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Instructional Focus Document
Grade 6 Social Studies
TITLE : Unit 02: Freedom for All: The United States and Canada SUGGESTED DURATION : 20 days

Unit Overview

Introduction

In this unit students learn about the United States and Canada as a culture region. This region is characterized by multicultural societies with political and economic institutions that value the freedom of citizens.  The region’s culture is dominated by the use of English and reflects the influences of a common historical pattern of colonization and immigration.  An examination of the United States and Canada as a region is important for understanding how multiculturalism along with political and economic freedom characterize the culture of this region.

Prior to this Unit

Prior to this unit, students learned foundational geographic skills, studied about the defining characteristics of culture, and researched about cultural traditions, celebrations, commemorations and religious holidays/observances around the world.

During this Unit

In this unit, students refine an understanding of a culture region and how the construct of region helps geographers examine the world. Students also examine the physical geography of the United States and Canada along with studying how a history of colonization and immigration influences cultural patterns in the region.  Additionally students examine the political and economic systems of the United States and Canada with an emphasis on how these institutions reflect a culture that values freedom. 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 how the process of colonization impacted cultural development in Latin America.


The world is characterized by a variety of regions, places, and cultures.

  • What makes a region, place, or culture unique?

The values of a society are reflected in its culture and institutions.

  • How does a society preserve and perpetuate its values?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

The geography of the United States/Canada is characterized by urban centers, a variety of political regions, and several shared physical geographic features.

  • What are some of the largest urban areas in the United States/Canada?
  • What is common about the location of urban areas in United State/Canada?
  • What types of political regions are included in the United States/Canada?
  • What common physical geographic features are located in the United States/Canada?

Spatial Patterns

  • Region/Borders
  • Physical Geographic Processes/Landforms
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.

Culture in the United States/Canada is influenced by colonization and immigration.

  • What cultural traditions were brought to this region by immigrants?
  • What cultural traditions are characteristic of indigenous groups in this region?
  • Why is the United States/Canada region considered a multicultural region?
  • What is characteristic of cultural cooperation and conflict in the United States/Canada?

Historical Processes

  • Diffusion

Cultural Processes

  • Language

Spatial Patterns

  • Migration
  • Region/Borders
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.

In the United States/Canada, government is limited and the rights of the people are protected because freedom is a cultural value.

  • Why is government limited in this region?
  • What historical influences played a role in the creation of limited governments in this region?
  • What is similar and different about governmental systems in the United States and Canada?
  • What ideas about government were brought to this region by colonists?

Civic Engagement

  • Democratic Principles
  • Civic Institutions

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.

Economic freedom and protection of private property rights in the United States/Canada allows for the creation of a variety of businesses and for technological innovation.

  • What is characteristic of the economic systems in this region?
  • What is similar and different about economies in this region?
  • How does economic freedom impact standards of living in this region?
  • What categories of economic activities are found in this region?
  • How have advances in science and technology impacted economic patterns in this region?

Economic Patterns

  • Scarcity/Choices
  • Economic Systems
  • Competition

Civic Engagement

  • Rights/Responsibilities
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.

Citizens in the United States/Canada have political rights and responsibilities.

  • What political rights and responsibilities do people living in this region have?

Civic Engagement

  • Rights/Responsibilities
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

  • Many students may think that Canada and the United States are exactly alike.

Unit Vocabulary

  • diversity – exhibiting a variety of types
  • multiculturalism – the preservation of different cultures or cultural identities within a unified society
  • migration – movement from one region to another
  • indigenous – groups that are native to a particular region
  • free enterprise – economic system characterized by freedom for consumers and producers
  • retail industries – businesses that sell directly to consumers
  • manufacturing – businesses that produce consumer products
  • service industries – businesses that provide labor intensive work rather than producing a product
  • limited government – in a limited government led by the citizens, everyone, including all authority figures, must obey the laws
  • unlimited government – in an unlimited government, control is placed solely with the ruler and his/her appointees, and there are no limits imposed on his/her authority

Related Vocabulary

  • Québécois
  • colonization
  • bicameral
  • Francophone
  • institutions
  • parliamentary
  • immigration
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.
  • A Partial Specificity label indicates that a portion of the specificity not aligned to this unit has been removed.
New6.1 The student understands that historical events influence contemporary events. The student is expected to:
New6.1A Trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as colonization, immigration, and trade.

Trace

CHARACTERISTICS OF SOCIETIES THAT RESULTED FROM HISTORICAL EVENTS

Including, but not limited to:

  • United States and Canada
    • Limited governments, yet United States has a bicameral legislative system and Canada a parliamentarian system;  political ideas were introduced by the English colonists
    • Free enterprise economics and market economies; trade systems within the region and in the global markets; history of mercantilism
    • Religious freedom and a variety of religions are practiced in the region, because of the influence of European colonists and immigrants
    • Widespread use of English; French and English are official languages in Canada; reflective of the colonization of the region
    • Multiculturalism because of the history of waves of immigration to the region; increasingly Spanish is spoken in the United States because of immigration from Latin America
    • Both the United States and Canada have significant numbers of American Indian tribes that maintain traditional cultures
New6.2 The student understands the influences of individuals and groups from various cultures on various historical and contemporary societies. The student is expected to:
New6.2A Identify and describe the historical influence of individuals or groups on various contemporary societies.

Identify, Describe

INFLUENCE OF INDIVIDUALS OR GROUPS ON VARIOUS SOCIETIES

Including, but not limited to:

  • Enlightenment philosophes, contributed ideas that form the basis of limited governments.
New6.3 The student understands the factors that influence the locations and characteristics of locations of various contemporary societies on maps and/or globes. The student is expected to:
New6.3B Explain ways in which human migration influences the character of places and regions.

Explain

HUMAN MIGRATION INFLUENCES THE CHARATER OF PLACES AND REGIONS

Including, but not limited to:

  • Character of a place refers to the political, economic, social and cultural characteristics that distinguish a particular place.
  • Migration generally results in a modification of cultures and the cultural landscape along with possible cultural tensions.
  • United States and Canada
    • European migration to the region in the sixteen century resulted in limited government, widespread use of English and French, and the spread of Christian religious practices to the region.
    • Forced migration of enslaved Africans to the region is reflected in the cultural practices and demographics of the region.
    • Westward migration across the United States and Canada influenced the image of rugged people who survive in adverse circumstances.
    • Rural to urban migration in the region has resulted in a highly urbanized culture in the United States and Canada
    • Migration from Mexico to the United States has impacted cultural practices as well as spread the use of Spanish. 
    • Human migrations to the United States and Canada have resulted in multicultural societies.
New6.3C Identify and locate major physical and human geographic features such as landforms, water bodies, and urban centers of various places and regions.

Identify, Locate

PHYSICAL AND HUMAN GEOGRAPHIC FEATURES OF VARIOUS PLACES AND REGIONS

Including, but not limited to:

  • United States/Canada
    • Landforms – Rocky Mountains, Appalachian Mountains, Great Plains
    • Bodies of water – Pacific Ocean, Atlantic Ocean, Great Lakes, Mississippi River, Hudson Bay, Gulf of Mexico, Rio Grande River
    • Urban centers – Washington D.C., New York City, Chicago, Houston, Los Angeles, Ottawa, Toronto, Montreal, Vancouver
New6.3D Identify the location of major world countries for each of the world regions.

Identify

LOCATION OF MAJOR WORLD COUNTRIES

Including, but not limited to:

  • Canada, United States
New6.7 The student understands the various ways in which people organize economic systems. The student is expected to:
New6.7B Compare and contrast free enterprise, socialist, and communist economies in various contemporary societies, including the benefits of the U.S. free enterprise system.

Compare, Contrast

FREE ENTERPRISE, SOCIALIST, AND COMMUNIST ECONOMIES

Including, but not limited to:

  • A free enterprise system is a market economy where independent producers supply goods and services in response to consumer demand. Both supply and demand are affected by prices. The system has four characteristics: economic freedom, voluntary exchange, private property, and profit motive.  
  • A socialist system is a market economy in which government owns some factors of production yet private ownership of small scale business is allowed.
  • A communist system is characterized by collective or state ownership of the means of production. Government, rather than individuals, owns and controls all resources and economic decision, resulting in no economic freedom, no private ownership and no profit motive.
  • Benefits of a U.S. free enterprise system
    • Individuals and businesses have the freedom to operate and compete  with minimal government regulation
    • Private ownership of land, minerals, manufacturing plants, goods and services
    • Opportunities for innovativeness and inventiveness
    • Opportunities to earn a profit
    • Individuals may choose how to provide their own labor within the labor market
New6.7C Understand the importance of ethics in maintaining a functional free enterprise system.

Understand

IMPORTANCE OF ETHICS IN MAINTAINING A FUNCTIONAL FREE ENTERPRISE SYSTEM

Including, but not limited to:

  • Recent events in the United States (e.g., mortgage crisis, Enron, Ponzi schemes) show the importance of ethics in the system. Without ethical expectations on producers, consumers lose confidence and the economy weakens.
New6.8 The student understands categories of economic activities and the data used to measure a society's economic level. The student is expected to:
New6.8A Define and give examples of agricultural, retail, manufacturing (goods), and service industries.

Define, Give examples

AGRICULTURAL, RETAIL, MANUFACTURING (GOODS), AND SERVICE INDUSTRIES

Including, but not limited to:

  • Agriculture refers to the cultivation of land or ranching; examples include farming; ranching; cultivation of coffee, tea, sugar, and bananas
  • Retail refers to the sale of goods individually or in small quantities to consumers; examples include the sale of clothing, furniture, foodstuffs, etc.
  • Manufacturing refers to the production of goods by manual labor or by machinery, generally on a large scale; examples include the manufacturing of cars, airplanes, weapons, steel, chemicals, computers, electronics, medical equipment, and furniture
  • Service Industries provide labor-intensive work that does not ultimately result in a tangible product; examples include restaurants, doctors, nurses, lawyers, teachers, banking, tourism, salespeople, call centers, and entertainment
New6.9 The student understands the concepts of limited and unlimited governments. The student is expected to:
New6.9A Describe and compare examples of limited and unlimited governments such as constitutional (limited) and totalitarian (unlimited).

Describe, Compare

EXAMPLES OF LIMITED AND UNLIMITED GOVERNMENTS

Including, but not limited to:

  • In a limited government led by the citizens, everyone, including all authority figures, must obey the laws. Constitutions, statements of rights, or other laws define the limits of those in power, so leaders cannot take advantage of their elected, appointed, or inherited positions.
    • Examples include:  
      • United States and Canada
      • Most South American countries
      • Most European nations
      • Philippines, Thailand, Indonesia
      • Israel, Turkey, Tunisia
      • Japan, South Korea
      • Australia, New Zealand
  • In an unlimited government, control is placed solely with the ruler and his/her appointees, and there are no limits imposed on his/her authority.
    • Examples include; North Korea totalitarian rule, Saudi Arabia absolute monarchy, Qatar absolute monarchy, Cuba under leadership of Castro brothers. Some countries that may hold elections but impose one political party, such as China, Laos and Vietnam.
New6.9B Identify reasons for limiting the power of government.

Identify

REASONS FOR LIMITING THE POWER OF GOVERNMENT

Including, but not limited to:

  • Protect human rights
  • Promote economic freedom
  • Provide equity and opportunity for all citizens
  • Ensure peaceful transitions of power
New6.10 The student understands various ways in which people organize governments. The student is expected to:
New6.10A Identify and give examples of governments with rule by one, few, or many.

Identify, Give examples

GOVERNMENTS WITH RULE BY ONE, FEW, OR MANY

Including, but not limited to:

  • Rule by one – monarchy or dictatorship
    • A single ruler controls the government and claims authority based on divine or hereditary right. Dictators or despots also maintain complete control of government in their countries. (unlimited government)
      • Examples: Cuba, North Korea, Syria, Zimbabwe, Qatar, Saudi Arabia
  • Rule by a few – small group has power; oligarchy
    • Government with rule by a few also occurs when a group of persons seize power after an overthrow of the previous government. The new rulers constitute a junta. (usually an unlimited government)
      • Examples: Iran, Nepal, Vietnam, China, Russian Federation
  • Rule by many – people have power
    • A government ruled by many is generally a democratic republic. (limited government)
    • Examples: United States, Germany, Israel, Argentina, Brazil, Peru, Japan, South Korea, The Philippines, Thailand
New6.10B Compare ways in which various societies such as China, Germany, India, and Russia organize government and how they function.

Compare

WAYS VARIOUS SOCIETIES ORGANIZE GOVERNMENT AND HOW THEY FUNCTION

Including, but not limited to:

  • Ways societies organize government
    • Federal systems are distinguished by a constitution that divides power between a central governmental authority and smaller regional subdivisions of government, such as states or provinces. The United States, Canada, India, and Germany are examples of federal systems.
    • Unitary systems are characterized by a national government performing all government functions. Subnational units may have some authority within their regions, but their powers are limited by the national government.  Examples of unitary systems include, Great Britain, France, Japan, and People’s Republic of China. Russia is organized as a federation of states, yet the concentration of power at the national level results in Russia operating more as a unitary system.
  • How governments function
    • Governments must perform legislative, executive, and judicial duties. Some government divide these duties between three branches. In parliamentary systems, such as in Canada and Great Britain the executive and legislative branches tend to merge.
    • Governments create bureaucracies or agencies of non-elected officials who carry out administrative functions of the government, such as collecting taxes, enforcing regulations, and providing security.
New6.10C Identify historical origins of democratic forms of government such as Ancient Greece.

Identify

HISTORICAL ORIGINS OF DEMOCRATIC FORMS OF GOVERNMENT

Including, but not limited to:

  • Greece
    • City-state of Athens operated as a direct democracy, in which free males had the right to vote on laws, as well as the obligation to participate in civic life
  • Rome
    • Early republic gave power to some citizens to vote for representative leaders in governmental bodies. Written legal code known as the Twelve Tables protected the rights of free citizens. Government was divided into executive, legislative and judicial branches. Legal traditions of trial by jury of peers and innocent until proven guilty introduced. Roman political ideas spread throughout Europe as the empire grew.
  • Medieval Europe
    • Magna Carta signed in1215 by King John, granted rights to nobles and restricted the power of the king. Contained rights related to trials by jury, limited bail, and prohibitions against cruel punishment along with other rights for the accused.
  • Enlightenment
    • Enlightened philosophes developed ideas of a social contract, separation of powers, checks and balances, and individual rights.
    • The idea of the social contract stressed the mutual relationship between the governed and rulers.
    • Efforts to apply reason to the development of governments resulted in the development of theories related to limiting governmental powers and protecting the rights of individuals.
    • The American Founding Fathers and the French revolutionaries applied these Enlightenment philosophies in the creation of new governments following the American Revolution and the French Revolution.
New6.11 The student understands that the nature of citizenship varies among societies. The student is expected to:
New6.11A Describe and compare roles and responsibilities of citizens in various contemporary societies, including the United States.

Describe, Compare

ROLES AND RESPONSIBILITIES OF CITIZENS

Including, but not limited to:

  • In representative governments the role of citizen is active in nature; thereby, creating certain responsibilities. These may include voting, military service, obeying laws, paying taxes, and serving on juries. Examples include the United States, Mexico, Brazil, India, and Israel.
  • In non-representative governments the role of citizen is passive in nature; thereby, creating a system where citizens are responsible for producing for the state and subordinating their needs to that of the state.  Examples include North Korea and Cuba.
  • Citizens in the United States take an active role in political affairs, by voting, working for political candidates, lobbying, freely speaking out in the press and in public forums.  Comparisons with various contemporary societies may show contrasts in these areas.
New6.12 The student understands the relationship among individual rights, responsibilities, duties, and freedoms in societies with representative governments. The student is expected to:
New6.12A Identify and explain the duty of civic participation in societies with representative governments.

Identify, Explain

IMPORTANCE OF CIVIC PARTICIPATION IN SOCIETIES WITH REPRESENTATIVE GOVERNMENTS

Including, but not limited to:

  • Civic participation – being concerned with and involved in the public affairs of a community, state, nation, and world.
  • Voting
  • Being educated/informed on the issues
  • Political advocacy
  • Volunteering
  • Charity work
  • In societies with representative governments, civic participation is necessary for the operation of the system.
New6.12B Explain relationships among rights, responsibilities, and duties in societies with representative governments.

Explain

RELATIONSHIPS AMONG RIGHTS, RESPONSIBILITIES, AND DUTIES IN SOCIETIES WITH REPRESENTATIVE GOVERNMENTS

Including, but not limited to:

  • Responsibilities are actions that a person morally, socially, or legally should do. Citizens in societies with representative governments have a responsibility to all other citizens to ensure that the enjoyment of their individual rights does not impede the development of the common good of society. There are two categories of responsibilities:
    • Personal responsibilities (e.g., taking care of themselves; accepting responsibility for the consequences of their actions; taking advantage of the opportunity to be educated; supporting their families)
    • Civic responsibilities are actions a citizen needs to perform (e.g., respecting the right of others; being informed and attentive to the needs of the community, staying informed about issues impacting the decisions of elected leaders; paying attention to the actions of elected leaders; communicating with representatives in school, local, state, and national governments; voting; paying taxes; serving in the armed forces)
  • Rights are liberties which in democratic societies are protected by the government. (e.g., free speech, life, liberty, property, free exercise of religion):
    • Personal rights (e.g., freedom to travel, to live where one chooses, to marry and have children, and to have freedom of thought)
    • Political rights (e.g., right to vote, petition, assemble, and speak or publish freely)
    • Economic rights (e.g., ability to own property, change employment, join a union, or start a business)
  • Duties are actions that are punishable if not performed (e.g., obeying the law and paying taxes).
  • Rights, responsibilities, and duties are interrelated. (e.g., the right to vote is also understood as a responsibility to vote. The right to safe schools includes the responsibility to behave safely at school.)
New6.13 The student understands the similarities and differences within and among cultures in various world societies. The student is expected to:
New6.13B Define a multicultural society.

Define

MULTICULTURAL SOCIETY

Including, but not limited to:

  • A society with many different ethnic or national cultures interacting freely and differences of cultural practices are tolerated out of respect.
New6.13C Analyze the experiences and contributions of diverse groups to multicultural societies.

Analyze

EXPERIENCES AND CONTRIBUTIONS OF DIVERSE GROUPS TO MULTICULTURAL SOCIETIES

Including, but not limited to:

  • Multicultural societies have generally resulted from historical migration processes.
  • Experiences of diverse groups within multicultural societies will vary by society.
    • Indigenous populations have generally suffered a loss of culture and power as a result of colonial migration processes. Examples include the experiences of American Indian tribes in the Americas along with indigenous groups in Africa, Asia and Australia.
    • The experiences of refugees and immigrants are related to assimilating into a new culture and maintaining the home culture. Examples include immigrants to the United States and those to Europe as well as the historical forced migration of Africans to the Americas.
  • Contributions of diverse groups to multicultural societies will vary by society.
    • Groups that migrate to a region bring new cultural traditions to the region, including foods, languages, religious practices, new forms of art, music, dance, fashion, and architecture along with new traditions and customs.
    • Some cultural practices of indigenous populations are adopted by migrants to the region. Examples include foods that American Indians introduced to colonists, integration of words from American Indian tribes to English (skunk, caribou, moccasin), the practice of honoring past ancestors on Dia de Los Muertos in Latin America, and haka dancing in New Zealand.
New6.18 The student understands the influences of science and technology on contemporary societies. The student is expected to:
New6.18A Identify examples of scientific discoveries, technological innovations, and scientists and inventors that have shaped the world.

Idenitfy

EXAMPLES OF SCIENTIFIC DISCOVERIES, TECHNOLOGICAL INNOVATIONS, AND SCIENTISTS AND INVENTORS THAT HAVE SHAPED THE WORLD

Including, but not limited to:

  • Block printing, moveable type, printing press
  • Steam-powered engine, internal combustion engine
  • Canals, ships, railroads, automobiles, airplanes, rockets
  • Dams, irrigation systems, desalinization plants
  • Electricity
  • Telegraph, telephone, satellites
  • Computers, Internet
  • Vaccines, medicines, such as quinine and penicillin
  • Poisonous gas, guns, atomic weapons
  • Scientists and inventors facilitate the discovery and invention of new technologies often through exhaustive trial and error. These advances then are widely produced in the economic sector and spread from one culture to another.
New6.18B Explain how resources, economic factors, and political decisions affect the use of technology.

Explain

HOW RESOURCES, ECONOMIC FACTORS, POLITICAL DECISIONS AFFECT THE USE OF TECHNOLOGY

Including, but not limited to:

  • Resources
    • Societies that have access to resources that facilitate the production of technologies generally have the standard of living that allows for access to and use of those technologies.
  • Belief systems
    • Societies which have long-held beliefs about freedom of choice tend to embrace the use of technology, while more traditional cultures may use less technology.
  • Economic factors
    • The cost of design and development, construction, and operation of technology affects the access to technology and use of technology.
  • Political decisions
    • Societies which restrict the rights of citizen may also block use of technology, such as access to the Internet and other sources of information.
New6.18C Make predictions about future social, political, economic, cultural, and environmental impacts that may result from future scientific discoveries and technological innovations.

Make

PREDICTIONS ABOUT FUTURE SOCIAL, POLITICAL, ECONOMIC, CULTURAL, AND ENVIRONMENTAL IMPACTS FROM FUTURE DISCOVERIES AND INNOVATIONS

Including, but not limited to:

  • Predictions about future impacts could relate to the following:
    • Development of aerospace and communication technologies
    • Creation of alternative energy sources
    • Development of new medical and life-saving devices and/or drugs
New6.19 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:
New6.19A Differentiate between, locate, and use valid primary and secondary sources such as oral, print, and visual material, and artifacts to acquire information about various world cultures.

Differentiate between, Locate, Use

VALID PRIMARY AND SECONDARY SOURCES TO ACQUIRE INFORMATION ABOUT VARIOUS WORLD CULTURES

Including, but not limited to:

  • Oral materials
  • Print materials
  • Visual material
  • Artifacts
New6.19B 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.

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.
New6.19C Organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps.

Organize, Interpret

INFORMATION

Including, but not limited to:

  • Outlines
  • Reports
  • Databases
  • Visuals
    • Graphs
    • Charts
    • Timelines
    • Maps
New6.20 The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
New6.20A Answer geographic questions, including: Where is it located? Why is it there? What is significant about its location? How is its location related to the location of other people, places, and environments? Using latitude and longitude, where is it located?

Answer

GEOGRAPHIC QUESTIONS

Including, but not limited to:

  • Where is it located? Position on a map (absolute location vs. relative location), latitude and longitude
  • Why is it there? trade routes, altitude, availability of natural resources, transportation corridor
  • What is significant about its location? historically, economically, socially, politically
  • How is its location related to other people, places, and environment? conflicts, cultural diffusion, climate, availability of resources
  • Where do people live and not live? Why?
  • How does geography affect migration patterns?
  • What patterns are evident in the demographic make-up, language distribution, and distribution of religious groups in the world?
New6.20B Pose and answer questions about geographic distributions and patterns for various world regions and countries shown on maps, graphs, and charts.

Pose, Answer

QUESTIONS ABOUT GEOGRAPHIC DISTRIBUTIONS AND PATTERNS

Including, but not limited to:
Possible questions to pose related to any region of study.

  • How does climate affect settlement patterns (where people live) in this region/country?
  • How does physical geography affect settlement patterns (where people live) and migration patterns (where people move to and from) in this region/country?
  • How does physical geography facilitate/impede trade in this region/country?
  • How has physical geography affected the spread of languages, religions and ethnic groups?
New6.20C Compare various world regions and countries using data from maps, graphs, and charts.

Compare

WORLD REGIONS AND COUNTRIES

Including, but not limited to:
Possible comparisons to make

  • Levels of development
  • Standard of living
  • Voting participation
  • Types of economic activities
  • Levels of education
  • Gross domestic product
  • Settlement patterns over time
  • Demographics
  • Literacy rates
New6.20D Create and interpret regional sketch maps, thematic maps, graphs, and charts depicting aspects such as population, disease, and economic activities of various world regions and countries.

Create, Interpret

REGIONAL SKETCH MAPS, THEMATIC MAPS, GRAPHS, CHARTS

Including, but not limited to:

  • Creation of regional sketch maps by students
  • Thematic maps may depict population patterns, climate regions, language distribution, religious patterns, ethnic patterns, economic activities
  • Charts and graphs may depict birth rate, death rate, population growth rate, life expectancy, literacy level, GDP, average family size
New6.21 The student communicates in written, oral, and visual forms. The student is expected to:
New6.21A Use social studies terminology correctly.

Use

SOCIAL STUDIES TERMINOLOGY CORRECTLY

New6.21B Incorporate main and supporting ideas in verbal and written communication based on research.

Incorporate

MAIN, AND SUPPORTING IDEAS IN VERBAL AND WRITTEN COMMUNICATION BASED ON RESEARCH

New6.21C Express ideas orally based on research and experiences.

Express

IDEAS ORALLY BASED ON RESEARCH AND EXPERIENCES

New6.21D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research.

Create

WRITTEN AND VISUAL MATERIAL BASED ON RESEARCH

Including, but not limited to:

  • Journal entries
  • Reports
  • Graphic organizers
  • Outlines
  • Bibliographies
New6.21E Use effective written communication skills, including proper citations to avoid plagiarism.

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.
New6.19 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:
New6.19D Identify different points of view about an issue or current topic.

Identify

DIFFERENT POINTS OF VIEW ABOUT AN ISSUE OR CURRENT TOPIC
New6.22 The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:
New6.22A 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 06/17/2019
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