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Instructional Focus Document
World Geography Studies Regional
TITLE : Regional Unit 10: East and Southeast Asia SUGGESTED DURATION : 10 days

Unit Overview

Introduction

This unit continues the examination of the world’s major regions by applying the knowledge gained in the previous units. An examination of regions is intended to facilitate students’ knowledge about 1) natural conditions of various regions, 2) human conditions of various regions, and 3) an understanding of the human connections made within a region and across regions. Such connections are evident in human patterns of migration and human-environment interaction. Throughout the remainder of the course students examine various regions by exploring the following questions in regards to each regional unit of study:

  1. Where is it?
  2. What is it like there in both physical and human terms?
  3. How would the character of this place be described?
  4. How have the physical landscape and human characteristics of this place changed over time?
  5. How is this place linked physically, economically, culturally to other places?
  6. How is this place similar or different when compared to other places?
  7. What influence does this place have on other places?
  8. How does knowing about this place help in understanding the world better?

This unit bundles student expectations that facilitate an examination of the physical and human geographic factors that characterize East and Southeast Asia as a region and the connections between this region and the world. East and Southeast Asia are characterized by a variety of political systems and economic systems. Many places in the region experience challenges surrounding population density and demographics, including China’s previous one-child policy and the aging population in Japan. East and Southeast Asia have been pivotal in global trade patterns throughout history and the region continues to supply the world with many manufactured items. Throughout history, globalization has facilitated cultural diffusion in the region as many regional powers sought to trade in the region. Examples of this diffusion include the spread of Buddhism to the region from India, the spread of Islam to Southeast Asia along trade routes, and the spread of Western traditions to Japan.

Prior to this Unit

Prior to this unit, students learned about South Asia as a region. 

During this Unit

During this unit, students study about the population patterns created by physical geography in East Asia, about the changing demographics in East Asia, about the economic and political patterns in East and Southeast Asia, and about the cultural and economic impact of globalization in East and Southeast Asia.

After this Unit

In the next unit, students study about the physical and human characteristics that distinguish Oceania as a region and the connections between the region and the world.


Societies utilize institutions to promote order, security, and stability.

  • How do societies act to ensure the well-being of its people?

Interactions among humans lead to change.

  • How does the world change as people become more connected?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

The physical geography of East Asia isolated the region and created patterns of densely populated areas.

  • What is characteristic about the distribution of population in East Asia?
  • What physical geographic factors influence settlement patterns in East Asia?
  • How has the process of urbanization affected settlement patterns in East Asia?
  • In what ways does the large population in East Asia affect the environment?

Spatial Patterns

  • Population Distribution
  • Human-Environment Interaction
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.

 

Changing population demographics and population growth have created social and economic challenges in East Asia.

  • What is characteristic of demographic patterns in East Asia?
  • How do the demographic patterns in East Asia affect the character of the region?
  • What role did culture play in the one-child policy in China?
  • In what ways do the changing demographics in East Asia create social and economic challenges?
  • How does life in rural areas of East Asia compare to life in urban areas?

Cultural Patterns

  • Demographics

Economic Patterns

  • Scarcity/Choices
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.

Economic activities and political policies in East and Southeast Asia influence the levels of development in the region.

  • What is characteristic of the levels of development in East and Southeast Asia?
  • What is characteristic of the economic activities in East and Southeast Asia and the various economies of the region?
  • What is characteristic of political systems in East and Southeast Asia?
  • How does the Japanese monarchy compare to other monarchies in the world?
  • How do the republics in East and Southeast Asia operate in comparison to other republics in the world?
  • How does the totalitarian government in North Korea operate?

Economic Patterns

  • Resources
  • Economic Systems
  • Levels of Development

Political Patterns

  • Governmental Systems
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.

East and Southeast Asia has been cultural and economically impacted by global trade patterns throughout history.

  • How have global trade patterns in East and Southeast Asia changed over time?
  • How has globalization affected culture in East and Southeast Asia?
  • What elements of Western culture have spread to East and Southeast Asia and what cultural elements have spread from the region?

Historical Processes

  • Diffusion

Economic Patterns

  • Globalization
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

  • Students may conflate Japan and China has having had the same history. Japan opened to Westernization sooner than China and industrialized much earlier than China.
  • Students may not understand the distinction between China’s communist political policies and China’s economic policies.
  • Students may only have knowledge of the distribution of Islam in Southwest Asia and North Africa and not know about its widespread distribution to parts of Southeast Asia.
  • Students may lack understanding of the political nature of Singapore as a city-state.

Unit Vocabulary

monarchy – political system that is based on hereditary passing of power
city-state – a smaller, independent political entity that encompasses a city and surrounding area

Related Vocabulary:

  • demographics
  • rural/urban
  • globalization
  • urbanization
  • totalitarian/dictatorship
  • republic
  • less developed
  • newly developed
  • developed
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 Creator if your district has granted access to that tool.

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


TEKS# SE# Unit Level Taught Directly TEKS Unit Level Specificity
 

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.

Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
NewWG.1 The student understands how geography and processes of spatial exchange (diffusion) influenced events in the past and helped to shape the present. The student is expected to:
NewWG.1B Trace the spatial diffusion of phenomena such as the Columbian Exchange or the diffusion of American popular culture and describe the effects on regions of contact.

Trace, Describe

SPATIAL DIFFUSION OF PHENOMENA AND THE EFFECTS ON REGIONS OF CONTACT

Including, but not limited to:

  • Columbian Exchange – resulted in the spread of disease from the Eurasian region to the Americas; spread of primarily livestock to the Americas and crops to Europe, Africa and Asia; potatoes from the Americas to Europe supported a population increase in Europe; sugar from Asia to the America’s fueled the demand for enslaved people to work the plantations
  • American popular culture – has resulted in a cultural landscape that is becoming more similar in commercial areas around the world
  • Pandemics - possible examples include the Black Death, influence in 1918, AIDS, Avian bird flu, West African ebola
NewWG.2 The student understands how people, places, and environments have changed over time and the effects of these changes. The student is expected to:
NewWG.2A Describe the human and physical characteristics of the same regions at different periods of time to analyze relationships between past events and current conditions.

Describe, Analyze

HUMAN AND PHYSICAL CHARACTERISTICS OF THE SAME REGIONS AT DIFFERENT PERIODS OF TIME TO EVALUATE RELATIONSHIPS BETWEEN PAST EVENTS AND CURRENT CONDITIONS

Including, but not limited to:
Human Characteristic to analyze for change over time

  • Development of governments, economies, cultural convergence
  • Events like war, revolution, exploration, trade have an impact on societies over time, including changes in city landscapes and cultural landscapes

Physical Characteristics to analyze for change over time

  • Domestication of plants and animals and the use of different geographic features (e.g., plains for agriculture)
  • The expansion or decline of environment regions (e.g., the expansion of the Sahara and the decline of tropical rainforests)
  • Major geological events on civilizations
NewWG.5 The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. The student is expected to:
NewWG.5A Analyze how the character of a place is related to its political, economic, social, and cultural elements.

Analyze

HOW THE CHARACTER OF A PLACE IS RELATED TO ITS POLITICAL, ECONOMIC, SOCIAL, AND CULTURAL ELEMENTS

Including, but not limited to:

  • Character of a place refers to the physical and human geographic characteristics that distinguish a particular place. Physical geographic factors such as climate, vegetation, settlement patterns, population density relate to the character of a place as do the political, economic, social and cultural features that make a place unique. Since these features can change over time the character of a place can change over time also.
  • Character of place can be analyzed on a macro level such as examining the character of a culture region or on a micro level, such as examine the character of a city or neighborhood.

 

NewWG.5B Interpret political, economic, social, and demographic indicators (gross domestic product per capita, life expectancy, literacy, and infant mortality) to determine the level of development and standard of living in nations using the levels as defined by the Human Development Index.

Interpret

POLITICAL, ECONOMIC, SOCIAL, AND DEMOGRAPHIC INDICATORS TO DETERMINE THE LEVEL OF DEVELOPMENT AND STANDARD OF LIVING IN NATIONS

Including, but not limited to:

  • Human Development Index (HDI)- refers to the ranking of nations done by the United Nations based on a composite data; intended to measure human development; the index is based on a measure of basic facets of human development, including a decent standard of living, long and healthy life, and education
  • The HDI provides data which allows for a glimpse of current conditions as well as an examination of long term trends
NewWG.6 The student understands the types, patterns, and processes of settlement. The student is expected to:
NewWG.6A Locate and describe human and physical features that influence the size and distribution of settlements.

Locate, Describe

HUMAN AND PHYSICAL FEATURES THAT INFLUENCE THE SIZE AND DISTRIBUTION OF SETTLEMENTS

Including, but not limited to:

  • Human features that influence settlement patterns may include the availability of economic opportunities, the location of transportation routes, access to housing, opportunities for political participation. Populations tend to settle in areas that provide services, have infrastructure in place and are politically attractive.
  • Physical features greatly influence the habitability of a place. Populations tend to concentrate in regions with favorable climates, where there is access to water and areas that are suitable for agricultural output. Through most of history settlements have concentrated near coastlines and in river valleys. For example the eastern coast of China, or along the coast in Australia.
NewWG.6B Explain the processes that have caused changes in settlement patterns, including urbanization, transportation, access to and availability of resources, and economic activities.

Explain

PROCESSES THAT HAVE CAUSED CHANGES IN SETTLEMENT PATTERNS

Including, but not limited to:

  • Urbanization refers to the migration of people from rural to urban settings generally to access jobs, which primarily coincidences with industrial development in a nation
  • Transportation systems facilitate the settlement of areas that were previously inaccessible; generally settlements grow near locations along the transportation routes and allow people to live further from location of work; examples include the building of railroads such as the Trans-Siberian and Transcontinental Railroads, building the Interstate highway system which resulted in the growth of suburban settlements; urban and suburban road systems of principal  and minor arteries connecting dwellings with commerce and employment.  
  • Availability of resources such as water facilitate population centers that need abundant water resources; settlements grow near locations of economic activities associated with extraction of natural resources
  • Economic activities facilitate people migrating to and settling where there are new economic opportunities; examples include the California Gold Rush, the Austin Colony, migration from the Rust Belt to the Sun Belt, Eastern Europe to Western Europe migration within the EU, migration to western North Dakota and south Texas to work in an expanding oil industry
NewWG.7 The student understands the growth, distribution, movement, and characteristics of world population. The student is expected to:
NewWG.7A Analyze population pyramids and use other data, graphics, and maps to describe the population characteristics of different societies and to predict future population trends.

Analyze

POPULATION PYRAMIDS

Describe

POPULATION CHARACTERISTICS

Predict

FUTURE POPULATION TRENDS

Including, but not limited to:

  • Population pyramids refer to a graphic model of the age and gender demographics of specific population at a given time; analysis will indicate negative, rapid or slow growth rates; students should also examine what processes created the observable trend and make predictions based on observable trends, i.e. one child policy in China.
  • Population trends can also be analyzed by looking at population density maps, cartograms, and population growth charts
NewWG.7C Describe trends in world population growth and distribution.

Describe

TRENDS IN WORLD POPULATION GROWTH AND DISTRIBUTION

Including, but not limited to:

  • World population growth is dependent on birth rates and death rates and these rates vary across the globe. Less developed regions tend to experience higher birth rates and higher infant mortality rates and lower life expectancy rates, while developed regions characteristically have low birth rates resulting in slow population growth and sometimes negative growth rates.
  • Over the last 150 years the world’s population has grown exponentially reaching one billion in the early nineteenth century. Currently the world’s population is over seven billion and is projected to reach nine billion by the year 2050. Medical advances have resulted in increased life expectancies at the same time birth rates have been declining. Since the early nineteenth century the world’s population has increasingly become urbanized so now half of the world’s population lives in urban areas.
  • The world’s population is distributed unevenly and is correlated to the access to economic opportunities and resources as well as to climate. Increased economic opportunities accounts for a concentration of population in urban areas, along transportation corridors and near water. Population is less concentrated in in the polar regions of the globe because of the extreme climate in the region.
NewWG.7D Analyze how globalization affects connectivity, standard of living, pandemics, and loss of local culture.

Analyze

HOW GLOBALIZATION AFFECTS CONNECTIVITY, STANDARD OF LIVING, PANDEMICS, LOSS OF LOCAL CULTURE

Including, but not limited to:

  •  Rising standards of living in regions that benefit from global markets
  • Political cooperation/connectivity among nations, i.e. European Union
  • Connectivity has increased with use of social media
  • Spread of technological innovations, including advances in medical care
  • Cultural diffusion that sometimes results in a rich cultural convergence or loss of local culture
  • Pandemics as products and people travel more
  • Poor treatment of low wage earners in some industries
  • Growth in multinational corporations challenges the sovereignty of vulnerable nation-states
  • Loss of jobs in some regions with the growth of outsourcing in other regions
NewWG.8 The student understands how people, places, and environments are connected and interdependent. The student is expected to:
NewWG.8A Compare ways that humans depend on, adapt to, and modify the physical environment, including the influences of culture and technology.

Compare

WAYS THAT HUMANS DEPEND ON, ADAPT TO, AND MODIFY THE PHYSICAL ENVIRONMENT

Including, but not limited to:

  • Build dams, windmills, dikes, polders, levees, railroads, bridges, highways, terrace farming
  • Installing solar panels
  • Dredging and irrigation
  • Deforestation, mining, oil extraction, desalination, soil leaching, overgrazing
  • Burning fossil fuels
  • Creating advanced  warning systems for earthquakes, tornadoes, hurricanes and tsunamis
  • Planting seasonal and/or drought resistant crops  and using fertilizers to increase agricultural output
NewWG.10 The student understands the distribution, characteristics, and interactions of the economic systems in the world. The student is expected to:
NewWG.10B Classify countries along the economic spectrum between free enterprise and communism.

Classify

COUNTRIES ALONG THE ECONOMIC SPECTRUM BETWEEN FREE ENTERPRISE AND COMMUNISM

Including, but not limited to:

  • Possible specific countries to place along the economic spectrum may include Japan, United States, Canada, Sweden, Germany, Iran, Brazil, India, China, Russia, North Korea, Australia, Nigeria
NewWG.10D Compare global trade patterns over time and analyze the implications of globalization, including outsourcing and free trade zones.

Compare

GLOBAL TRADE PATTERNS OVER TIME

Analyze

IMPLICATIONS OF GLOBALIZATION

Including, but not limited to:

Changing Global Trade Patterns

  • Over time the pace of global trade has increased to include more trade partners as well to cover more area. Early trade routes were overland with the Silk Road being a prominent early trade route linking China to the Mediterranean region along with many routes crossing Asia Minor. Water trade routes developed in the Mediterranean Sea and the Indian Ocean bringing Africa, Southwest Asia, South Asia, East Asia and Southeast Asia into contact on a regular basis. Overland routes crisscrossed North Africa, routes developed from Southern Europe to Northern Europe, and routes formed across the Sahara desert. Trade was common within the Pre-Columbian cultures of the Americas.  After the European colonization of the Americas a truly global trade network developed that was trans-Atlantic and trans-Pacific. Free trade zones became a feature of global trade in the later twentieth century. Some of the largest free trade zones include North America created by the North American Free Trade Agreement (NAFTA) and the European Union (EU).

Implications of globalization

  • Access to more products for consumers and access to more labor for producers
  • Similar commercial landscapes worldwide
  • Cultural diffusion
  • Increasing connectivity of national economies causing economic growth and depression to be experienced more widely
  • Participation in economic markets by more individuals and businesses
  • Potential cooperation between nation-states that have economic connectivity including the creation of free trade zones
  • Potential resentment and political repercussions in regions that perceive globalization as negative, i.e. Great Britain voting to leave the European Union
  • Outsourcing creates jobs for some and results in job loss for others as businesses seek to find the cheapest labor costs
NewWG.14 The student understands the processes that influence political divisions, relationships, and policies. The student is expected to:
NewWG.14B Compare how democracy, dictatorship, monarchy, republic, theocracy, and totalitarian systems operate in specific countries.

Compare

VARIOUS FORMS OF GOVERNMENT IN SPECIFIC COUNTRIES

Including, but not limited to:

  • Democracy is a form of government where the ultimate power is derived from the people.
  • Monarchy is a form of government in which the power is vested in one individual and is typically acquired through heredity. Constitutional monarchies are characterized by a sharing of power between the monarch and representative and executive bodies. Examples include Britain and the Netherlands.
  • Republics are those governments in which the head of government is not a monarch. Republics can be democratic (ruled by the people) such as the United States and Australia, theocratic (ruled by religious law) such as Iran, or parliamentary (having a head of government separate from the monarch such as Britain). In China representatives are chosen at the local level, local officials then vote for national leaders, all chosen from the communist party.  While a republic in name, in practice it is not reflective of democratic processes.   
  • Dictatorships are characterized by entire political power being invested in one single person or group such as North Korea and Cuba.
  • Totalitarianism is a form of dictatorship that seeks to control all aspects of social life within a country. Historical examples include Nazi Germany and the Soviet Union. Currently North Korea serves as an example.
NewWG.15 The student understands how different points of view influence the development of public policies and decision-making processes at national and international levels. The student is expected to:
NewWG.15B Explain how citizenship practices, public policies, and decision making may be influenced by cultural beliefs, including nationalism and patriotism.

Explain

HOW CITIZENSHIP PRACTICES MAY BE INFLUENCED BY CULTURAL BELIEFS

Including, but not limited to:

  • Cultural beliefs such as patriotism and nationalism can influence citizens to become involved in public policy and decision-making. For example in the United States the commitment to democratic traditions results in political stability.  Religious influences are evident in the constitutions of nations, including predominately Muslim nations, such as Kuwait.  
  • Nationalism and patriotism can lead to motivated and informed citizenry, but can also lead to extremist movements that push particularly cultural beliefs into citizenship practices, public policy, and decision-making.
NewWG.16 The student understands how the components of culture affect the way people live and shape the characteristics of regions. The student is expected to:
NewWG.16C Describe life in a variety of urban and rural areas in the world to compare political, economic, social, and environmental changes.

Describe

LIFE IN URBAN AND RURAL AREAS

Compare

POLITICAL, ECONOMIC, SOCIAL, AND ENVIRONMENTAL CHANGES

Including, but not limited to:

  • Descriptions may include how political, economic, social and environmental changes affect ways of life in both rural and urban settings. For example how is life affected when living in democratic regions compared to the theocracy of Iran or the dictatorship of North Korea? How is life affected by economics, such as comparing life in more industrialized region with life in a less industrialized region? How is life affected by social patterns, such as living in colonial areas of the Caribbean or Australia?
NewWG.18 The student understands the ways in which cultures change and maintain continuity. The student is expected to:
NewWG.18A Analyze cultural changes in specific regions caused by migration, war, trade, innovations, and diffusion.

Analyze

CULTURAL CHANGE IN SPECIFIC REGIONS

Including, but not limited to:

  • Spread of new cultural beliefs which may result in cultural convergence, such as forced migration of Africans to Latin America and the resulting new forms of music and dance
  • Adoption of new economic and political practices, such as the adoption of some free enterprise principles in China and democratic ideals in Poland after the fall of communism
  • Changes in the cultural landscape, such as the building of religious sites and the proliferation of fast food restaurants
  • Increasing access to technologies and education, such as the spread of Internet connectivity
  • Spread of languages, such as the widespread use of English, especially in aviation
  • Loss of indigenous cultural practices along with processes to preserve those practices, such as in Australia and Canada
NewWG.21 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:
NewWG.21A Analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps.

Analyze, Evaluate

VALIDITY AND UTILITY OF MULTIPLE SOURCES OF GEOGRAPHIC INFORMATION

Including, but not limited to:

  • Primary sources
  • Secondary sources
  • Aerial photographs
  • Maps
NewWG.21C Create and interpret different types of maps to answer geographic questions, infer relationships, and analyze change.

Create, Interpret

TYPES OF MAPS

Including, but not limited to:

  • Examples of types of maps: physical, topographical, political, climate, population, economic, cultural trait (e.g., religion), road
  • Examples of types of map projections: Mercator, Robinson, Mollweide, broken equal area (interrupted), polar
  • Use maps to
    • Answer geographic questions
    • Infer relationships
    • Analyze change
NewWG.21D Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections over time.

Analyze

INFORMATION

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.
  • Developing connections over time involves the examination of how political, economic, social, and geographic factors have change over time or how those factors have remained the same over time.
NewWG.21E Identify different points of view about an issue or current topic.

Identify

POINTS OF VIEW

Including, but not limited to:

  • Point of view refers to the perspective, claim, or attitude an author expresses in a document.
NewWG.22 The student communicates in written, oral, and visual forms. The student is expected to:
NewWG.22A Create appropriate graphics such as maps, diagrams, tables, and graphs to communicate geographic features, distributions, and relationships.

Design, Draw

APPROPRIATE GRAPHICS TO COMMUNICATE GEOGRAPHIC FEATURES, DISTRIBUTIONS, AND RELATIONSHIPS

Including, but not limited to:

  • Maps
  • Diagrams
  • Tables
  • Graphs
NewWG.22B Generate summaries, generalizations, and thesis statements supported by evidence.

Generate

SUMMARIES, GENERALIZATIONS, AND THESIS STATEMENTS SUPPORTED BY EVIDENCE

Including, but not limited to:

  • Summaries are a concise version of information.
  • Generalizations are broad statements based on the evidence presented by patterns.
  • Thesis statement refers to main claim or argument made in an essay.
NewWG.22C Use social studies terminology correctly.

Use

GEOGRAPHIC TERMINOLOGY CORRECTLY

NewWG.22D Create original work using effective written communication skills, including proper citations and understanding and avoiding plagiarism.

Create

ORIGINAL WORK

Use

EFFECTIVE WRITTEN COMMUNICATION SKILLS

Including, but not limited to:

  • Correct grammar and punctuation
  • Accurate spelling
  • Clear diction and sentence structure
  • Proper citations to avoid plagiarism
TEKS# SE# Unit Level Developing TEKS Unit Level Specificity
 

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.

Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
NewWG.21 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:
NewWG.21B Identify places of contemporary geopolitical significance on a map.

Locate

PLACES OF CONTEMPORARY GEOPOLITICAL SIGNIFICANCE ON A MAP

NewWG.23 The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:
NewWG.23A Plan, organize, and complete a research project that involves asking geographic questions; acquiring, organizing, and analyzing information; answering questions; and communicating results.

Plan, Organize, Complete

RESEARCH PROJECT

Including, but not limited to:

  • Asking geographic questions
  • Acquiring, organizing, and analyzing information
  • Answering questions
  • Communicating results
NewWG.23B Use case studies and GIS to identify contemporary challenges and to answer real-world questions.

Use

CASE STUDIES AND GIS

Identify

CONTEMPORARY CHALLENGES

Answer

REAL-WORLD QUESTIONS

NewWG.23C 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.

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 06/19/2019
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