Economics
World History
World Geography
U.S. Government
Economics

§118.2. Economics with Emphasis on the Free Enterprise System and Its Benefits, High School (One-Half Credit).
General requirements. This course may be taught in either the social studies or business education department.
Introduction.
Economics with Emphasis on the Free Enterprise System and Its Benefits is the culmination of the economic content and concepts studied from Kindergarten through required secondary courses. The focus is on the basic principles concerning production, consumption, and distribution of goods and services in the United States and a comparison with those in other countries around the world. Students examine the rights and responsibilities of consumers and businesses. Students analyze the interaction of supply, demand, and price and study the role of financial institutions in a free enterprise system. Types of business ownership and market structures are discussed, as are basic concepts of consumer economics. The impact of a variety of factors including geography, the federal government, economic ideas from important philosophers and historic documents, societal values, and scientific discoveries and technological innovations on the national economy and economic policy is an integral part of the course. Students apply critical-thinking skills to create economic models and to evaluate economic-activity patterns.
Economics with Emphasis on the Free Enterprise System and Its Benefits builds upon the foundation in citizenship; economics; geography; government; history; culture; social studies skills; and science, technology, and society laid by the social studies essential knowledge and skills in Kindergarten-Grade 12. The content 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, §28.002(h).
Knowledge and skills.
Citizenship. The student understands the rights and responsibilities of consumers in the U.S. free enterprise system. The student is expected to:
analyze the economic rights and responsibilities of individuals as consumers; and
analyze the consequences of an economic decision made by an individual consumer.
Citizenship. The student understands the rights and responsibilities of businesses in the U.S. free enterprise system. The student is expected to:
analyze the economic rights and responsibilities of businesses;
analyze the consequences of an economic decision made by a business;
analyze the ethics policy of a selected business; and
identify and evaluate ordinances and regulations that apply to the establishment of various types of businesses.
Citizenship. The student understands the right to own, use, and dispose of private property. The student is expected to:
analyze an example of the responsible purchase, use, or disposal of personal and business property; and
identify and evaluate examples of restrictions that the government places on the use of business and individual property.
Economics. The student understands the basic principles of the U.S. free enterprise system. The student is expected to:
explain the basic principles of the U.S. free enterprise system including profit motive, voluntary exchange, private property rights, and competition; and
explain the benefits of the U.S. free enterprise system including individual freedom of consumers and producers, variety of goods, responsive prices, and investment opportunities.
Economics. The student understands the concepts of scarcity and opportunity costs. The student is expected to:
explain why scarcity and choice are basic problems of economics; and
interpret a production-possibilities curve and explain the concepts of opportunity costs and scarcity.
Economics. The student understands the circular-flow model of the economy. The student is expected to:
interpret a circular-flow model of the economy and provide real-world examples to illustrate elements of the model; and
explain how government actions affect the circular-flow model.
Economics. The student understands the interaction of supply, demand, and price. The student is expected to:
identify the determinants that create changes in supply, demand, and price; and
interpret a supply-and-demand graph using supply-and-demand schedules.
Economics. The student understands the role of financial institutions in saving, investing, and borrowing. The student is expected to:
explain the functions of financial institutions and how the role of financial institutions has changed over time; and
analyze how financial institutions affect households and businesses.
Economics. The student understands types of business ownership and types of market structures. The student is expected to:
explain the characteristics of sole proprietorships, partnerships, and corporations;
analyze the advantages and disadvantages of sole proprietorships, partnerships, and corporations; and
describe characteristics and give examples of pure competition, monopolistic competition, oligopoly, and monopoly.
Economics. The student understands traditional, command, and market economic systems. The student is expected to:
explain the characteristics and give examples of traditional, command, and market economic systems; and
compare the U.S. free enterprise system with other economic systems.
Economics. The student understands the basic concepts of consumer economics. The student is expected to:
analyze the factors involved in the process of acquiring consumer goods and services including credit, interest, and insurance;
compare different means by which savings can be invested and the risks and rewards each poses to the consumer; and
analyze the economic impact of investing in the stock and bond markets.
Geography. The student understands the geographic significance of the economic factors of production. The student is expected to:
describe the effects of the unequal distribution of economic factors of production; and
analyze the locations of resources used in the production of an economic good and evaluate the significance of the locations.
Geography. The student understands the reasons for international trade and its importance to the United States. The student is expected to:
explain the concepts of absolute and comparative advantages;
apply the concept of comparative advantage to explain why and how countries trade;
analyze the impact of U.S. imports and exports on the United States and its trading partners; and
analyze changes in exchange rates of world currencies and the effects on the balance of trade.
Geography. The student understands the issues of free trade and the effects of trade barriers. The student is expected to:
compare the effects of free trade and trade barriers on economic activities; and
evaluate the benefits and costs of participation in international free-trade agreements.
Government. The student understands the role that the government plays in the U.S. free enterprise system. The student is expected to:
describe the role of government in the U.S. free enterprise system; and
evaluate government rules and regulations in the U.S. free enterprise system.
Government. The student understands the goals of economic growth, stability, full employment, freedom, security, equity, and efficiency as they apply to U.S. economic policy. The student is expected to:
describe the goals of U.S. economic policy; and
analyze how economic growth, stability, and full employment are measured.
Government. The student understands the economic impact of fiscal policy decisions at the local, state, and national levels. The student is expected to:
identify types of taxes at the local, state, and national levels and the economic importance of each;
analyze the categories of revenues and expenditures in the U.S. federal budget; and
analyze the impact of fiscal policy decisions on the economy.
Government. The student understands the role of the Federal Reserve System in establishing monetary policy. The student is expected to:
explain the structure of the Federal Reserve System; and
analyze the three basic tools used to implement U.S. monetary policy.
History. The student understands economic ideas and decisions from the past that have influenced the present and those of today that will affect the future. The student is expected to:
analyze the importance of various economic philosophers such as John Maynard Keynes, Karl Marx, and Adam Smith and their impact on the U.S. free enterprise system;
trace the history of the labor movement in the United States;
analyze the impact of business cycles on U.S. history; and
identify the contributions of entrepreneurs, past and present, such as Mary Kay Ash, Andrew Carnegie, and Bill Gates.
History. The student understands economic concepts embodied in historical documents including the U.S. Constitution. The student is expected to:
identify economic concepts in the U.S. Constitution including property rights and taxation; and
analyze the impact of economic concepts in the U.S. Constitution on contemporary issues and policies.
Culture. The student understands how societal values affect a nation's economy. The student is expected to:
analyze the societal values that determine how a country answers the basic economic questions; and
describe the societal values that influence traditional, command, and market economies.
Culture. The student understands the impact of a nation's culture on its level of economic development. The student is expected to:
describe the level of economic development of selected nations; and
analyze how societal values affect the economic development of nations.
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:
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;
create economic models such as production-possibilities curves, circular-flow charts, and supply-and-demand graphs to analyze economic data;
create a product on a contemporary economic issue or topic using critical methods of inquiry;
explain a point of view on an economic issue;
analyze and evaluate the validity of information from primary and secondary sources for bias, propaganda, point of view, and frame of reference;
evaluate economic-activity patterns using charts, tables, graphs, and maps; and
use appropriate mathematical skills to interpret social studies information.
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
use social studies terminology correctly;
use standard grammar, spelling, sentence structure, and punctuation;
transfer information from one medium to another including written to visual and statistical to written or visual using computer software as appropriate; and
create written, oral, and visual presentations of social studies information.
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
use a problem-solving process 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; and
use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
Science, technology, and society. The student understands the effects of science and technology on an economy. The student is expected to:
analyze the effect of technology on productivity;
analyze the economic effects of the development of communication and transportation systems in the United States;
analyze the economic impact of obsolescence created by technological innovations; and
analyze how technological innovations change the way goods are manufactured, marketed, and distributed.
Science, technology, and society. The student understands the economic effects of scientific discoveries and technological innovations on households, businesses, and government. The student is expected to:
give examples of types of economic information available as a result of technological innovations; and
explain how scientific discoveries and technological innovations create the need for rules and regulations to protect individuals and businesses.
Source: The provisions of this §118.2 adopted to be effective September 1, 1998, 22 TexReg 7769.


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WORLD HISTORY/ECONOMICS

 

 

§113.32. United States History Studies Since Reconstruction (One Credit).
General requirements. Students shall be awarded one unit of credit for successful completion of this course.
Introduction.
In this course, which is the second part of a two-year study of U.S. history that begins in Grade 8, students study the history of the United States since Reconstruction to the present. Historical content focuses on the political, economic, and social events and issues related to industrialization and urbanization, major wars, domestic and foreign policies of the Cold War and post-Cold War eras, and reform movements including civil rights. Students examine the impact of geographic factors on major events and analyze causes and effects of the Great Depression. 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 the times during which they were created. Students analyze the impact of technological innovations on the American labor movement. Students use critical-thinking skills to explain and apply different methods that historians use to interpret the past, including points of view and historical context.
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 and autobiographies; landmark cases of the U.S. Supreme Court; novels; speeches, letters, and diaries; and poetry, songs, and artworks is encouraged. Selections may include a biography of Dwight Eisenhower, Upton Sinclair's The Jungle, and Martin Luther King's letter from the Birmingham City Jail. Motivating resources are also available from museums, historical sites, presidential libraries, and local and state preservation societies.
The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes with the history and geography strands establishing a sense of time and a sense of place. Skills listed in the geography and social studies skills strands 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.
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, §28.002(h).
Knowledge and skills.
History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:
identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;
apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and
explain the significance of the following dates: 1898, 1914-1918, 1929, 1941-1945, and 1957.
History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to:
analyze political issues such as Indian policies, the growth of political machines, and civil service reform;
analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, and the rise of big business; and
analyze social issues such as the treatment of minorities, child labor, growth of cities, and problems of immigrants.
History. The student understands the emergence of the United States as a world power between 1898 and 1920. The student is expected to:
explain why significant events and individuals, including the Spanish-American War, U.S. expansionism, Henry Cabot Lodge, Alfred Thayer Mahan, and Theodore Roosevelt, moved the United States into the position of a world power;
identify the reasons for U.S. involvement in World War I, including unrestricted submarine warfare;
analyze significant events such as the battle of Argonne Forest and the impact of significant individuals including John J. Pershing during World War I; and
analyze major issues raised by U.S. involvement in World War I, Wilson's Fourteen Points, and the Treaty of Versailles.
History. The student understands the effects of reform and third party movements on American society. The student is expected to:
evaluate the impact of Progressive Era reforms including initiative, referendum, recall, and the passage of the 16th and 17th amendments;
evaluate the impact of reform leaders such as Susan B. Anthony, W.E.B. DuBois, and Robert LaFollette on American society; and
evaluate the impact of third parties and their candidates such as Eugene Debs, H. Ross Perot, and George Wallace.
History. The student understands significant individuals, events, and issues of the 1920s. The student is expected to:
analyze causes and effects of significant issues such as immigration, the Red Scare, Prohibition, and the changing role of women; and
analyze the impact of significant individuals such as Clarence Darrow, William Jennings Bryan, Henry Ford, and Charles A. Lindbergh.
History. The student understands the impact of significant national and international decisions and conflicts from World War II and the Cold War to the present on the United States. The student is expected to:
identify reasons for U.S. involvement in World War II, including the growth of dictatorships and the attack on Pearl Harbor;
analyze major issues and events of World War II such as fighting the war on multiple fronts, the internment of Japanese-Americans, the Holocaust, the battle of Midway, the invasion of Normandy, and the development of and Harry Truman's decision to use the atomic bomb;
explain the roles played by significant military leaders during World War II, including Omar Bradley, Dwight Eisenhower, Douglas MacArthur, George Marshall, and George Patton;
describe U.S. responses to Soviet aggression after World War II, including the Truman Doctrine, the Marshall Plan, the North Atlantic Treaty Organization, and the Berlin airlift;
analyze the conflicts in Korea and Vietnam and describe their domestic and international effects;
describe the impact of the GI Bill, the election of 1948, McCarthyism, and Sputnik I;
analyze reasons for the Western victory in the Cold War and the challenges of changing relationships among nations; and
identify the origins of major domestic and foreign policy issues currently facing the United States.
History. The student understands the impact of the American civil rights movement. The student is expected to:
trace the historical development of the civil rights movement in the 18th, 19th, and 20th centuries, including the 13th, 14th, 15th amendments;
identify significant leaders of the civil rights movement, including Martin Luther King, Jr.;
evaluate government efforts, including the Civil Rights Act of 1964, to achieve equality in the United States; and
identify changes in the United States that have resulted from the civil rights movement such as increased participation of minorities in the political process.
Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
create thematic maps, graphs, charts, models, and databases representing various aspects of the United States; and
pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases.
Geography. The student understands the impact of geographic factors on major events. The student is expected to:
analyze the effects of physical and human geographic factors on major events including the building of the Panama Canal; and
identify and explain reasons for changes in political boundaries such as those resulting from statehood and international conflicts.
Geography. The student understands the effects of migration and immigration on American society. The student is expected to:
analyze the effects of changing demographic patterns resulting from migration within the United States; and
analyze the effects of changing demographic patterns resulting from immigration to the United States.
Geography. The student understands the relationship between population growth and modernization on the physical environment. The student is expected to:
identify the effects of population growth and distribution and predict future effects on the physical environment; and
trace the development of the conservation of natural resources, including the establishment of the National Park System and efforts of private nonprofit organizations.
Economics. The student understands domestic and foreign issues related to U.S. economic growth from the 1870s to 1920. The student is expected to:
analyze the relationship between private property rights and the settlement of the Great Plains;
compare the purpose of the Interstate Commerce Commission with its performance over time;
describe the impact of the Sherman Antitrust Act on businesses;
analyze the effects of economic policies including the Open Door Policy and Dollar Diplomacy on U.S. diplomacy; and
describe the economic effects of international military conflicts, including the Spanish-American War and World War I, on the United States.
Economics. The student understands significant economic developments between World War I and World War II. The student is expected to:
analyze causes of economic growth and prosperity in the 1920s;
analyze the causes of the Great Depression, including the decline in worldwide trade, the stock market crash, and bank failures;
analyze the effects of the Great Depression on the U.S. economy and government;
evaluate the effectiveness of New Deal measures in ending the Great Depression; and
analyze how various New Deal agencies and programs such as the Federal Deposit Insurance Corporation, the Securities and Exchange Commission, and Social Security continue to affect the lives of U.S. citizens.
Economics. The student understands the economic effects of World War II, the Cold War, and increased worldwide competition on contemporary society. The student is expected to:
describe the economic effects of World War II on the home front, including rationing, female employment, and the end of the Great Depression;
identify the causes and effects of prosperity in the 1950s;
describe the impact of the Cold War on the business cycle and defense spending;
identify actions of government and the private sector to expand economic opportunities to all citizens; and
describe the dynamic relationship between U.S. international trade policies and the U.S. free enterprise system.
Government. The student understands changes in the role of government over time. The student is expected to:
evaluate the impact of New Deal legislation on the historical roles of state and federal governments;
explain the impact of significant international events such as World War I and World War II on changes in the role of the federal government;
evaluate the effects of political incidents such as Teapot Dome and Watergate on the views of U.S. citizens concerning the role of the federal government; and
predict the effects of selected contemporary legislation on the roles of state and federal governments.
Government. The student understands the changing relationships among the three branches of the federal government. The student is expected to:
evaluate the impact of events, including the Gulf of Tonkin Resolution and the War Powers Act, on the relationship between the legislative and executive branches of government; and
evaluate the impact of events, including Franklin Roosevelt's attempt to increase the number of U.S. Supreme Court justices, on the relationships among the legislative, executive, and judicial branches of government.
Government. The student understands the impact of constitutional issues on American society in the 20th century. The student is expected to:
analyze the effects of 20th-century landmark U.S. Supreme Court decisions such as Brown v. Board of Education, Regents of the University of California v. Bakke, and Reynolds v. Sims;
analyze reasons for the adoption of 20th-century constitutional amendments.
Citizenship. The student understands efforts to expand the democratic process. The student is expected to:
identify and analyze methods of expanding the right to participate in the democratic process, including lobbying, protesting, court decisions, and amendments to the U.S. Constitution;
evaluate various means of achieving equality of political rights, including the 19th, 24th, and 26th amendments; and
explain how participation in the democratic process reflects our national identity.
Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to:
describe qualities of effective leadership;
evaluate the contributions of significant political and social leaders in the United States such as Andrew Carnegie, Shirley Chisholm, and Franklin D. Roosevelt; and
identify the contributions of Texans who have been President of the United States.
Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:
describe how the characteristics and issues of various eras in U.S. history have been reflected in works of art, music, and literature such as the paintings of Georgia O'Keeffe, rock and roll, and John Steinbeck's The Grapes of Wrath;
describe the impact of significant examples of cultural movements in art, music, and literature on American society, including the Harlem Renaissance;
identify examples of American art, music, and literature that transcend American culture and convey universal themes;
analyze the relationship between culture and the economy and identify examples such as the impact of the entertainment industry on the U.S. economy; and
identify the impact of popular American culture on the rest of the world.
Culture. The student understands how people from various groups, including racial, ethnic, and religious groups, adapt to life in the United States and contribute to our national identity. The student is expected to:
explain actions taken by people from racial, ethnic, and religious groups to expand economic opportunities and political rights in American society;
explain efforts of the Americanization movement to assimilate immigrants into American culture;
analyze how the contributions of people of various racial, ethnic, and religious groups have helped to shape the national identity; and
identify the political, social, and economic contributions of women to American society.
Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:
explain the effects of scientific discoveries and technological innovations such as electric power, the telegraph and telephone, petroleum-based products, medical vaccinations, and computers on the development of the United States;
explain how scientific discoveries and technological innovations such as those in agriculture, the military, and medicine resulted from specific needs; and
analyze the impact of technological innovations on the nature of work, the American labor movement, and businesses.
Science, technology, and society. The student understands the influence of scientific discoveries and technological innovations on daily life in the United States. The student is expected to:
analyze how scientific discoveries and technological innovations, including those in transportation and communication, have changed the standard of living in the United States; and
explain how technological innovations in areas such as space exploration have led to other innovations that affect daily life and the standard of living.
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:
locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about the United States;
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;
explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context;
use the process of historical inquiry to research, interpret, and use multiple sources of evidence;
evaluate the validity of a source based on language, corroboration with other sources, and information about the author;
identify bias in written, oral, and visual material;
support a point of view on a social studies issue or event; and
use appropriate mathematical skills to interpret social studies information such as maps and graphs.
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
use social studies terminology correctly;
use standard grammar, spelling, sentence structure, and punctuation;
transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and
create written, oral, and visual presentations of social studies information.
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
use a problem-solving process 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; and
use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
Source: The provisions of this §113.32 adopted to be effective September 1, 1998, 22 TexReg 7684.
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World Geography
§113.34. World Geography Studies (One Credit).
General requirements. Students shall be awarded one unit of credit for successful completion of this course.
Introduction.
In World Geography Studies, students examine people, places, and environments at local, regional, national, and international scales from the spatial and ecological perspectives of geography. Students describe the influence of geography on events of the past and present. A significant portion of the course centers around the physical processes that shape patterns in the physical environment; the characteristics of major land forms, climates, and ecosystems and their interrelationships; the political, economic, and social processes that shape cultural patterns of regions; types and patterns of settlement; the distribution and movement of world population; relationships among people, places, and environments; and the concept of region. Students analyze how location affects economic activities in different economic systems throughout the world. Students identify the processes that influence political divisions of the planet and analyze how different points of view affect the development of public policies. Students compare how components of culture shape the characteristics of regions and analyze the impact of technology and human modifications on the physical environment. Students use problem-solving and decision-making skills to ask and answer geographic questions.
To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as contemporary and historic maps of various types, satellite-produced images, photographs, graphs, sketches, and diagrams is encouraged.
The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the geography and social studies skills strands 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.
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, §28.002(h).
Knowledge and skills.
History. The student understands how geographic contexts (the geography of places in the past) and processes of spatial exchange (diffusion) influenced events in the past and helped to shape the present. The student is expected to:
analyze the effects of physical and human geographic patterns and processes on events in the past and describe their effects on present conditions, including significant physical features and environmental conditions that influenced migration patterns in the past and shaped the distribution of culture groups today; and
trace the spatial diffusion of a phenomenon and describe its effects on regions of contact such as the spread of bubonic plague, the diffusion and exchange of foods between the New and Old Worlds, or the diffusion of American slang.
History. The student understands how people, places, and environments have changed over time and the effects of these changes on history. The student is expected to:
describe the human and physical characteristics of the same place at different periods of history; and
assess how people's changing perceptions of geographic features have led to changes in human societies.
Geography. Such as student understands how physical processes shape patterns in the physical environment (lithosphere, atmosphere, hydrosphere, and biosphere), including how Earth-Sun relationships affect physical processes and patterns on Earth's surface. The student is expected to:
attribute occurrences of weather phenomena and climate to annual changes in Earth-Sun relationships; and
describe physical environment of regions and the physical processes that affect these regions such as weather, tectonic forces, wave action, freezing and thawing, gravity, and soil-building processes.
Geography. The student understands the patterns and characteristics of major landforms, climates, and ecosystems of Earth and the interrelated processes that produce them. The student is expected to:
explain the distribution of different types of climate in terms of patterns of temperature, wind, and precipitation and the factors that influence climate regions such as elevation, latitude, location near warm and cold ocean currents, position on a continent, and mountain barriers;
relate the physical processes to the development of distinctive land forms; and
explain the distribution of plants and animals in different regions of the world using the relationships among climate, vegetation, soil, and geology.
Geography. The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. The student is expected to:
analyze how the character of a place is related to its political, economic, social, and cultural characteristics; and
analyze political, economic, social, and demographic data to determine the level of development and standard of living in nations.
Geography. The student understands the types and patterns of settlement, the factors that affect where people settle, and processes of settlement development over time. The student is expected to:
locate settlements and observe patterns in the size and distribution of cities using maps, graphics, and other information; and
explain the processes that have caused cities to grow such as location along transportation routes, availability of resources that have attracted settlers and economic activities, and continued access to other cities and resources.
Geography. The student understands the growth, distribution, movement, and characteristics of world population. The student is expected to:
construct and analyze population pyramids and use other data, graphics, and maps to describe the population characteristics of different societies and to predict future growth trends;
explain the political, economic, social, and environmental factors that contribute to human migration such as how national and international migrations are shaped by push-and-pull factors and how physical geography affects the routes, flows, and destinations of migration;
describe trends in past world population growth and distribution; and
develop and defend hypotheses on likely population patterns for the future.
Geography. The student understands how people, places, and environments are connected and interdependent. The student is expected to:
explain the interrelationships among physical and human processes that shape the geographic characteristics of places such as connections among economic development, urbanization, population growth, and environmental change;
compare ways that humans depend on, adapt to, and modify the physical environment using local, state, national, and international human activities in a variety of cultural and technological contexts;
describe the impact of and analyze the reaction of the environment to abnormal and/or hazardous environmental conditions at different scales such as El Niño, floods, droughts, and hurricanes; and
analyze statistical and other data to infer the effects of physical and human processes on patterns of settlement, population distribution, economic and political conditions, and resource distribution.
Geography. The student understands the concept of region as an area of Earth's surface with unifying geographic characteristics. The student is expected to:
identify physical or human factors that constitute a region such as soils, climate, vegetation, language, trade network, river systems, and religion; and
identify the differences among formal, functional, and perceptual regions.
Economics. The student understands the distribution and characteristics of economic systems throughout the world. The student is expected to:
describe the characteristics of traditional, command, and market economies;
explain how traditional, command, and market economies operate in specific countries; and
compare the ways people satisfy their basic needs through the production of goods and services such as subsistence agriculture versus market-oriented agriculture or cottage industries versus commercial industries.
Economics. The student understands the reasons for the location of economic activities (primary, secondary, tertiary, and quaternary) in different economic systems. The student is expected to:
map the locations of different types of economic activities;
identify factors affecting the location of different types of economic activities; and
describe how changes in technology, transportation, and communication affect the location and patterns of economic activities.
Economics. The student understands the economic importance of, and issues related to, the location and management of key natural resources. The student is expected to:
compare global trade patterns at different periods of time and develop hypotheses to explain changes that have occurred in world trade and the implications of these changes;
analyze how the creation and distribution of resources affect the location and patterns of movement of products, capital, and people; and
evaluate the geographic and economic impact of policies related to the use of resources such as regulations for water use or policies related to the development of scarce natural resources.
Government. The student understands the characteristics of a variety of political units. The student is expected to:
prepare maps that illustrate a variety of political entities such as city maps showing precincts, country maps showing states, or continental maps showing countries; and
compare maps of voting patterns or political boundaries to make inferences about the distribution of political power.
Government. The student understands the geographic processes that influence political divisions, relationships, and policies. The student is expected to:
analyze current events to infer the physical and human processes that lead to the formation of boundaries and other political divisions;
explain how forces of conflict and cooperation influence the allocation of control of Earth's surface such as the formation of congressional voting districts or free trade zones; and
explain the geographic factors that influence a nation's power to control territory and that shape the foreign policies and international political relations of selected nations such as Iraq, Israel, Japan, and the United Kingdom.
Citizenship. The student understands how different points of view influence the development of public policies and decision-making processes on local, state, national, and international levels. The student is expected to:
identify and give examples of different points of view that influence the development of public policies and decision-making processes on local, state, national, and international levels;
explain how citizenship practices, public policies, and decision making may be influenced by cultural beliefs; and
compare different points of view on geographic issues.
Culture. The student understands how the components of culture affect the way people live and shape the characteristics of regions. The student is expected to:
describe distinctive cultural patterns and landscapes associated with different places in Texas, the United States, and other regions of the world, and how these patterns influenced the processes of innovation and diffusion;
give examples of ways various groups of people view cultures, places, and regions differently; and
compare life in a variety of cities and nations in the world to evaluate the relationships involved in political, economic, social, and environmental changes.
Culture. The student understands the distribution, patterns, and characteristics of different cultures. The student is expected to:
describe and compare patterns of culture such as language, religion, land use, systems of education, and customs that make specific regions of the world distinctive; and
compare economic opportunities in different cultures for women and religious minorities in selected regions of the world.
Culture. The student understands the ways in which cultures change and maintain continuity. The student is expected to:
describe the impact of general processes such as migration, war, trade, independent inventions, and diffusion of ideas and motivations on cultural change;
analyze cultural changes in specific regions;
analyze examples of cultures that maintain traditional ways; and
evaluate case studies of the spread of cultural traits to find examples of cultural convergence and divergence such as the spread of democratic ideas, U.S.-based fast-food franchises in Russia and Eastern Europe, or the English language as a major medium of international communication for scientists and business people.
Science, technology, and society. The student understands the impact of technology and human modifications on the physical environment. The student is expected to:
evaluate the significance of major technological innovations, including fire, steam power, diesel machinery, and electricity that have been used to modify the physical environment; and
analyze ways technological innovations have allowed humans to adapt to places shaped by physical processes such as floods, earthquakes, and hurricanes.
Science, technology, and society. The student understands how technology affects definitions of, access to, and use of resources. The student is expected to:
describe the impact of new technologies, new markets, and revised perceptions of resources; and
analyze the role of technology in agriculture and other primary economic activities and identify the environmental consequences of the changes that have taken place.
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:
use historical, geographic, and statistical information from a variety of sources such as databases, field interviews, media services, and questionnaires to answer geographic questions and infer geographic relationships;
analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps;
construct and interpret maps to answer geographic questions, infer geographic relationships, and analyze geographic change;
apply basic statistical concepts and analytical methods such as computer-based spreadsheets and statistical software to analyze geographic data; and
use a series of maps, including a computer-based geographic information system, to obtain and analyze data needed to solve geographic and locational problems.
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
design and draw appropriate maps and other graphics such as sketch maps, diagrams, tables, and graphs to present geographic information including geographic features, geographic distributions, and geographic relationships;
apply appropriate vocabulary, geographic models, generalizations, theories, and skills to present geographic information;
use geographic terminology correctly; and
use standard grammar, spelling, sentence structure, and punctuation.
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
plan, organize, and complete a group research project that involves asking geographic questions; acquiring, organizing, and analyzing geographic information; answering geographic questions; and communicating results;
use case studies and geographic information systems to identify contemporary geographic problems and issues and to apply geographic knowledge and skills to answer real-world questions;
use a problem-solving process 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; and
use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
Source: The provisions of this §113.34 adopted to be effective September 1, 1998, 22 TexReg 7684.
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U.S. Government

§113.35. United States Government (One-Half Credit).
General requirements. Students shall be awarded one-half unit of credit for successful completion of this course.
Introduction.
In Government, the focus is on the principles and beliefs upon which the United States was founded and on the structure, functions, and powers of government at the national, state, and local levels. This course is the culmination of the civic and governmental content and concepts studied from Kindergarten through required secondary courses. Students learn major political ideas and forms of government in history. A significant focus of the course is on the U.S. Constitution, its underlying principles and ideas, and the form of government it created. Students analyze major concepts of republicanism, federalism, checks and balances, separation of powers, popular sovereignty, and individual rights and compare the U.S. system of government with other political systems. Students identify the role of government in the U.S. free enterprise system and examine the strategic importance of places to the United States. Students analyze the impact of individuals, political parties, interest groups, and the media on the American political system, evaluate the importance of voluntary individual participation in a democratic society, and analyze the rights guaranteed by the U.S. Constitution. Students examine the relationship between governmental policies and the culture of the United States. Students identify examples of government policies that encourage scientific research and use critical-thinking skills to create a product on a contemporary government issue.
To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as the complete text of the U.S. constitution; selected Federalist Papers; landmark cases of the U.S. Supreme Court; biographies, autobiographies, and memoirs; speeches and letters; and periodicals that feature analyses of political issues and events is encouraged. Selections may include excerpts from John Locke's Two Treatises of Government, Federalist 51, and Miranda v. Arizona.
The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the geography and social studies skills strands 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.
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, §28.002(h).
Knowledge and skills.
History. The student understands major political ideas and forms of government in history. The student is expected to:
explain major political ideas in history such as natural law, natural rights, divine right of kings, and social contract theory; and
identify the characteristics of classic forms of government such as absolute monarchy, authoritarianism, classical republic, despotism, feudalism, liberal democracy, and totalitarianism.
History. The student understands how constitutional government, as developed in the United States, has been influenced by people, ideas, and historical documents. The student is expected to:
analyze the principles and ideas that underlie the Declaration of Independence and the U.S. Constitution, including those of Thomas Hobbes, John Locke, and Charles de Montesquieu;
analyze the contributions of the political philosophies of the Founding Fathers, including John Adams, Alexander Hamilton, Thomas Jefferson, and James Madison, on the development of the U.S. government;
analyze debates and compromises necessary to reach political decisions using historical documents; and
identify significant individuals in the field of government and politics, including Abraham Lincoln, George Washington, and selected contemporary leaders.
History. The student understands the roles played by individuals, political parties, interest groups, and the media in the U.S. political system, past and present. The student is expected to:
give examples of the processes used by individuals, political parties, interest groups, or the media to affect public policy; and
analyze the impact of political changes brought about by individuals, political parties, interest groups, or the media, past and present.
Geography. The student understands why certain places and regions are important to the United States. The student is expected to:
analyze the political significance to the United States of the location and geographic characteristics of selected places or regions such as Cuba and Taiwan; and
analyze the economic significance to the United States of the location and geographic characteristics of selected places and regions such as oil fields in the Middle East.
Geography. The student understands how government policies can affect the physical and human characteristics of places and regions. The student is expected to:
analyze and evaluate the consequences of a government policy that affects the physical characteristics of a place or region; and
analyze and evaluate the consequences of a government policy that affects the human characteristics of a place or region.
Economics. The student understands the roles played by local, state, and national governments in both the public and private sectors of the U.S. free enterprise system. The student is expected to:
analyze government policies that influence the economy at the local, state, and national levels;
identify the sources of revenue and expenditures of the U. S. government and analyze their impact on the U.S. economy; and
compare the role of government in the U.S. free enterprise system and other economic systems.
Economics. The student understands the relationship between U.S. government policies and international trade. The student is expected to:
explain the effects of international trade on U.S. economic and political policies; and
explain the government's role in setting international trade policies.
Government. The student understands the American beliefs and principles reflected in the U.S. Constitution. The student is expected to:
explain the importance of a written constitution;
evaluate how the federal government serves the purposes set forth in the Preamble to the U.S. Constitution;
analyze how the Federalist Papers explain the principles of the American constitutional system of government;
evaluate constitutional provisions for limiting the role of government, including republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights;
analyze the processes by which the U.S. Constitution can be changed and evaluate their effectiveness; and
analyze how the American beliefs and principles reflected in the U.S. Constitution contribute to our national identity.
Government. The student understands the structure and functions of the government created by the U.S. Constitution. The student is expected to:
analyze the structure and functions of the legislative branch of government, including the bicameral structure of Congress, the role of committees, and the procedure for enacting laws;
analyze the structure and functions of the executive branch of government, including the constitutional powers of the president, the growth of presidential power, and the role of the Cabinet and executive departments;
analyze the structure and functions of the judicial branch of government, including the federal court system and types of jurisdiction;
analyze the functions of selected independent executive agencies and regulatory commissions such as the National Aeronautics and Space Administration and the Federal Communications Commission;
explain how certain provisions of the U.S. Constitution provide for checks and balances among the three branches of government;
analyze selected issues raised by judicial activism and judicial restraint;
explain the major responsibilities of the federal government for domestic and foreign policy;
compare the structure and functions of the Texas state government to the federal system; and
analyze the structure and functions of local government.
Government. The student understands the concept of federalism. The student is expected to:
explain why the Founding Fathers created a distinctly new form of federalism and adopted a federal system of government instead of a unitary system;
categorize government powers as national, state, or shared;
analyze historical conflicts over the respective roles of national and state governments; and
evaluate the limits on the national and state governments in the U.S. federal system of government.
Government. The student understands the processes for filling public offices in the U.S. system of government. The student is expected to:
compare different methods of filling public offices, including elected and appointed offices, at the local, state, and national levels; and
analyze and evaluate the process of electing the President of the United States.
Government. The student understands the role of political parties in the U.S. system of government. The student is expected to:
identify the functions of political parties;
analyze the two-party system and evaluate the role of third parties in the United States;
analyze the role of political parties in the electoral process at local, state, and national levels; and
identify opportunities for citizens to participate in political party activities at local, state, and national levels.
Government. The student understands the similarities and differences that exist among the U.S. system of government and other political systems. The student is expected to:
compare the U.S. system of government with other political systems;
analyze advantages and disadvantages of federal, confederate, and unitary systems of government; and
analyze advantages and disadvantages of presidential and parliamentary systems of government.
Citizenship. The student understands rights guaranteed by the U.S. Constitution. The student is expected to:
understand the roles of limited government and the rule of law to the protection of individual rights;
analyze the rights guaranteed by the Bill of Rights, including first amendment freedoms;
analyze issues addressed in selected cases such as Engel v. Vitale, Miranda v. Arizona, and Schenck v. U.S. that involve Supreme Court interpretations of rights guaranteed by the U.S. Constitution;
analyze the role of each branch of government in protecting the rights of individuals;
explain the importance of due process rights to the protection of individual rights and to the limits on the powers of government; and
analyze the impact of the incorporation doctrine involving due process and the Bill of Rights on individual rights, federalism, and majority rule.
Citizenship. The student understands the difference between personal and civic responsibilities. The student is expected to:
explain the difference between personal and civic responsibilities;
evaluate whether and/or when the obligation of citizenship requires that personal desires and interests be subordinated to the public good;
evaluate whether and/or when the rights of individuals are inviolable even against claims for the public good; and
analyze the consequences of political decisions and actions on society.
Citizenship. The student understands the importance of voluntary individual participation in the U.S. democratic society. The student is expected to:
analyze the effectiveness of various methods of participation in the political process at local, state, and national levels;
analyze historical and contemporary examples of citizen movements to bring about political change or to maintain continuity;
analyze the factors that influence an individual's political attitudes and actions; and
compare and evaluate characteristics, style, and effectiveness of state and national leaders, past and present.
Citizenship. The student understands the importance of the expression of different points of view in a democratic society. The student is expected to:
analyze different points of view of political parties and interest groups on important contemporary issues;
analyze the importance of free speech and press in a democratic society; and
express and defend a point of view on an issue of contemporary interest in the United States.
Culture. The student understands the relationship between government policies and the culture of the United States. The student is expected to:
evaluate a political policy or decision in the United States that was a result of changes in American culture; and
analyze changes in American culture brought about by government policies such as voting rights, the GI bill, and racial integration; and
describe an example of a government policy that has affected a particular racial, ethnic, or religious group.
Science, technology, and society. The student understands the role the government plays in developing policies and establishing conditions that influence scientific discoveries and technological innovations. The student is expected to:
identify examples of government-assisted research that, when shared with the private sector, have resulted in improved consumer products such as computer and communication technologies; and
analyze how U.S. government policies fostering competition and entrepreneurship have resulted in scientific discoveries and technological innovations.
Science, technology, and society. The student understands the impact of advances in science and technology on government and society. The student is expected to:
analyze the potential impact on society of recent scientific discoveries and technological innovations; and
analyze the reaction of government to scientific discoveries and technological innovations.
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to:
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;
create a product on a contemporary government issue or topic using critical methods of inquiry;
explain a point of view on a government issue;
analyze and evaluate the validity of information from primary and secondary sources for bias, propaganda, point of view, and frame of reference;
evaluate government data using charts, tables, graphs, and maps; and
use appropriate mathematical skills to interpret social studies information such as maps and graphs.
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
use social studies terminology correctly;
use standard grammar, spelling, sentence structure, and punctuation;
transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate; and
create written, oral, and visual presentations of social studies information.
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
use a problem-solving process 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; and
use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.
Source: The provisions of this §113.35 adopted to be effective September 1, 1998, 22 TexReg 7684.
Chapter 118. Texas Essential Knowledge and Skills for Economics with Emphasis on the Free Enterprise System and Its Benefits
Subchapter A. High School

Statutory Authority: The provisions of this Subchapter A issued under the Texas Education Code, §28.002, unless otherwise noted.

§118.1. Implementation of Texas Essential Knowledge and Skills for Economics with Emphasis on the Free Enterprise System and Its Benefits, High School.
The provisions of this subchapter shall supersede §75.69 of this title (relating to Economics with Emphasis on the Free Enterprise System and Its Benefits (One-half Unit)) beginning September 1, 1998.
Source: The provisions of this §118.1 adopted to be effective September 1, 1998, 22 TexReg 7769.
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