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Instructional Focus Document
Grade 7 Social Studies
TITLE : Unit 11: Civil Rights and Conservatism Bring Changes – 1950-Present SUGGESTED DURATION : 10 days

Unit Overview

Introduction

This unit bundles student expectations that relate to the Civil Rights Movement and the shift to political conservatism in Texas following the Second World War. This unit is primarily a study of rights and political change. Many African American and Hispanic Texans fought in the Second World War and yet came home to face continued inequalities and discrimination. As a part of the national Civil Rights Movement, Texans worked to bring about social changes that afforded equal access to public education for minorities, and gave political rights for minorities in Texas. After years of the Democratic Party dominating politics in Texas, the political scene shifted in the 1970s when the Republican Party began to gain power in Texas. By 1992, republicans held more than one third of the state’s legislative seats. The trend towards more representation by republican leaders continued in the 1990s along with a growing evangelical influence on republican politics in the state. An examination of the social and political changes that occurred in Texas during the latter half of the twentieth century is important for understanding current political trends in Texas today.

Prior to this Unit

Prior to this unit, students studied about Texas during the Great Depression and the Second World War.

During this Unit

During this unit, students learn about the events and issues that bring about the Civil Rights Movement, the leaders of in the movement, and the changes brought about by the movement, specifically in Texas. Students also examine the role Texans played in the national government during the late twentieth century, as well as examining the changing political patterns in Texas that reflected growing diversity and a shift to conservatism. Additionally, students continue to develop historical inquiry skills by acquiring information from various sources, identifying multiple viewpoints in sources, and evaluating sources for bias and validity. All social studies skills expectations are included in this unit to support the historical inquiry process that should be incorporated into classroom instruction and assessment.

After this Unit

In the next unit, students study about the contemporary economic, social, and cultural patterns of Texas and the challenges of the future.


People act for change when they can no longer tolerate the conditions in which they live.

  • How do people act effectively to address intolerable conditions in society?

Civically engaged citizens take action to improve the quality of life in the community.

  • What are the ways to effectively bring about change?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

African American and Hispanic Texans joined the struggle to extend civil rights to all Texans.

  • What was characteristic of the treatment of African Americans and Hispanics in Texas prior to the Civil Rights Movement?
  • How did African American and Hispanic groups in Texas work to gain civil rights?
  • What social changes occurred in Texas as a result of the efforts of civil rights leaders?
  • What rights and responsibilities do Texans have as citizens?

Civic Engagement

  • Rights/Responsibilities

Cultural Patterns

  • Prejudice and Discrimination
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

Following the Second World War several Texans had prominent roles in the national government as the nation faced challenges from the Cold War.

  • How did events of the Cold War affect Texans?
  • Which Texans served in the national government during the late 1900s?
  • How did Texan leaders affect the events of the Cold War?

Civic Engagement

  • Civic Virtue
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

During the 1970s political representation in Texas became more diverse, while the evangelical movement helped to shift political patterns in Texas.

  • Who have been some of Texas’ African American, Hispanic and women leaders in politics during the late 1900s?
  • What conditions facilitated the shift to political conservatism in Texas?

Civic Engagement

  • Civic Virtue
  • Civic Institutions
Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

Unit performance tasks are intended to serve as an additional assessment resource, especially for classrooms implementing performance/project based instructional models. Teachers may choose to use performance tasks as one large unit encompassing assessment in conjunction with incorporating the performance assessments as instructional processing activities or as an alternative to administering all of the unit performance assessments.  Please consult the Unit Performance Tasks Best Practices resource for a more in-depth guide to implementation of performance tasks as an assessment tool. 

Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS

  • None identified

Unit Vocabulary

civil rights – legally sanctioned individual freedoms guaranteed to citizens
activist – a person directly taking action to support a cause
segregation – to separate people, especially by race
suburbs – communities established just outside of cities
conservatism – ideology advocating for the preservation of tradition and established institutions
liberalism – ideology advocating for individual freedoms and the modification of institutions
evangelical – refers to Christian believers and Churches which emphasis Biblical teachings

Related Vocabulary

  •  prosperity
  •  civic participation
  •  civic responsibility
Unit Assessment Items System Resources

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Unit Assessment Items that have been published by your district may be accessed through Search All Components in the District Resources tab. Assessment items may also be found using the Assessment Center if your district has granted access to that tool.

System Resources may be accessed through Search All Components in the District Resources Tab.


TAUGHT DIRECTLY TEKS

TEKS intended to be explicitly taught in this unit.

TEKS/SE Legend:

  • Knowledge and Skills Statements (TEKS) identified by TEA are in italicized, bolded, black text.
  • Student Expectations (TEKS) identified by TEA are in bolded, black text.
  • Portions of the Student Expectations (TEKS) that are not included in this unit but are taught in previous or future units are indicated by a strike-through.

Specificity Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
  • A Partial Specificity label indicates that a portion of the specificity not aligned to this unit has been removed.
TEKS# SE# TEKS SPECIFICITY
New7.1 The student understands traditional historical points of reference in Texas history. The student is expected to:
New7.1A

Identify the major eras in Texas history, describe their defining characteristics, and explain the purpose of dividing the past into eras, including Natural Texas and its People; Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas in the Great Depression and World War II; Civil Rights; and Contemporary Texas.

Identify

MAJOR ERAS IN TEXAS HISTORY

Describe

DEFINING CHARACTERISTICS OF MAJOR ERAS IN TEXAS HISTORY

Including, but not limited to:

  • Civil Rights
    • Characterized by the movement to bring about civil rights for all through legislation and the courts along with the resulting resurgence of the conservative political movement in Texas.

Explain

THE PURPOSE OF DIVIDING THE PAST INTO ERAS

Including, but not limited to:

  • Dividing the past into eras facilitates the examinations of how political, economic, geographic and social patterns change over time.
New7.7 The student understands how individuals, events, and issues shaped the history of Texas during the late 19th, 20th, and early 21st centuries. The student is expected to:
New7.7C

Describe and compare the impact of reform movements in Texas in the 19th and 20th centuries such as progressivism, populism, women's suffrage, agrarianism, labor reform, and the conservative movement of the late 20th century.

Describe, Compare

IMPACT OF REFORM MOVEMENTS IN TEXAS IN THE 19th AND 20th CENTURIES

Including, but not limited to:

  • Conservative movement of the late 20th Century – during the late 1970s and 1980s religious leaders took an active role in political affairs. The Republican Party actively sought the support of evangelical voters who supported conservative political causes. The 1990s conservative movement in Texas dominated politics with each branch of government and the State Board of Education controlled by the Republican Party.
New7.7D Describe and compare the civil rights and equal rights movements of various groups in Texas in the 20th century and identify key leaders in these movements such as James L. Farmer Jr., Hector P. Garcia, Oveta Culp Hobby, Lyndon B. Johnson, the League of United Latin American Citizens (LULAC), Jane McCallum, and Lulu Belle Madison White.

Describe, Compare

CIVIL RIGHTS AND EQUAL RIGHTS MOVEMENTS OF VARIOUS GROUPS IN THE 20th CENTURY

Identify

KEY LEADERS IN THESE MOVEMENTS

Including, but not limited to:

  • Civil Rights movements
    • 1929 – League of United Latin American Citizens (LULAC) was formed in Corpus Christi to support the rights for Spanish-speaking people.
    • 1942 – James Farmer founded the Congress of Racial Equality (CORE).
    • 1948 – the American G.I. Forum was founded by Dr. Hector Garcia. Garcia and the G.I. Forum fought to help veterans (specifically Mexican-Americans) to obtain an education and health care.
    • 1940s-1950s – Lulu Bell Madison White was a civil rights activist devoted to the struggle against Jim Crow in Texas. She campaigned for the right to vote, for equal pay for equal work, and for desegregation of public facilities for African Americans. She was president of the Houston chapter of the National Association for the Advancement of Colored People (NAACP).
    • 1964 – Civil Rights Act was signed by President Lyndon B. Johnson
    • 1965 – Voting Rights Act was signed by President Lyndon B. Johnson
  • Equal Rights Movement
    • Turn of the 20th Century – grew out of the Temperance Movement
    • Early 1900s – chapters of the Texas Women’s Suffrage Movement were formed in major Texas cities.
    • August 18, 1920 – 19th Amendment gave women the right to vote in the United States. The Texas Equal Suffrage Association supported and campaigned for the passage of this amendment.
    • 1920s – Jane McCallum was a member of the "Petticoat Lobby," which worked for education, prison reform, prohibition, mother and child health, literacy, and the elimination of child labor. She was appointed as Secretary of State under Governor Dan Moody.
    • World War II - Oveta Culp Hobby served as the parliamentarian of the Texas Legislature and then became the Director of the Women’s Army Corp (WAC). She received the rank of colonel and received the Distinguished Service Medal (the first woman to receive this award).
New7.15 The student understands the rights and responsibilities of Texas citizens in a democratic society. The student is expected to:
New7.15A Explain rights of Texas citizens.

Explain

RIGHTS OF TEXAS CITIZENS

Including, but not limited to:

  • Rights defined in the Texas Constitution and Texas Bill of Rights
  • Article One of the Texas Constitution -Texas Bill of Rights
    • Freedom of worship
    • Freedom of speech and press
    • Freedom of assembly
    • Protection from unreasonable searches and seizures
    • Equality under the law
    • Fair trail and rights of the accused in criminal prosecutions
    • Rights of crime victims
New7.15B Explain civic responsibilities of Texas citizens and the importance of civic participation.

Explain

CIVIC RESPONSIBILITIES OF TEXAS CITIZENS AND THE IMPORTANCE OF CIVIC PARTICIPATION

Including, but not limited to:

  • Texas citizens have the civic responsibility to follow the laws, pay taxes, serve jury duty, act as witnesses in court, and vote.
  • Civic participation is important for communities to thrive. Individuals and groups can civically participate by addressing any issues of public concern through lobbying, informing others about the issue, signing a petition, serving as an elected official, volunteering, serving on a board, attending governmental meetings, or organizing events.
New7.16 The student understands the importance of the expression of different points of view in a democratic society. The student is expected to:
New7.16A Identify different points of view of political parties and interest groups on important Texas issues, past and present.

Identify

DIFFERENT POINTS OF VIEW ON IMPORTANT TEXAS ISSUES, PAST AND PRESENT

Including, but not limited to:

  • Point of View– the particular position or attitude expressed or adopted by an individual or a group. An individuals’ point of view is influenced by the historical context (the time in which the individual lived) and frame of reference (personal background of the individual).
New7.16B Describe the importance of free speech and press in a democratic society.

Describe

IMPORTANCE OF FREE SPEECH AND PRESS IN A DEMOCRATIC SOCIETY

Including, but not limited to:

  • In a democratic society free speech and a free press allow for an informed citizenry as well allowing for citizens to express opinions to the elected officials, engage in political debate and investigate abuses of power.
New7.17 The student understands the importance of effective leadership in a democratic society. The student is expected to:
New7.17A Identify the leadership qualities of elected and appointed leaders of Texas, past and present, including Texans who have been president of the United States.

Identify

LEADERSHIP QUALITIES OF ELECTED AND APPOINTED LEADERS, PAST AND PRESENT

Including, but not limited to:

  • Examples of leadership qualities to be applied
    • Intelligent
    • Wise
    • Courageous
    • Brave
    • Aware of different cultures of the world
    • Decision-maker
  • Texans who have been president of the United States
    • Dwight Eisenhower – born in Texas, but considered Kansas his home
    • Lyndon B. Johnson
    • George H.W. Bush
    • George W. Bush
    • Other elected and appointed leaders
New7.17B

Identify the contributions of Texas leaders such as Lawrence Sullivan "Sul" Ross, John Nance Garner ("Cactus Jack"), James A. Baker III, Henry B. González, Kay Bailey Hutchison, Barbara Jordan, Raymond L. Telles, Sam Rayburn, and Raul A. Gonzalez Jr.

Identify

CONTRIBUTIONS OF TEXAS LEADERS

Including, but not limited to:

  • James A. Baker III
    • Served as the Chief of Staff in President Ronald Reagan's first administration and in the final year of the administration of President George H.W. Bush
    • Served as Secretary of the Treasury from 1985-1988 in the second Reagan administration
    • Secretary of State in the George H.W. Bush administration
    • The James A. Baker III Institute for Public Policy at Rice University in Houston, Texas, is named for him.
  • Henry B. González
    • U.S. Congressman who fought for equality in health care, housing, andjustice for all.
  • Kay Bailey Hutchison
    • Female U.S. Senator from Texas
    • Brought federally funded projects to Texas
  • Barbara Jordan
    • First African American to serve in the state senate in a century, and first African American woman from the South ever to serve in the U.S. Congress
  • Raymond L. Telles
    • Telles was elected El Paso’s first Mexican-American mayor in 1957 and the first Mexican American of a major American city.
    • President John F. Kennedy appointed him Ambassador to Costa Rica.
    • In 1967, President Lyndon B. Johnson appointed him chairman of the U.S. -Mexican Border Commission.
    • In 1971, President Richard Nixo appointed him chairman of the Equal Employment Opportunity Commission for the United States.
  • Sam Rayburn
    • He served as the Texas State House Speaker in 1911
    • Served as a U.S. Representative from 1912 until his death in 196
    • Served as U.S. Speaker of the House for 17 years (longer than any other speaker
    • As a longstanding member of the U.S. House of Representatives, Rayburn supported regulatory legislation such as the Securities and Exchange Commission and the Federal Communications Commission
    • Rayburn also pushed for building farm to market roads and providing electricity to rural areas
  • Raul A. Gonzalez Jr.
    • Houston city attorney
    • Served as the Assistant U.S. attorney for the Southern District of Texas in Brownsville
    • Served as District Judge of the 103rd Judicial District
    • Served as Associate justice on the Thirteenth Court of Appeals
    • Associate justice of the Texas Supreme Court
New7.20 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:
New7.20A Differentiate between, locate, and use valid primary and secondary sources such as media and news services, biographies, interviews, and artifacts to acquire information about Texas.

Differentiate between, Locate, Use

VALID PRIMARY AND SECONDARY SOURCES TO ACQUIRE INFORMATION ABOUT TEXAS

Including, but not limited to:

  • Media and news services
  • Biographies
  • Interviews
  • Artifacts
New7.20B Analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.

Analyze

INFORMATION BY USING A VARIETY OF SKILLS

Including, but not limited to:

  • Sequencing refers to the practice of arranging items in a specific order. Most commonly in social studies this is done with events either sequenced by absolute chronology or exact date of by relative chronology or placing events in chronological order without necessarily identifying exact dates
  • Categorizing refers to the practice of placing items in particular groups.
  • Identifying cause-and-effect relationships is a common skill applied in historical analysis to examine change over time.
  • Comparing and contrasting refers to examination of similarities and differences.
  • Finding the main idea is a literacy skill applied to the examination most often of textual and visual sources.
  • Summarizing is a literacy skill utilized to condense information to a concise version.
  • Making generalizations and predictions is facilitated by the examination of patterns. Generalizations are general statements that should be based on the evidence presented by patterns and predictions can be made based on that pattern.
  • Drawing inferences and conclusions results from examining evidence and articulating interpretations of that evidence.
New7.20C Organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps.

Organize, Interpret

INFORMATION

Including, but not limited to:

  • Information from
    • Outlines
    • Reports
    • Databases
    • Visuals
    • Graphs
    • Charts
    • Timelines
    • Maps
New7.20D Identify bias and points of view from the historical context surrounding an event that influenced the participants.

Identify

BIAS AND POINTS OF VIEW FROM THE HISTORICAL CONTEXT SURROUNDING AN EVENT THAT INFLUENCED THE PARTICIPANTS

  • Bias refers to a favoritism towards one way of thinking. All individuals exhibit bias, of which they may or may not be consciously aware.
  • Point of view refers to the historical perspective, claim, or attitude an individual expresses in a document.
  • Historical context refers to how the time period in which the individual lived influences his/her perspective or attitudes.
New7.20E Support a point of view on a social studies issue or event.

Support

A POINT OF VIEW ON A SOCIAL STUDIES ISSUE OR EVENT

New7.20F Evaluate the validity of a source based on corroboration with other sources and information about the author.

Evaluate

THE VALIDITY OF A SOURCE

Including, but not limited to:

  • Corroboration with other sources provides information about what aspects of the source are similar to or different from other sources.
  • Information about the author is needed to evaluate the credibility and expertise of the author as well as to examine how historical context or life experiences has influenced the perspective of the author.
New7.22 The student communicates in written, oral, and visual forms. The student is expected to:
New7.22A Use social studies terminology correctly.

Use

SOCIAL STUDIES TERMINOLOGY CORRECTLY
New7.22B Use effective written communication skills, including proper citations and avoiding plagiarism.

Use

EFFECTIVE COMMUNICATION SKILLS

Including, but not limited to:

  • Correct grammar and punctuation
  • Accurate spelling
  • Clear diction and sentence structure
  • Proper citations to avoid plagiarism
New7.22C Create written, oral, and visual presentations of social studies information.

Create

WRITTEN AND VISUAL MATERIAL BASED ON RESEARCH

Including, but not limited to:

  • Journal entries
  • Reports
  • Graphic organizers
  • Outlines
  • Bibliographies
  • Document based essays
DEVELOPING TEKS

TEKS that need continued practice, improvement, and refinement, but do not necessarily need to be explicitly taught in this unit.

TEKS/SE Legend:

  • Knowledge and Skills Statements (TEKS) identified by TEA are in italicized, bolded, black text.
  • Student Expectations (TEKS) identified by TEA are in bolded, black text.
  • Portions of the Student Expectations (TEKS) that are not included in this unit but are taught in previous or future units are indicated by a strike-through.

Specificity Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
TEKS# SE# TEKS SPECIFICITY
New7.21 The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
New7.21A Create and interpret thematic maps, graphs, and charts representing various aspects of Texas during the 19th, 20th, and 21st centuries.

Create, Interpret

THEMATIC MAPS, GRAPHS, AND CHARTS REPRESENTING VARIOUS ASPECTS OF TEXAS DURING THE 19th, 20th, AND 21st CENTURIES

Including, but not limited to:

  • Maps
    • Regions of Texas
    • Major physical geographic features in Texas, including rivers and cities
    • Regions that American Indians inhabited in Texas
    • Spanish missions and settlements in Texas
    • Empresario Grants
    • Settlements in Texas by 1821
    • Battles in the Texas Revolution
    • European settlements
    • Mexican Cession
    • Civil War Battles in Texas
    • Reconstruction military districts
    • Military posts and installations in Texas
    • Texas oil fields
    • Cattle trails
    • Dust Bowl
    • Internment camps
  • Other sources of geographic data
    • Population of American Indians in Texas prior to the arrival of Europeans
    • Number of casualties in the Texas Revolution
    • Population of Texas before and after the Texas Revolution
    • Number of Texans that fought in the Civil War
    • Number of Texans that died in the Civil War
    • European immigration numbers
    • Population changes in Texas
    • Political parties membership numbers and demographics
New7.21B Analyze and interpret geographic distributions and patterns in Texas during the 19th, 20th, and 21st centuries.

Analyze, Interpret

GEOGRAPHIC DISTRIBUTION AND PATTERNS IN TEXAS DURING THE 19th, 20th, AND 21st CENTURIES

Including, but not limited to:

  • 19th Century
    • Prior to the1800’s Texas was home to a variety of American Indian groups and a growing number of Spanish colonists living near Spanish missions. Spanish missions and surrounding towns were located near rivers in South Texas, East Texas and in far West Texas
    • During the early 1800’s the population of Texas grew significantly as the Mexican government promoted colonization of the region by giving land grants to Anglo and Mexican settlers. The vast majority of the new settlement in Texas during the 1800’s was by immigrants coming from the United States, some bringing enslaved Africans with them to Texas. Most land grants were located in South and East Texas where physical geography was more favorable to settlement.
    • During the mid1800s Texas experience a large wave of immigration from many European nations. This wave including the immigration of Germans, Wends, Swedes, Poles, Irish, Swiss, French, Norwegians, Hungarians, and Czechs. By 1850 Texas’ population was well over 200,000 and by 1860 the number of people living in Texas reached more than 600,000, yet in 1836 it had been approximately 50,000. Enslaved African-Americans were also brought to Texas in large numbers during this time period and mostly settled on cotton plantations in East Texas. More than 2,000 families settled in the Peters Colony in North Texas near present day Dallas during the 1840s. Many small towns were established by immigrant s and most people lived in rural areas with settlements concentrated in the eastern and central portions of the state.
    • During the late 1800s the population of Texas continued to grow to more than 3 million by 1900. The building of railroads resulted in the birth of many towns along the rail routes and the growth of towns in West Texas. Most Texans still lived in rural settings, but urban areas were growing in size.
  • 20th Century
    • In 1900 population of Texas was over 3 million. By 1930 the population of Texas has just about doubled, making Texas the fifth largest state in the United States. Immigration accounts for most of the population increase in the early 1900s with many immigrants coming from Mexico during this time period. The population of Texas remained primarily concentrated in rural areas, yet by the 1920 the size of cities in Texas was increasing.
    • By 1950 more Texans lived in urban areas than in rural areas. Houston and Dallas became the state’s largest cities. Throughout the latter half of the 20th century suburban areas of Texas also increased as the urban areas of Dallas/ Fort Worth, Houston, Austin, and Brownsville experienced significant population increases from 1970-2000.
  • 21st Century
    • Urban areas of Texas continue to grow, with some counties such as Williamson County leading the entire nation in growth rates. The population growth in Texas is concentrated in urban areas with both small cities and large cities experiencing growth. Texas has six of the nation’s largest cities- San Antonio, Houston, Fort Worth, Dallas, Austin, and El Paso.
New7.23 The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:
New7.23A 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.

Use

PROBLEM-SOLVING AND DECISION-MAKING PROCESSES

Including, but not limited to:

  • Identify a problem
  • Gather information
  • List and consider options
  • Consider advantages and disadvantages
  • Choose and implement a solution
  • Evaluate the effectiveness of the solution
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum.

School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.


School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency.

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 


Choose appropriate ELPS to support instruction.

ELPS# Subsection C: Cross-curricular second language acquisition essential knowledge and skills.
Click here to collapse or expand this section.
ELPS.c.1 The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A use prior knowledge and experiences to understand meanings in English
ELPS.c.1B monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F use accessible language and learn new and essential language in the process
ELPS.c.1G demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2 The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3 The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E share information in cooperative learning interactions
ELPS.c.3F ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4 The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H read silently with increasing ease and comprehension for longer periods
ELPS.c.4I demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5 The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 09/12/2019
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