| (C) describe trends in world population growth and
distribution; and
(D) analyze how globalization affects connectivity,
standard of living, pandemics, and loss of local culture.
(8) Geography. The student understands how people,
places, and environments are connected and interdependent. The student
is expected to:
(A) compare ways that humans depend on, adapt to, and
modify the physical environment, including the influences of culture
and technology;
(B) analyze the consequences of extreme weather and
other natural disasters such as El Niño, floods, tsunamis,
and volcanoes on people and their environment; and
(C) evaluate the economic and political relationships
between settlements and the environment, including sustainable development
and renewable/non-renewable resources.
(9) Geography. The student understands the concept
of region as an area of Earth's surface with related geographic characteristics.
The student is expected to:
(A) identify physical and/or human factors such as
climate, vegetation, language, trade networks, political units, river
systems, and religion that constitute a region; and
(B) describe different types of regions, including
formal, functional, and perceptual regions.
(10) Economics. The student understands the distribution,
characteristics, and interactions of the economic systems in the world.
The student is expected to:
(A) describe the forces that determine the distribution
of goods and services in traditional, free enterprise, socialist,
and communist economic systems;
(B) classify countries along the economic spectrum
between free enterprise and communism;
(C) compare the ways people satisfy their basic needs
through the production of goods and services such as subsistence agriculture
versus commercial agriculture or cottage industries versus commercial
industries; and
(D) compare global trade patterns over time and analyze
the implications of globalization, including outsourcing and free
trade zones.
(11) Economics. The student understands how geography
influences economic activities. The student is expected to:
(A) understand the connections between levels of development
and economic activities (primary, secondary, tertiary, and quaternary);
(B) identify the factors affecting the location of
different types of economic activities, including subsistence and
commercial agriculture, manufacturing, and service industries; and
(C) assess how changes in climate, resources, and infrastructure
(technology, transportation, and communication) affect the location
and patterns of economic activities.
(12) Economics. The student understands the economic
importance of, and issues related to, the location and management
of resources. The student is expected to:
(A) analyze how the creation, distribution, and management
of key natural resources affects the location and patterns of movement
of products, money, and people; and
(B) evaluate the geographic and economic impact of
policies related to the development, use, and scarcity of natural
resources such as regulations of water.
(13) Government. The student understands the spatial
characteristics of a variety of global political units. The student
is expected to:
(A) interpret maps to explain the division of land,
including man-made and natural borders, into separate political units
such as cities, states, or countries; and
(B) compare maps of voting patterns and political boundaries
to make inferences about the distribution of political power.
(14) Government. The student understands the processes
that influence political divisions, relationships, and policies. The
student is expected to:
(A) analyze current events to infer the physical and
human processes that lead to the formation of boundaries and other
political divisions;
(B) compare how democracy, dictatorship, monarchy,
republic, theocracy, and totalitarian systems operate in specific
countries; and
(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;
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