| (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 the validity of a source based on bias,
corroboration with other sources, and information about the author;
(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) construct a thesis on a social studies issue or
event supported by evidence.
(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; and
(C) interpret and create written, oral, and visual
presentations of social studies information.
(31) Social studies skills. The student uses problem-solving
and decision-making skills, working independently and with others.
The student is expected to 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.
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