Home > States > Texas Essential Knowledge and Skills (TEKS) > Chapter 113. Social Studies > (b) Knowledge and skills.

§113.22. Social Studies

Source: The provisions of this §113.22 adopted to be effective September 1, 1998, 22 TexReg 7684.

(b) Knowledge and skills.

  • (1) History. The student understands that historical events influence contemporary events. The student is expected to:
    1. describe characteristics of selected contemporary societies such as Bosnia and Northern Ireland that resulted from historical events or factors such as invasion, conquests, colonization, immigration, and trade; and
    2. analyze the historical background of selected contemporary societies to evaluate relationships between past conflicts and current conditions.
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  • (2) History. The student understands the contributions of individuals and groups from various cultures to selected historical and contemporary societies. The student is expected to:
    1. explain the significance of individuals or groups from selected societies, past and present; and
    2. describe the influence of individual and group achievement on selected historical or contemporary societies.
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  • (3) Geography. The student uses maps, globes, graphs, charts, models, and databases to answer geographic questions. The student is expected to:
    1. create thematic maps, graphs, charts, models, and databases depicting various aspects of world regions and countries such as population, disease, and economic activities;
    2. pose and answer questions about geographic distributions and patterns for selected world regions and countries shown on maps, graphs, charts, models, and databases; and
    3. compare selected world regions and countries using data from maps, graphs, charts, databases, and models.
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  • (4) Geography. The student understands the characteristics and relative locations of major historical and contemporary societies. The student is expected to:
    1. locate major historical and contemporary societies on maps and globes;
    2. identify and explain the geographic factors responsible for patterns of population in places and regions;
    3. explain ways in which human migration influences the character of places and regions; and
    4. identify and explain the geographic factors responsible for the location of economic activities in places and regions.
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  • (5) Geography. The student understands how geographic factors influence the economic development, political relationships, and policies of societies. The student is expected to:
    1. explain factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence the economic development and foreign policies of societies; and
    2. identify geographic factors that influence a society's ability to control territory and that shape the domestic and foreign policies of the society.
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  • (6) Geography. The student understands the impact of physical processes on patterns in the environment. The student is expected to:
    1. describe and explain how physical processes such as erosion, ocean circulation, and earthquakes have resulted in physical patterns on Earth's surface;
    2. describe and explain the physical processes that produce renewable and nonrenewable natural resources such as fossil fuels, fertile soils, and timber; and
    3. analyze the effects of physical processes and the physical environment on humans.
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  • (7) Geography. The student understands the impact of interactions between people and the physical environment on the development of places and regions. The student is expected to:
    1. identify and analyze ways people have adapted to the physical environment in selected places and regions;
    2. identify and analyze ways people have modified the physical environment; and
    3. describe ways in which technology influences human capacity to modify the physical environment.
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  • (8) Economics. The student understands the various ways in which people organize economic systems. The student is expected to:
    1. compare ways in which various societies organize the production and distribution of goods and services;
    2. identify and differentiate among traditional, market, and command economies in selected contemporary societies, including the benefits of the U.S. free enterprise system; and
    3. explain the impact of scarcity on international trade and economic interdependence among societies.
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  • (9) Economics. The student understands the role factors of production play in a society's economy. The student is expected to:
    1. describe ways in which factors of production (natural resources, labor, capital, and entrepreneurs) influence the economies of selected contemporary societies; and
    2. identify problems and issues that may arise when one or more of the factors of production is in relatively short supply.
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  • (10) Economics. The student understands categories of economic activities and the means used to measure a society's economic level. The student is expected to:
    1. define and give examples of primary, secondary, tertiary, and quaternary industries; and
    2. describe and measure levels of economic development using various indicators such as individual purchasing power, life expectancy, and literacy.
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  • (11) Government. The student understands the concepts of limited governments, such as constitutional and democratic governments, and unlimited governments, such as totalitarian and nondemocratic governments. The student is expected to:
    1. describe characteristics of limited and unlimited governments;
    2. identify examples of limited and unlimited governments;
    3. identify reasons for limiting the power of government; and
    4. compare limited and unlimited governments.
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  • (12) Government. The student understands alternative ways of organizing governments. The student is expected to:
    1. identify alternative ways of organizing governments such as rule by one, few, or many;
    2. identify examples of governments with rule by one, few, or many;
    3. identify historical origins of democratic forms of government; and
    4. compare how governments function in selected world societies such as China, Germany, India, and Russia.
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  • (13) Citizenship. The student understands that the nature of citizenship varies among societies. The student is expected to:
    1. describe roles and responsibilities of citizens in selected contemporary societies including the United States;
    2. explain how opportunities for citizens to participate in and influence the political process vary among selected contemporary societies; and
    3. compare the role of citizens in the United States with the role of citizens from selected democratic and nondemocratic contemporary societies.
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  • (14) Citizenship. The student understands the relationship among individual rights, responsibilities, and freedoms in democratic societies. The student is expected to:
    1. identify and explain the importance of voluntary civic participation in democratic societies; and
    2. explain relationships among rights and responsibilities in democratic societies.
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  • (15) Culture. The student understands the similarities and differences within and among cultures in different societies. The student is expected to:
    1. define the concepts of culture and culture region;
    2. describe some traits that define cultures;
    3. analyze the similarities and differences among selected world societies; and
    4. identify and explain examples of conflict and cooperation between and among cultures within selected societies such as Belgium, Canada, and Rwanda.
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  • (16) Culture. The student understands that certain institutions are basic to all societies, but characteristics of these institutions may vary from one society to another. The student is expected to:
    1. identify institutions basic to all societies, including government, economic, educational, and religious institutions; and
    2. compare characteristics of institutions in selected contemporary societies.
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  • (17) Culture. The student understands relationships that exist among world cultures. The student is expected to:
    1. explain aspects that link or separate cultures and societies;
    2. explain the impact of political boundaries that cut across culture regions;
    3. analyze how culture traits spread;
    4. explain why cultures borrow from each other;
    5. evaluate how cultural borrowing affects world cultures; and
    6. evaluate the consequences of improved communication among cultures.
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  • (18) Culture. The student understands the relationship that exists between artistic, creative, and literary expressions and the societies that produce them. The student is expected to:
    1. explain the relationships that exist between societies and their architecture, art, music, and literature;
    2. relate ways in which contemporary expressions of culture have been influenced by the past;
    3. describe ways in which societal issues influence creative expressions; and
    4. identify examples of art, music, and literature that have transcended the boundaries of societies and convey universal themes.
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  • (19) Culture. The student understands the relationships among religion, philosophy, and culture. The student is expected to:
    1. explain the relationship among religious ideas, philosophical ideas, and cultures; and
    2. explain the significance of religious holidays and observances such as Christmas and Easter, Ramadan, and Yom Kippur and Rosh Hashanah in selected contemporary societies.
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  • (20) Science, technology, and society. The student understands the relationships among science and technology and political, economic, and social issues and events. The student is expected to:
    1. give examples of scientific discoveries and technological innovations, including the roles of scientists and inventors, that have transcended the boundaries of societies and have shaped the world;
    2. explain how resources, belief systems, economic factors, and political decisions have affected the use of technology from place to place, culture to culture, and society to society; and
    3. make predictions about future social, economic, and environmental consequences that may result from future scientific discoveries and technological innovations.
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  • (21) 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:
    1. differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about selected world cultures;
    2. 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;
    3. organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps;
    4. identify different points of view about an issue or topic;
    5. identify the elements of frame of reference that influenced participants in an event; and
    6. use appropriate mathematical skills to interpret social studies information such as maps and graphs.
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  • (22) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
    1. use social studies terminology correctly;
    2. incorporate main and supporting ideas in verbal and written communication;
    3. express ideas orally based on research and experiences;
    4. create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and
    5. use standard grammar, spelling, sentence structure, and punctuation.
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  • (23) 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:
    1. 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
    2. 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.
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