| (a) Implementation. The provisions of this section
shall be implemented by school districts beginning with the 2024-2025
school year.
(b) General requirements. Students shall be awarded
one unit of credit for successful completion of this course.
(c) Introduction.
(1) World History Studies is a survey of the history
of humankind. Due to the expanse of world history and the time limitations
of the school year, the scope of this course should focus on "essential"
concepts and skills that can be applied to various eras, events, and
people within the standards in subsection (d) of this section. The
major emphasis is on the study of significant people, events, and
issues from the earliest times to the present. Traditional historical
points of reference in world history are identified as students analyze
important events and issues in western civilization as well as in
civilizations in other parts of the world. Students evaluate the causes
and effects of political and economic imperialism and of major political
revolutions since the 17th century. Students examine the impact of
geographic factors on major historic events and identify the historic
origins of contemporary economic systems. Students analyze the process
by which constitutional governments evolved as well as the ideas from
historic documents that influenced that process. Students trace the
historical development of important legal and political concepts.
Students examine the history and impact of major religious and philosophical
traditions. Students analyze the connections between major developments
in science and technology and the growth of industrial economies,
and they use the process of historical inquiry to research, interpret,
and use multiple sources of evidence.
(2) The following periodization should serve as the
framework for the organization of this course: 8000 BC-500 BC (Development
of River Valley Civilizations); 500 BC-AD 600 (Classical Era); 600-1450
(Post-classical Era); 1450-1750 (Connecting Hemispheres); 1750-1914
(Age of Revolutions); and 1914-present (20th Century to the Present).
Specific events and processes may transcend these chronological boundaries.
(3) To support the teaching of the essential knowledge
and skills, the use of a variety of rich primary and secondary source
material such as state papers, legal documents, charters, constitutions,
biographies, autobiographies, speeches, letters, literature, music,
art, and architecture is encouraged. Motivating resources are available
from museums, art galleries, and historical sites.
(4) The eight strands of the essential knowledge and
skills for social studies are intended to be integrated for instructional
purposes. Skills listed in the social studies skills strand in subsection
(d) of this section should be incorporated into the teaching of all
essential knowledge and skills for social studies.
(5) A greater depth of understanding of complex content
material can be attained by integrating social studies content and
skills and by analyzing connections between and among historical periods
and events. The list of events and people in this course curriculum
should not be considered exhaustive. Additional examples can and should
be incorporated. 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.
(6) Students identify the role of the U.S. free enterprise
system within the parameters of this course and understand that this
system may also be referenced as capitalism or the free market system.
(7) Throughout social studies in Kindergarten-Grade
12, students build a foundation in history; geography; economics;
government; citizenship; culture; science, technology, and society;
and social studies skills. The content, as appropriate for the grade
level or course, enables students to understand the importance of
patriotism, function in a free enterprise society, and appreciate
the basic democratic values of our state and nation, as referenced
in the Texas Education Code (TEC), §28.002(h).
(8) Students understand that a constitutional republic
is a representative form of government whose representatives derive
their authority from the consent of the governed, serve for an established
tenure, and are sworn to uphold the constitution.
(9) State and federal laws mandate a variety of celebrations
and observances, including Celebrate Freedom Week.
(A) Each social studies class shall include, during
Celebrate Freedom Week as provided under the TEC, §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.
(B) Each school district shall require that, during
Celebrate Freedom Week or other week of instruction prescribed under
subparagraph (A) of this paragraph, students in Grades 3-12 study
and recite the following text from the Declaration of Independence:
"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."
(10) Students discuss how and whether the actions of
U.S. citizens and the local, state, and federal governments have achieved
the ideals espoused in the founding documents.
(d) Knowledge and skills.
(1) History. The student understands traditional historical
points of reference in world history. The student is expected to:
(A) identify major causes and describe the major effects
of the following events from 8000 BC to 500 BC: the development of
agriculture and the development of the river valley civilizations;
(B) identify major causes and describe the major effects
of the following events from 500 BC to AD 600: the development of
the classical civilizations of Greece, Rome, Persia, India (Maurya
and Gupta), China (Zhou, Qin, and Han), and the development of major
world religions;
(C) identify major causes and describe the major effects
of the following important turning points in world history from 600
to 1450: the spread of major world religions and their impact on Asia,
Africa, and Europe and the Mongol invasions and their impact on Europe,
China, India, and Southwest Asia;
(D) identify major causes and describe the major effects
of the following important turning points in world history from 1450
to 1750: the rise of the Ottoman Empire, the influence of the Ming
dynasty on world trade, European exploration and the Columbian Exchange,
European expansion, and the Renaissance and the Reformation;
(E) identify major causes and describe the major effects
of the following important turning points in world history from 1750
to 1914: the Scientific Revolution, the Industrial Revolution and
its impact on the development of modern economic systems, European
imperialism, and the Enlightenment's impact on political revolutions;
and
(F) identify major causes and describe the major effects
of the following important turning points in world history from 1914
to the present: the world wars and their impact on political, economic,
and social systems; communist revolutions and their impact on the
Cold War; independence movements; and globalization.
(2) History. The student understands how early civilizations
developed from 8000 BC to 500 BC. The student is expected to:
(A) summarize the impact of the development of farming
(Neolithic Revolution) on the creation of river valley civilizations;
(B) identify the characteristics of civilization; and
(C) explain how major river valley civilizations influenced
the development of the classical civilizations.
(3) History. The student understands the contributions
and influence of classical civilizations from 500 BC to AD 600 on
subsequent civilizations. The student is expected to:
(A) describe the major political, religious/philosophical,
and cultural influences of Persia, India, China, Israel, Greece, and
Rome;
(B) explain the impact of the fall of Rome on Western
Europe; and
(C) compare the factors that led to the collapse of
Rome and Han China.
(4) History. The student understands how, after the
collapse of classical empires, new political, economic, and social
systems evolved and expanded from 600 to 1450. The student is expected
to:
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