, political parties, interest
groups, or the media to affect public policy;
and
(B) analyze the impact of political changes
brought about by individuals, political
parties, interest groups, or the media, past
and present.
(4) Geography. The student understands why certain
places and regions are important to the United
States. The student is expected to:
(A) analyze the political significance to the
United States of the location and geographic
characteristics of selected places or regions
such as Cuba and Taiwan; and
(B) analyze the economic significance to the
United States of the location and geographic
characteristics of selected places and regions
such as oil fields in the Middle East.
(5) Geography. The student understands how government
policies can affect the physical and human
characteristics of places and regions. The student
is expected to:
(A) analyze and evaluate the consequences of a
government policy that affects the physical
characteristics of a place or region; and
(B) analyze and evaluate the consequences of a
government policy that affects the human
characteristics of a place or region.
(6) Economics. The student understands the roles played
by local, state, and national governments in both
the public and private sectors of the U.S. free
enterprise system. The student is expected to:
(A) analyze government policies that influence the
economy at the local, state, and national
levels;
(B) identify the sources of revenue and
expenditures of the U. S. government and
analyze their impact on the U.S. economy; and
(C) compare the role of government in the U.S.
free enterprise system and other economic
systems.
(7) Economics. The student understands the relationship
between U.S. government policies and international
trade. The student is expected to:
(A) explain the effects of international trade on
U.S. economic and political policies; and
(B) explain the government's role in setting
international trade policies.
(8) Government. The student understands the American
beliefs and principles reflected in the U.S.
Constitution. The student is expected to:
(A) explain the importance of a written
constitution;
(B) evaluate how the federal government serves the
purposes set forth in the Preamble to the U.S.
Constitution;
(C) analyze how the Federalist Papers explain the
principles of the American constitutional
system of government;
(D) evaluate constitutional provisions for
limiting the role of government, including
republicanism, checks and balances,
federalism, separation of powers, popular
sovereignty, and individual rights;
(E) analyze the processes by which the U.S.
Constitution can be changed and evaluate their
effectiveness; and
(F) analyze how the American beliefs and
principles reflected in the U.S. Constitution
contribute to our national identity.
(9) Government. The student understands the structure
and functions of the government created by the U.S.
Constitution. The student is expected to:
(A) analyze the structure and functions of the
legislative branch of government, including
the bicameral structure of Congress, the role
of committees, and the procedure for enacting
laws;
(B) analyze the structure and functions of the
executive branch of government, including the
constitutional powers of the president, the
growth of presidential power, and the role of
the Cabinet and executive departments;
(C) analyze the structure and functions of the
judicial branch of government, including the
federal court system and types of
jurisdiction;
(D) analyze the functions of selected independent
executive agencies and regulatory commissions
such as the National Aeronautics and Space
Administration and the Federal Communications
Commission;
(E) explain how certain provisions of the U.S.
Constitution provide for checks and balances
among the three branches of government;
(F) analyze selected issues raised by judicial
activism and judicial restraint;
(G) explain the major responsibilities of the
federal government for domestic and foreign
policy;
(H) compare the structure and functions of the
Texas state government to the federal system;
and
(I) analyze the structure and functions of local
government.
(10)Government. The student understands the concept of
federalism. The student is expected to:
(A) explain why the Founding Fathers created a
distinctly new form of federalism and adopted
a federal system of government instead of a
unitary system;
(B) categorize government powers as national,
state, or shared;
(C) analyze historical conflicts over the
respective roles of national and state
governments; and
(D) evaluate the limits on the national and state
governments in the U.S. federal system of
government.
(11)Government. The student understands the processes
for filling public offices in the U.S. system of
government. The student is expected to:
(A) compare different methods of filling public
offices, including elected and appointed
offices, at the local, state, and national
levels; and
(B) analyze and evaluate the process of electing
the President of the United States.
(12)Government. The student understands the role of
political parties in the U.S. system of government.
The student is expected to:
(A) identify the functions of political parties;
(B) analyze the two-party system and evaluate the
role of third parties in the United States;
(C) analyze the role of political parties in the
electoral process at local, state, and
national levels; and
(D) identify opportunities for citizens to
participate in political party activities at
local, state, and national levels.
(13)Government. The student understands the
similarities and differences that exist among the
U.S. system of government and other political
systems. The student is expected to:
(A) compare the U.S. system of government with
other political systems;
(B) analyze advantages and disadvantages of
federal, confederate, and unitary systems of
government; and
(C) analyze advantages and disadvantages of
presidential and parliamentary systems of
government.
(14)Citizenship. The student understands rights
guaranteed by the U.S. Constitution. The student is
expected to:
(A) understand the roles of limited government and
the rule of law to the protection of
individual rights;
(B) analyze the rights guaranteed by the Bill of
Rights, including first amendment freedoms;
(C) analyze issues addressed in selected cases
such as Engel v. Vitale, Miranda v. Arizona,
and Schenck v. U.S. that involve Supreme Court
interpretations of rights guaranteed by the
U.S. Constitution;
(D) analyze the role of each branch of government
in protecting the rights of individuals;
(E) explain the importance of due process rights
to the protection of individual rights and to
the limits on the powers of government; and
(F) analyze the impact of the incorporation
doctrine involving due process and the Bill of
Rights on individual rights, federalism, and
majority rule.
(15)Citizenship. The student understands the difference
between personal and civic responsibilities. The
student is expected to:
(A) explain the difference between personal and
civic responsibilities;
(B) evaluate whether and/or when the obligation of
citizenship requires that personal desires and
interests be subordinated to the public good;
(C) evaluate whether and/or when the rights of
individuals are inviolable even against claims
for the public good; and
(D) analyze the consequences of political
decisions and actions on society.
(16)Citizenship. The student understands the importance
of voluntary individual participation in the U.S.
democratic society. The student is expected to:
(A) analyze the effectiveness of various methods
of participation in the political process at
local, state, and national levels;
(B) analyze historical and contemporary examples
of citizen movements to bring about political
change or to maintain continuity;
(C) analyze the factors that influence an
individual's political attitudes and actions;
and
(D) compare and evaluate characteristics, style,
and effectiveness of state and national
leaders, past and present.
(17)Citizenship. The student understands the importance
of the expression of different points of view in a
democratic society. The student is expected to:
(A) analyze different points of view of political
parties and interest groups on important
contemporary issues;
(B) analyze the importance of free speech and
press in a democratic society; and
(C) express and defend a point of view on an issue
of contemporary interest in the United States.
(18)Culture. The student understands the relationship
between government policies and the culture of the
United States. The student is expected to:
(A) evaluate a political policy or decision in the
United States that was a result of changes in
American culture; and
(B) analyze changes in American culture brought
about by government policies such as voting
rights, the GI bill, and racial integration;
and
(C) describe an example of a government policy
that has affected a particular racial, ethnic,
or religious group.
(19)Science, technology, and society. The student
understands the role the government plays in
developing policies and establishing conditions
that influence scientific discoveries and
technological innovations. The student is expected
to:
(A) identify examples of government-assisted
research that, when shared with the private
sector, have resulted in improved consumer
products such as computer and communication
technologies; and
(B) analyze how U.S. government policies fostering
competition and entrepreneurship have resulted
in scientific discoveries and technological
innovations.
(20)Science, technology, and society. The student
understands the impact of advances in science and
technology on government and society. The student
is expected to:
(A) analyze the potential impact on society of
recent scientific discoveries and
technological innovations; and
(B) analyze the reaction of government to
scientific discoveries and technological
innovations.
(21)Social studies skills. The student applies critical-
thinking skills to organize and use information
acquired from a variety of sources including
electronic technology. The student is expected to:
(A) analyze 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;
(B) create a product on a contemporary government
issue or topic using critical methods of
inquiry;
(C) explain a point of view on a government issue;
(D) analyze and evaluate the validity of
information from primary and secondary sources
for bias, propaganda, point of view, and frame
of reference;
(E) evaluate government data using charts, tables,
graphs, and maps; and
(F) use appropriate mathematical skills to
interpret social studies information such as
maps and graphs.
(22)Social studies skills. The student communicates in
written, oral, and visual forms. The student is
expected to:
(A) use social studies terminology correctly;
(B) use standard grammar, spelling, sentence
structure, and punctuation;
(C) transfer information from one medium to
another, including written to visual and
statistical to written or visual, using
computer software as appropriate; and
(D) create written, oral, and visual presentations
of social studies information.
(23)Social studies skills. The student uses problem-
solving and decision-making skills, working
independently and with others, in a variety of
settings. The student is expected to:
(A) 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; and
(B) 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.
§113.36.
Psychology (One-Half Credit).
(a) General requirements. Students shall be awarded one-
half unit of credit for successful completion of this
course.
(b) Introduction. In Psychology, an elective course,
students consider the development of the individual and
the personality. The study of psychology is based on an
historical framework and relies on effective collection
and analysis of data. Students study topics such as
theories of human development, personality, motivation,
and learning.
(c) Knowledge and skills.
(1) The individual in society. The student understands
the dynamics of the relationships between self and
others to be a contributing member of the
community. The student is expected to:
(A) participate in class as a leader and follower;
(B) adjust behavior appropriately to fit various
situations;
(C) contribute to the development of a supportive
climate in groups; and
(D) accept and fulfill social responsibilities
associated with citizenship in a group
setting.
(2) The individual in society. The student understands
that beliefs, decisions, and actions have
consequences. The student is expected to:
(A) predict the likely outcome of given courses of
action in particular situations, such as
refusing to pay taxes, to register to vote, or
to obey the speed limit; and
(B) evaluate the predicted outcomes of given
courses of actions in particular situations
based on an understanding of the development
of morality.
(3) The individual in society. The student understands
behavioral, social learning, and cognitive
perspectives of motivation to describe his or her
role and impact on economic systems. The student is
expected to:
(A) apply various perspectives of motivation to a
given economic situation such as the choice of
car to purchase, personal budget priorities,
or choice of jobs;
(B) describe the role of reinforcement and
punishment in determining persistence-and-
effort allocation;
(C) describe the processes of modeling/imitation
and vicarious reinforcement using typical
classroom situations; and
(D) describe and explain self-esteem, self-
efficacy, and expectancy from the perspective
of attribution theory.
(4) The individual in society. The student understands
the influence of sensory perceptions on the shaping
of individual beliefs and attitudes. The student is
expected to:
(A) relate sensation and perception to various
points of view; and
(B) define and give examples of bias related to
various points of view.
(5) The individual in society. The student understands
the relationship between biology and behavior. The
student is expected to:
(A) describe the anatomy and localized function of
given brain areas; and
(B) explain the effects of the endocrine system on
development and behavior.
(6) The individual in society. The student understands
the basic principles of tests and measurements. The
student is expected to:
(A) define and differentiate reliability and
validity; and
(B) define the concept of "transformed score" and
give examples of various types including
percentile grade equivalent scores,
intelligence quotient (IQ) scores, and College
Entrance Examination Board (CEEB) scores such
as Scholastic Aptitude Test (SAT) and Graduate
Record Examination (GRE).
(7) History. The student understands the history of the
field of psychology. The student is expected to:
(A) identify defining characteristics that
differentiate the field of psychology from
other related social sciences; and
(B) trace the impact of associationism,
psychodynamic (Freudian) thinking,
behaviorism, and humanism on current thinking
in psychology.
(8) History. The student compares the processes of
theory development and validation. The student is
expected to:
(A) define and differentiate the concepts of
theory and principle;
(B) describe the relationship between earlier and
later theories related to a given
psychological construct; and
(C) identify and describe the basic methods of
social scientific reasoning.
(9) Culture. The student understands the dynamic
relationships between self and one's environment.
The student is expected to:
(A) describe and explain learning as an adaptation
to the environment;
(B) relate cultural perspectives to the
traditional physical environment of the
culture group; and
(C) explain types of relationships of individuals
with other individuals and with groups.
(10)Culture. The student understands behavioral,
social, and cognitive perspectives of human
learning. The student is expected to:
(A) identify related antecedents, behavior, and
consequences in a provided behavioral
situation;
(B) identify elements of social learning theory in
modern advertising;
(C) describe the relationship between components
of the structural information processing
model; and
(D) evaluate the various perspectives of human
learning and specify the strengths and
weaknesses of each.
(11)Culture. The student understands the role of
culture in forming the foundation and orienting
framework for individuals and social behavior. The
student is expected to:
(A) explain factors involved in cognitive
development according to Piaget;
(B) define common psychological disorders;
(C) describe Erickson's stages of psychosocial
development; and
(D) determine cultural influences such as fads or
peers on one's own social behavior.
(12)Culture. The student understands personality
development theories, including the applications
and limitations. The student is expected to:
(A) give examples of growth and development based
on social learning, behavioral, and cognitive
theories; and
(B) evaluate the presented theories of human
development and specify the strengths and
weaknesses of each.
(13)Social studies skills. The student applies critical-
thinking skills to organize and use information
acquired from a variety of sources including
electronic technology. The student is expected to:
(A) create a product on a contemporary psychology-
related issue or topic using critical methods
of inquiry;
(B) draw and evaluate conclusions from qualitative
information;
(C) define and compute measures of central
tendency (mean, median, and mode) and
dispersion (range and standard deviation);
(D) explain and illustrate cautions related to
interpreting statistics in news stories;
(E) apply evaluation rules to quantitative
information; and
(F) analyze 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.
(14)Social studies skills. The student communicates in
written, oral, and visual forms. The student is
expected to:
(A) use psychology-related terminology correctly;
(B) use standard grammar, spelling, sentence
structure, and punctuation;
(C) transfer information from one medium to
another, including written to visual and
written or visual to statistical, using
computer software as appropriate; and
(D) create written, oral, and visual presentations
of social studies information.
(15)Social studies skills. The student uses problem-
solving and decision-making skills, working
independently and with others, in a variety of
settings. The student is expected to:
(A) 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;
(B) 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; and
(C) participate in conflict resolution using
persuasion, compromise, debate, and
negotiation.
(16)Social studies skills. The student develops long-
term and short-term goal-setting skills for
individual and community problem solving. The
student is expected to:
(A) illustrate the relationship and sequence
between intermediate goals and terminal goals;
and
(B) monitor and evaluate self-directed inquiry or
projects for timelines, accuracy, and goal
attainment.
(17)Science and technology. The student understands the
implication of technology for the collection,
storage, and use of psychological data. The student
is expected to:
(A) apply the standards of the American
Psychological Association for ethical decision
making regarding the collection, storage, and
use of psychological data; and
(B) acquire information through the use of
electronic sources.
(18)Science and technology. The student understands the
relationship of changes in technology to personal
growth and development. The student is expected to:
(A) analyze examples of attitudes, beliefs, and
behaviors related to changes in available
technology; and
(B) evaluate the impact of changes in technology
on personal growth and development.
§113.37.
Sociology (One-Half Credit).
(a) General requirements. Students shall be awarded one-
half unit of credit for successful completion of this
course.
(b) Introduction. In Sociology, an elective course,
students study dynamics and models of individual and
group relationships. Students study topics such as the
history and systems of sociology, cultural and social
norms, social institutions, and mass communication.
(c) Knowledge and skills.
(1) Citizenship. The student understands that
individuals require knowledge of the dynamics of
the relationships between self and others to be
contributing members of the community. The student
is expected to:
(A) describe models of group systems and the
interactive roles of individuals, groups, and
the community; and
(B) evaluate role conflicts and methods of
resolution that may occur among individuals
and groups.
(2) Citizenship. The student analyzes groups in terms
of membership roles, status, values, and
socioeconomic stratification. The student is
expected to:
(A) compare the roles of group membership in
various formal and informal groups; and
(B) compare the roles of group membership in
selected primary and secondary groups.
(3) Economics. The student understands how
socioeconomic stratification affects human
motivation. The student is expected to:
(A) analyze the relationship between socioeconomic
stratification and human motivation; and
(B) analyze the influence of different motivations
and aspirations on economic decisions.
(4) Economics. The student understands the relationship
between socioeconomic stratification and cultural
values. The student is expected to:
(A) compare cultural values associated with
socioeconomic stratification; and
(B) analyze and explain the influence of cultural
values on economic behavior.
(5) Geography. The student uses geographic tools to
collect, analyze, and interpret sociological data.
The student is expected to:
(A) create thematic maps, graphs, charts, models,
and data bases that represent various aspects
of demographic and cultural patterns; and
(B) pose and answer questions about geographic
distributions and demographic and cultural
patterns shown on maps, graphs, charts,
models, and databases.
(6) Geography. The student understands that
socialization, cultural values, and norms vary in
different geographic places and regions. The
student is expected to:
(A) compare socialization in selected regions of
the United States; and
(B) compare how geographic considerations have
influenced the development of cultural values
and norms.
(7) Government. The student understands how governments
promote cultural values and provide for social
controls. The student is expected to:
(A) identify the relationships between cultural
values and the purposes and policies of
government; and
(B) describe types of government social controls.
(8) Government. The student understands different
styles and forms of leadership, political
socialization, and communication techniques that
influence perception, attitudes, and behavior. The
student is expected to:
(A) identify and describe different forms of
leadership as they relate to group-motivation
techniques;
(B) analyze the relationship among social class,
racial, ethnic, and other culture group
membership, and political power in the United
States; and
(C) evaluate different communication techniques,
including propaganda and advertising, used to
influence perceptions, attitudes, and
behaviors of persons and groups.
(9) History. The student understands the theoretical
perspectives of the historic interpretations of
human social development. The student is expected
to:
(A) trace the development of the field of
sociology; and
(B) identify major sociologists and explain their
contributions to the field.
(10)History. The student understands the causes and
effects of social and institutional changes. The
student is expected to:
(A) evaluate changes in U.S. institutions
resulting from industrialization,
urbanization, and immigrant assimilation; and
(B) analyze changes such as those in advertising,
food, and business in the majority U.S.
culture resulting from adaptations to various
immigrant and Native-American cultures.
(11)History. The student understands basic sociological
principles related to change within a group and
across groups. The student is expected to:
(A) relate theories of change to major changes in
U.S. public policy such as the origins and
consequences of the civil rights movement; and
(B) analyze social change and resulting social
problems within and across groups.
(12)Culture. The student understands how cultural
socialization, norms, values, motivation, and
communication influence relationships among groups.
The student is expected to:
(A) compare cultural norms among various U.S.
subculture groups such as ethnic, national
origin, age, socioeconomic strata, and gender
groups;
(B) describe stereotypes of the various U.S.
subcultures; and
(C) analyze social problems in selected U.S.
subcultures.
(13)Culture. The student understands how people develop
social institutions to meet basic needs in a
society. The student is expected to:
(A) summarize the functions of social institutions
such as the family, religion, and education;
and
(B) evaluate the importance of social institutions
in the United States.
(14)Social studies skills. The student applies critical-
thinking skills to organize and use information
acquired from a variety of sources including
electronic technology. The student is expected to:
(A) create a product on a contemporary
sociological issue or topic using critical
methods of inquiry;
(B) analyze 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; and
(C) use appropriate mathematical skills to
interpret sociological information.
(15)Social studies skills. The student communicates in
written, oral, and visual forms. The student is
expected to:
(A) use sociology-related terminology correctly;
(B) use standard grammar, spelling, sentence
structure, and punctuation;
(C) transfer information from one medium to
another, including written to visual and
written or visual to statistical, using
computer software as appropriate; and
(D) create written, oral, and visual presentations
of social studies information.
(16)Social studies skills. The student uses problem-
solving and decision-making skills, working
independently and with others, in a variety of
settings. The student is expected to:
(A) 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;
(B) 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; and
(C) participate in conflict resolution using
persuasion, compromise, debate, and
negotiation.
(17)Science, technology, and society. The student
understands the impact of scientific discoveries
and technological innovations on individuals and
societies. The student is expected to:
(A) analyze how individual and societal behavior
has changed as a result of scientific
discoveries and technological innovations; and
(B) predict societal changes resulting from
innovations in science and technology.
(18)Science, technology, and society. The student
understands the impact of changes in science and
technology on moral and ethical issues. The student
is expected to:
(A) analyze how the norms and behaviors of a
selected U.S. subculture group have changed as
a result of changes in science and technology;
and
(B) evaluate a current ethical issue that has
resulted from scientific discoveries and/or
technological innovations.
§113.38.
Special Topics in Social Studies (One-Half Credit).
(a) General requirements. Students shall be awarded one-
half unit of credit for successful completion of this
course. Students may take this course with different
course content for a maximum of two credits.
(b) Introduction. In Special Topics in Social Studies, an
elective course comparable to the former Advanced
Social Science Problems, students are provided the
opportunity to apply the knowledge and skills of the
social sciences to a variety of topics and issues.
Students use critical-thinking skills to locate,
organize, analyze, and use data collected from a
variety of sources. Problem solving and decision making
are important elements of the course as is the
communication of information in written, oral, and
visual forms.
(c) Knowledge and skills.
(1) Social studies skills. The student applies critical-
thinking skills to organize and use information
acquired from a variety of sources including
electronic technology. The student is expected to:
(A) differentiate between, locate, and use primary
and secondary sources such as computer
software, databases, media and news services,
biographies, interviews, and artifacts to
acquire information about a selected topic in
social studies;
(B) analyze 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;
(C) identify points of view from the historic
context surrounding an event and the frame of
reference that influenced the participants;
(D) support a point of view on a social studies
issue or event;
(E) identify bias in written, oral, and visual
material;
(F) evaluate the validity of a source based on
language, corroboration with other sources,
and information about the author; and
(G) use appropriate mathematical skills to
interpret social studies information such as
maps and graphs.
(2) Social studies skills. The student communicates in
written, oral, and visual forms. The student is
expected to:
(A) use social studies terminology correctly;
(B) use standard grammar, spelling, sentence
structure, and punctuation;
(C) transfer information from one medium to
another, including written to visual and
statistical to written or visual, using
computer software as appropriate; and
(D) create written, oral, and visual presentations
of social studies information.
(3) Social studies skills. The student uses problem-
solving and decision-making skills, working
independently and with others, in a variety of
settings. The student is expected to:
(A) 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; and
(B) 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.
§113.39.
Social Studies Research Methods (One-Half Credit).
(a) General requirements. Students shall be awarded one-
half unit of credit for successful completion of this
course. Students may take this course with different
course content for a maximum of two credits.
(b) Introduction. In Social Studies Research Methods, an
elective course, students conduct advanced research on
a selected topic in social studies using qualitative
and quantitative methods of inquiry. The course is
designed to be conducted in either classroom or
independent settings.
(c) Knowledge and skills.
(1) Social studies skills. The student understands the
basic philosophical foundation for qualitative and
quantitative methods of inquiry. The student is
expected to:
(A) develop and use criteria for the evaluation of
qualitative and quantitative information;
(B) generate logical and consistent conclusions
from given qualitative and quantitative
information; and
(C) design a research project with a rationale for
a given research method.
(2) Social studies skills. The student understands the
need for an organizing framework to identify a
problem or area of interest and collect
information. The student is expected to:
(A) select an issue, problem, or area of interest;
write a rationale and preliminary ideas for
research methods; and develop a bibliography;
and
(B) apply a process approach to a research
problem.
(3) Social studies skills. The student understands the
fundamental principles and requirements of validity
and reliability (both social science and historical
fields of inquiry). The student is expected to:
(A) define and differentiate reliability and
validity;
(B) identify methods of checking for reliability;
and
(C) evaluate various sources for reliability and
validity and justify the conclusions.
(4) Social studies skills. The student understands how
data can be collected from a variety of sources
using a variety of methods. The student is expected
to:
(A) collect information from a variety of sources
(primary, secondary, written, and oral) using
techniques such as questionnaires, interviews,
and library research; and
(B) use various technology such as CD-ROM, library
topic catalogues, networks, and on-line
information systems to collect information
about a selected topic.
(5) Social studies skills. The student understands the
use of theory and research for descriptive and
predictive purposes. The student is expected to:
(A) describe the results of a research process;
and
(B) make predictions as to future actions and/or
outcomes based on conclusions of research.
(6) Social studies skills. The student understands the
principles and requirements of the scientific
method. The student is expected to:
(A) apply the scientific method in a research
project;
(B) create a matrix relating various research
methodologies such as survey research,
ethnography, primary documents, and
statistical analysis to given subject areas;
and
(C) determine the most efficient research approach
from a variety of alternatives using a cost-
benefit analysis.
(7) Social studies skills. The student understands
basic statistical approaches to the analysis of
aggregate information. The student is expected to:
(A) define and compute statistical information
using various statistical approaches such as
means testing and correlation, measures of
central tendency and distribution, the
development of categorical systems, and
logical analysis; and
(B) analyze information using a spreadsheet or
statistical analysis information software.
(8) Social studies skills. The student understands the
requirements of graphic displays of data. The
student is expected to:
(A) construct visuals such as charts, graphs,
tables, time lines, and maps to convey
appropriate data; and
(B) create a presentation on a selected topic
using word-processing, graphics, and
multimedia software.
(9) Social studies skills. The student understands the
basic principles of historic analysis. The student
is expected to:
(A) differentiate between primary and secondary
sources and describe the best uses for each;
(B) construct and test cause-and-effect hypotheses
and compare them with correlational analyses;
and
(C) select the appropriate use of chronological
relationships in historiography.
(10)Social studies skills. The student understands the
ethical aspects of collecting, storing, and using
data. The student is expected to:
(A) describe breaches of ethical standards for
handling human experimental or survey
information in a given scenario; and
(B) evaluate the relationship among copyright
laws, proper citation requirements, and
ethical ways of collecting and presenting
information.