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Instructional Focus Document
Grade 6 Social Studies
TITLE : Unit 03: A Legacy of Colonialism: Latin America SUGGESTED DURATION : 15 days

Unit Overview

Introduction

In this unit students study Latin America as a culture region. Latin American culture has been shaped by the process of cultural diffusion facilitated by colonialism, the Columbian Exchange, and the forced migration of Africans. This region is characterized by a cultural blending of traditions from indigenous populations, Africans, and Europeans. The region is also dominated by the use of Spanish and Portuguese and the traditions of Roman Catholicism. An examination of cultural patterns in Latin America is important for understanding the processes that bring about cultural change.

Prior to this Unit

Prior to this unit, students examined how the values of freedom influenced cultural patterns in the United States and Canada, as well as how immigration and colonization affect cultural patterns in that region.

During this Unit

In this unit students continue to study about how the processes of colonization and migration bring about cultural changes. Specifically, students examine Latin America’s physical geographic patterns, the cultural patterns of Latin America prior to the arrival of Europeans, and the cultural changes brought about by colonization and the Columbian Exchange. Additionally, students examine the architecture and arts of Latin America as they reflect a blending of cultural elements that characterize the region. Lastly, students learn about how economic development and human environmental interaction are intertwined in Latin America. 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 learn about the processes that have unified Europe as a cultural region.


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

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

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)

Latin America can be divided into several physical geographic regions and is characterized by a variety of landscapes and climates.

  • What four geographic regions are included in Latin America?
  • What types of landscapes are found in Latin America?
  • What types of climates and ecosystems are located in Latin America?
  • How does the climate of areas near the equator differ from areas farther away from the equator?

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.

Before the arrival of European colonists to Latin America, many indigenous cultures thrived in the region, including the Maya, Inca, and Aztecs.

  • What was characteristic about the institutions of Latin American indigenous populations?
  • How is culture in Latin America influenced by indigenous cultures?
  • How did colonization impact the lives of indigenous groups in this region?

Cultural Patterns

  • Community

Political Patterns

  • Colonization
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.

The process of colonization and the Columbian Exchange created new cultural patterns in Latin America.

  • What is characteristic about culture in Latin America?
  • How did colonization and the Atlantic slavery trade impact culture in Latin America?
  • What new products were brought to this region because of the Columbian Exchange?
  • What cultural holidays are celebrated in Latin America?

Political Patterns

  • Colonization

Historical Processes

  • Diffusion
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.

The architecture, art, music, literature and lifestyles in Latin America reflect the process of cultural diffusion.

  • What are some examples of how cultural diffusion created new artistic patterns in Latin America?
  • What is characteristic about art and architecture in Latin America?
  • What is characteristic about music in Latin America?
  • How does culture in Latin America reflect the contributions of Africans, indigenous peoples, and Europeans?

Cultural Patterns

  • Artistic Expressions

Historical Processes

  • Diffusion
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.

Latin America is rich in natural resources which impacts human interactions with the environment and economic development in the region.

  • What natural resources are found in Latin America?
  • In what ways have humans modified the environment in Latin America?
  • Why have humans modified the environment in Latin America?

Economic Patterns

  • Resources

Spatial Patterns

  • 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.

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 often see Mexico as monolithic and lacking in diversity.
  • Students may assume that Brazil is primarily the Amazon.
  • Students may assume that all of Latin America is Spanish-speaking.
  • Students lack familiarity with the slave trade in Latin America as opposed to North America.

Unit Vocabulary

  • demography – the study of human population in terms of numbers, especially birth rates, death rates, ethnic composition, age and gender distributions
  • cultural diffusion – the process of spreading cultural traits from one region to another
  • Columbian Exchange –an interchange of plants, animals, disease, people, and culture between the Western and Eastern hemispheres following the voyages of Columbus
  • deforestation – clearing forests to use the area for other purposes
  • renewable resource – refers to a natural resource that can be replenished naturally
  • non-renewable resource – refers to natural resources that cannot be remade or replenished

Related Vocabulary

  • indigenous
  • mural
  • natural resources
  • colonization
  • mulattos
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:

  • Latin America
    • Political system vary across governments in Latin America as various nations achieved independence from European powers at different times; some nations have faced revolutions and dictatorships creating challenges in establishing limited, democratic governments
    • Predominately Spanish speaking because of colonization by the Spain; some Caribbean islands colonized by France hence French is spoken, such as Haiti; Belize was a British colony where English primarily is spoken; in Brazil official language is Portuguese again a result of colonization
    • Blended culture and society because of the mixing of enslaved Africans, American Indian tribes and European colonizers to the region; the region received more enslaved Africans that did other regions including the United States via the trans-Atlantic slavery trade
    • Roman Catholicism predominate religion in the region traced to Spanish colonization; Caribbean islands exhibit a variety of religious practices that blend traditions brought by enslaved Africans and mixed with Catholic traditions
    • Economic systems tend to rely on the extraction of natural resources, such as mining in Peru, as the region was the supplier for colonial powers; Brazil has made significant economic development; Argentina developed ranching activities on a wide scale after the introduction of cattle and horses to the region in the Columbian Exchange
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:

  • Cultural traditions in South America and the Caribbean were drastically influence by the enslaved Africans brought to the region. These traditions mixed with European and indigenous influences and are reflected in dance and music, such as the rumba, steel drums, calypso music in the Caribbean and the samba in Brazil.
  • Britain introduced soccer to Latin America.
  • Maya, Aztec and Inca cultures influence contemporary societies in South America, reflected in architecture, terrace farming, and cultural practices such as Dia de Los Muertos
New6.2B Describe the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present.

Describe

SOCIAL, POLITICAL, ECONOMIC, AND CULTURAL CONTRIBUTIONS OF INDIVIDUALS AND GROUPS FROM VARIOUS SOCIETIES

Including, but not limited to:

  • Latin America
    • Many agricultural products originated in the region and spread via the Columbian Exchange, including potatoes
    • Europeans built Catholic cathedrals in Latin America
    • Spread cattle ranching practices of the Argentinian vaqueros
    • Incas contributed the practice of terrace farming
    • Artistic mural art from Mexico, especially the work of Diego Rivera
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:
New6.3A Identify and explain the geographic factors responsible for patterns of population in places and regions.

Identify, Explain

GEOGRAPHIC FACTORS RESPONSIBLE FOR PATTERNS OF POPULATION

Including, but not limited to:

  • Access to and availability of water – populations tend to cluster near bodies of water for sustaining agriculture as well as for use as transportation corridors
  • Availability of arable land – necessary to support agriculture and thereby populations
  • Availability of natural resources – need to sustain economic development for populations
  • Economic opportunities – populations concentrate in regions with access to jobs; populations migrate to regions with access to jobs
  • Favorable climate conditions – populations tend to concentrate in warmer climate regions
  • Common culture – population patterns reveal that ethnic groups tend to cluster together       
  • Physical geography – population patterns are affected by the location of landforms that facilitate settlement, such as plains and natural harbors and those which are barriers to settlement, such as mountains and forests
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.
  • Latin America
    • Spanish and Portuguese migration resulted in the spread of new languages, demographic changes, spread of Catholicism, and new cultural traditions to the region.
    • Forced migration of enslaved Africans to the region affected the cultural and demographic characteristics of the region, with mixed ethnicities resulting. (i.e. mestizos, mulattos)
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:

  • Latin America
    • Landforms – Yucatán Peninsula, Baja Peninsula, Isthmus of Panama, Antilles, Maya Mountains, Amazon Basin, Andes Mountains, Atacama Desert, Pampas, Patagonia
    • Water bodies – Gulf of Mexico, Rio Grande River, Caribbean Sea, Amazon River, Atlantic Ocean, Pacific Ocean, Lake Titicaca
    • Urban centers – Mexico City, Monterrey, Panama City, Havana, Guatemala City, San Jose, San Salvador, Port-au-Prince, Rio de Janeiro, São Paulo, Bogotá, Santiago, Caracas, Buenos Aries, Quito
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:

  • Latin America
    • Mexico, Brazil, Peru, Argentina, Chile
New6.5 The student understands the impact of interactions between people and the physical environment on the development and conditions of places and regions. The student is expected to:
New6.5C Identify and analyze ways people have modified the physical environment such as mining, irrigation, and transportation infrastructure.

Identify, Analyze

WAYS PEOPLE HAVE MODIFIED THE PHYSICAL ENVIRONMENT

Including, but not limited to:

  • Mining – allows for the extraction of natural resources; may result in erosion of the soil, pollution of soil, ground water, and surface water
  • Irrigation – allows for the expansion of farming and ranching into areas that lack water resources
  • Transportation infrastructure – allows for the increasing movement of people and products via canals, highways, airports
  • Deforestation – removing forests for the expansion of commercial ventures including agriculture, most notable in Amazon River region of Brazil
  • Diverting water sources – Aral Sea has shrunk considerably in size because of a policy to divert water from two rivers which supplied the sea
  • Desertification – results from overgrazing as well as diverting water sources, such as with Lake Chad
  • Dams – allows for flood control and the production of hydroelectricity, examples include Three Gorges Dam (China), Aswan (Egypt), Ataturk (Turkey)
  • Ozone hole created by chemicals – Australia and New Zealand most effected as the populations in this region are experiencing higher rates of skin cancer as a result of exposure to ultra-violet rays; public health campaign has been instituted to alert people in the region to the danger of sun exposure and promote the use of sunscreen
  • Overfishing in Pacific Islands
New6.6 The student understands the factors of production in a society's economy. The student is expected to:
New6.6B Identify problems that may arise when one or more of the factors of production is in relatively short supply.

Identify

PROBLEMS THAT MAY ARISE WHEN FACTORS OF PRODUCTION ARE IN SHORT SUPPLY

Including, but not limited to:

  • Natural resources in short supply – if the demand is high such as with petroleum, countries have to rely on other nations that may have an overabundance of that resource. This often leads to inflated prices on natural resources with high demand. Some countries develop economies based predominately on one crop (monoculture).
  • Labor in short supply – results in migration, outsourcing, enslavement of people
  • Capital in short supply – countries remain underdeveloped, foreign investment may result in multi-national influence on a nation’s economic system
  • Entrepreneurs in short supply – countries that are unable to provide for public education and are underdeveloped will likely not have entrepreneurs willing to invest in the region; lack of job creation or innovation in industries
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.
New6.15 The student understands relationships that exist among world cultures. The student is expected to:
New6.15A Identify and describe means of cultural diffusion such as trade, travel, and war.

Identify, Describe

MEANS OF CULTURAL DIFFUSION

Including, but not limited to:

  • Trade – merchants established entrepôts and enclaves at different ports and trading centers and the contact between merchants and people at these trade centers learn about one another’s culture, such as along the Silk Routes, and  Indian Ocean Trade Complex
  • Travel – as people migrate to other regions culture is diffused to other regions; visitors to a region gain a better understanding of the culture of a region
  • War – when a victorious society conquered territory a new political and cultural patterns are imposed on the region; soldiers deployed to an region learn about the culture of that region
New6.15B Identify and describe factors that influence cultural change such as improvements in communication, transportation, and economic development.

Identify, Describe

FACTORS THAT INFLUENCE CULTURAL CHANGE

Including, but not limited to:

  • Improvements in communication – facilitates the spread of ideas, especially with the advent of the Internet, which allows for communication across national borders more easily
  • Transportation – facilitates travel and migration coupled with cultural diffusion; allows for the movement of goods to more places
  • Economic development – facilitates the ability to access communication and transportation to a wider degree, hence promoting cultural diffusion; cultural landscapes begin to look similar with economic development reaching more places
New6.15D Identify the impact of cultural diffusion on individuals and world societies.

Identify

IMPACT OF CULTURAL DIFFUSION ON INDIVIDUALS AND WORLD SOCIETIES

Including, but not limited to:

  • Latin America
    • Cultural diffusion in the region resulted in the creation of new societies that mixed indigenous culture with African culture and European culture.
    • New language patterns emerged with the introduction of European languages.
    • New religious practices emerged blending features from indigenous culture with African practices and Catholicism in the Caribbean. Catholicism spread to most of Latin America.
New6.16 The student understands the relationship that exists between the arts and the societies in which they are produced. The student is expected to:
New6.16A Explain the relationships that exist between societies and their architecture, art, music, and literature.

Explain

RELATIONSHIPS BETWEEN SOCIETIES AND THEIR ARCHITECTURE, ART, MUSIC, AND LITERATURE

Including, but not limited to:

  • Societies produce architecture, art, music and literature that reflect the cultural values of that society. For example the Gothic cathedrals that reflect the influence of Christianity in European culture; landscape paintings produced by artists in East Asia reflect the idea of living in harmony with nature, which is consistent with philosophical beliefs that originated in this region. African folktales which encompass a range of myths, proverbs, and poetry reflect the oral traditions of African cultures.  An artistic heritage of using natural materials is reflected in the sculpture and carvings of African cultures.
  • Artists are impacted by the culture and time period in which they live. For example the humanist influence that is reflected in many works of the European Renaissance.
  • Artists also influence cultures with the art, music and literature they produce. For example the murals of Diego Rivera and the works of Frida Kahlo which showcased Mexican workers and indigenous people.
  • Societies use architecture, art, music and literature as a means of communicating values. For example the architectural monuments in Europe like the Eiffel Tower, Arc de Triomphe and the Brandenburg Gate; the temples that are a part of the India’s cultural landscape communicate the importance of Hinduism in Indian society. Government buildings in South Asia also mirror temple architecture.
New6.16B Describe ways in which contemporary issues influence creative expressions.

Describe

WAYS SOCIETAL ISSUES INFLUENCE CREATIVE EXPRESSIONS

Including, but not limited to:

  • Contemporary issues related to human rights, war, and social change often influence creative expressions. For example the works of Diego Rivera were influenced by what he saw as a lack of rights for workers. During World War I an extensive body of poetry was produced by soldiers experiencing trench warfare. Writers such as Nigerian author Chinua Achebe, who wrote about colonialism in Nigeria, respond to the cultural and social changes they witness.
New6.16C Identify examples of art, music, and literature that convey universal themes such as religion, justice, and the passage of time.

Identify

EXAMPLES OF ART, MUSIC, LITERATURE THAT CONVEY UNIVERSAL THEMES

Including, but not limited to:

  • A universal theme refers to an idea that applies to anyone in any culture and at any time. Universal themes tend to deal with basic human concerns or the human condition.
    • Religious themes are evident in Renaissance art and literature
    • The human condition is the focus of many of the art and literary works of the Romantic and Realist period
    • Many operas convey universal themes, especially related to love
    • Folktales and fables reflect the human concerns of many societies
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
New6.19D Identify different points of view about an issue or current topic.

Identify

DIFFERENT POINTS OF VIEW ABOUT AN ISSUE OR CURRENT TOPIC
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

New6.21D 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.
New6.21 The student communicates in written, oral, and visual forms. The student is expected to:
New6.21C Express ideas orally based on research and experiences.

Express

IDEAS ORALLY BASED ON RESEARCH AND EXPERIENCES

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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