Texas Administrative Code
Title 19 - EDUCATION
Part 2 - TEXAS EDUCATION AGENCY
Chapter 113 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SOCIAL STUDIES
Subchapter B - MIDDLE SCHOOL
Section 113.18 - Social Studies, Grade 6, Adopted 2022
Universal Citation: 19 TX Admin Code ยง 113.18
Current through Reg. 49, No. 38; September 20, 2024
(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the 2024-2025 school year.
(b) Introduction.
(1) In Grade 6, students study people,
places, and societies of the contemporary world. Societies for study are from
the following regions of the world: Europe, Russia and the Eurasian republics,
North America, Central America and the Caribbean, South America, Southwest
Asia-North Africa, Sub-Saharan Africa, South Asia, East Asia, Southeast Asia,
Australia, and the Pacific realm. Students describe the influence of
individuals and groups on historical and contemporary events in those societies
and identify the locations and geographic characteristics of various societies.
Students identify different ways of organizing economic and governmental
systems. The concepts of limited and unlimited government are introduced, and
students describe the nature of citizenship in various societies. Students
compare institutions common to all societies such as government, education, and
religious institutions. Students explain how the level of technology affects
the development of the various societies and identify different points of view
about events. The concept of frame of reference is introduced as an influence
on an individual's point of view.
(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, novels, speeches, letters,
poetry, songs, and artworks is encouraged. Motivating resources are 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. 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.
(c) Knowledge and skills.
(1) History. The student
understands that historical events influence contemporary events. The student
is expected to:
(A) trace characteristics of
various contemporary societies in regions that resulted from historical events
or factors such as colonization, immigration, and trade; and
(B) analyze the historical background of
various contemporary societies to evaluate relationships between past conflicts
and current conditions.
(2) History. The student understands the
influences of individuals and groups from various cultures on various
historical and contemporary societies. The student is expected to:
(A) identify and describe the historical
influence of individuals or groups on various contemporary societies;
and
(B) describe the social,
political, economic, and cultural contributions of individuals and groups from
various societies, past and present.
(3) Geography. The student understands the
factors that influence the locations and characteristics of locations of
various contemporary societies on maps and/or globes. The student is expected
to:
(A) identify and explain the geographic
factors responsible for patterns of population in places and regions;
(B) explain ways in which human migration
influences the character of places and regions;
(C) identify and locate major physical and
human geographic features such as landforms, water bodies, and urban centers of
various places and regions; and
(D)
identify the location of major world countries for each of the world
regions.
(4) Geography.
The student understands how geographic factors influence the economic
development and political relationships of societies. The student is expected
to:
(A) explain the geographic factors
responsible for the location of economic activities in places and regions;
and
(B) identify geographic factors
such as location, physical features, transportation corridors and barriers, and
distribution of natural resources that influence a society's political
relationships.
(5)
Geography. The student understands the impact of interactions between people
and the physical environment on the development and conditions of places and
regions. The student is expected to:
(A)
describe ways people have been impacted by physical processes such as
earthquakes and climate;
(B)
identify and analyze ways people have adapted to the physical environment in
various places and regions; and
(C)
identify and analyze ways people have modified the physical environment such as
mining, irrigation, and transportation infrastructure.
(6) Economics. The student understands the
factors of production in a society's economy. The student is expected to:
(A) describe ways in which the factors of
production (natural resources, labor, capital, and entrepreneurs) influence the
economies of various contemporary societies;
(B) identify problems that may arise when one
or more of the factors of production is in relatively short supply;
and
(C) explain the impact of the
distribution of resources on international trade and economic interdependence
among and within societies.
(7) Economics. The student understands the
various ways in which people organize economic systems. The student is expected
to:
(A) compare ways in which various
societies organize the production and distribution of goods and
services;
(B) compare and contrast
free enterprise, socialist, and communist economies in various contemporary
societies, including the benefits of the U.S. free enterprise system;
and
(C) understand the importance
of ethics in maintaining a functional free enterprise system.
(8) Economics. The student
understands categories of economic activities and the data used to measure a
society's economic level. The student is expected to:
(A) define and give examples of agricultural,
retail, manufacturing (goods), and service industries; and
(B) describe levels of economic development
of various societies using indicators such as life expectancy, gross domestic
product (GDP), GDP per capita, and literacy.
(9) Government. The student understands the
concepts of limited and unlimited governments. The student is expected to:
(A) describe and compare examples of limited
and unlimited governments such as constitutional (limited) and totalitarian
(unlimited);
(B) identify reasons
for limiting the power of government; and
(C) identify and describe examples of human
rights abuses by limited or unlimited governments such as the oppression of
religious, ethnic, and political groups.
(10) Government. The student understands
various ways in which people organize governments. The student is expected to:
(A) identify and give examples of governments
with rule by one, few, or many;
(B)
compare ways in which various societies such as China, Germany, India, and
Russia organize government and how they function; and
(C) identify historical origins of democratic
forms of government such as Ancient Greece.
(11) Citizenship. The student understands
that the nature of citizenship varies among societies. The student is expected
to:
(A) describe and compare roles and
responsibilities of citizens in various contemporary societies, including the
United States; and
(B) explain how
opportunities for citizens to participate in and influence the political
process vary among various contemporary societies.
(12) Citizenship. The student understands the
relationship among individual rights, responsibilities, duties, and freedoms in
societies with representative governments. The student is expected to:
(A) identify and explain the duty of civic
participation in societies with representative governments; and
(B) explain relationships among rights,
responsibilities, and duties in societies with representative
governments.
(13)
Culture. The student understands the similarities and differences within and
among cultures in various world societies. The student is expected to:
(A) identify and describe common traits that
define cultures and culture regions;
(B) define a multicultural society;
(C) analyze the experiences and contributions
of diverse groups to multicultural societies; and
(D) identify and explain examples of conflict
and cooperation between and among cultures.
(14) Culture. The student understands that
all societies have basic institutions in common even though the characteristics
of these institutions may differ. The student is expected to:
(A) identify institutions basic to all
societies, including government, economic, educational, and religious
institutions;
(B) compare
characteristics of institutions in various contemporary societies;
and
(C) analyze the efforts and
activities institutions use to sustain themselves over time.
(15) Culture. The student
understands relationships that exist among world cultures. The student is
expected to:
(A) identify and describe means
of cultural diffusion such as trade, travel, and war;
(B) identify and describe factors that
influence cultural change such as improvements in communication,
transportation, and economic development;
(C) analyze the impact of improved
communication technology among cultures; and
(D) identify the impact of cultural diffusion
on individuals and world societies.
(16) Culture. The student understands the
relationship that exists between the arts and the societies in which they are
produced. The student is expected to:
(A)
explain the relationships that exist between societies and their architecture,
art, music, and literature;
(B)
describe ways in which contemporary issues influence creative expressions;
and
(C) identify examples of art,
music, and literature that convey universal themes such as religion, justice,
and the passage of time.
(17) Culture. The student understands the
relationships among religion, philosophy, and culture. The student is expected
to:
(A) explain the relationship among
religious ideas, philosophical ideas, and cultures; and
(B) explain the significance of religious
holidays and observances such as Christmas, Easter, Ramadan, the annual hajj,
Yom Kippur, Rosh Hashanah, Diwali, and Vaisakhi in various contemporary
societies.
(18) Science,
technology, and society. The student understands the influences of science and
technology on contemporary societies. The student is expected to:
(A) identify examples of scientific
discoveries, technological innovations, and scientists and inventors that have
shaped the world;
(B) explain how
resources, economic factors, and political decisions affect the use of
technology; and
(C) make
predictions about future social, political, economic, cultural, and
environmental impacts that may result from future scientific discoveries and
technological innovations.
(19) Social studies skills. The student
applies critical-thinking skills to organize and use information acquired
through established research methodologies from a variety of valid sources,
including technology. The student is expected to:
(A) differentiate between, locate, and use
valid primary and secondary sources such as oral, print, and visual material
and artifacts to acquire information about various world cultures;
(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) organize and interpret information from
outlines, reports, databases, and visuals, including graphs, charts, timelines,
and maps;
(D) identify different
points of view about an issue or current topic;
(E) formulate and communicate visually,
orally, or in writing a claim supported by evidence and reasoning related to a
social studies topic; and
(F)
evaluate a variety of historical and contemporary sources for validity,
credibility, bias, and accuracy.
(20) Social studies skills. The student uses
geographic tools to collect, analyze, and interpret data. The student is
expected to:
(A) answer geographic questions,
including: Where is it located? Why is it there? What is significant about its
location? How is its location related to the location of other people, places,
and environments? Using latitude and longitude, where is it located?;
(B) pose and answer questions about
geographic distributions and patterns for various world regions and countries
shown on maps, graphs, and charts;
(C) compare various world regions and
countries using data from maps, graphs, and charts; and
(D) create and interpret regional sketch
maps, thematic maps, graphs, and charts depicting aspects such as population,
disease, and economic activities of various world regions and
countries.
(21) Social
studies skills. The student communicates in written, oral, and visual forms.
The student is expected to:
(A) use social
studies terminology correctly;
(B)
incorporate main and supporting ideas in verbal and written communication based
on research;
(C) express ideas
orally based on research and experiences;
(D) create written and visual material such
as journal entries, reports, graphic organizers, outlines, and bibliographies
based on research;
(E) use
effective written communication skills, including proper citations to avoid
plagiarism; and
(F) apply
foundational language skills to engage in civil discourse about social studies
topics, including those with multiple perspectives.
(22) Social studies skills. The student uses
problem-solving and decision-making skills, working independently and with
others. The student is expected to:
(A)
describe governmental and democratic processes such as voting, due process, and
caucuses using simulations and models; and
(B) use problem-solving and decision-making
processes 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.
Disclaimer: These regulations may not be the most recent version. Texas may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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