World History TEKS

§113.33. World History Studies (One Credit).

(a)  General requirements. Students shall be awarded one unit of credit for successful completion of this course.

(b)  Introduction.

(1)  World History Studies is the only course offering students an overview of the entire history of humankind. 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 democratic-republican 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)  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; novels; speeches and letters; and poetry, songs, and artworks is encouraged. Selections may include excerpts from Hammurabi's Code. Motivating resources are also available from museums, art galleries, and historical sites.

(3)  The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes 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.

(4)  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 nations, as referenced in the Texas Education Code, §28.002(h).

(c)  Knowledge and skills.

(1)  History. The student understands traditional historical points of reference in world history. The student is expected to:

(A)  identify the major eras in world history and describe their defining characteristics;

(B)  identify changes that resulted from important turning points in world history such as the development of farming; the Mongol invasions; the development of cities; the European age of exploration and colonization; the scientific and industrial revolutions; the political revolutions of the 18th, 19th, and 20th centuries; and the world wars of the 20th century;

(C)  apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and

(D)  explain the significance of the following dates: 1066, 1215, 1492, 1789, 1914-1918, and 1939-1945.

(2)  History. The student understands how the present relates to the past. The student is expected to:

(A)  identify elements in a contemporary situation that parallel a historical situation; and

(B)  describe variables in a contemporary situation that could result in different outcomes.

(3)  History. The student understands how, as a result of the collapse of the Western Roman Empire, new political, economic, and social systems evolved, creating a new civilization in Western Europe. The student is expected to:

(A)  compare medieval Europe with previous civilizations;

(B)  describe the major characteristics of the political system of feudalism, the economic system of manorialism, and the authority exerted by the Roman Catholic Church; and

(C)  identify the political, economic, and social impact of the Crusades.

(4)  History. The student understands the influence of the European Renaissance and the Reformation eras. The student is expected to:

(A)  identify the causes and characteristics of the European Renaissance and the Reformation eras; and

(B)  identify the effects of the European Renaissance and the Reformation eras.

(5)  History. The student understands causes and effects of European expansion beginning in the 16th century. The student is expected to:

(A)  identify causes of European expansion beginning in the 16th century; and

(B)  explain the political, economic, cultural, and technological influences of European expansion on both Europeans and non-Europeans, beginning in the 16th century.

(6)  History. The student understands the major developments of civilizations of sub-Saharan Africa, Mesoamerica, Andean South America, and Asia. The student is expected to:

(A)  summarize the major political and cultural developments of the civilizations of sub-Saharan Africa;

(B)  summarize the major political, economic, and cultural developments of civilizations in Mesoamerica and Andean South America; and

(C)  summarize the major political, economic, and cultural developments of civilizations in China, India, and Japan.

(7)  History. The student understands the impact of political and economic imperialism throughout history. The student is expected to:

(A)  analyze examples of major empires of the world such as the Aztec, British, Chinese, French, Japanese, Mongol, and Ottoman empires; and

(B)  summarize effects of imperialism on selected societies.

(8)  History. The student understands causes and effects of major political revolutions since the 17th century. The student is expected to:

(A)  identify causes and evaluate effects of major political revolutions since the 17th century, including the English, American, French, and Russian revolutions;

(B)  summarize the ideas from the English, American, French, and Russian revolutions concerning separation of powers, liberty, equality, democracy, popular sovereignty, human rights, constitutionalism, and nationalism;

(C)  evaluate how the American Revolution differed from the French and Russian revolutions, including its long-term impact on political developments around the world; and

(D)  summarize the significant events related to the spread and fall of communism, including worldwide political and economic effects.

(9)  History. The student understands the impact of totalitarianism in the 20th century. The student is expected to:

(A)  identify and explain causes and effects of World Wars I and II, including the rise of nazism/ fascism in Germany, Italy, and Japan; the rise of communism in the Soviet Union; and the Cold War; and

(B)  analyze the nature of totalitarian regimes in China, Nazi Germany, and the Soviet Union.

(10)  History. The student understands the influence of significant individuals of the 20th century. The student is expected to:

(A)  analyze the influence of significant individuals such as Winston Churchill, Adolf Hitler, Vladimir Lenin, Mao Zedong, and Woodrow Wilson on political events of the 20th century; and

(B)  analyze the influence of significant social and/or religious leaders such as Mohandas Gandhi, Pope John Paul II, Mother Theresa, and Desmond Tutu on events of the 20th century.

(11)  Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to:

(A)  create thematic maps, graphs, charts, models, and databases representing various aspects of world history; and

(B)  pose and answer questions about geographic distributions and patterns in world history shown on maps, graphs, charts, models, and databases.

(12)  Geography. The student understands the impact of geographic factors on major historic events. The student is expected to:

(A)  locate places and regions of historical significance such as the Indus, Nile, Tigris and Euphrates, and Yellow (Huang He) river valleys and describe their physical and human characteristics;

(B)  analyze the effects of physical and human geographic factors on major events in world history such as the effects of the opening of the Suez Canal on world trade patterns; and

(C)  interpret historical and contemporary maps to identify and explain geographic factors such as control of the Straits of Hormuz that have influenced people and events in the past.