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 2022
Universal Citation: 19 TX Admin Code ยง 113.42
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) General requirements. Students shall be awarded one unit of credit for successful completion of this course.
(c) 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 (d) 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 (d) 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.
(d) Knowledge and skills.
(1) History. The student
understands traditional historical points of reference in world history. The
student is expected to:
(A) identify major
causes and describe the major effects of the following events from 8000 BC to
500 BC: the development of agriculture and the development of the river valley
civilizations;
(B) identify major
causes and describe the major effects of the following events from 500 BC to AD
600: the development of the classical civilizations of Greece, Rome, Persia,
India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of
major world religions;
(C) identify
major causes and describe the major effects of the following important turning
points in world history from 600 to 1450: the spread of major world religions
and their impact on Asia, Africa, and Europe and the Mongol invasions and their
impact on Europe, China, India, and Southwest Asia;
(D) identify major causes and describe the
major effects of the following important turning points in world history from
1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty
on world trade, European exploration and the Columbian Exchange, European
expansion, and the Renaissance and the Reformation;
(E) identify major causes and describe the
major effects of the following important turning points in world history from
1750 to 1914: the Scientific Revolution, the Industrial Revolution and its
impact on the development of modern economic systems, European imperialism, and
the Enlightenment's impact on political revolutions; and
(F) identify major causes and describe the
major effects of the following important turning points in world history from
1914 to the present: the world wars and their impact on political, economic,
and social systems; communist revolutions and their impact on the Cold War;
independence movements; and globalization.
(2) History. The student understands how
early civilizations developed from 8000 BC to 500 BC. The student is expected
to:
(A) summarize the impact of the
development of farming (Neolithic Revolution) on the creation of river valley
civilizations;
(B) identify the
characteristics of civilization; and
(C) explain how major river valley
civilizations influenced the development of the classical
civilizations.
(3)
History. The student understands the contributions and influence of classical
civilizations from 500 BC to AD 600 on subsequent civilizations. The student is
expected to:
(A) describe the major political,
religious/philosophical, and cultural influences of Persia, India, China,
Israel, Greece, and Rome;
(B)
explain the impact of the fall of Rome on Western Europe; and
(C) compare the factors that led to the
collapse of Rome and Han China.
(4) History. The student understands how,
after the collapse of classical empires, new political, economic, and social
systems evolved and expanded from 600 to 1450. The student is expected to:
(A) explain the development of Roman
Catholicism and Eastern Orthodoxy as social and political factors in medieval
Europe and the Byzantine Empire;
(B) describe the major characteristics of and
the factors contributing to the development of the political/social system of
feudalism and the economic system of manorialism;
(C) explain the political, economic, and
social impact of Islam on Europe, Asia, and Africa;
(D) describe the interactions among Muslim,
Christian, and Jewish societies in Europe, Asia, and North Africa;
(E) describe the interactions between Muslim
and Hindu societies in South Asia;
(F) explain how the Crusades, the Black
Death, and the Hundred Years' War contributed to the end of medieval
Europe;
(G) summarize the major
political, economic, and cultural developments in Tang and Song China and their
impact on Eastern Asia;
(H) explain
the evolution and expansion of the slave trade;
(I) analyze how the Silk Road and the African
gold-salt trade facilitated the spread of ideas and trade; and
(J) summarize the changes resulting from the
Mongol invasions of Russia, China, and the Islamic world.
(5) History. The student understands the
causes, characteristics, and impact of the European Renaissance and the
Reformation from 1450 to 1750. The student is expected to:
(A) explain the political, intellectual,
artistic, economic, and religious impact of the Renaissance; and
(B) explain the political, intellectual,
artistic, economic, and religious impact of the Reformation.
(6) History. The student
understands the characteristics and impact of the Maya, Inca, and Aztec
civilizations. The student is expected to:
(A)
compare the major political, economic, social, and cultural developments of the
Maya, Inca, and Aztec civilizations and explain how prior civilizations
influenced their development; and
(B) explain how the Inca and Aztec empires
were impacted by European exploration/colonization.
(7) History. The student understands the
causes and impact of increased global interaction from 1450 to 1750. The
student is expected to:
(A) analyze the causes
of European expansion from 1450 to 1750;
(B) explain the impact of the Columbian
Exchange;
(C) explain the impact of
the Atlantic slave trade on West Africa and the Americas;
(D) explain the impact of the Ottoman Empire
on Eastern Europe and global trade;
(E) explain Ming China's impact on global
trade; and
(F) explain new economic
factors and principles of Europe's Commercial Revolution.
(8) History. The student understands the
causes and the global impact of the Industrial Revolution and European
imperialism from 1750 to 1914. The student is expected to:
(A) explain how the Industrial Revolution led
to political, economic, and social changes;
(B) identify the major political, economic,
and social motivations that influenced European imperialism;
(C) explain the major characteristics and
impact of European imperialism; and
(D) explain the effects of free enterprise in
the Industrial Revolution.
(9) History. The student understands the
causes and effects of major political revolutions between 1750 and 1914. The
student is expected to:
(A) compare the
causes, characteristics, and consequences of the American and French
revolutions, emphasizing the role of the Enlightenment;
(B) explain the impact of Napoleon Bonaparte
and the Napoleonic Wars on Europe and Latin America;
(C) trace the influence of the American and
French revolutions on Latin America, including the role of Simón
Bolivar; and
(D) identify the
influence of ideas such as separation of powers, checks and balances, liberty,
equality, democracy, popular sovereignty, human rights, constitutionalism, and
nationalism on political revolutions.
(10) History. The student understands the
causes and impact of World War I. The student is expected to:
(A) identify the importance of imperialism,
nationalism, militarism, and the alliance system in causing World War
I;
(B) identify major
characteristics of World War I, including total war, trench warfare, modern
military technology, and high casualty rates;
(C) explain the political and economic impact
of the Treaty of Versailles, including changes in boundaries and the mandate
system; and
(D) identify the causes
of the February (March) and October (November) revolutions of 1917 in Russia,
their effects on the outcome of World War I, and the Bolshevik establishment of
the Union of Soviet Socialist Republics.
(11) History. The student understands the
causes and impact of the global economic depression immediately following World
War I. The student is expected to:
(A)
summarize the international, political, and economic causes of the global
depression; and
(B) explain the
responses of governments to the global depression such as in the United States,
Germany, Great Britain, and France.
(12) History. The student understands the
causes and impact of World War II. The student is expected to:
(A) describe the emergence and
characteristics of totalitarianism;
(B) explain the roles of various world
leaders, including Benito Mussolini, Adolf Hitler, Hideki Tojo, Joseph Stalin,
Franklin D. Roosevelt, and Winston Churchill, prior to and during World War II;
and
(C) explain the major causes
and events of World War II, including the German invasions of Poland and the
Soviet Union, the Holocaust, the attack on Pearl Harbor, the Normandy landings,
and the dropping of the atomic bombs.
(13) History. The student understands the
impact of major events associated with the Cold War and independence movements.
The student is expected to:
(A) summarize how
the outcome of World War II contributed to the development of the Cold
War;
(B) summarize the factors that
contributed to communism in China, including Mao Zedong's role in its
rise;
(C) identify major events of
the Cold War, including the Korean War, the Vietnam War, and the arms
race;
(D) explain the roles of
modern world leaders, including Ronald Reagan, Mikhail Gorbachev, Lech Walesa,
and Pope John Paul II, in the collapse of communism in Eastern Europe and the
Soviet Union;
(E) summarize the
rise of independence movements in Africa, the Middle East, and South Asia and
reasons for ongoing conflicts; and
(F) discuss factors contributing to the
Arab-Israeli conflict, including the rejection of the existence of the state of
Israel by the Arab League and a majority of Arab nations.
(14) History. The student understands the
development and use of radical Islamic terrorism in the second half of the 20th
century and the early 21st century. The student is expected to:
(A) explain the impact of geopolitical
influences on the development of radical Islamic terrorism;
(B) explain the impact of radical Islamic
terrorism on global events; and
(C)
explain the U.S. response to the events surrounding September 11, 2001, and
other acts of radical Islamic terrorism.
(15) Geography. The student understands the
impact of geographic factors on major historic events and processes. The
student is expected to:
(A) locate places and
regions of historical significance directly related to major eras and turning
points in world history;
(B)
analyze the influence of human and physical geographic factors on major events
in world history such as the development of river valley civilizations, trade
in the Indian Ocean, and the opening of the Panama and Suez canals;
and
(C) interpret maps, charts, and
graphs to explain how geography has influenced people and events in the
past.
(16) Economics. The
student understands the impact of the Neolithic and Industrial revolutions and
globalization on humanity. The student is expected to:
(A) identify important changes in human life
caused by the Neolithic Revolution;
(B) summarize the role of economics in
driving political changes as related to the Industrial Revolution;
and
(C) describe the economic
impact of globalization.
(17) Economics. The student understands the
historical origins of contemporary economic systems and the benefits of free
enterprise in world history. The student is expected to:
(A) identify the historical origins and
characteristics of the free enterprise system, including the influence of Adam
Smith;
(B) identify the historical
origins and characteristics of communism, including the influence of Karl
Marx;
(C) identify the historical
origins and characteristics of socialism;
(D) identify the historical origins and
characteristics of fascism; and
(E)
explain why communist command economies collapsed in competition with free
market economies at the end of the 20th century.
(18) Government. The student understands the
characteristics of major political systems throughout history. The student is
expected to:
(A) identify the characteristics
of monarchies and theocracies as forms of government in early civilizations;
and
(B) identify the
characteristics of the following political systems: theocracy, absolute
monarchy, democracy, republic, oligarchy, limited monarchy, and
totalitarianism.
(19)
Government. The student understands how contemporary political systems have
developed from earlier systems of government. The student is expected to:
(A) explain the development of
democratic-republican government from its beginnings in Judeo-Christian legal
tradition and classical Greece and Rome through the French
Revolution;
(B) identify the impact
of political and legal ideas contained in the following documents: Hammurabi's
Code, the Jewish Ten Commandments, Justinian's Code of Laws, Magna Carta, the
English Bill of Rights, the Declaration of Independence, the U.S. Constitution,
and the Declaration of the Rights of Man and of the Citizen;
(C) explain the political philosophies of
individuals such as John Locke, Thomas Hobbes, Voltaire, Charles de
Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, and William
Blackstone; and
(D) explain the
significance of the League of Nations and the United Nations.
(20) Citizenship. The student
understands the significance of political choices and decisions made by
individuals, groups, and nations throughout history. The student is expected
to:
(A) describe how people have participated
in supporting or changing their governments;
(B) describe the rights and responsibilities
of citizens and noncitizens in civic participation throughout history;
and
(C) identify examples of key
persons who were successful in shifting political thought, including William
Wilberforce.
(21)
Citizenship. The student understands the historical development of significant
legal and political concepts related to the rights and responsibilities of
citizenship. The student is expected to:
(A)
summarize the development of the rule of law from ancient to modern
times;
(B) identify the origins of
ideas regarding the right to a "trial by a jury of your peers" and the concepts
of "innocent until proven guilty" and "equality before the law" from sources
including the Judeo-Christian legal tradition and in Greece and Rome;
(C) identify examples of politically
motivated mass murders such as in Cambodia, China, Latin America, and the
Soviet Union;
(D) identify examples
of genocide, including the Holocaust and genocide in Armenia, the Balkans,
Rwanda, and Darfur;
(E) identify
examples of individuals who led resistance to political oppression such as
Nelson Mandela, Mohandas Gandhi, Las Madres de la Plaza de Mayo, and Chinese
student protestors in Tiananmen Square; and
(F) identify examples of American ideals that
have advanced human rights and democratic ideas throughout the world.
(22) Culture. The student
understands the history and relevance of major religious and philosophical
traditions. The student is expected to:
(A)
describe the historical origins and central ideas in the development of
monotheism;
(B) describe the
historical origins, central ideas, and spread of major religious and
philosophical traditions, including Buddhism, Christianity, Confucianism,
Hinduism, Islam, Judaism, and Sikhism; and
(C) identify examples of religious influence
on various events referenced in the major eras of world history.
(23) Culture. The student
understands the roles of women, children, and families in different historical
cultures. The student is expected to:
(A)
describe the changing roles of women, children, and families during major eras
of world history; and
(B) describe
the major influences of women during major eras of world history such as
Elizabeth I, Queen Victoria, Mother Teresa, Indira Gandhi, Margaret Thatcher,
and Golda Meir.
(24)
Culture. The student understands how the development of ideas has influenced
institutions and societies. The student is expected to:
(A) summarize the fundamental ideas and
institutions of Eastern civilizations that originated in China and
India;
(B) summarize the
fundamental ideas and institutions of Western civilizations that originated in
Greece and Rome;
(C) explain how
the relationship between Christianity and Humanism that began with the
Renaissance influenced subsequent political developments; and
(D) explain how geopolitical and religious
influences have impacted law and government in the Muslim world.
(25) Culture. The student
understands the relationship between the arts and the times during which they
were created. The student is expected to:
(A)
analyze examples of how art, architecture, literature, music, and drama reflect
the history of the cultures in which they are produced; and
(B) describe examples of art, music, and
literature that transcend the cultures in which they were created and convey
universal themes.
(26)
Science, technology, and society. The student understands how major scientific
and mathematical discoveries and technological innovations affected societies
prior to 1750. The student is expected to:
(A)
identify the origin and diffusion of major ideas in mathematics, science, and
technology that occurred in river valley civilizations, classical Greece and
Rome, classical India, the Islamic caliphates between 700 and 1200, and China
from the Tang to Ming dynasties;
(B) summarize the major ideas in astronomy,
mathematics, and architectural engineering that developed in the Maya, Inca,
and Aztec civilizations;
(C)
explain the impact of the printing press on the Renaissance and the Reformation
in Europe;
(D) describe the origins
of the Scientific Revolution in 16th century Europe and explain its impact on
scientific thinking worldwide; and
(E) identify the contributions of significant
scientists such as Archimedes, Copernicus, Eratosthenes, Galileo, Pythagoras,
Isaac Newton, and Robert Boyle.
(27) Science, technology, and society. The
student understands how major scientific and mathematical discoveries and
technological innovations have affected societies from 1750 to the present. The
student is expected to:
(A) explain the role
of textile manufacturing, steam technology, development of the factory system,
and transportation technology in the Industrial Revolution;
(B) explain the roles of military technology,
transportation technology, communication technology, and medical advancements
in initiating and advancing 19th century imperialism;
(C) explain the effects of major new military
technologies on World War I, World War II, and the Cold War;
(D) explain the role of telecommunication
technology, computer technology, transportation technology, and medical
advancements in developing the modern global economy and society; and
(E) identify the contributions of significant
scientists and inventors such as Marie Curie, Thomas Edison, Albert Einstein,
Louis Pasteur, and James Watt.
(28) Social studies skills. The student
understands how historians use historiography to interpret the past and applies
critical-thinking skills to organize and use information acquired from a
variety of valid sources, including technology. The student is expected to:
(A) identify methods used by archaeologists,
anthropologists, historians, and geographers to analyze evidence;
(B) explain how historians analyze sources
for frame of reference, historical context, and point of view to interpret
historical events;
(C) analyze
primary and secondary sources to determine frame of reference, historical
context, and point of view;
(D)
evaluate a variety of historical and contemporary sources for validity,
credibility, bias, and accuracy;
(E) analyze information by sequencing,
categorizing, identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making generalizations and
predictions, drawing inferences and conclusions, and developing connections
between historical events over time; and
(F) formulate and communicate visually,
orally, or in writing a claim supported by evidence and reasoning for an
intended audience and purpose.
(29) Social studies skills. The student uses
geographic skills and tools to collect, analyze, and interpret data. The
student is expected to:
(A) create and
interpret thematic maps, graphs, and charts to demonstrate the relationship
between geography and the historical development of a region or nation;
and
(B) analyze and compare
geographic distributions and patterns in world history shown on maps, graphs,
charts, and models.
(30)
Social studies skills. The student communicates in written, oral, and visual
forms. The student is expected to:
(A) use
social studies terminology correctly;
(B) use effective written communication
skills, including proper citations and avoiding plagiarism;
(C) interpret and create written, oral, and
visual presentations of social studies information; and
(D) apply foundational language skills to
engage in civil discourse about social studies topics, including those with
multiple perspectives.
(31) Social studies skills. The student uses
problem-solving and decision-making skills, working independently and with
others. The student is expected to:
(A)
explain 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.
This site is protected by reCAPTCHA and the Google
Privacy Policy and
Terms of Service apply.
