<<Prev Rule

Texas Administrative Code

Next Rule>>
RULE §113.43World Geography Studies (One Credit), Adopted 2018

    (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.

Source Note: The provisions of this §113.43 adopted to be effective August 23, 2010, 35 TexReg 7232; amended to be effective August 1, 2019, 44 TexReg 1988

Previous Page

Link to Texas Secretary of State Home Page | link to Texas Register home page | link to Texas Administrative Code home page | link to Open Meetings home page