teks social studies hs

6/20/2015 19TACChapter113,SubchapterC

http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113c.html 1/55

Chapter113.TexasEssentialKnowledgeandSkillsforSocialStudiesSubchapterC.HighSchool

StatutoryAuthority:TheprovisionsofthisSubchapterCissuedundertheTexasEducationCode,7.102(c)(4),28.002,28.008,and28.025,unlessotherwisenoted.

113.40.ImplementationofTexasEssentialKnowledgeandSkillsforSocialStudies,HighSchool,BeginningwithSchoolYear20112012.

Theprovisionsof113.41113.48ofthissubchaptershallbeimplementedbyschooldistrictsbeginningwiththe20112012schoolyear.

Source:Theprovisionsofthis113.40adoptedtobeeffectiveAugust23,2010,35TexReg7232amendedtobeeffectiveOctober17,2011,36TexReg6946.

113.41.UnitedStatesHistoryStudiesSince1877(OneCredit),BeginningwithSchoolYear20112012.

(a)Generalrequirements.Studentsshallbeawardedoneunitofcreditforsuccessfulcompletionofthiscourse.

(b)Introduction.

(1)InUnitedStatesHistoryStudiesSince1877,whichisthesecondpartofatwoyearstudythatbeginsinGrade8,studentsstudythehistoryoftheUnitedStatesfrom1877tothepresent.ThecoursecontentisbasedonthefoundingdocumentsoftheU.S.government,whichprovideaframeworkforitsheritage.Historicalcontentfocusesonthepolitical,economic,andsocialeventsandissuesrelatedtoindustrializationandurbanization,majorwars,domesticandforeignpolicies,andreformmovements,includingcivilrights.Studentsexaminetheimpactofgeographicfactorsonmajoreventsanderasandanalyzetheircausesandeffects.StudentsexaminetheimpactofconstitutionalissuesonAmericansociety,evaluatethedynamicrelationshipofthethreebranchesofthefederalgovernment,andanalyzeeffortstoexpandthedemocraticprocess.Studentsdescribetherelationshipbetweentheartsandpopularcultureandthetimesduringwhichtheywerecreated.StudentsanalyzetheimpactoftechnologicalinnovationsonAmericanlife.Studentsusecriticalthinkingskillsandavarietyofprimaryandsecondarysourcematerialtoexplainandapplydifferentmethodsthathistoriansusetounderstandandinterpretthepast,includingmultiplepointsofviewandhistoricalcontext.

(2)Tosupporttheteachingoftheessentialknowledgeandskills,theuseofavarietyofrichprimaryandsecondarysourcematerialsuchasbiographies,autobiographies,landmarkcasesoftheU.S.SupremeCourt,novels,speeches,letters,diaries,poetry,songs,andartworksisencouraged.Motivatingresourcesareavailablefrommuseums,historicalsites,presidentiallibraries,andlocalandstatepreservationsocieties.

(3)Theeightstrandsoftheessentialknowledgeandskillsforsocialstudiesareintendedtobeintegratedforinstructionalpurposes.Skillslistedinthesocialstudiesskillsstrandinsubsection(c)ofthissectionshouldbeincorporatedintotheteachingofallessentialknowledgeandskillsforsocialstudies.Agreaterdepthofunderstandingofcomplexcontentmaterialcanbeattained



whenintegratedsocialstudiescontentfromthevariousdisciplinesandcriticalthinkingskillsaretaughttogether.Statementsthatcontaintheword"including"referencecontentthatmustbemastered,whilethosecontainingthephrase"suchas"areintendedaspossibleillustrativeexamples.

(4)StudentsidentifytheroleoftheU.S.freeenterprisesystemwithintheparametersofthiscourseandunderstandthatthissystemmayalsobereferencedascapitalismorthefreemarketsystem.

(5)ThroughoutsocialstudiesinKindergartenGrade12,studentsbuildafoundationinhistorygeographyeconomicsgovernmentcitizenshipculturescience,technology,andsocietyandsocialstudiesskills.Thecontent,asappropriateforthegradelevelorcourse,enablesstudentstounderstandtheimportanceofpatriotism,functioninafreeenterprisesociety,andappreciatethebasicdemocraticvaluesofourstateandnationasreferencedintheTexasEducationCode(TEC),28.002(h).

(6)Studentsunderstandthataconstitutionalrepublicisarepresentativeformofgovernmentwhoserepresentativesderivetheirauthorityfromtheconsentofthegoverned,serveforanestablishedtenure,andaresworntoupholdtheconstitution.

(7)Stateandfederallawsmandateavarietyofcelebrationsandobservances,includingCelebrateFreedomWeek.

(A)Eachsocialstudiesclassshallinclude,duringCelebrateFreedomWeekasprovidedundertheTEC,29.907,orduringanotherfullschoolweekasdeterminedbytheboardoftrusteesofaschooldistrict,appropriateinstructionconcerningtheintent,meaning,andimportanceoftheDeclarationofIndependenceandtheU.S.Constitution,includingtheBillofRights,intheirhistoricalcontexts.ThestudyoftheDeclarationofIndependencemustincludethestudyoftherelationshipoftheideasexpressedinthatdocumenttosubsequentAmericanhistory,includingtherelationshipofitsideastotherichdiversityofourpeopleasanationofimmigrants,theAmericanRevolution,theformulationoftheU.S.Constitution,andtheabolitionistmovement,whichledtotheEmancipationProclamationandthewomen'ssuffragemovement.

(B)Eachschooldistrictshallrequirethat,duringCelebrateFreedomWeekorotherweekofinstructionprescribedundersubparagraph(A)ofthisparagraph,studentsinGrades312studyandrecitethefollowingtext:"WeholdtheseTruthstobeselfevident,thatallMenarecreatedequal,thattheyareendowedbytheirCreatorwithcertainunalienableRights,thatamongtheseareLife,LibertyandthePursuitofHappinessThattosecuretheseRights,GovernmentsareinstitutedamongMen,derivingtheirjustPowersfromtheConsentoftheGoverned."

(8)StudentsidentifyanddiscusshowtheactionsofU.S.citizensandthelocal,state,andfederalgovernmentshaveeithermetorfailedtomeettheidealsespousedinthefoundingdocuments.

(c)Knowledgeandskills.

(1)History.ThestudentunderstandstheprinciplesincludedintheCelebrateFreedomWeekprogram.Thestudentisexpectedto:

(A)analyzeandevaluatethetext,intent,meaning,andimportanceoftheDeclarationofIndependenceandtheU.S.Constitution,includingtheBillofRights,andidentifythefull



textofthefirstthreeparagraphsoftheDeclarationofIndependence

(B)analyzeandevaluatetheapplicationofthesefoundingprinciplestohistoricaleventsinU.S.historyand

(C)explainthecontributionsoftheFoundingFatherssuchasBenjaminRush,JohnHancock,JohnJay,JohnWitherspoon,JohnPeterMuhlenberg,CharlesCarroll,andJonathanTrumbullSr.

(2)History.ThestudentunderstandstraditionalhistoricalpointsofreferenceinU.S.historyfrom1877tothepresent.Thestudentisexpectedto:

(A)identifythemajorcharacteristicsthatdefineanhistoricalera

(B)identifythemajorerasinU.S.historyfrom1877tothepresentanddescribetheirdefiningcharacteristics

(C)applyabsoluteandrelativechronologythroughthesequencingofsignificantindividuals,events,andtimeperiodsand

(D)explainthesignificanceofthefollowingyearsasturningpoints:1898(SpanishAmericanWar),19141918(WorldWarI),1929(theGreatDepressionbegins),19391945(WorldWarII),1957(SputniklaunchignitesU.S.Sovietspacerace),19681969(MartinLutherKingJr.assassinationandU.S.landsonthemoon),1991(ColdWarends),2001(terroristattacksonWorldTradeCenterandthePentagon),and2008(electionoffirstblackpresident,BarackObama).

(3)History.Thestudentunderstandsthepolitical,economic,andsocialchangesintheUnitedStatesfrom1877to1898.Thestudentisexpectedto:

(A)analyzepoliticalissuessuchasIndianpolicies,thegrowthofpoliticalmachines,civilservicereform,andthebeginningsofPopulism

(B)analyzeeconomicissuessuchasindustrialization,thegrowthofrailroads,thegrowthoflaborunions,farmissues,thecattleindustryboom,theriseofentrepreneurship,freeenterprise,andtheprosandconsofbigbusiness

(C)analyzesocialissuesaffectingwomen,minorities,children,immigrants,urbanization,theSocialGospel,andphilanthropyofindustrialistsand

(D)describetheoptimismofthemanyimmigrantswhosoughtabetterlifeinAmerica.

(4)History.ThestudentunderstandstheemergenceoftheUnitedStatesasaworldpowerbetween1898and1920.Thestudentisexpectedto:

(A)explainwhysignificantevents,policies,andindividualssuchastheSpanishAmericanWar,U.S.expansionism,HenryCabotLodge,AlfredThayerMahan,TheodoreRoosevelt,SanfordB.Dole,andmissionariesmovedtheUnitedStatesintothepositionofaworldpower

(B)evaluateAmericanexpansionism,includingacquisitionssuchasGuam,Hawaii,thePhilippines,andPuertoRico



(C)identifythecausesofWorldWarIandreasonsforU.S.entry

(D)understandthecontributionsoftheAmericanExpeditionaryForces(AEF)ledbyGeneralJohnJ.Pershing

(E)analyzetheimpactofsignificanttechnologicalinnovationsinWorldWarIsuchasmachineguns,airplanes,tanks,poisongas,andtrenchwarfarethatresultedinthestalemateontheWesternFront

(F)analyzemajorissuessuchasisolationismandneutralityraisedbyU.S.involvementinWorldWarI,WoodrowWilson'sFourteenPoints,andtheTreatyofVersaillesand

(G)analyzesignificanteventssuchastheBattleofArgonneForest.

(5)History.Thestudentunderstandstheeffectsofreformandthirdpartymovementsintheearly20thcentury.Thestudentisexpectedto:

(A)evaluatetheimpactofProgressiveErareforms,includinginitiative,referendum,recall,andthepassageofthe16th,17th,18th,and19thamendments

(B)evaluatetheimpactofmuckrakersandreformleaderssuchasUptonSinclair,SusanB.Anthony,IdaB.Wells,andW.E.B.DuBoisonAmericansocietyand

(C)evaluatetheimpactofthirdparties,includingthePopulistandProgressiveparties.

(6)History.Thestudentunderstandssignificantevents,socialissues,andindividualsofthe1920s.Thestudentisexpectedto:

(A)analyzecausesandeffectsofeventsandsocialissuessuchasimmigration,SocialDarwinism,eugenics,racerelations,nativism,theRedScare,Prohibition,andthechangingroleofwomenand

(B)analyzetheimpactofsignificantindividualssuchasClarenceDarrow,WilliamJenningsBryan,HenryFord,GlennCurtiss,MarcusGarvey,andCharlesA.Lindbergh.

(7)History.ThestudentunderstandsthedomesticandinternationalimpactofU.S.participationinWorldWarII.Thestudentisexpectedto:

(A)identifyreasonsforU.S.involvementinWorldWarII,includingItalian,German,andJapanesedictatorshipsandtheiraggression,especiallytheattackonPearlHarbor

(B)evaluatethedomesticandinternationalleadershipofFranklinD.RooseveltandHarryTrumanduringWorldWarII,includingtheU.S.relationshipwithitsalliesanddomesticindustry'srapidmobilizationforthewareffort

(C)analyzethefunctionoftheU.S.OfficeofWarInformation

(D)analyzemajorissuesofWorldWarII,includingtheHolocausttheinternmentofGerman,Italian,andJapaneseAmericansandExecutiveOrder9066andthedevelopmentofconventionalandatomicweapons

(E)analyzemajormilitaryeventsofWorldWarII,includingtheBattleofMidway,the



U.S.militaryadvancementthroughthePacificIslands,theBataanDeathMarch,theinvasionofNormandy,fightingthewaronmultiplefronts,andtheliberationofconcentrationcamps

(F)evaluatethemilitarycontributionsofleadersduringWorldWarII,includingOmarBradley,DwightEisenhower,DouglasMacArthur,ChesterA.Nimitz,GeorgeMarshall,andGeorgePattonand

(G)explainthehomefrontandhowAmericanpatriotisminspiredexceptionalactionsbycitizensandmilitarypersonnel,includinghighlevelsofmilitaryenlistmentvolunteerismthepurchaseofwarbondsVictoryGardensthebraveryandcontributionsoftheTuskegeeAirmen,theFlyingTigers,andtheNavajoCodeTalkersandopportunitiesandobstaclesforwomenandethnicminorities.

(8)History.ThestudentunderstandstheimpactofsignificantnationalandinternationaldecisionsandconflictsintheColdWarontheUnitedStates.Thestudentisexpectedto:

(A)describeU.S.responsestoSovietaggressionafterWorldWarII,includingtheTrumanDoctrine,theMarshallPlan,theNorthAtlanticTreatyOrganization,theBerlinairlift,andJohnF.Kennedy'sroleintheCubanMissileCrisis

(B)describehowColdWartensionswereintensifiedbythearmsrace,thespacerace,McCarthyism,andtheHouseUnAmericanActivitiesCommittee(HUAC),thefindingsofwhichwereconfirmedbytheVenonaPapers

(C)explainreasonsandoutcomesforU.S.involvementintheKoreanWaranditsrelationshiptothecontainmentpolicy

(D)explainreasonsandoutcomesforU.S.involvementinforeigncountriesandtheirrelationshiptotheDominoTheory,includingtheVietnamWar

(E)analyzethemajorissuesandeventsoftheVietnamWarsuchastheTetOffensive,theescalationofforces,Vietnamization,andthefallofSaigonand

(F)describetheresponsestotheVietnamWarsuchasthedraft,the26thAmendment,theroleofthemedia,thecredibilitygap,thesilentmajority,andtheantiwarmovement.

(9)History.ThestudentunderstandstheimpactoftheAmericancivilrightsmovement.Thestudentisexpectedto:

(A)tracethehistoricaldevelopmentofthecivilrightsmovementinthe19th,20th,and21stcenturies,includingthe13th,14th,15th,and19thamendments

(B)describetherolesofpoliticalorganizationsthatpromotedcivilrights,includingonesfromAfricanAmerican,Chicano,AmericanIndian,women's,andothercivilrightsmovements

(C)identifytherolesofsignificantleaderswhosupportedvariousrightsmovements,includingMartinLutherKingJr.,CesarChavez,RosaParks,HectorP.Garcia,andBettyFriedan

(D)compareandcontrasttheapproachtakenbysomecivilrightsgroupssuchasthe



BlackPantherswiththenonviolentapproachofMartinLutherKingJr.

(E)discusstheimpactofthewritingsofMartinLutherKingJr.suchashis"IHaveaDream"speechand"LetterfromBirminghamJail"onthecivilrightsmovement

(F)describepresidentialactionsandcongressionalvotestoaddressminorityrightsintheUnitedStates,includingdesegregationofthearmedforces,theCivilRightsactsof1957and1964,andtheVotingRightsActof1965

(G)describetheroleofindividualssuchasgovernorsGeorgeWallace,OrvalFaubus,andLesterMaddoxandgroups,includingtheCongressionalblocofsouthernDemocrats,thatsoughttomaintainthestatusquo

(H)evaluatechangesandeventsintheUnitedStatesthathaveresultedfromthecivilrightsmovement,includingincreasedparticipationofminoritiesinthepoliticalprocessand

(I)describehowlitigationsuchasthelandmarkcasesofBrownv.BoardofEducation,Mendezv.Westminster,Hernandezv.Texas,Delgadov.BastropI.S.D.,EdgewoodI.S.D.v.Kirby,andSweattv.Painterplayedaroleinprotectingtherightsoftheminorityduringthecivilrightsmovement.

(10)History.Thestudentunderstandstheimpactofpolitical,economic,andsocialfactorsintheU.S.roleintheworldfromthe1970sthrough1990.Thestudentisexpectedto:

(A)describeRichardM.Nixon'sleadershipinthenormalizationofrelationswithChinaandthepolicyofdtente

(B)describeRonaldReagan'sleadershipindomesticandinternationalpolicies,includingReaganomicsandPeaceThroughStrength

(C)comparetheimpactofenergyontheAmericanwayoflifeovertime

(D)describeU.S.involvementintheMiddleEastsuchassupportforIsrael,theCampDavidAccords,theIranContraAffair,MarinesinLebanon,andtheIranHostageCrisis

(E)describethecausesandkeyorganizationsandindividualsoftheconservativeresurgenceofthe1980sand1990s,includingPhyllisSchlafly,theContractwithAmerica,theHeritageFoundation,theMoralMajority,andtheNationalRifleAssociationand

(F)describesignificantsocietalissuesofthistimeperiod.

(11)History.Thestudentunderstandstheemergingpolitical,economic,andsocialissuesoftheUnitedStatesfromthe1990sintothe21stcentury.Thestudentisexpectedto:

(A)describeU.S.involvementinworldaffairs,includingtheendoftheColdWar,thePersianGulfWar,theBalkansCrisis,9/11,andtheglobalWaronTerror

(B)identifysignificantsocialandpoliticaladvocacyorganizations,leaders,andissuesacrossthepoliticalspectrum

(C)evaluateeffortsbyglobalorganizationstoundermineU.S.sovereigntythroughthe



useoftreaties

(D)analyzetheimpactofthirdpartiesonpresidentialelections

(E)discussthehistoricalsignificanceofthe2008presidentialelectionand

(F)discussthesolvencyoflongtermentitlementprogramssuchasSocialSecurityandMedicare.

(12)Geography.Thestudentunderstandstheimpactofgeographicfactorsonmajorevents.Thestudentisexpectedto:

(A)analyzetheimpactofphysicalandhumangeographicfactorsonthesettlementoftheGreatPlains,theKlondikeGoldRush,thePanamaCanal,theDustBowl,andtheleveefailureinNewOrleansafterHurricaneKatrinaand

(B)identifyandexplainreasonsforchangesinpoliticalboundariessuchasthoseresultingfromstatehoodandinternationalconflicts.

(13)Geography.ThestudentunderstandsthecausesandeffectsofmigrationandimmigrationonAmericansociety.Thestudentisexpectedto:

(A)analyzethecausesandeffectsofchangingdemographicpatternsresultingfrommigrationwithintheUnitedStates,includingwesternexpansion,ruraltourban,theGreatMigration,andtheRustBelttotheSunBeltand

(B)analyzethecausesandeffectsofchangingdemographicpatternsresultingfromlegalandillegalimmigrationtotheUnitedStates.

(14)Geography.Thestudentunderstandstherelationshipbetweenpopulationgrowthandmodernizationonthephysicalenvironment.Thestudentisexpectedto:

(A)identifytheeffectsofpopulationgrowthanddistributiononthephysicalenvironment

(B)identifytherolesofgovernmentalentitiesandprivatecitizensinmanagingtheenvironmentsuchastheestablishmentoftheNationalParkSystem,theEnvironmentalProtectionAgency(EPA),andtheEndangeredSpeciesActand

(C)understandtheeffectsofgovernmentalactionsonindividuals,industries,andcommunities,includingtheimpactonFifthAmendmentpropertyrights.

(15)Economics.ThestudentunderstandsdomesticandforeignissuesrelatedtoU.S.economicgrowthfromthe1870sto1920.Thestudentisexpectedto:

(A)describehowtheeconomicimpactoftheTranscontinentalRailroadandtheHomesteadActcontributedtothecloseofthefrontierinthelate19thcentury

(B)describethechangingrelationshipbetweenthefederalgovernmentandprivatebusiness,includingthecostsandbenefitsoflaissezfaire,antitrustacts,theInterstateCommerceAct,andthePureFoodandDrugAct



(C)explainhowforeignpoliciesaffectedeconomicissuessuchastheChineseExclusionActof1882,theOpenDoorPolicy,DollarDiplomacy,andimmigrationquotas

(D)describetheeconomiceffectsofinternationalmilitaryconflicts,includingtheSpanishAmericanWarandWorldWarI,ontheUnitedStatesand

(E)describetheemergenceofmonetarypolicyintheUnitedStates,includingtheFederalReserveActof1913andtheshiftingtrendfromagoldstandardtofiatmoney.

(16)Economics.ThestudentunderstandssignificanteconomicdevelopmentsbetweenWorldWarIandWorldWarII.Thestudentisexpectedto:

(A)analyzecausesofeconomicgrowthandprosperityinthe1920s,includingWarrenHarding'sReturntoNormalcy,reducedtaxes,andincreasedproductionefficiencies

(B)identifythecausesoftheGreatDepression,includingtheimpactoftariffsonworldtrade,stockmarketspeculation,bankfailures,andthemonetarypolicyoftheFederalReserveSystem

(C)analyzetheeffectsoftheGreatDepressionontheU.S.economyandsocietysuchaswidespreadunemploymentanddeportationandrepatriationofpeopleofEuropeanandMexicanheritageandothers

(D)comparetheNewDealpoliciesanditsopponents'approachestoresolvingtheeconomiceffectsoftheGreatDepressionand

(E)describehowvariousNewDealagenciesandprograms,includingtheFederalDepositInsuranceCorporation,theSecuritiesandExchangeCommission,andtheSocialSecurityAdministration,continuetoaffectthelivesofU.S.citizens.

(17)Economics.ThestudentunderstandstheeconomiceffectsofWorldWarIIandtheColdWar.Thestudentisexpectedto:

(A)describetheeconomiceffectsofWorldWarIIonthehomefrontsuchastheendoftheGreatDepression,rationing,andincreasedopportunityforwomenandminorityemployment

(B)identifythecausesofprosperityinthe1950s,includingtheBabyBoomandtheimpactoftheGIBill(Servicemen'sReadjustmentActof1944),andtheeffectsofprosperityinthe1950ssuchasincreasedconsumptionandthegrowthofagricultureandbusiness

(C)describetheeconomicimpactofdefensespendingonthebusinesscycleandeducationprioritiesfrom1945tothe1990s

(D)identifyactionsofgovernmentandtheprivatesectorsuchastheGreatSociety,affirmativeaction,andTitleIXtocreateeconomicopportunitiesforcitizensandanalyzetheunintendedconsequencesofeachand

(E)describethedynamicrelationshipbetweenU.S.internationaltradepoliciesandtheU.S.freeenterprisesystemsuchastheOrganizationofPetroleumExportingCountries(OPEC)oilembargo,theGeneralAgreementofTariffsandTrade(GATT),andtheNorth



AmericanFreeTradeAgreement(NAFTA).

(18)Economics.ThestudentunderstandstheeconomiceffectsofincreasedworldwideinterdependenceastheUnitedStatesentersthe21stcentury.Thestudentisexpectedto:

(A)discusstheroleofAmericanentrepreneurssuchasBillGates,SamWalton,EsteLauder,RobertJohnson,LionelSosa,andmillionsofsmallbusinessentrepreneurswhoachievedtheAmericandreamand

(B)identifytheimpactofinternationalevents,multinationalcorporations,governmentpolicies,andindividualsonthe21stcenturyeconomy.

(19)Government.Thestudentunderstandschangesovertimeintheroleofgovernment.Thestudentisexpectedto:

(A)evaluatetheimpactofNewDeallegislationonthehistoricalrolesofstateandfederalgovernment

(B)explainconstitutionalissuesraisedbyfederalgovernmentpolicychangesduringtimesofsignificantevents,includingWorldWarI,theGreatDepression,WorldWarII,the1960s,and9/11

(C)describetheeffectsofpoliticalscandals,includingTeapotDome,Watergate,andBillClinton'simpeachment,ontheviewsofU.S.citizensconcerningtrustinthefederalgovernmentanditsleaders

(D)discusstheroleofcontemporarygovernmentlegislationintheprivateandpublicsectorssuchastheCommunityReinvestmentActof1977,USAPATRIOTActof2001,andtheAmericanRecoveryandReinvestmentActof2009and

(E)evaluatetheprosandconsofU.S.participationininternationalorganizationsandtreaties.

(20)Government.Thestudentunderstandsthechangingrelationshipsamongthethreebranchesofthefederalgovernment.Thestudentisexpectedto:

(A)describetheimpactofeventssuchastheGulfofTonkinResolutionandtheWarPowersActontherelationshipbetweenthelegislativeandexecutivebranchesofgovernmentand

(B)evaluatetheimpactofrelationshipsamongthelegislative,executive,andjudicialbranchesofgovernment,includingFranklinD.Roosevelt'sattempttoincreasethenumberofU.S.SupremeCourtjusticesandthepresidentialelectionof2000.

(21)Government.ThestudentunderstandstheimpactofconstitutionalissuesonAmericansociety.Thestudentisexpectedto:

(A)analyzetheeffectsoflandmarkU.S.SupremeCourtdecisions,includingBrownv.BoardofEducation,andotherU.S.SupremeCourtdecisionssuchasPlessyv.Ferguson,Hernandezv.Texas,Tinkerv.DesMoines,Wisconsinv.Yoder,andWhitev.Regester

(B)discusshistoricalreasonswhytheconstitutionhasbeenamendedand



(C)evaluateconstitutionalchangeintermsofstrictconstructionversusjudicialinterpretation.

(22)Citizenship.ThestudentunderstandstheconceptofAmericanexceptionalism.Thestudentisexpectedto:

(A)discussAlexisdeTocqueville'sfivevaluescrucialtoAmerica'ssuccessasaconstitutionalrepublic:liberty,egalitarianism,individualism,populism,andlaissezfaire

(B)describehowtheAmericanvaluesidentifiedbyAlexisdeTocquevillearedifferentanduniquefromthoseofothernationsand

(C)describeU.S.citizensaspeoplefromnumerousplacesthroughouttheworldwhoholdacommonbondinstandingforcertainselfevidenttruths.

(23)Citizenship.Thestudentunderstandseffortstoexpandthedemocraticprocess.Thestudentisexpectedto:

(A)identifyandanalyzemethodsofexpandingtherighttoparticipateinthedemocraticprocess,includinglobbying,nonviolentprotesting,litigation,andamendmentstotheU.S.Constitution

(B)evaluatevariousmeansofachievingequalityofpoliticalrights,includingthe19th,24th,and26thamendmentsandcongressionalactssuchastheAmericanIndianCitizenshipActof1924and

(C)explainhowparticipationinthedemocraticprocessreflectsournationalethos,patriotism,andcivicresponsibilityaswellasourprogresstobuilda"moreperfectunion."

(24)Citizenship.Thestudentunderstandstheimportanceofeffectiveleadershipinaconstitutionalrepublic.Thestudentisexpectedto:

(A)describequalitiesofeffectiveleadershipand

(B)evaluatethecontributionsofsignificantpoliticalandsocialleadersintheUnitedStatessuchasAndrewCarnegie,ThurgoodMarshall,BillyGraham,BarryGoldwater,SandraDayO'Connor,andHillaryClinton.

(25)Culture.Thestudentunderstandstherelationshipbetweentheartsandthetimesduringwhichtheywerecreated.Thestudentisexpectedto:

(A)describehowthecharacteristicsandissuesinU.S.historyhavebeenreflectedinvariousgenresofart,music,film,andliterature

(B)describeboththepositiveandnegativeimpactsofsignificantexamplesofculturalmovementsinart,music,andliteraturesuchasTinPanAlley,theHarlemRenaissance,theBeatGeneration,rockandroll,theChicanoMuralMovement,andcountryandwesternmusiconAmericansociety

(C)identifytheimpactofpopularAmericancultureontherestoftheworldovertimeand



(D)analyzetheglobaldiffusionofAmericanculturethroughtheentertainmentindustryviavariousmedia.

(26)Culture.Thestudentunderstandshowpeoplefromvariousgroupscontributetoournationalidentity.Thestudentisexpectedto:

(A)explainactionstakenbypeopletoexpandeconomicopportunitiesandpoliticalrights,includingthoseforracial,ethnic,andreligiousminoritiesaswellaswomen,inAmericansociety

(B)discusstheAmericanizationmovementtoassimilateimmigrantsandAmericanIndiansintoAmericanculture

(C)explainhowthecontributionsofpeopleofvariousracial,ethnic,gender,andreligiousgroupsshapeAmericanculture

(D)identifythepolitical,social,andeconomiccontributionsofwomensuchasFrancesWillard,JaneAddams,EleanorRoosevelt,DoloresHuerta,SoniaSotomayor,andOprahWinfreytoAmericansociety

(E)discussthemeaningandhistoricalsignificanceofthemottos"EPluribusUnum"and"InGodWeTrust"and

(F)discusstheimportanceofcongressionalMedalofHonorrecipients,includingindividualsofallracesandgenderssuchasVernonJ.Baker,AlvinYork,andRoyBenavidez.

(27)Science,technology,andsociety.Thestudentunderstandstheimpactofscience,technology,andthefreeenterprisesystemontheeconomicdevelopmentoftheUnitedStates.Thestudentisexpectedto:

(A)explaintheeffectsofscientificdiscoveriesandtechnologicalinnovationssuchaselectricpower,telephoneandsatellitecommunications,petroleumbasedproducts,steelproduction,andcomputersontheeconomicdevelopmentoftheUnitedStates

(B)explainhowspecificneedsresultinscientificdiscoveriesandtechnologicalinnovationsinagriculture,themilitary,andmedicine,includingvaccinesand

(C)understandtheimpactoftechnologicalandmanagementinnovationsandtheirapplicationsintheworkplaceandtheresultingproductivityenhancementsforbusinessandlaborsuchasassemblylinemanufacturing,timestudyanalysis,robotics,computermanagement,andjustintimeinventorymanagement.

(28)Science,technology,andsociety.Thestudentunderstandstheinfluenceofscientificdiscoveries,technologicalinnovations,andthefreeenterprisesystemonthestandardoflivingintheUnitedStates.Thestudentisexpectedto:

(A)analyzehowscientificdiscoveries,technologicalinnovations,andtheapplicationofthesebythefreeenterprisesystem,includingthoseintransportationandcommunication,improvethestandardoflivingintheUnitedStates

(B)explainhowspacetechnologyandexplorationimprovethequalityoflifeand



(C)understandhowthefreeenterprisesystemdrivestechnologicalinnovationanditsapplicationinthemarketplacesuchascellphones,inexpensivepersonalcomputers,andglobalpositioningproducts.

(29)Socialstudiesskills.Thestudentappliescriticalthinkingskillstoorganizeanduseinformationacquiredfromavarietyofvalidsources,includingelectronictechnology.Thestudentisexpectedto:

(A)useavarietyofbothprimaryandsecondaryvalidsourcestoacquireinformationandtoanalyzeandanswerhistoricalquestions

(B)analyzeinformationbysequencing,categorizing,identifyingcauseandeffectrelationships,comparingandcontrasting,findingthemainidea,summarizing,makinggeneralizations,makingpredictions,drawinginferences,anddrawingconclusions

(C)understandhowhistoriansinterpretthepast(historiography)andhowtheirinterpretationsofhistorymaychangeovertime

(D)usetheprocessofhistoricalinquirytoresearch,interpret,andusemultipletypesofsourcesofevidence

(E)evaluatethevalidityofasourcebasedonlanguage,corroborationwithothersources,andinformationabouttheauthor,includingpointsofview,framesofreference,andhistoricalcontext

(F)identifybiasinwritten,oral,andvisualmaterial

(G)identifyandsupportwithhistoricalevidenceapointofviewonasocialstudiesissueoreventand

(H)useappropriateskillstoanalyzeandinterpretsocialstudiesinformationsuchasmaps,graphs,presentations,speeches,lectures,andpoliticalcartoons.

(30)Socialstudiesskills.Thestudentcommunicatesinwritten,oral,andvisualforms.Thestudentisexpectedto:

(A)createwritten,oral,andvisualpresentationsofsocialstudiesinformation

(B)usecorrectsocialstudiesterminologytoexplainhistoricalconceptsand

(C)usedifferentformsofmediatoconveyinformation,includingwrittentovisualandstatisticaltowrittenorvisual,usingavailablecomputersoftwareasappropriate.

(31)Socialstudiesskills.Thestudentusesgeographictoolstocollect,analyze,andinterpretdata.Thestudentisexpectedto:

(A)createthematicmaps,graphs,andchartsrepresentingvariousaspectsoftheUnitedStatesand

(B)poseandanswerquestionsaboutgeographicdistributionsandpatternsshownonmaps,graphs,charts,andavailabledatabases.



(32)Socialstudiesskills.Thestudentusesproblemsolvinganddecisionmakingskills,workingindependentlyandwithothers,inavarietyofsettings.Thestudentisexpectedto:

(A)useaproblemsolvingprocesstoidentifyaproblem,gatherinformation,listandconsideroptions,consideradvantagesanddisadvantages,chooseandimplementasolution,andevaluatetheeffectivenessofthesolutionand

(B)useadecisionmakingprocesstoidentifyasituationthatrequiresadecision,gatherinformation,identifyoptions,predictconsequences,andtakeactiontoimplementadecision.

Source:Theprovisionsofthis113.41adoptedtobeeffectiveAugust23,2010,35TexReg7232.

113.42.WorldHistoryStudies(OneCredit),BeginningwithSchoolYear20112012.


(b)Introduction.

(1)WorldHistoryStudiesisasurveyofthehistoryofhumankind.Duetotheexpanseofworldhistoryandthetimelimitationsoftheschoolyear,thescopeofthiscourseshouldfocuson"essential"conceptsandskillsthatcanbeappliedtovariouseras,events,andpeoplewithinthestandardsinsubsection(c)ofthissection.Themajoremphasisisonthestudyofsignificantpeople,events,andissuesfromtheearliesttimestothepresent.Traditionalhistoricalpointsofreferenceinworldhistoryareidentifiedasstudentsanalyzeimportanteventsandissuesinwesterncivilizationaswellasincivilizationsinotherpartsoftheworld.Studentsevaluatethecausesandeffectsofpoliticalandeconomicimperialismandofmajorpoliticalrevolutionssincethe17thcentury.Studentsexaminetheimpactofgeographicfactorsonmajorhistoriceventsandidentifythehistoricoriginsofcontemporaryeconomicsystems.Studentsanalyzetheprocessbywhichconstitutionalgovernmentsevolvedaswellastheideasfromhistoricdocumentsthatinfluencedthatprocess.Studentstracethehistoricaldevelopmentofimportantlegalandpoliticalconcepts.Studentsexaminethehistoryandimpactofmajorreligiousandphilosophicaltraditions.Studentsanalyzetheconnectionsbetweenmajordevelopmentsinscienceandtechnologyandthegrowthofindustrialeconomies,andtheyusetheprocessofhistoricalinquirytoresearch,interpret,andusemultiplesourcesofevidence.

(2)Thefollowingperiodizationshouldserveastheframeworkfortheorganizationofthiscourse:8000BC500BC(DevelopmentofRiverValleyCivilizations)500BCAD600(ClassicalEra)6001450(PostclassicalEra)14501750(ConnectingHemispheres)17501914(AgeofRevolutions)and1914present(20thCenturytothePresent).Specificeventsandprocessesmaytranscendthesechronologicalboundaries.

(3)Tosupporttheteachingoftheessentialknowledgeandskills,theuseofavarietyofrichprimaryandsecondarysourcematerialsuchasstatepapers,legaldocuments,charters,constitutions,biographies,autobiographies,speeches,letters,literature,music,art,andarchitectureisencouraged.Motivatingresourcesareavailablefrommuseums,artgalleries,andhistoricalsites.

(4)Theeightstrandsoftheessentialknowledgeandskillsforsocialstudiesareintendedtobeintegratedforinstructionalpurposes.Skillslistedinthesocialstudiesskillsstrandinsubsection



(c)ofthissectionshouldbeincorporatedintotheteachingofallessentialknowledgeandskillsforsocialstudies.

(5)Agreaterdepthofunderstandingofcomplexcontentmaterialcanbeattainedbyintegratingsocialstudiescontentandskillsandbyanalyzingconnectionsbetweenandamonghistoricalperiodsandevents.Thelistofeventsandpeopleinthiscoursecurriculumshouldnotbeconsideredexhaustive.Additionalexamplescanandshouldbeincorporated.Statementsthatcontaintheword"including"referencecontentthatmustbemastered,whilethosecontainingthephrase"suchas"areintendedaspossibleillustrativeexamples.


(7)ThroughoutsocialstudiesinKindergartenGrade12,studentsbuildafoundationinhistorygeographyeconomicsgovernmentcitizenshipculturescience,technology,andsocietyandsocialstudiesskills.Thecontent,asappropriateforthegradelevelorcourse,enablesstudentstounderstandtheimportanceofpatriotism,functioninafreeenterprisesociety,andappreciatethebasicdemocraticvaluesofourstateandnation,asreferencedintheTexasEducationCode(TEC),28.002(h).









(1)History.Thestudentunderstandstraditionalhistoricalpointsofreferenceinworldhistory.Thestudentisexpectedto:

(A)identifymajorcausesanddescribethemajoreffectsofthefollowingeventsfrom8000BCto500BC:thedevelopmentofagricultureandthedevelopmentoftherivervalleycivilizations

(B)identifymajorcausesanddescribethemajoreffectsofthefollowingeventsfrom500BCtoAD600:thedevelopmentoftheclassicalcivilizationsofGreece,Rome,Persia,India(MauryaandGupta),China(Zhou,Qin,andHan),andthedevelopmentofmajorworldreligions

(C)identifymajorcausesanddescribethemajoreffectsofthefollowingimportantturningpointsinworldhistoryfrom600to1450:thespreadofChristianity,thedeclineofRomeandtheformationofmedievalEuropethedevelopmentofIslamiccaliphatesandtheirimpactonAsia,Africa,andEuropetheMongolinvasionsandtheirimpactonEurope,China,India,andSouthwestAsia

(D)identifymajorcausesanddescribethemajoreffectsofthefollowingimportantturningpointsinworldhistoryfrom1450to1750:theriseoftheOttomanEmpire,theinfluenceoftheMingdynastyonworldtrade,EuropeanexplorationandtheColumbianExchange,Europeanexpansion,andtheRenaissanceandtheReformation

(E)identifymajorcausesanddescribethemajoreffectsofthefollowingimportantturningpointsinworldhistoryfrom1750to1914:theScientificRevolution,theIndustrialRevolutionanditsimpactonthedevelopmentofmoderneconomicsystems,Europeanimperialism,andtheEnlightenment'simpactonpoliticalrevolutionsand

(F)identifymajorcausesanddescribethemajoreffectsofthefollowingimportantturningpointsinworldhistoryfrom1914tothepresent:theworldwarsandtheirimpactonpolitical,economic,andsocialsystemscommunistrevolutionsandtheirimpactontheColdWarindependencemovementsandglobalization.

(2)History.Thestudentunderstandshowearlycivilizationsdevelopedfrom8000BCto500BC.Thestudentisexpectedto:

(A)summarizetheimpactofthedevelopmentoffarming(NeolithicRevolution)onthecreationofrivervalleycivilizations

(B)identifythecharacteristicsofcivilizationand

(C)explainhowmajorrivervalleycivilizationsinfluencedthedevelopmentoftheclassicalcivilizations.

(3)History.Thestudentunderstandsthecontributionsandinfluenceofclassicalcivilizationsfrom500BCtoAD600onsubsequentcivilizations.Thestudentisexpectedto:

(A)describethemajorpolitical,religious/philosophical,andculturalinfluencesofPersia,India,China,Israel,Greece,andRome,includingthedevelopmentofmonotheism,Judaism,andChristianity



(B)explaintheimpactofthefallofRomeonWesternEuropeand

(C)comparethefactorsthatledtothecollapseofRomeandHanChina.

(4)History.Thestudentunderstandshow,afterthecollapseofclassicalempires,newpolitical,economic,andsocialsystemsevolvedandexpandedfrom600to1450.Thestudentisexpectedto:

(A)explainthedevelopmentofChristianityasaunifyingsocialandpoliticalfactorinmedievalEuropeandtheByzantineEmpire

(B)explainthecharacteristicsofRomanCatholicismandEasternOrthodoxy

(C)describethemajorcharacteristicsofandthefactorscontributingtothedevelopmentofthepolitical/socialsystemoffeudalismandtheeconomicsystemofmanorialism

(D)explainthepolitical,economic,andsocialimpactofIslamonEurope,Asia,andAfrica

(E)describetheinteractionsamongMuslim,Christian,andJewishsocietiesinEurope,Asia,andNorthAfrica

(F)describetheinteractionsbetweenMuslimandHindusocietiesinSouthAsia

(G)explainhowtheCrusades,theBlackDeath,theHundredYears'War,andtheGreatSchismcontributedtotheendofmedievalEurope

(H)summarizethemajorpolitical,economic,andculturaldevelopmentsinTangandSongChinaandtheirimpactonEasternAsia

(I)explainthedevelopmentoftheslavetrade

(J)analyzehowtheSilkRoadandtheAfricangoldsalttradefacilitatedthespreadofideasandtradeand

(K)summarizethechangesresultingfromtheMongolinvasionsofRussia,China,andtheIslamicworld.

(5)History.Thestudentunderstandsthecauses,characteristics,andimpactoftheEuropeanRenaissanceandtheReformationfrom1450to1750.Thestudentisexpectedto:

(A)explainthepolitical,intellectual,artistic,economic,andreligiousimpactoftheRenaissanceand

(B)explainthepolitical,intellectual,artistic,economic,andreligiousimpactoftheReformation.

(6)History.ThestudentunderstandsthecharacteristicsandimpactoftheMaya,Inca,andAzteccivilizations.Thestudentisexpectedto:

(A)comparethemajorpolitical,economic,social,andculturaldevelopmentsoftheMaya,Inca,andAzteccivilizationsandexplainhowpriorcivilizationsinfluencedtheir



developmentand

(B)explainhowtheIncaandAztecempireswereimpactedbyEuropeanexploration/colonization.

(7)History.ThestudentunderstandsthecausesandimpactofEuropeanexpansionfrom1450to1750.Thestudentisexpectedto:

(A)analyzethecausesofEuropeanexpansionfrom1450to1750

(B)explaintheimpactoftheColumbianExchangeontheAmericasandEurope

(C)explaintheimpactoftheAtlanticslavetradeonWestAfricaandtheAmericas

(D)explaintheimpactoftheOttomanEmpireonEasternEuropeandglobaltrade

(E)explainMingChina'simpactonglobaltradeand

(F)explainneweconomicfactorsandprinciplesthatcontributedtothesuccessofEurope'sCommercialRevolution.

(8)History.ThestudentunderstandsthecausesandtheglobalimpactoftheIndustrialRevolutionandEuropeanimperialismfrom1750to1914.Thestudentisexpectedto:

(A)explainhow17thand18thcenturyEuropeanscientificadvancementsledtotheIndustrialRevolution

(B)explainhowtheIndustrialRevolutionledtopolitical,economic,andsocialchangesinEurope

(C)identifythemajorpolitical,economic,andsocialmotivationsthatinfluencedEuropeanimperialism

(D)explainthemajorcharacteristicsandimpactofEuropeanimperialismand

(E)explaintheeffectsoffreeenterpriseintheIndustrialRevolution.

(9)History.Thestudentunderstandsthecausesandeffectsofmajorpoliticalrevolutionsbetween1750and1914.Thestudentisexpectedto:

(A)comparethecauses,characteristics,andconsequencesoftheAmericanandFrenchrevolutions,emphasizingtheroleoftheEnlightenment,theGloriousRevolution,andreligion

(B)explaintheimpactofNapoleonBonaparteandtheNapoleonicWarsonEuropeandLatinAmerica

(C)tracetheinfluenceoftheAmericanandFrenchrevolutionsonLatinAmerica,includingtheroleofSimnBolivarand

(D)identifytheinfluenceofideassuchasseparationofpowers,checksandbalances,liberty,equality,democracy,popularsovereignty,humanrights,constitutionalism,andnationalismonpoliticalrevolutions.



(10)History.ThestudentunderstandsthecausesandimpactofWorldWarI.Thestudentisexpectedto:

(A)identifytheimportanceofimperialism,nationalism,militarism,andthealliancesystemincausingWorldWarI

(B)identifymajorcharacteristicsofWorldWarI,includingtotalwar,trenchwarfare,modernmilitarytechnology,andhighcasualtyrates

(C)explainthepoliticalimpactofWoodrowWilson'sFourteenPointsandthepoliticalandeconomicimpactoftheTreatyofVersailles,includingchangesinboundariesandthemandatesystemand

(D)identifythecausesoftheFebruary(March)andOctoberrevolutionsof1917inRussia,theireffectsontheoutcomeofWorldWarI,andtheBolshevikestablishmentoftheUnionofSovietSocialistRepublics.

(11)History.ThestudentunderstandsthecausesandimpactoftheglobaleconomicdepressionimmediatelyfollowingWorldWarI.Thestudentisexpectedto:

(A)summarizetheinternational,political,andeconomiccausesoftheglobaldepressionand

(B)explaintheresponsesofgovernmentsintheUnitedStates,Germany,andtheSovietUniontotheglobaldepression.

(12)History.ThestudentunderstandsthecausesandimpactofWorldWarII.Thestudentisexpectedto:

(A)describetheemergenceandcharacteristicsoftotalitarianism

(B)explaintherolesofvariousworldleaders,includingBenitoMussolini,AdolfHitler,HidekiTojo,JosephStalin,FranklinD.Roosevelt,andWinstonChurchill,priortoandduringWorldWarIIand

(C)explainthemajorcausesandeventsofWorldWarII,includingtheGermaninvasionsofPolandandtheSovietUnion,theHolocaust,Japaneseimperialism,theattackonPearlHarbor,theNormandylandings,andthedroppingoftheatomicbombs.

(13)History.ThestudentunderstandstheimpactofmajoreventsassociatedwiththeColdWarandindependencemovements.Thestudentisexpectedto:

(A)summarizehowtheoutcomeofWorldWarIIcontributedtothedevelopmentoftheColdWar

(B)summarizethefactorsthatcontributedtocommunisminChina,includingMaoZedong'sroleinitsrise,andhowitdifferedfromSovietcommunism

(C)identifythefollowingmajoreventsoftheColdWar,includingtheKoreanWar,theVietnamWar,andthearmsrace

(D)explaintherolesofmodernworldleaders,includingRonaldReagan,Mikhail



Gorbachev,LechWalesa,andPopeJohnPaulII,inthecollapseofcommunisminEasternEuropeandtheSovietUnion

(E)summarizetheriseofindependencemovementsinAfrica,theMiddleEast,andSouthAsiaandreasonsforongoingconflictsand

(F)explainhowArabrejectionoftheStateofIsraelhasledtoongoingconflict.

(14)History.ThestudentunderstandsthedevelopmentofradicalIslamicfundamentalismandthesubsequentuseofterrorismbysomeofitsadherents.Thestudentisexpectedto:

(A)summarizethedevelopmentandimpactofradicalIslamicfundamentalismoneventsinthesecondhalfofthe20thcentury,includingPalestinianterrorismandthegrowthofalQaedaand

(B)explaintheU.S.responsetoterrorismfromSeptember11,2001,tothepresent.

(15)Geography.Thestudentusesgeographicskillsandtoolstocollect,analyze,andinterpretdata.Thestudentisexpectedto:

(A)createandinterpretthematicmaps,graphs,andchartstodemonstratetherelationshipbetweengeographyandthehistoricaldevelopmentofaregionornationand

(B)analyzeandcomparegeographicdistributionsandpatternsinworldhistoryshownonmaps,graphs,charts,andmodels.

(16)Geography.Thestudentunderstandstheimpactofgeographicfactorsonmajorhistoriceventsandprocesses.Thestudentisexpectedto:

(A)locateplacesandregionsofhistoricalsignificancedirectlyrelatedtomajorerasandturningpointsinworldhistory

(B)analyzetheinfluenceofhumanandphysicalgeographicfactorsonmajoreventsinworldhistory,includingthedevelopmentofrivervalleycivilizations,tradeintheIndianOcean,andtheopeningofthePanamaandSuezcanalsand

(C)interpretmaps,charts,andgraphstoexplainhowgeographyhasinfluencedpeopleandeventsinthepast.

(17)Economics.ThestudentunderstandstheimpactoftheNeolithicandIndustrialrevolutionsandglobalizationonhumanity.Thestudentisexpectedto:

(A)identifyimportantchangesinhumanlifecausedbytheNeolithicRevolutionandtheIndustrialRevolution

(B)summarizetheroleofeconomicsindrivingpoliticalchangesasrelatedtotheNeolithicRevolutionandtheIndustrialRevolutionand

(C)summarizetheeconomicandsocialimpactof20thcenturyglobalization.

(18)Economics.Thestudentunderstandsthehistoricaloriginsofcontemporaryeconomicsystemsandthebenefitsoffreeenterpriseinworldhistory.Thestudentisexpectedto:



(A)identifythehistoricaloriginsandcharacteristicsofthefreeenterprisesystem,includingthecontributionsofAdamSmith,especiallytheinfluenceofhisideasfoundinTheWealthofNations

(B)identifythehistoricaloriginsandcharacteristicsofcommunism,includingtheinfluencesofKarlMarx

(C)identifythehistoricaloriginsandcharacteristicsofsocialism

(D)identifythehistoricaloriginsandcharacteristicsoffascism

(E)explainwhycommunistcommandeconomiescollapsedincompetitionwithfreemarketeconomiesattheendofthe20thcenturyand

(F)formulategeneralizationsonhoweconomicfreedomimprovedthehumancondition,basedonstudents'knowledgeofthebenefitsoffreeenterpriseinEurope'sCommercialRevolution,theIndustrialRevolution,and20thcenturyfreemarketeconomies,comparedtocommunistcommandcommunities.

(19)Government.Thestudentunderstandsthecharacteristicsofmajorpoliticalsystemsthroughouthistory.Thestudentisexpectedto:

(A)identifythecharacteristicsofmonarchiesandtheocraciesasformsofgovernmentinearlycivilizationsand

(B)identifythecharacteristicsofthefollowingpoliticalsystems:theocracy,absolutemonarchy,democracy,republic,oligarchy,limitedmonarchy,andtotalitarianism.

(20)Government.Thestudentunderstandshowcontemporarypoliticalsystemshavedevelopedfromearliersystemsofgovernment.Thestudentisexpectedto:

(A)explainthedevelopmentofdemocraticrepublicangovernmentfromitsbeginningsintheJudeoChristianlegaltraditionandclassicalGreeceandRomethroughtheEnglishCivilWarandtheEnlightenment

(B)identifytheimpactofpoliticalandlegalideascontainedinthefollowingdocuments:Hammurabi'sCode,theJewishTenCommandments,Justinian'sCodeofLaws,MagnaCarta,theEnglishBillofRights,theDeclarationofIndependence,theU.S.Constitution,andtheDeclarationoftheRightsofManandoftheCitizen

(C)explainthepoliticalphilosophiesofindividualssuchasJohnLocke,ThomasHobbes,Voltaire,CharlesdeMontesquieu,JeanJacquesRousseau,ThomasAquinas,JohnCalvin,ThomasJefferson,andWilliamBlackstoneand

(D)explainthesignificanceoftheLeagueofNationsandtheUnitedNations.

(21)Citizenship.Thestudentunderstandsthesignificanceofpoliticalchoicesanddecisionsmadebyindividuals,groups,andnationsthroughouthistory.Thestudentisexpectedto:

(A)describehowpeoplehaveparticipatedinsupportingorchangingtheirgovernments

(B)describetherightsandresponsibilitiesofcitizensandnoncitizensincivic



participationthroughouthistoryand

(C)identifyexamplesofkeypersonswhoweresuccessfulinshiftingpoliticalthought,includingWilliamWilberforce.

(22)Citizenship.Thestudentunderstandsthehistoricaldevelopmentofsignificantlegalandpoliticalconceptsrelatedtotherightsandresponsibilitiesofcitizenship.Thestudentisexpectedto:

(A)summarizethedevelopmentoftheruleoflawfromancienttomoderntimes

(B)identifytheinfluenceofideasregardingtherighttoa"trialbyajuryofyourpeers"andtheconceptsof"innocentuntilprovenguilty"and"equalitybeforethelaw"thatoriginatedfromtheJudeoChristianlegaltraditionandinGreeceandRome

(C)identifyexamplesofpoliticallymotivatedmassmurdersinCambodia,China,LatinAmerica,theSovietUnion,andArmenia

(D)identifyexamplesofgenocide,includingtheHolocaustandgenocideintheBalkans,Rwanda,andDarfur

(E)identifyexamplesofindividualswholedresistancetopoliticaloppressionsuchasNelsonMandela,MohandasGandhi,OscarRomero,NatanSharansky,LasMadresdelaPlazadeMayo,andChinesestudentprotestorsinTiananmenSquareand

(F)assessthedegreetowhichAmericanidealshaveadvancedhumanrightsanddemocraticideasthroughouttheworld.

(23)Culture.Thestudentunderstandsthehistoryandrelevanceofmajorreligiousandphilosophicaltraditions.Thestudentisexpectedto:

(A)describethehistoricalorigins,centralideas,andspreadofmajorreligiousandphilosophicaltraditions,includingBuddhism,Christianity,Confucianism,Hinduism,Islam,Judaism,Sikhism,andthedevelopmentofmonotheismand

(B)identifyexamplesofreligiousinfluenceonvariouseventsreferencedinthemajorerasofworldhistory.

(24)Culture.Thestudentunderstandstherolesofwomen,children,andfamiliesindifferenthistoricalcultures.Thestudentisexpectedto:

(A)describethechangingrolesofwomen,children,andfamiliesduringmajorerasofworldhistoryand

(B)describethemajorinfluencesofwomensuchasElizabethI,QueenVictoria,MotherTeresa,IndiraGandhi,MargaretThatcher,andGoldaMeirduringmajorerasofworldhistory.

(25)Culture.Thestudentunderstandshowthedevelopmentofideashasinfluencedinstitutionsandsocieties.Thestudentisexpectedto:

(A)summarizethefundamentalideasandinstitutionsofEasterncivilizationsthat



originatedinChinaandIndia

(B)summarizethefundamentalideasandinstitutionsofWesterncivilizationsthatoriginatedinGreeceandRome

(C)explaintherelationshipamongChristianity,individualism,andgrowingsecularismthatbeganwiththeRenaissanceandhowtherelationshipinfluencedsubsequentpoliticaldevelopmentsand

(D)explainhowIslaminfluenceslawandgovernmentintheMuslimworld.

(26)Culture.Thestudentunderstandstherelationshipbetweentheartsandthetimesduringwhichtheywerecreated.Thestudentisexpectedto:

(A)identifysignificantexamplesofartandarchitecturethatdemonstrateanartisticidealorvisualprinciplefromselectedcultures

(B)analyzeexamplesofhowart,architecture,literature,music,anddramareflectthehistoryoftheculturesinwhichtheyareproducedand

(C)identifyexamplesofart,music,andliteraturethattranscendtheculturesinwhichtheywerecreatedandconveyuniversalthemes.

(27)Science,technology,andsociety.Thestudentunderstandshowmajorscientificandmathematicaldiscoveriesandtechnologicalinnovationsaffectedsocietiespriorto1750.Thestudentisexpectedto:

(A)identifytheoriginanddiffusionofmajorideasinmathematics,science,andtechnologythatoccurredinrivervalleycivilizations,classicalGreeceandRome,classicalIndia,andtheIslamiccaliphatesbetween700and1200andinChinafromtheTangtoMingdynasties

(B)summarizethemajorideasinastronomy,mathematics,andarchitecturalengineeringthatdevelopedintheMaya,Inca,andAzteccivilizations

(C)explaintheimpactoftheprintingpressontheRenaissanceandtheReformationinEurope

(D)describetheoriginsoftheScientificRevolutionin16thcenturyEuropeandexplainitsimpactonscientificthinkingworldwideand

(E)identifythecontributionsofsignificantscientistssuchasArchimedes,Copernicus,Eratosthenes,Galileo,Pythagoras,IsaacNewton,andRobertBoyle.

(28)Science,technology,andsociety.Thestudentunderstandshowmajorscientificandmathematicaldiscoveriesandtechnologicalinnovationshaveaffectedsocietiesfrom1750tothepresent.Thestudentisexpectedto:

(A)explaintheroleoftextilemanufacturingandsteamtechnologyininitiatingtheIndustrialRevolutionandtheroleofthefactorysystemandtransportationtechnologyinadvancingtheIndustrialRevolution



(B)explaintherolesofmilitarytechnology,transportationtechnology,communicationtechnology,andmedicaladvancementsininitiatingandadvancing19thcenturyimperialism

(C)explaintheeffectsofmajornewmilitarytechnologiesonWorldWarI,WorldWarII,andtheColdWar

(D)explaintheroleoftelecommunicationtechnology,computertechnology,transportationtechnology,andmedicaladvancementsindevelopingthemodernglobaleconomyandsocietyand

(E)identifythecontributionsofsignificantscientistsandinventorssuchasMarieCurie,ThomasEdison,AlbertEinstein,LouisPasteur,andJamesWatt.


(A)identifymethodsusedbyarchaeologists,anthropologists,historians,andgeographerstoanalyzeevidence

(B)explainhowhistorians,whenexaminingsources,analyzeframeofreference,historicalcontext,andpointofviewtointerprethistoricalevents

(C)explainthedifferencesbetweenprimaryandsecondarysourcesandexaminethosesourcestoanalyzeframeofreference,historicalcontext,andpointofview

(D)evaluatethevalidityofasourcebasedonlanguage,corroborationwithothersources,andinformationabouttheauthor

(E)identifybiasinwritten,oral,andvisualmaterial

(F)analyzeinformationbysequencing,categorizing,identifyingcauseandeffectrelationships,comparing,contrasting,findingthemainidea,summarizing,makinggeneralizationsandpredictions,drawinginferencesandconclusions,anddevelopingconnectionsbetweenhistoricaleventsovertime

(G)constructathesisonasocialstudiesissueoreventsupportedbyevidenceand

(H)useappropriatereadingandmathematicalskillstointerpretsocialstudiesinformationsuchasmapsandgraphs.


(A)usesocialstudiesterminologycorrectly

(B)usestandardgrammar,spelling,sentencestructure,andpunctuation

(C)interpretandcreatewritten,oral,andvisualpresentationsofsocialstudiesinformationand



(D)transferinformationfromonemediumtoanother.

(31)Socialstudiesskills.Thestudentusesproblemsolvinganddecisionmakingskills,workingindependentlyandwithothers,inavarietyofsettings.Thestudentisexpectedto:

(A)useaproblemsolvingprocesstoidentifyaproblem,gatherinformation,listandconsideroptions,consideradvantagesanddisadvantages,chooseandimplementasolution,andevaluatetheeffectivenessofthesolutionand

(B)useadecisionmakingprocesstoidentifyasituationthatrequiresadecision,gatherinformation,identifyoptions,predictconsequences,andtakeactiontoimplementadecision.


113.43.WorldGeographyStudies(OneCredit),BeginningwithSchoolYear20112012.


(b)Introduction.

(1)InWorldGeographyStudies,studentsexaminepeople,places,andenvironmentsatlocal,regional,national,andinternationalscalesfromthespatialandecologicalperspectivesofgeography.Studentsdescribetheinfluenceofgeographyoneventsofthepastandpresentwithemphasisoncontemporaryissues.Asignificantportionofthecoursecentersaroundthephysicalprocessesthatshapepatternsinthephysicalenvironmentthecharacteristicsofmajorlandforms,climates,andecosystemsandtheirinterrelationshipsthepolitical,economic,andsocialprocessesthatshapeculturalpatternsofregionstypesandpatternsofsettlementthedistributionandmovementoftheworldpopulationrelationshipsamongpeople,places,andenvironmentsandtheconceptofregion.Studentsanalyzehowlocationaffectseconomicactivitiesindifferenteconomicsystems.Studentsidentifytheprocessesthatinfluencepoliticaldivisionsoftheplanetandanalyzehowdifferentpointsofviewaffectthedevelopmentofpublicpolicies.Studentscomparehowcomponentsofcultureshapethecharacteristicsofregionsandanalyzetheimpactoftechnologyandhumanmodificationsonthephysicalenvironment.Studentsuseproblemsolvinganddecisionmakingskillstoaskandanswergeographicquestions.

(2)Tosupporttheteachingoftheessentialknowledgeandskills,theuseofavarietyofrichprimaryandsecondarysourcematerialsuchascontemporaryandhistoricmapsofvarioustypes,satelliteproducedimages,photographs,graphs,mapsketches,anddiagramsisencouraged.

(3)Theeightstrandsoftheessentialknowledgeandskillsforsocialstudiesareintendedtobeintegratedforinstructionalpurposes.Skillslistedinthesocialstudiesskillsstrandinsubsection(c)ofthissectionshouldbeincorporatedintotheteachingofallessentialknowledgeandskillsforsocialstudies.Agreaterdepthofunderstandingofcomplexcontentmaterialcanbeattainedwhenintegratedsocialstudiescontentfromthevariousdisciplinesandcriticalthinkingskillsaretaughttogether.Statementsthatcontaintheword"including"referencecontentthatmustbemastered,whilethosecontainingthephrase"suchas"areintendedaspossibleillustrativeexamples.

(4)StudentsidentifytheroleoftheU.S.freeenterprisesystemwithintheparametersofthis



courseandunderstandthatthissystemmayalsobereferencedascapitalismorthefreemarketsystem.








(1)History.Thestudentunderstandshowgeographyandprocessesofspatialexchange(diffusion)influencedeventsinthepastandhelpedtoshapethepresent.Thestudentisexpectedto:

(A)analyzetheeffectsofphysicalandhumangeographicpatternsandprocessesonthepastanddescribetheirimpactonthepresent,includingsignificantphysicalfeaturesandenvironmentalconditionsthatinfluencedmigrationpatternsandshapedthedistributionofculturegroupstodayand

(B)tracethespatialdiffusionofphenomenasuchastheColumbianExchangeorthediffusionofAmericanpopularcultureanddescribetheeffectsonregionsofcontact.



(2)History.Thestudentunderstandshowpeople,places,andenvironmentshavechangedovertimeandtheeffectsofthesechanges.Thestudentisexpectedto:

(A)describethehumanandphysicalcharacteristicsofthesameregionsatdifferentperiodsoftimetoevaluaterelationshipsbetweenpasteventsandcurrentconditionsand

(B)explainhowchangesinsocietieshaveledtodiverseusesofphysicalfeatures.

(3)Geography.Thestudentunderstandshowphysicalprocessesshapepatternsinthephysicalenvironment.Thestudentisexpectedto:

(A)explainweatherconditionsandclimateinrelationtoannualchangesinEarthSunrelationships

(B)describethephysicalprocessesthataffecttheenvironmentsofregions,includingweather,tectonicforces,erosion,andsoilbuildingprocessesand

(C)examinethephysicalprocessesthataffectthelithosphere,atmosphere,hydrosphere,andbiosphere.

(4)Geography.Thestudentunderstandsthepatternsandcharacteristicsofmajorlandforms,climates,andecosystemsofEarthandtheinterrelatedprocessesthatproducethem.Thestudentisexpectedto:

(A)explainhowelevation,latitude,windsystems,oceancurrents,positiononacontinent,andmountainbarriersinfluencetemperature,precipitation,anddistributionofclimateregions

(B)describedifferentlandformsandthephysicalprocessesthatcausetheirdevelopmentand

(C)explaintheinfluenceofclimateonthedistributionofbiomesindifferentregions.

(5)Geography.Thestudentunderstandshowpolitical,economic,andsocialprocessesshapeculturalpatternsandcharacteristicsinvariousplacesandregions.Thestudentisexpectedto:

(A)analyzehowthecharacterofaplaceisrelatedtoitspolitical,economic,social,andculturalelementsand

(B)interpretpolitical,economic,social,anddemographicindicators(grossdomesticproductpercapita,lifeexpectancy,literacy,andinfantmortality)todeterminethelevelofdevelopmentandstandardoflivinginnationsusingthetermsHumanDevelopmentIndex,lessdeveloped,newlyindustrialized,andmoredeveloped.

(6)Geography.Thestudentunderstandsthetypes,patterns,andprocessesofsettlement.Thestudentisexpectedto:

(A)locateanddescribehumanandphysicalfeaturesthatinfluencethesizeanddistributionofsettlementsand

(B)explaintheprocessesthathavecausedchangesinsettlementpatterns,includingurbanization,transportation,accesstoandavailabilityofresources,andeconomic



activities.

(7)Geography.Thestudentunderstandsthegrowth,distribution,movement,andcharacteristicsofworldpopulation.Thestudentisexpectedto:

(A)constructandanalyzepopulationpyramidsanduseotherdata,graphics,andmapstodescribethepopulationcharacteristicsofdifferentsocietiesandtopredictfuturepopulationtrends

(B)explainhowpolitical,economic,social,andenvironmentalpushandpullfactorsandphysicalgeographyaffecttheroutesandflowsofhumanmigration

(C)describetrendsinworldpopulationgrowthanddistributionand

(D)examinebenefitsandchallengesofglobalization,includingconnectivity,standardofliving,pandemics,andlossoflocalculture.

(8)Geography.Thestudentunderstandshowpeople,places,andenvironmentsareconnectedandinterdependent.Thestudentisexpectedto:

(A)comparewaysthathumansdependon,adaptto,andmodifythephysicalenvironment,includingtheinfluencesofcultureandtechnology

(B)describetheinteractionbetweenhumansandthephysicalenvironmentandanalyzetheconsequencesofextremeweatherandothernaturaldisasterssuchasElNio,floods,tsunamis,andvolcanoesand

(C)evaluatetheeconomicandpoliticalrelationshipsbetweensettlementsandtheenvironment,includingsustainabledevelopmentandrenewable/nonrenewableresources.

(9)Geography.ThestudentunderstandstheconceptofregionasanareaofEarth'ssurfacewithrelatedgeographiccharacteristics.Thestudentisexpectedto:

(A)identifyphysicaland/orhumanfactorssuchasclimate,vegetation,language,tradenetworks,politicalunits,riversystems,andreligionthatconstitutearegionand

(B)describedifferenttypesofregions,includingformal,functional,andperceptualregions.

(10)Economics.Thestudentunderstandsthedistribution,characteristics,andinteractionsoftheeconomicsystemsintheworld.Thestudentisexpectedto:

(A)describetheforcesthatdeterminethedistributionofgoodsandservicesinfreeenterprise,socialist,andcommunisteconomicsystems

(B)classifywherespecificcountriesfallalongtheeconomicspectrumbetweenfreeenterpriseandcommunism

(C)comparethewayspeoplesatisfytheirbasicneedsthroughtheproductionofgoodsandservicessuchassubsistenceagricultureversuscommercialagricultureorcottageindustriesversuscommercialindustriesand



(D)compareglobaltradepatternsovertimeandexaminetheimplicationsofglobalization,includingoutsourcingandfreetradezones.

(11)Economics.Thestudentunderstandshowgeographyinfluenceseconomicactivities.Thestudentisexpectedto:

(A)understandtheconnectionsbetweenlevelsofdevelopmentandeconomicactivities(primary,secondary,tertiary,andquaternary)

(B)identifythefactorsaffectingthelocationofdifferenttypesofeconomicactivities,includingsubsistenceandcommercialagriculture,manufacturing,andserviceindustriesand

(C)assesshowchangesinclimate,resources,andinfrastructure(technology,transportation,andcommunication)affectthelocationandpatternsofeconomicactivities.

(12)Economics.Thestudentunderstandstheeconomicimportanceof,andissuesrelatedto,thelocationandmanagementofresources.Thestudentisexpectedto:

(A)analyzehowthecreation,distribution,andmanagementofkeynaturalresourcesaffectsthelocationandpatternsofmovementofproducts,money,andpeopleand

(B)evaluatethegeographicandeconomicimpactofpoliciesrelatedtothedevelopment,use,andscarcityofnaturalresourcessuchasregulationsofwater.

(13)Government.Thestudentunderstandsthespatialcharacteristicsofavarietyofglobalpoliticalunits.Thestudentisexpectedto:

(A)interpretmapstoexplainthedivisionofland,includingmanmadeandnaturalborders,intoseparatepoliticalunitssuchascities,states,orcountriesand

(B)comparemapsofvotingpatternsorpoliticalboundariestomakeinferencesaboutthedistributionofpoliticalpower.

(14)Government.Thestudentunderstandstheprocessesthatinfluencepoliticaldivisions,relationships,andpolicies.Thestudentisexpectedto:

(A)analyzecurrenteventstoinferthephysicalandhumanprocessesthatleadtotheformationofboundariesandotherpoliticaldivisions

(B)comparehowdemocracy,dictatorship,monarchy,republic,theocracy,andtotalitariansystemsoperateinspecificcountriesand

(C)analyzethehumanandphysicalfactorsthatinfluencethepowertocontrolterritoryandresources,createconflict/war,andimpactinternationalpoliticalrelationsofsovereignnationssuchasChina,theUnitedStates,Japan,andRussiaandorganizednationgroupssuchastheUnitedNations(UN)andtheEuropeanUnion(EU).

(15)Citizenship.Thestudentunderstandshowdifferentpointsofviewinfluencethedevelopmentofpublicpoliciesanddecisionmakingprocessesonlocal,state,national,andinternationallevels.Thestudentisexpectedto:



(A)identifyandgiveexamplesofdifferentpointsofviewthatinfluencethedevelopmentofpublicpoliciesanddecisionmakingprocessesonlocal,state,national,andinternationallevelsand

(B)explainhowcitizenshippractices,publicpolicies,anddecisionmakingmaybeinfluencedbyculturalbeliefs,includingnationalismandpatriotism.

(16)Culture.Thestudentunderstandshowthecomponentsofcultureaffectthewaypeopleliveandshapethecharacteristicsofregions.Thestudentisexpectedto:

(A)describedistinctiveculturalpatternsandlandscapesassociatedwithdifferentplacesinTexas,theUnitedStates,andotherregionsoftheworldandhowthesepatternsinfluencedtheprocessesofinnovationanddiffusion

(B)describeelementsofculture,includinglanguage,religion,beliefsandcustoms,institutions,andtechnologies

(C)explainwaysvariousgroupsofpeopleperceivethecharacteristicsoftheirownandothercultures,places,andregionsdifferentlyand

(D)comparelifeinavarietyofurbanandruralareasintheworldtoevaluatepolitical,economic,social,andenvironmentalchanges.

(17)Culture.Thestudentunderstandsthedistribution,patterns,andcharacteristicsofdifferentcultures.Thestudentisexpectedto:

(A)describeandcomparepatternsofculturesuchaslanguage,religion,landuse,education,andcustomsthatmakespecificregionsoftheworlddistinctive

(B)describemajorworldreligions,includinganimism,Buddhism,Christianity,Hinduism,Islam,Judaism,andSikhism,andtheirspatialdistribution

(C)compareeconomic,political,orsocialopportunitiesindifferentculturesforwomen,ethnicandreligiousminorities,andotherunderrepresentedpopulationsand

(D)evaluatetheexperiencesandcontributionsofdiversegroupstomulticulturalsocieties.

(18)Culture.Thestudentunderstandsthewaysinwhichcultureschangeandmaintaincontinuity.Thestudentisexpectedto:

(A)analyzeculturalchangesinspecificregionscausedbymigration,war,trade,innovations,anddiffusion

(B)assesscauses,effects,andperceptionsofconflictsbetweengroupsofpeople,includingmoderngenocidesandterrorism

(C)identifyexamplesofculturesthatmaintaintraditionalways,includingtraditionaleconomiesand

(D)evaluatethespreadofculturaltraitstofindexamplesofculturalconvergenceanddivergencesuchasthespreadofdemocraticideas,U.S.basedfastfoodfranchises,the



Englishlanguage,technology,orglobalsports.

(19)Science,technology,andsociety.Thestudentunderstandstheimpactoftechnologyandhumanmodificationsonthephysicalenvironment.Thestudentisexpectedto:

(A)evaluatethesignificanceofmajortechnologicalinnovationsintheareasoftransportationandenergythathavebeenusedtomodifythephysicalenvironment

(B)analyzewaystechnologicalinnovationssuchasairconditioninganddesalinizationhaveallowedhumanstoadapttoplacesand

(C)examinetheenvironmental,economic,andsocialimpactsofadvancesintechnologyonagricultureandnaturalresources.

(20)Science,technology,andsociety.Thestudentunderstandshowcurrenttechnologyaffectshumaninteraction.Thestudentisexpectedto:

(A)describetheimpactofnewinformationtechnologiessuchastheInternet,GlobalPositioningSystem(GPS),orGeographicInformationSystems(GIS)and

(B)examinetheeconomic,environmental,andsocialeffectsoftechnologysuchasmedicaladvancementsorchangingtradepatternsonsocietiesatdifferentlevelsofdevelopment.


(A)analyzeandevaluatethevalidityandutilityofmultiplesourcesofgeographicinformationsuchasprimaryandsecondarysources,aerialphotographs,andmaps

(B)locateplacesofcontemporarygeopoliticalsignificanceonamapand

(C)createandinterpretdifferenttypesofmapstoanswergeographicquestions,inferrelationships,andanalyzechange.


(A)designanddrawappropriategraphicssuchasmaps,diagrams,tables,andgraphstocommunicategeographicfeatures,distributions,andrelationships

(B)generatesummaries,generalizations,andthesisstatementssupportedbyevidence

(C)usegeographicterminologycorrectly

(D)usestandardgrammar,spelling,sentencestructure,andpunctuationand

(E)createoriginalworkusingpropercitationsandunderstandingandavoidingplagiarism.

(23)Socialstudiesskills.Thestudentusesproblemsolvinganddecisionmakingskills,working



independentlyandwithothers,inavarietyofsettings.Thestudentisexpectedto:

(A)plan,organize,andcompletearesearchprojectthatinvolvesaskinggeographicquestionsacquiring,organizing,andanalyzinginformationansweringquestionsandcommunicatingresults

(B)usecasestudiesandGIStoidentifycontemporarychallengesandtoanswerrealworldquestionsand

(C)useproblemsolvinganddecisionmakingprocessestoidentifyaproblem,gatherinformation,listandconsideroptions,consideradvantagesanddisadvantages,chooseandimplementasolution,andevaluatetheeffectivenessofthesolution.


113.44.UnitedStatesGovernment(OneHalfCredit),BeginningwithSchoolYear20112012.

(a)Generalrequirements.Studentsshallbeawardedonehalfunitofcreditforsuccessfulcompletionofthiscourse.

(b)Introduction.

(1)InUnitedStatesGovernment,thefocusisontheprinciplesandbeliefsuponwhichtheUnitedStateswasfoundedandonthestructure,functions,andpowersofgovernmentatthenational,state,andlocallevels.ThiscourseistheculminationofthecivicandgovernmentalcontentandconceptsstudiedfromKindergartenthroughrequiredsecondarycourses.Studentslearnmajorpoliticalideasandformsofgovernmentinhistory.AsignificantfocusofthecourseisontheU.S.Constitution,itsunderlyingprinciplesandideas,andtheformofgovernmentitcreated.Studentsanalyzemajorconceptsofrepublicanism,federalism,checksandbalances,separationofpowers,popularsovereignty,andindividualrightsandcomparetheU.S.systemofgovernmentwithotherpoliticalsystems.StudentsidentifytheroleofgovernmentintheU.S.freeenterprisesystemandexaminethestrategicimportanceofplacestotheUnitedStates.Studentsanalyzetheimpactofindividuals,politicalparties,interestgroups,andthemediaontheAmericanpoliticalsystem,evaluatetheimportanceofvoluntaryindividualparticipationinaconstitutionalrepublic,andanalyzetherightsguaranteedbytheU.S.Constitution.StudentsexaminetherelationshipbetweengovernmentalpoliciesandthecultureoftheUnitedStates.Studentsidentifyexamplesofgovernmentpoliciesthatencouragescientificresearchandusecriticalthinkingskillstocreateaproductonacontemporarygovernmentissue.

(2)Tosupporttheteachingoftheessentialknowledgeandskills,theuseofavarietyofrichprimaryandsecondarysourcematerialsuchasthecompletetextoftheU.S.Constitution,selectedFederalistPapers,landmarkcasesoftheU.S.SupremeCourt(suchasthosestudiedinGrade8andU.S.HistorySince1877),biographies,autobiographies,memoirs,speeches,letters,andperiodicalsthatfeatureanalysesofpoliticalissuesandeventsisencouraged.

(3)Theeightstrandsoftheessentialknowledgeandskillsforsocialstudiesareintendedtobeintegratedforinstructionalpurposes.Skillslistedinthesocialstudiesskillsstrandinsubsection(c)ofthissectionshouldbeincorporatedintotheteachingofallessentialknowledgeandskillsforsocialstudies.Agreaterdepthofunderstandingofcomplexcontentmaterialcanbeattainedwhenintegratedsocialstudiescontentfromthevariousdisciplinesandcriticalthinkingskillsaretaughttogether.Statementsthatcontaintheword"including"referencecontentthatmustbe



mastered,whilethosecontainingthephrase"suchas"areintendedaspossibleillustrativeexamples.









(1)History.Thestudentunderstandshowconstitutionalgovernment,asdevelopedinAmericaandexpressedintheDeclarationofIndependence,theArticlesofConfederation,andtheU.S.Constitution,hasbeeninfluencedbyideas,people,andhistoricaldocuments.Thestudentisexpectedto:

(A)explainmajorpoliticalideasinhistory,includingthelawsofnatureandnature'sGod,unalienablerights,divinerightofkings,socialcontracttheory,andtherightsofresistance



toillegitimategovernment

(B)identifymajorintellectual,philosophical,political,andreligioustraditionsthatinformedtheAmericanfounding,includingJudeoChristian(especiallybiblicallaw),Englishcommonlawandconstitutionalism,Enlightenment,andrepublicanism,astheyaddressissuesofliberty,rights,andresponsibilitiesofindividuals

(C)identifytheindividualswhoseprinciplesoflawsandgovernmentinstitutionsinformedtheAmericanfoundingdocuments,includingthoseofMoses,WilliamBlackstone,JohnLocke,andCharlesdeMontesquieu

(D)identifythecontributionsofthepoliticalphilosophiesoftheFoundingFathers,includingJohnAdams,AlexanderHamilton,ThomasJefferson,JamesMadison,JohnJay,GeorgeMason,RogerSherman,andJamesWilson,onthedevelopmentoftheU.S.government

(E)examinedebatesandcompromisesthatimpactedthecreationofthefoundingdocumentsand

(F)identifysignificantindividualsinthefieldofgovernmentandpolitics,includingGeorgeWashington,ThomasJefferson,JohnMarshall,AndrewJackson,AbrahamLincoln,TheodoreRoosevelt,FranklinD.Roosevelt,andRonaldReagan.

(2)History.Thestudentunderstandstherolesplayedbyindividuals,politicalparties,interestgroups,andthemediaintheU.S.politicalsystem,pastandpresent.Thestudentisexpectedto:

(A)giveexamplesoftheprocessesusedbyindividuals,politicalparties,interestgroups,orthemediatoaffectpublicpolicyand

(B)analyzetheimpactofpoliticalchangesbroughtaboutbyindividuals,politicalparties,interestgroups,orthemedia,pastandpresent.

(3)Geography.ThestudentunderstandshowgeographycaninfluenceU.S.politicaldivisionsandpolicies.Thestudentisexpectedto:

(A)understandhowpopulationshiftsaffectvotingpatterns

(B)examinepoliticalboundariestomakeinferencesregardingthedistributionofpoliticalpowerand

(C)explainhowpoliticaldivisionsarecraftedandhowtheyareaffectedbySupremeCourtdecisionssuchasBakerv.Carr.

(4)Geography.ThestudentunderstandswhycertainplacesorregionsareimportanttotheUnitedStates.Thestudentisexpectedto:

(A)identifythesignificancetotheUnitedStatesofthelocationandkeynaturalresourcesofselectedglobalplacesorregionsand

(B)analyzehowU.S.foreignpolicyaffectsselectedplacesandregions.

(5)Economics.Thestudentunderstandstherolesplayedbylocal,state,andnational



governmentsinboththepublicandprivatesectorsoftheU.S.freeenterprisesystem.Thestudentisexpectedto:

(A)explainhowgovernmentfiscal,monetary,andregulatorypoliciesinfluencetheeconomyatthelocal,state,andnationallevels

(B)identifythesourcesofrevenueandexpendituresoftheU.S.governmentandanalyzetheirimpactontheU.S.economy

(C)comparetheroleofgovernmentintheU.S.freeenterprisesystemandothereconomicsystemsand

(D)understandhowgovernmenttaxationandregulationcanserveasrestrictionstoprivateenterprise.

(6)Economics.ThestudentunderstandstherelationshipbetweenU.S.governmentpoliciesandtheeconomy.Thestudentisexpectedto:

(A)examinehowtheU.S.governmentuseseconomicresourcesinforeignpolicyand

(B)understandtherolesoftheexecutiveandlegislativebranchesinsettinginternationaltradeandfiscalpolicies.

(7)Government.ThestudentunderstandstheAmericanbeliefsandprinciplesreflectedintheU.S.Constitutionandwhythesearesignificant.Thestudentisexpectedto:

(A)explaintheimportanceofawrittenconstitution

(B)evaluatehowthefederalgovernmentservesthepurposessetforthinthePreambletotheU.S.Constitution

(C)analyzehowtheFederalistPaperssuchasNumber10,Number39,andNumber51explaintheprinciplesoftheAmericanconstitutionalsystemofgovernment

(D)evaluateconstitutionalprovisionsforlimitingtheroleofgovernment,includingrepublicanism,checksandbalances,federalism,separationofpowers,popularsovereignty,andindividualrights

(E)describetheconstitutionallyprescribedproceduresbywhichtheU.S.Constitutioncanbechangedandanalyzetheroleoftheamendmentprocessinaconstitutionalgovernment

(F)identifyhowtheAmericanbeliefsandprinciplesreflectedintheDeclarationofIndependenceandtheU.S.ConstitutioncontributetobothanationalidentityandfederalidentityandareembodiedintheUnitedStatestodayand

(G)examinethereasonstheFoundingFathersprotectedreligiousfreedominAmericaandguaranteeditsfreeexercisebysayingthat"Congressshallmakenolawrespectinganestablishmentofreligion,orprohibitingthefreeexercisethereof,"andcompareandcontrastthistothephrase,"separationofchurchandstate."

(8)Government.Thestudentunderstandsthestructureandfunctionsofthegovernmentcreated



bytheU.S.Constitution.Thestudentisexpectedto:

(A)analyzethestructureandfunctionsofthelegislativebranchofgovernment,includingthebicameralstructureofCongress,theroleofcommittees,andtheprocedureforenactinglaws

(B)analyzethestructureandfunctionsoftheexecutivebranchofgovernment,includingtheconstitutionalpowersofthepresident,thegrowthofpresidentialpower,andtheroleoftheCabinetandexecutivedepartments

(C)analyzethestructureandfunctionsofthejudicialbranchofgovernment,includingthefederalcourtsystem,typesofjurisdiction,andjudicialreview

(D)identifythepurposeofselectedindependentexecutiveagencies,includingtheNationalAeronauticsandSpaceAdministration(NASA),andregulatorycommissions,includingtheEnvironmentalProtectionAgency(EPA),OccupationalSafetyandHealthAdministration(OSHA),FoodandDrugAdministration(FDA),andFederalCommunicationsCommission(FCC)

(E)explainhowcertainprovisionsoftheU.S.Constitutionprovideforchecksandbalancesamongthethreebranchesofgovernment

(F)analyzeselectedissuesraisedbyjudicialactivismandjudicialrestraint

(G)explainthemajorresponsibilitiesofthefederalgovernmentfordomesticandforeignpolicysuchasnationaldefenseand

(H)comparethestructures,functions,andprocessesofnational,state,andlocalgovernmentsintheU.S.federalsystem.

(9)Government.Thestudentunderstandstheconceptoffederalism.Thestudentisexpectedto:

(A)explainwhytheFoundingFatherscreatedadistinctlynewformoffederalismandadoptedafederalsystemofgovernmentinsteadofaunitarysystem

(B)categorizegovernmentpowersasnational,state,orshared

(C)analyzehistoricalandcontemporaryconflictsovertherespectiverolesofnationalandstategovernmentsand

(D)understandthelimitsonthenationalandstategovernmentsintheU.S.federalsystemofgovernment.

(10)Government.ThestudentunderstandstheprocessesforfillingpublicofficesintheU.S.systemofgovernment.Thestudentisexpectedto:

(A)comparedifferentmethodsoffillingpublicoffices,includingelectedandappointedofficesatthelocal,state,andnationallevels

(B)explaintheprocessofelectingthepresidentoftheUnitedStatesandanalyzetheElectoralCollegeand



(C)analyzetheimpactofthepassageofthe17thAmendment.

(11)Government.ThestudentunderstandstheroleofpoliticalpartiesintheU.S.systemofgovernment.Thestudentisexpectedto:

(A)analyzethefunctionsofpoliticalpartiesandtheirroleintheelectoralprocessatlocal,state,andnationallevels

(B)explainthetwopartysystemandevaluatetheroleofthirdpartiesintheUnitedStatesand

(C)identifyopportunitiesforcitizenstoparticipateinpoliticalpartyactivitiesatlocal,state,andnationallevels.

(12)Government.ThestudentunderstandsthesimilaritiesanddifferencesthatexistamongtheU.S.systemofgovernmentandotherpoliticalsystems.Thestudentisexpectedto:

(A)comparetheU.S.constitutionalrepublictohistoricalandcontemporaryformsofgovernmentsuchasmonarchy,aclassicalrepublic,authoritarian,socialist,directdemocracy,theocracy,tribal,andotherrepublics

(B)analyzeadvantagesanddisadvantagesoffederal,confederate,andunitarysystemsofgovernmentand

(C)analyzeadvantagesanddisadvantagesofpresidentialandparliamentarysystemsofgovernment.

(13)Citizenship.ThestudentunderstandsrightsguaranteedbytheU.S.Constitution.Thestudentisexpectedto:

(A)understandtherolesoflimitedgovernmentandtheruleoflawintheprotectionofindividualrights

(B)identifyanddefinetheunalienablerights

(C)identifythefreedomsandrightsguaranteedbyeachamendmentintheBillofRights

(D)analyzeU.S.SupremeCourtinterpretationsofrightsguaranteedbytheU.S.Constitutioninselectedcases,includingEngelv.Vitale,Schenckv.UnitedStates,Texasv.Johnson,Mirandav.Arizona,Gideonv.Wainwright,Mappv.Ohio,andRoev.Wade

(E)explaintheimportanceofdueprocessrightstotheprotectionofindividualrightsandinlimitingthepowersofgovernmentand

(F)recalltheconditionsthatproducedthe14thAmendmentanddescribesubsequenteffortstoselectivelyextendsomeoftheBillofRightstothestates,includingtheBlaineAmendmentandU.S.SupremeCourtrulings,andanalyzetheimpactonthescopeoffundamentalrightsandfederalism.

(14)Citizenship.Thestudentunderstandsthedifferencebetweenpersonalandcivicresponsibilities.Thestudentisexpectedto:



(A)explainthedifferencebetweenpersonalandcivicresponsibilities

(B)evaluatewhetherand/orwhentheobligationofcitizenshiprequiresthatpersonaldesiresandinterestsbesubordinatedtothepublicgood

(C)understandtheresponsibilities,duties,andobligationsofcitizenshipsuchasbeingwellinformedaboutcivicaffairs,servingi

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