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 113.41 - United States History Studies Since 1877 (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) In United States History
				  Studies Since 1877, which is the second part of a two-year study that begins in
				  Grade 8, students study the history of the United States from 1877 to the
				  present. The course content is based on the founding documents of the U.S.
				  government, which provide a framework for its heritage. Historical content
				  focuses on the political, economic, and social events and issues related to
				  industrialization and urbanization, major wars, domestic and foreign policies,
				  and reform movements, including civil rights. Students examine the impact of
				  geographic factors on major events and eras and analyze their causes and
				  effects. 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 popular culture and the times
				  during which they were created. Students analyze the impact of technological
				  innovations on American life. Students use critical-thinking skills and a
				  variety of primary and secondary source material to explain and apply different
				  methods that historians use to understand and interpret the past, including
				  multiple 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, autobiographies, landmark cases of the U.S.
				  Supreme Court, novels, speeches, letters, diaries, poetry, songs, and artworks
				  is encouraged. Motivating resources are 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. 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. 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. 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.
(4) 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.
(5) 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).
(6)
				  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.
(7) 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."
(8) 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.