| (a) Pursuant to this rule, a school district may offer
to students in Grade 9 or above:
(1) an elective course on the Hebrew Scriptures (Old
Testament) and its impact and an elective course on the New Testament
and its impact; or
(2) an elective course that combines the courses on
the Hebrew Scriptures (Old Testament) and its impact and on the New
Testament and its impact.
(b) The purpose of a course under this section is to:
(1) teach students knowledge of biblical content, characters,
poetry, and narratives that are prerequisites to understanding contemporary
society and culture, including literature, art, music, mores, oratory,
and public policy; and
(2) familiarize students with, as applicable:
(A) the contents of the Hebrew Scriptures or New Testament;
(B) the history of the Hebrew Scriptures or New Testament;
(C) the literary style and structure of the Hebrew
Scriptures or New Testament; and
(D) the influence of the Hebrew Scriptures or New Testament
on law, history, government, literature, art, music, customs, morals,
values, and culture.
(c) A course offered under this section shall follow
applicable law and all federal and state guidelines in maintaining
religious neutrality and accommodating the diverse religious views,
traditions, and perspectives of students in their school district.
A course under this section shall not endorse, favor, or promote,
or disfavor or show hostility toward, any particular religion or nonreligious
faith or religious perspective.
(d) Beginning with school year 2011-2012, a course
offered under this section shall follow the Texas Essential Knowledge
and Skills for Special Topics in Social Studies, Beginning with School
Year 2011-2012, or the Texas Essential Knowledge and Skills for Independent
Study in English as set out in this subsection.
(1) Texas Essential Knowledge and Skills for Special
Topics in Social Studies (One-Half Credit), Beginning with School
Year 2011-2012. The provisions of this paragraph shall be implemented
by school districts beginning with the 2011-2012 school year.
(A) General requirements. Students shall be awarded
one-half unit of credit for successful completion of this course.
Students may take this course with different course content for a
maximum of two credits.
(B) Introduction.
(i) In Special Topics in Social Studies, an elective
course, students are provided the opportunity to develop a greater
understanding of the historic, political, economic, geographic, multicultural,
and social forces that have shaped their lives and the world in which
they live. Students will use social science knowledge and skills to
engage in rational and logical analysis of complex problems using
a variety of approaches, while recognizing and appreciating diverse
human perspectives.
(ii) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(iii) State and federal laws mandate a variety of celebrations
and observances, including Celebrate Freedom Week.
(I) Each social studies class shall include, during
Celebrate Freedom Week as provided under Texas Education Code, §29.907,
or during another full school week as determined by the board of trustees
of a school district, appropriate instruction concerning the intent,
meaning, and importance of the Declaration of Independence and the
U.S. Constitution, including the Bill of Rights, in their historical
contexts. The study of the Declaration of Independence must include
the study of the relationship of the ideas expressed in that document
to subsequent American history, including the relationship of its
ideas to the rich diversity of our people as a nation of immigrants,
the American Revolution, the formulation of the U.S. Constitution,
and the abolitionist movement, which led to the Emancipation Proclamation
and the women's suffrage movement.
(II) Each school district shall require that, during
Celebrate Freedom Week or other week of instruction prescribed under
subclause (I) of this clause, students in Grades 3-12 study and recite
the following text: "We hold these Truths to be self-evident, that
all Men are created equal, that they are endowed by their Creator
with certain unalienable Rights, that among these are Life, Liberty
and the Pursuit of Happiness--That to secure these Rights, Governments
are instituted among Men, deriving their just Powers from the Consent
of the Governed."
(C) Knowledge and skills.
(i) Social studies skills. The student uses problem-solving
and decision-making skills, working independently and with others,
in a variety of settings. The student is expected to:
(I) apply social studies methodologies encompassing
a variety of research and analytical tools to explore questions or
issues thoroughly and fairly to include multiple perspectives;
(II) evaluate effects of major political, economic,
and social conditions on selected social studies topic;
(III) appraise a geographic perspective that considers
physical and cultural processes as they affect the selected topic;
(IV) examine the role of diverse communities in the
context of the selected topic;
(V) analyze ethical issues raised by the selected topic
in historic, cultural, and social contexts;
(VI) depending on the topic, use a problem-solving
process 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; and
(VII) depending on the topic, use a decision-making
process to identify a situation that requires a decision, gather information,
identify options, predict consequences, and take action to implement
a decision.
(ii) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired from a variety of
sources, including electronic technology. The student is expected
to:
(I) locate, analyze, organize, synthesize, evaluate,
and apply information about selected topic, identifying, describing,
and evaluating multiple points of view;
(II) differentiate between valid primary and secondary
sources and use them appropriately to conduct research and construct
arguments;
(III) read narrative texts critically and identify
points of view from the historical context surrounding an event and
the frame of reference that influenced the participants;
(IV) 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;
(V) collect visual images (photographs, paintings,
political cartoons, and other media) to enhance understanding and
appreciation of multiple perspectives in a social studies topic;
(VI) identify bias in written, oral, and visual material;
(VII) evaluate the validity of a source based on language,
corroboration with other sources, and information about the author;
and
(VIII) use appropriate mathematical skills to interpret
social studies information such as maps and graphs.
(iii) Social studies skills. The student creates written,
oral, and visual presentations of social studies information. The
student is expected to:
(I) apply the conventions of usage and mechanics of
written English;
(II) use social studies terminology correctly;
(III) use appropriate oral communication techniques;
(IV) construct a thesis that is supported by evidence;
(V) recognize and evaluate counter arguments;
(VI) use visual images (photographs, paintings, and
other media) to facilitate understanding and appreciation of multiple
perspectives in a social studies topic;
(VII) develop a bibliography with ideas and information
attributed to source materials and authors using accepted social science
formats such as Modern Language Association
Style Manual (MLA) and Chicago Manual
of Style (CMS) to document sources and format written materials;
and
(VIII) use computer software to create written, graphic,
or visual products from collected data.
(2) Texas Essential Knowledge and Skills for Independent
Study in English (One-Half to One Credit). The provisions of this
paragraph shall be implemented by school districts beginning with
the 2011-2012 school year.
(A) Introduction.
(i) Students enrolled in Independent Study in English
will focus on a specialized area of study such as the work of a particular
author or genre. Students will read and write in multiple forms for
a variety of audiences and purposes. High school students are expected
to plan, draft, and complete written compositions on a regular basis
and carefully examine their papers for clarity, engaging language,
and the correct use of the conventions and mechanics of written English.
(ii) If this course is being used to satisfy requirements
for the Distinguished Achievement Program, a student research/product
must be presented before a panel of professionals or approved by the
student's mentor.
(iii) For high school students whose first language
is not English, the students' native language serves as a foundation
for English language acquisition and language learning.
(iv) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(v) The essential knowledge and skills as well as the
student expectations for Independent Study in English are described
in subparagraph (B) of this paragraph.
(B) Knowledge and skills.
(i) The student inquires through reading literature
and researching self-selected and assigned topics. The student is
expected to:
(I) read widely for further study;
(II) generate relevant, interesting, and researchable
questions with instructor guidance and approval; and
(III) draw relevant questions for further study from
the research findings or conclusions.
(ii) The student uses writing as a tool for learning
and research. The student produces visual representations that communicate
with others. The student is expected to:
(I) produce research projects and reports in multiple
forms for a variety of audiences from primary and secondary sources
using available technology;
(II) conduct a research project(s), producing an original
work in print or another medium with a demonstration of advanced skill;
(III) use writing to organize and support what is known
and needs to be learned about a topic, including discovering, recording,
reviewing, and learning;
(IV) compile written ideas and representations; interpret
information into reports, summaries, or other formats; and draw conclusions;
and
(V) use writing as a tool such as to reflect, explore,
or problem solve.
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