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Instructional Focus Document
Grade 6 Social Studies
TITLE : Unit 04: We Are Family: Europe SUGGESTED DURATION : 15 days

Unit Overview

Introduction

In this unit, students study Europe as a cultural region. Europe’s feudal past contributed to the creation of small political entities, yet the region is unified by many common cultural characteristics. These characteristics include common religious, linguistic, and historical patterns. Throughout the 20th century Europeans have struggled with conflict and cooperation, highlighted by two world wars and eventually the creation of the European Union. The region also benefits from a physical geography that has facilitated economic growth. An examination of European culture is important for understanding the challenge faced by cultures to maintain a unique character while still embracing unity.

Prior to this Unit

Prior to this unit, students learned about how the process of cultural diffusion facilitated by colonization created distinct cultural patterns in Latin America.

During this Unit

In this unit, students examine the shared culture of Europeans, how physical geography impacted economic development in Europe, how during the twentieth century Europeans have struggled with world conflicts, and how the European Union facilitated unity in the region. Additionally, students learn about the continuing challenge to assimilate immigrants in Europe. 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 Russia and the Eurasian Republics as a culture region characterized by a pattern of political empires controlling many ethnic groups that inhabit the region. 


 Culture serves to unify people.

  • What commonalities bind people together as a group?

Humans have a complex relationship with the environment.

  • What is characteristic of the interactions between humans and the environment?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

Europe is divided into many nations that share a common culture, which is reflected in the art, literature, and architecture of the region.

  • What cultural traits are shared by Europeans?
  • How is European culture reflected in art, literature and architecture?
  • What architecture is common to the European cultural landscape?
  • What historical traditions unify Europeans into a culture group?
  • What ethnic differences divide Europeans into many groups?

Cultural Patterns

  • Language
  • Belief Systems
  • Artistic Expressions
  • Customs/Traditions
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.

Physical geography has facilitated economic development in Europe.

  • What is characteristic about physical geographic patterns in Europe?
  • How does Europe’s physical geography impact economic development and the location of economic activities?
  • What is characteristic of the standard of living in Europe?

Economic Patterns

  • Resources
  • Factors of Production
  • Levels of Development
  • Globalization

Spatial Patterns

  • Location
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.

Conflict and cooperation characterize twentieth century historical patterns in Europe, including two world wars and the creation of the European Union.

  • Why did two world wars start in Europe?
  • Why was the European Union formed?
  • How does the European Union unify Europeans?
  • Why do some nations not support the idea of a European Union?
  • How do the governments in Europe compare to the United States and Canada?

Historical Process

  • Conflict/ Cooperation

Political Patterns

  • Nationalism
  • Supranational Organization
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.

Creating cultural unity continues to be a challenge in Europe.

  • How is immigration in Europe different from immigration in the United States and Canada?
  • What challenges are Europeans facing because of migration?
  • How are some European nations responding to a growing number of ethnic groups in the region?

Historical Processes

  • Diffusion

Cultural Patterns

  • Demographics
  • Convergence/Divergence

Spatial Patterns

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

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

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

MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS

  • Students may associate Europe mainly with its tourist attractions (Eiffel Tower, Leaning Tower of Pisa, etc.).
  • Students often know little about the European Union and what it means to be a member.
  • Students often know little about the demographics of contemporary Europe, and the changes caused by migration from former colonial holdings.

Unit Vocabulary

  • ethnicity – a group that shares common cultural traits, such as language
  • nationalism – an extreme devotion to a country characterized by a lack of questioning of state authority
  • assimilation – adopting new cultural practices, generally from a dominate culture group
  • supranational organization – a collection of multiple states that make up a larger groupthat goes beyond national boundaries
  • transportation corridor – an area of land that includes lines of transportation, like railroads, highways, canals
  • peninsula – a piece of land that is connected to a mainland and is surrounded on three sides by water
  • standard of living – refers to the wealth and purchasing power of a particular group
  • literacy – the ability to read and write
  • factors of production – conditions needed to create goods and services in an economy, generally land, labor, and capital
  • monumental architecture – large man-made structures generally created for the public to remember an event or individual

Related Vocabulary

  • cultural diffusion
  • multiculturalism
  • cooperation
  • retail
  • manufacturing
  • more developed
  • newly developed
  • less developed
  • migration
  • service industries
Unit Assessment Items System Resources

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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:

  • Europe
    • Politically the region is divided into a number of nation-states because of a history of feudal warfare, yet many of these nations states are united economically and politically into the European Union, which developed in response to the world wars that had taken place in Europe
    • Limited governments are characteristic; generally parliamentarian systems; some constitutional monarchies; influenced by the democratic traditions of the ancient Greeks and Romans and thinkers of the Enlightenment
    • The region is characterized by ethnic and linguistic diversity because of the historical migration of Germanic tribes across the Northern European Plains, yet most of the languages are part of the Indo-European language family and English is spoken by most people in the region; many living in Europe speak multiple languages
    • Economically the region is highly industrialized as industrialization originated in the region; most nations are characterized by market economies with state ownership of some major industries such as health care and utilities
    • Culturally the region shares a common history marked by the spread of traditions from classical Greece and Rome and the spread of Christianity which unifies the region (cultural convergence); the region’s plurality of ethnic groups is also reflected in division (cultural divergence), such as in the Balkans
New6.1B Analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions.

Analyze

HISTORICAL BACKGROUNDS OF SOCIETIES

Evaluate

RELATIONSHIP BETWEEN PAST CONFLICTS AND CURRENT CONDITIONS

Including, but not limited to:

  • Europe – from a desire to avoid the conflicts that led to World War II, European nations acted to grow closer resulting in the formation of the European Union.
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:
New6.2B 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:

  • Europe
    • Ancient Greeks promoted ideas of democratic traditions
    • Enlightenment ideas about social contract, protection of rights, and separation of powers that influenced political developments in the world spread from the region
    • Industrialization spread from the region 
    • Scientific leaders such as Newton, Marie Curie, and Einstein contributed to human knowledge
    • Contributed to various artistic movements, including Romanticism, Realism, Impressionism, and Cubism
    • Architectural styles spread to the Americas
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.
  • Europe
    • Migration of Muslims to the region has resulted in a cultural landscape where mosques are built, as well as tension about cultural practices, such as wearing veils.
    • Migration within the European Union has resulted in a pattern of east-to-west migration and some growing tension between those migrating for jobs and those in areas experiencing unemployment.
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:

  • Europe
    • Landforms – North European Plain; peninsulas – Balkan, Scandinavia, Iberian, Apennine, Jutland; mountain ranges – Alps, Apennines, Pyrenees
    • Water bodies – Atlantic Ocean, Mediterranean Sea, Adriatic Sea, Aegean Sea, Baltic Sea, Arctic Ocean, North Sea, Rhine River, Danube River, Bay of Biscay, Strait of Gibraltar, English Channel
    • Urban centers – London, Paris, Madrid, Athens, Berlin, Oslo, Frankfurt, Amsterdam
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:

  • Europe
    • France, Germany, United Kingdom, Italy, Spain, Norway, Sweden
New6.6 The student understands the factors of production in a society's economy. The student is expected to:
New6.6A Describe ways in which the factors of production (natural resources, labor, capital, and entrepreneurs) influence the economies of various contemporary societies.

Describe

WAYS FACTORS OF PRODUCTION INFLUENCE ECONOMIES

Including, but not limited to:

  • Europe
    • The region is characterized by industrialized/developed economic systems. The region has access to all the factors of production on a large scale and the result is a developed manufacturing sector. Migration within the region is supplying labor to needed areas. Labor pool tends to have high levels of education.
New6.6C Explain the impact of the distribution of resources on international trade and economic interdependence among and within societies.

Explain

IMPACT OF THE DISTRIBUTION OF RESOURCES ON INTERNATIONAL TRADE AND ECONOMIC INTERDEPENDENCE AMONG AND WITHIN SOCIETIES

Including, but not limited to:

  • The distribution of resources creates trade relationships between societies that have resources that are in demand by societies that do not have those resources. For example the interdependence of societies has increased over time as the demand for energy sources, most significantly oil, has grown over time. 
  • Today the parts for many products are produced in a variety of places to be assembled in one location. This contributes to the economic interdependence among societies.
New6.7 The student understands the various ways in which people organize economic systems. The student is expected to:
New6.7A Compare ways in which various societies organize the production and distribution of goods and services.

Compare

WAYS IN WHICH SOCIETIES ORGANIZE PRODUCTION AND DISTRIBUTION OF GOODS AND SERVICES

Including, but not limited to:

  • Traditional economies – Custom and tradition determines what is to be produced; products are owned by families, or the entire village. Distribution of goods and services are kept locally.
  • Free market capitalism – Production and distribution of goods and services is based on private ownership and response to consumer demand.
  • Socialism – The government owns some factors of production, usually the major industries along with private ownership of some businesses.
  • Communism – National ownership of all production and distribution of goods and services.
  • Command economy – State directs the economic system, central government controls industry, such as in Cuba and North Korea.
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
New6.8B Describe levels of economic development of various societies using indicators such as life expectancy, gross domestic product (GDP), GDP per capita, and literacy.

Describe

LEVELS OF ECONOMIC DEVELOPMENT USING INDICATORS

Including, but not limited to:

  • Less developed- refers to the nations with the lowest indicators of development; generally characterized by high poverty rates, low GDP, low life expectancy rates, low literacy rates and high infant mortality rates
  • Newly developed- refers to nations that are experiencing economic shifts towards more industrialization and exportation of products; generally characterized by rising rates of urbanization and data that is not as low as those in less developed nations, but not as high as data indicators in more developed nations
  • More developed –refers to nations with highly industrialized economies; generally characterized by low rates of poverty, high GDP, high life expectancy rates, high literacy rates and low infant mortality rates
New6.10 The student understands various ways in which people organize governments. The student is expected to:
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.
New6.13 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.
New6.13D Identify and explain examples of conflict and cooperation between and among cultures.

Identify, Explain

EXAMPLES OF CONFLICT AND COOPERATION BETWEEN AND AMONG CULTURES

Including, but not limited to:

  • Europe
    • European Union (UN) and North Atlantic Treaty Organization (NATO) as an examples of cooperation
    • Ethnic groups in the Balkans region as an example of conflict
    • Turks in Germany and Muslims in France as examples of conflict
    • Roma throughout Europe as an example of conflict
New6.15 The student understands relationships that exist among world cultures. The student is expected to:
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:

  • Europe
    • Europe has also been on the receiving end of cultural diffusion due to migration from former colonies and other places. There are a number of South Asians in Britain; Africans in France. Non-colonial relationships include Turks in Germany, Afghans and Kurds and Iranians in Netherlands and Scandinavia.
    • Some tensions have emerged as governments sought to address Muslim practices, such as wearing of the hijab (veil).
    • Cultural diversity has emerged in the region.
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.
New6.16C 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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