Texas Administrative Code
Title 19 - EDUCATION
Part 2 - TEXAS EDUCATION AGENCY
Chapter 127 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR CAREER DEVELOPMENT AND CAREER AND TECHNICAL EDUCATION
Subchapter M - LAW AND PUBLIC SERVICE
Section 127.640 - Political Science I (One Credit), Adopted 2015
Universal Citation: 19 TX Admin Code ยง 127.640
Current through Reg. 49, No. 38; September 20, 2024
(a) General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisite: Principles of Government and Public Administration. Students shall be awarded one credit for successful completion of this course.
(b) Introduction.
(1) Career and technical education
instruction provides content aligned with challenging academic standards and
relevant technical knowledge and skills for students to further their education
and succeed in current or emerging professions.
(2) The Government and Public Administration
Career Cluster focuses on planning and performing governmental functions at the
local, state, and federal levels, including governance, national security,
foreign service, planning, revenue and taxation, and regulations.
(3) Political Science I introduces students
to political theory through the study of governments; public policies; and
political processes, systems, and behavior.
(4) Students are encouraged to participate in
extended learning experiences such as career and technical student
organizations and other leadership or extracurricular organizations.
(5) 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.
(c) Knowledge and skills.
(1) The student demonstrates professional
standards/employability skills as required by business and industry. The
student is expected to:
(A) communicate
effectively with others using oral and written skills;
(B) demonstrate collaboration skills through
teamwork;
(C) demonstrate
professionalism by conducting oneself in a manner appropriate for the
profession and workplace;
(D)
demonstrate a positive, productive work ethic by performing assigned tasks as
directed;
(E) show integrity by
choosing the ethical course of action and complying with all applicable rules,
laws, and regulations; and,
(F)
demonstrate time-management skills by prioritizing tasks, following schedules,
and tending to goal-relevant activities in a way that uses time wisely and
optimizes efficiency and results.
(2) The student compares and contrasts
current, classic, or contemporary political theories. The student is expected
to:
(A) discuss why theories are important to
the study of political science;
(B)
draw conclusions about the classic political theorists such as Plato,
Aristotle, Cicero, Machiavelli, Confucius, Hobbes, Locke, Hegel, and
Marx;
(C) define the
characteristics of contemporary political theories such as behaviorialism,
postbehavioralism, systems theory, modernization theory,
structural-functionalism, developmentalism, rational-choice theory, and new
institutionalism;
(D) compare and
contrast the evolution of classic and contemporary theories; and
(E) make predictions and defend opinions
about the future of political science theory.
(3) The student explores historical origins
of government. The student is expected to:
(A)
describe the features of different types of government such as democracy,
theocracy, republic, monarchy, dictatorship, communism, and
socialism;
(B) use a map to label
where each form of government is currently practiced or has been practiced in
the past;
(C) explain how each form
of government arose throughout history;
(D) develop a logical argument for the origin
of different types of government; and
(E) hypothesize why some forms of government
became obsolete.
(4) The
student analyzes belief systems that claim to improve society. The student is
expected to:
(A) define political ideologies
such as feminism, Marxism, Nazism, and capitalism;
(B) coordinate the four elements of
perception, evaluation, prescription, and movement with political ideologies;
and
(C) predict what national or
global trends could stimulate the formation of a new ideology.
(5) The student applies the
concepts learned in the history and ideology of political science. The student
is expected to:
(A) make observations
regarding the political culture of emerging nations or nations with recent
current events; and
(B) research
and present the political culture of a country.
(6) The student identifies the roles played
by local, state, and national governments in public and private sectors of the
U.S. free enterprise system. The student is expected to:
(A) recognize that government policies
influence the economy at the local, state, and national levels;
(B) identify the sources of revenue of the
U.S. government and analyze their impact on the U.S. economy;
(C) identify the sources of expenditures of
the U.S. government and analyze their impact on the U.S. economy;
(D) compare and contrast the role of
government in the U.S. free enterprise system and other economic systems;
and
(E) explain the effects of
international trade on U.S. economic and political policies.
(7) The student analyzes public
opinion. The student is expected to:
(A)
investigate sources and influences of public opinion;
(B) analyze the effect of public opinion on
leadership;
(C) critique the
reliability of public opinion and how it is measured; and
(D) compare and contrast the effects of
expressed public opinion on poll items such as elections, elected official
behavior, tax policy, services, and environmental protection.
(8) The student identifies
interest groups. The student is expected to compare and contrast the positive
and negative aspects of interest groups such as public interest research
groups, lobbies, and political action committees.
(9) The student analyzes the election
process. The student is expected to:
(A)
review the process of electing public officials;
(B) recognize the influence of political
parties in elections;
(C) explore
the phenomenon of political image;
(D) describe the cause-and-effect
relationship of communication style in a campaign; and
(E) compare and contrast the effectiveness of
telephones, television, print media, focus groups, and online resources in
elections.
(10) The
student explores the processes for filling public offices in the U.S. system of
government. The student is expected to:
(A)
compare and contrast different methods of filling public offices such as
elected and appointed offices at the local, state, and national levels;
and
(B) analyze and evaluate the
processes of electing the president of the United States.
(11) The student examines the role of
political parties in the U.S. system of government. The student is expected to:
(A) discuss the functions of the two-party
system;
(B) compare and contrast
the role of third parties in the United States;
(C) recognize the role of political parties
in the electoral process at the local, state, and national levels;
and
(D) identify opportunities for
citizens to participate in the electoral process at the local, state, and
national levels.
(12)
The student applies the concepts of statistical analysis to political science.
The student is expected to:
(A) examine
concepts used in research such as theories, hypotheses, independent and
dependent variables, sampling, reliability, validity, and generalizability;
and
(B) compare and contrast the
types of statistical data such as in political science journals, public opinion
polls, and surveys.
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