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TITLE 19EDUCATION
PART 2TEXAS EDUCATION AGENCY
CHAPTER 113TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR SOCIAL STUDIES
SUBCHAPTER CHIGH SCHOOL
RULE §113.44United States Government (One-Half Credit), Adopted 2018

    (A) compare the U.S. constitutional republic to historical and contemporary forms of government such as monarchy, a classical republic, authoritarian, socialist, direct democracy, theocracy, tribal, and other republics; and

    (B) analyze advantages and disadvantages of presidential and parliamentary systems of government.

  (12) Citizenship. The student understands the rights that are protected and secured by the U.S. Constitution and Bill of Rights. The student is expected to:

    (A) explain the roles of limited government and the rule of law in the protection of individual rights;

    (B) identify and define the unalienable rights;

    (C) identify the freedoms and rights protected and secured by each amendment in the Bill of Rights;

    (D) analyze the reasons the Founding Fathers protected religious freedom in America and guaranteed its free exercise by saying that "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof," and compare this to the concept of separation of church and state;

    (E) analyze U.S. Supreme Court interpretations of rights guaranteed by the U.S. Constitution in selected cases, including Engel v. Vitale, Schenck v. United States, Texas v. Johnson, Miranda v. Arizona, Gideon v. Wainwright, Mapp v. Ohio, and Roe v. Wade;

    (F) explain the importance of due process rights to the protection of individual rights and in limiting the powers of government; and

    (G) recall the conditions that produced the 14th Amendment and describe subsequent efforts to selectively extend some of the Bill of Rights to the states through U.S. Supreme Court rulings and analyze the impact on the scope of fundamental rights and federalism.

  (13) Citizenship. The student understands the difference between personal and civic responsibilities. The student is expected to:

    (A) describe scenarios where good citizenship may require the subordination of personal desire for the sake of the public good;

    (B) explain the responsibilities, duties, and obligations of citizenship such as being well informed about civic affairs, serving in the military, voting, serving on a jury, observing the laws, paying taxes, and serving the public good; and

    (C) describe the voter registration process and the criteria for voting in elections.

  (14) Citizenship. The student understands the importance of voluntary individual participation in the U.S. constitutional republic. The student is expected to:

    (A) analyze the effectiveness of various methods of participation in the political process at local, state, and national levels;

    (B) analyze historical and contemporary examples of citizen movements to bring about political change or to maintain continuity; and

    (C) describe the factors that influence an individual's political attitudes and actions.

  (15) Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:

    (A) analyze different points of view of political parties and interest groups such as the League of United Latin American Citizens (LULAC), the National Rifle Association (NRA), and the National Association for the Advancement of Colored People (NAACP) on important contemporary issues; and

    (B) analyze the importance of the First Amendment rights of petition, assembly, speech, and press and the Second Amendment right to keep and bear arms.

  (16) Culture. The student understands the relationship between government policies and the culture of the United States. The student is expected to:

    (A) evaluate a U.S. government policy or court decision that has affected a particular racial, ethnic, or religious group such as the Civil Rights Act of 1964 and the U.S. Supreme Court cases of Hernandez v. Texas and Grutter v. Bollinger; and

    (B) explain changes in American culture brought about by government policies such as voting rights, the Servicemen's Readjustment Act of 1944 (GI Bill of Rights), the Immigration and Nationality Act of 1965, the Immigration Reform and Control Act of 1986, affirmative action, and racial integration.

  (17) Science, technology, and society. The student understands the role the government plays in developing policies and establishing conditions that influence scientific discoveries and technological innovations. The student is expected to:

    (A) explain how U.S. constitutional protections such as patents have fostered competition and entrepreneurship; and

    (B) identify examples of government-assisted research that, when shared with the private sector, have resulted in improved consumer products such as computer and communication technologies.

  (18) Science, technology, and society. The student understands the impact of advances in science and technology on government. The student is expected to:

    (A) describe the potential impact of recent scientific discoveries and technological innovations on government policy; and

    (B) evaluate the impact of the Internet and other electronic information on the political process.

  (19) 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 information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

    (B) create a product on a contemporary government issue or topic using critical methods of inquiry;

    (C) analyze and defend a point of view on a current political issue;

    (D) analyze and evaluate the validity of information, arguments, and counterarguments from primary and secondary sources for bias, propaganda, point of view, and frame of reference; and

    (E) evaluate government data using charts, tables, graphs, and maps.

  (20) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

    (A) use social studies terminology correctly; and

    (B) create written, oral, and visual presentations of social studies information using effective communication skills, including proper citations and avoiding plagiarism.

  (21) 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.


Source Note: The provisions of this §113.44 adopted to be effective August 23, 2010, 35 TexReg 7232; amended to be effective August 1, 2019, 44 TexReg 1988

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