Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 113 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SOCIAL STUDIES › Subchapter C - HIGH SCHOOL › Section 113.42 - World History Studies (One Credit), Adopted 2018

Current through Reg. 49, No. 28; July 12, 2024
(a) General requirements. Students shall be
				  awarded one unit of credit for successful completion of this course.
(b) Introduction.
(1) World History Studies is a survey of the
				  history of humankind. Due to the expanse of world history and the time
				  limitations of the school year, the scope of this course should focus on
				  "essential" concepts and skills that can be applied to various eras, events,
				  and people within the standards in subsection (c) of this section. 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
				  constitutional 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) The following periodization should serve
				  as the framework for the organization of this course: 8000 BC-500 BC
				  (Development of River Valley Civilizations); 500 BC-AD 600 (Classical Era);
				  600-1450 (Post-classical Era); 1450-1750 (Connecting Hemispheres); 1750-1914
				  (Age of Revolutions); and 1914-present (20th Century to the Present). Specific
				  events and processes may transcend these chronological boundaries.
(3) To support the teaching of the essential
				  knowledge and skills, the use of a variety of rich primary and secondary source
				  material such as state papers, legal documents, charters, constitutions,
				  biographies, autobiographies, speeches, letters, literature, music, art, and
				  architecture is encouraged. Motivating resources are available from museums,
				  art galleries, and historical sites.
(4) The eight strands of the essential
				  knowledge and skills for social studies are intended to be integrated for
				  instructional purposes. Skills listed in the social studies skills strand in
				  subsection (c) of this section should be incorporated into the teaching of all
				  essential knowledge and skills for social studies.
(5) A greater depth of understanding of
				  complex content material can be attained by integrating social studies content
				  and skills and by analyzing connections between and among historical periods
				  and events. The list of events and people in this course curriculum should not
				  be considered exhaustive. Additional examples can and should be incorporated.
				  Statements that contain the word "including" reference content that must be
				  mastered, while those containing the phrase "such as" are intended as possible
				  illustrative examples.
(6) Students
				  identify the role of the U.S. free enterprise system within the parameters of
				  this course and understand that this system may also be referenced as
				  capitalism or the free market system.
(7) 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 (TEC),
				  §28.002(h).
(8) Students
				  understand that a constitutional republic is a representative form of
				  government whose representatives derive their authority from the consent of the
				  governed, serve for an established tenure, and are sworn to uphold the
				  constitution.
(9) State and federal
				  laws mandate a variety of celebrations and observances, including Celebrate
				  Freedom Week.
(A) Each social studies class
				  shall include, during Celebrate Freedom Week as provided under the TEC,
				  §29.907, or during another full school week as determined by the board of
				  trustees of a school district, appropriate instruction concerning the intent,
				  meaning, and importance of the Declaration of Independence and the U.S.
				  Constitution, including the Bill of Rights, in their historical contexts. The
				  study of the Declaration of Independence must include the study of the
				  relationship of the ideas expressed in that document to subsequent American
				  history, including the relationship of its ideas to the rich diversity of our
				  people as a nation of immigrants, the American Revolution, the formulation of
				  the U.S. Constitution, and the abolitionist movement, which led to the
				  Emancipation Proclamation and the women's suffrage movement.
(B) Each school district shall require that,
				  during Celebrate Freedom Week or other week of instruction prescribed under
				  subparagraph (A) of this paragraph, students in Grades 3-12 study and recite
				  the following text from the Declaration of Independence: "We hold these Truths
				  to be self-evident, that all Men are created equal, that they are endowed by
				  their Creator with certain unalienable Rights, that among these are Life,
				  Liberty and the Pursuit of Happiness--That to secure these Rights, Governments
				  are instituted among Men, deriving their just Powers from the Consent of the
				  Governed."
(10) Students
				  discuss how and whether the actions of U.S. citizens and the local, state, and
				  federal governments have achieved the ideals espoused in the founding
				  documents.