Texas Essential Knowledge and Skills (TEKS) Breakouts History.pdf · World History Studies (One Credit), Beginning with School Year 2011-2012. Proclamation 2015 Page 1 of 201 Publisher

Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.42. World History Studies (One Credit), Beginning with School Year 2011-2012. Proclamation 2015

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(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.

Texas Essential Knowledge and Skills (TEKS) Breakouts

Chapter 113. Texas Essential Knowledge and Skills for Social StudiesSubchapter C. High School§113.42. World History Studies (One Credit), Beginning with School Year 2011-2012.

(a) General requirements. Students shall be awarded one unit of credit for successful completion of this course.

(b) 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 (c) 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.

(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 (c) 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.



Knowledge and Skills Statement Student Expectation Breakout

(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

(i) identify major causes of events from 8000 BC to 500 BC [including] the development of agriculture

(10) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.

(C) Knowledge and skills.

(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: "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."






(ii) identify major causes of events from 8000 BC to 500 BC [including] the development of the river valley civilizations



(iii) describe the major effects of events from 8000 BC to 500 BC [including] the development of agriculture



(iv) describe the major effects of events from 8000 BC to 500 BC [including] 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

(i) identify major causes of events from 500 BC to AD 600 [including] the development of the classical civilization of Greece



(ii) identify major causes of events from 500 BC to AD 600 [including] the development of the classical civilization of Rome






(iii) identify major causes of events from 500 BC to AD 600 [including] the development of the classical civilization of Persia



(iv) identify major causes of events from 500 BC to AD 600 [including] the development of the classical civilization of India (Maurya and Gupta)






(v) identify major causes of events from 500 BC to AD 600 [including] the development of the classical civilization of China (Zhou, Qin, and Han)



(vi) describe the major effects of events from 500 BC to AD 600 [including] the development of the classical civilization of Greece






(vii) describe the major effects of events from 500 BC to AD 600 [including] the development of the classical civilization of Rome



(viii) describe the major effects of events from 500 BC to AD 600 [including] the development of the classical civilization of Persia






(ix) describe the major effects of events from 500 BC to AD 600 [including] the development of the classical civilization of India (Maurya and Gupta)



(x) describe the major effects of events from 500 BC to AD 600 [including] the development of the classical civilization of China (Zhou, Qin, and Han)






(xi) describe 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 Christianity, the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia

(i) identify major causes of the following turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medieval Europe






(ii) identify major causes of the following turning points in world history from 600 to 1450: the development of Islamic caliphates and their impact on Asia



(iii) identify major causes of the following turning points in world history from 600 to 1450: the development of Islamic caliphates and their impact on Africa






(iv) identify major causes of the following turning points in world history from 600 to 1450: the development of Islamic caliphates and their impact on Europe






(v) identify major causes of the following turning points in world history from 600 to 1450: the Mongol invasions and their impact on Europe



(vi) identify major causes of the following turning points in world history from 600 to 1450: the Mongol invasions and their impact on China






(vii) identify major causes of the following turning points in world history from 600 to 1450: the Mongol invasions and their impact on India






(viii) identify major causes of the following turning points in world history from 600 to 1450: the Mongol invasions and their impact on Southwest Asia



(ix) describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity, the decline of Rome and the formation of medievel Europe






(x) describe the major effects of the following important turning points in world history from 600 to 1450: the development of Islamic caliphates and their impact on Asia






(xi) describe the major effects of the following important turning points in world history from 600 to 1450: the development of Islamic caliphates and their impact on Africa



(xii) describe the major effects of the following important turning points in world history from 600 to 1450: the development of Islamic caliphates and their impact on Europe






(xiii) describe the major effects of the following important turning points in world history from 600 to 1450: the Mongol invasions and their impact on Europe






(xiv) describe the major effects of the following important turning points in world history from 600 to 1450: the Mongol invasions and their impact on China



(xv) describe the major effects of the following important turning points in world history from 600 to 1450: the Mongol invasions and their impact on India






(xvi) describe the major effects of the following important turning points in world history from 600 to 1450: the Mongol invasions and their impact on 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

(i) identify major causes of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire






(ii) identify major causes of the following important turning points in world history from 1450 to 1750: the influence of the Ming dynasty on world trade



(iii) identify major causes of the following important turning points in world history from 1450 to 1750: European exploration and the Columbian Exchange






(iv) identify major causes of the following important turning points in world history from 1450 to 1750: European expansion



(v) identify major causes of the following important turning points in world history from 1450 to 1750: the Renaissance and the Reformation






(vi) describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire



(vii) describe the major effects of the following important turning points in world history from 1450 to 1750: the influence of the Ming dynasty on world trade






(viii) describe the major effects of the following important turning points in world history from 1450 to 1750: European exploration and the Columbian Exchange



(ix) describe the major effects of the following important turning points in world history from 1450 to 1750: European expansion






(x) describe the major effects of the following important turning points in world history from 1450 to 1750: 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

(i) identify major causes of the following important turning points in world history from 1750 to 1914: the Scientific Revolution






(ii) identify major causes of the following important turning points in world history from 1750 to 1914: the Industrial Revolution and its impact on the development of modern economic systems



(iii) identify major causes of the following important turning points in world history from 1750 to 1914: European imperialism






(iv) identify major causes of the following important turning points in world history from 1750 to 1914: the Enlightenment's impact on political revolutions



(v) describe the major effects of the following important turning points in world history from 1750 to 1914: the Scientific Revolution






(vi) describe the major effects of the following important turning points in world history from 1750 to 1914: the Industrial Revolution and its impact on the development of modern economic systems



(vii) describe the major effects of the following important turning points in world history from 1750 to 1914: European imperialism






(viii) describe the major effects of the following important turning points in world history from 1750 to 1914: the Enlightenment's impact on political revolutions


(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

(i) identify major causes of the following important turning points in world history from 1914 to the present: the world wars and their impact on political systems






(ii) identify major causes of the following important turning points in world history from 1914 to the present: the world wars and their impact on economic systems



(iii) identify major causes of the following important turning points in world history from 1914 to the present: the world wars and their impact on social systems






(iv) identify major causes of the following important turning points in world history from 1914 to the present: communist revolutions and their impact on the Cold War



(v) identify major causes of the following important turning points in world history from 1914 to the present: independence movements






(vi) identify major causes of the following important turning points in world history from 1914 to the present: globalization



(vii) 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 systems






(viii) 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 economic systems



(ix) 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 social systems






(x) describe the major effects of the following important turning points in world history from 1914 to the present: communist revolutions and their impact on the Cold War



(xi) describe the major effects of the following important turning points in world history from 1914 to the present: independence movements






(xii) describe the major effects of the following important turning points in world history from 1914 to the present: 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

(i) summarize the impact of the development of farming (Neolithic Revolution) on the creation of river valley civilizations


(B) identify the characteristics of civilization (i) identify the characteristics of civilization





(C) explain how major river valley civilizations influenced the development of the classical civilizations

(i) 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, including the development of monotheism, Judaism, and Christianity

(i) describe the major political influences of Persia



(ii) describe the major political influences of India






(iii) describe the major political influences of China



(iv) describe the major political influences of Israel



(v) describe the major political influences of Greece






(vi) describe the major political influences of Rome



(vii) describe the major religious/philosophical influences of Persia






(viii) describe the major religious/philosophical influences of India



(ix) describe the major religious/philosophical influences of China



(x) describe the major religious/philosophical influences of Israel, including the development of monotheism






(xi) describe the major religious/philosophical influences of Israel, including the development of Judaism



(xii) describe the major religious/philosophical influences of Israel, including the development of Christianity






(xiii) describe the major religious/philosophical influences of Greece



(xiv) describe the major religious/philosophical influences of Rome, including the development of monotheism



(xv) describe the major religious/philosophical influences of Rome, including the development of Judaism






(xvi) describe the major religious/philosophical influences of Rome, including the development of Christianity



(xvii) describe the major cultural influences of Persia






(xviii) describe the major cultural influences of India



(xix) describe the major cultural influences of China



(xx) describe the major cultural influences of Israel






(xxi) describe the major cultural influences of Greece



(xxii) describe the major cultural influence of Rome


(B) explain the impact of the fall of Rome on Western Europe (i) explain the impact of the fall of Rome on Western Europe





(C) compare the factors that led to the collapse of Rome and Han China

(i) 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:

(A) explain the development of Christianity as a unifying social and political factor in medieval Europe and the Byzantine Empire

(i) explain the development of Christianity as a unifying social factor in medieval Europe



(ii) explain the development of Christianity as a unifying social factor in the Byzantine Empire






(iii) explain the development of Christianity as a unifying political factor in medieval Europe



(iv) explain the development of Christianity as a unifying political factor in the Byzantine Empire


(B) explain the characteristics of Roman Catholicism and Eastern Orthodoxy

(i) explain the characteristics of Roman Catholicism





(B) explain the characteristics of Roman Catholicism and Eastern Orthodoxy

(ii) explain the characteristics of Eastern Orthodoxy


(C) describe the major characteristics of and the factors contributing to the development of the political/social system of feudalism and the economic system of manorialism

(i) describe the major characteristics of the political/social system of feudalism



(ii) describe the major characteristics of the economic system of manorialism






(iii) describe the factors contributing to the development of the political/social system of feudalism



(iv) describe the factors contributing to the development of the economic system of manorialism


(D) explain the political, economic, and social impact of Islam on Europe, Asia, and Africa

(i) explain the political impact of Islam on Europe






(ii) explain the political impact of Islam on Asia



(iii) explain the political impact of Islam on Africa



(iv) explain the economic impact of Islam on Europe



(v) explain the economic impact of Islam on Asia






(vi) explain the economic impact of Islam on Africa



(vii) explain the social impact of Islam on Europe



(viii) explain the social impact of Islam on Asia






(ix) explain the social impact of Islam on Africa


(E) describe the interactions among Muslim, Christian, and Jewish societies in Europe, Asia, and North Africa

(i) describe the interactions among Muslim, Christian, and Jewish societies in Europe



(ii) describe the interactions among Muslim, Christian, and Jewish societies in Asia






(iii) describe the interactions among Muslim, Christian, and Jewish societies in North Africa


(F) describe the interactions between Muslim and Hindu societies in South Asia

(i) describe the interactions between Muslim and Hindu societies in South Asia


(G) explain how the Crusades, the Black Death, the Hundred Years' War, and the Great Schism contributed to the end of medieval Europe

(i) explain how the Crusades contributed to the end of medieval Europe






(ii) explain how the Black Death contributed to the end of medieval Europe



(iii) explain how the Hundred Years' War contributed to the end of medieval Europe



(iv) explain how the Great Schism contributed to the end of medieval Europe





(H) summarize the major political, economic, and cultural developments in Tang and Song China and their impact on Eastern Asia

(i) summarize the major political developments in Tang China



(ii) summarize the major political developments in Song China



(iii) summarize the major economic developments in Tang China






(iv) summarize the major economic developments in Song China



(v) summarize the major cultural developments in Tang China



(vi) summarize the major cultural developments in Song China






(vii) summarize their impact on Eastern Asia


(I) explain the development of the slave trade (i) explain the development of the slave trade


(J) analyze how the Silk Road and the African gold-salt trade facilitated the spread of ideas and trade

(i) analyze how the Silk Road facilitated the spread of ideas



(ii) analyze how the African gold-salt trade facilitated the spread of ideas






(iii) analyze how the Silk Road facilitated trade



(iv) analyze how the African gold-salt trade facilitated trade


(K) summarize the changes resulting from the Mongol invasions of Russia, China, and the Islamic world

(i) summarize the changes resulting from the Mongol invasions of Russia

Chapter 113. Texas Essential Knowledge and Skills for Social Studies§113.42. World History Studies (One Credit), Beginning with School Year 2011-2012. Procl

Documents

Texas Essential Knowledge and Skills (TEKS) Breakouts History.pdf · World History Studies (One Credit), Beginning with School Year 2011-2012. Proclamation 2015 Page 1 of 201 Publisher