(C) analyze the human and physical factors that influence
control of territories and resources, conflict/war, and international
relations of sovereign nations such as China, the United States, Japan,
and Russia and international organizations such as the United Nations
(UN) and the European Union (EU).
(15) Citizenship. The student understands how different
points of view influence the development of public policies and decision-making
processes at national and international levels. The student is expected
to:
(A) identify and give examples of different points
of view that influence the development of public policies and decision-making
processes at national and international levels; and
(B) explain how citizenship practices, public policies,
and decision making may be influenced by cultural beliefs, including
nationalism and patriotism.
(16) 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:
(A) 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;
(B) describe elements of culture, including language,
religion, beliefs, institutions, and technologies; and
(C) describe life in a variety of urban and rural areas
in the world to compare political, economic, social, and environmental
changes.
(17) Culture. The student understands the distribution,
patterns, and characteristics of different cultures. The student is
expected to:
(A) describe and compare patterns of culture such as
language, religion, land use, education, and customs that make specific
regions of the world distinctive;
(B) describe central ideas and spatial distribution
of major religious traditions, including Buddhism, Christianity, Hinduism,
Islam, Judaism, and Sikhism;
(C) compare economic, political, or social opportunities
in different cultures for underrepresented populations such as women
and ethnic and religious minorities; and
(D) evaluate the experiences and contributions of diverse
groups to multicultural societies.
(18) Culture. The student understands the ways in which
cultures change and maintain continuity. The student is expected to:
(A) analyze cultural changes in specific regions caused
by migration, war, trade, innovations, and diffusion;
(B) assess causes and effects of conflicts between
groups of people, including modern genocides and terrorism;
(C) identify examples of cultures that maintain traditional
ways, including traditional economies; and
(D) evaluate the spread of cultural traits to find
examples of cultural convergence and divergence such as the spread
of democratic ideas, language, foods, technology, or global sports.
(19) Science, technology, and society. The student
understands the impact of technology and human modifications on the
physical environment. The student is expected to:
(A) evaluate the significance of major technological
innovations in the areas of transportation and energy that have been
used to modify the physical environment;
(B) analyze ways technological innovations such as
air conditioning and desalinization have allowed humans to adapt to
places; and
(C) analyze the environmental, economic, and social
impacts of advances in technology on agriculture and natural resources.
(20) Science, technology, and society. The student
understands how current technology affects human interaction. The
student is expected to:
(A) describe the impact of new information technologies
such as the Internet, Global Positioning System (GPS), or Geographic
Information Systems (GIS); and
(B) examine the economic, environmental, and social
effects of technology such as medical advancements or changing trade
patterns on societies at different levels of development.
(21) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired through established
research methodologies from a variety of valid sources, including
technology. The student is expected to:
(A) analyze and evaluate the validity and utility of
multiple sources of geographic information such as primary and secondary
sources, aerial photographs, and maps;
(B) identify places of contemporary geopolitical significance
on a map;
(C) create and interpret different types of maps to
answer geographic questions, infer relationships, and analyze change;
(D) 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 over
time; and
(E) identify different points of view about an issue
or current topic.
(22) Social studies skills. The student communicates
in written, oral, and visual forms. The student is expected to:
(A) create appropriate graphics such as maps, diagrams,
tables, and graphs to communicate geographic features, distributions,
and relationships;
(B) generate summaries, generalizations, and thesis
statements supported by evidence;
(C) use social studies terminology correctly; and
(D) create original work using effective written communication
skills, including proper citations and understanding and avoiding
plagiarism.
(23) Social studies skills. The student uses problem-solving
and decision-making skills, working independently and with others.
The student is expected to:
(A) plan, organize, and complete a research project
that involves asking geographic questions; acquiring, organizing,
and analyzing information; answering questions; and communicating
results;
(B) use case studies and GIS to identify contemporary
challenges and to answer real-world questions; and
(C) 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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