Hello, Guest!

Instructional Focus Document
Grade 6 Social Studies
TITLE : Unit 07: Facing Challenges: Sub-Saharan Africa SUGGESTED DURATION : 10 days

Unit Overview

Introduction

In this unit students study about Sub-Saharan Africa as a culture region. Cultural patterns in Sub-Saharan Africa have changed following the decolonization of the region in the twentieth century.  Culture in the region was greatly impacted by colonization and today the region continues to be challenged to establish stable political, economic and social systems.  Physical geography of the region also presents challenges to creating sustainable economic development.  This unit presents students with an opportunity to compare and contrast the geographic patterns of Sub-Saharan Africa with those of Latin America, including the physical geography. Both regions’ political, economic, and cultural patterns were impacted by colonization and both have established new, yet sometimes differing patterns, following the end of colonization. An examination of Sub-Saharan Africa is important for understanding how physical geography impacts economic development and how colonization impacts current human geographic patterns.

Prior to this Unit

In the previous unit, students examined the influence of religion and the availability of resources on culture in Southwest Asia.

During this Unit

In this unit students examine the challenges faced by Sub-Saharan Africa after decolonization. Students study about how the physical geography of Sub-Saharan Africa affects economic development in the region, how decolonization contributed to instability in Sub-Saharan Africa, how ethnic divisions resulted in human rights abuses in the region, and about the rich cultural traditions evident in the region. All social studies skills expectations are included in this unit to support the historical inquiry process that should be incorporated into classroom instruction and assessment.

After this Unit

In the next unit students study about the cultural patterns of unity and division in South Asia. 


Interactions among humans lead to change.

  • How does the world change as people become more connected?

Competition for power over territory, resources, and people leads to tension and conflict.

  • Why have societies not been successful at avoiding conflict?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

A variety of physical geographic features create challenges for economic development in Sub-Saharan Africa.

  • What is characteristic of the physical geography of Sub-Saharan Africa?
  • What challenges does the physical geography of Sub-Saharan Africa pose to the movement of goods and people in the region?
  • How does physical geography impact the settlement/population patterns in Sub-Saharan Africa?
  • What parts of Sub-Saharan Africa benefit economically because of favorable physical geography?
  • What is characteristic about economic development patterns in Sub-Saharan Africa?

Spatial Patterns

  • Physical Geographic Processes/Landforms

Economic Patterns

  • Resources
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.

New political patterns created in Sub-Saharan Africa following decolonization contributed to instability in the region. 

  • How were the boundaries of the Sub-Saharan African nations created?
  • What political and social problems characterized many nations in Sub-Saharan Africa after gaining independence?
  • How did a history of colonization and imperialism affect cultural and economic patterns in Sub-Saharan Africa?

Spatial Patterns

  • Regions/Borders

Political Patterns

  • Colonization
  • Imperialism
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.

Ethnic divisions and tensions in Sub-Saharan Africa have resulted in human rights abuses.

  • How did a policy of apartheid affect cultural and political patterns in South Africa?
  • Why did ethnic tensions in Rwanda, the Sudan, and Nigeria result in human rights abuses?
  • What is characteristic of the ethnic divisions in Sub-Saharan Africa today?
  • How have leaders in Sub-Saharan Africa worked to address human rights?

Cultural Patterns

  • Ethnicity
  • Prejudice and Discrimination

Political Patterns

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

Culture in Sub-Saharan Africa reflects a rich heritage of traditional influences and the impact of colonialism.

  • How does art and music in Sub-Saharan Africa reflect the beliefs and values of the people?
  • What is characteristic of traditional art, music, and dance in Sub-Saharan Africa?
  • Why are folktales and storytelling an important tradition in African culture?
  • What aspects of African culture resulted from colonization?

Cultural Patterns

  • 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.

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 see “Africa” as one monolithic culture and not be aware of the number of nations and cultural groups contained within.
  • Students may know about little more than violence and poverty in Africa.
  • Students may think of Africa as completely undeveloped and only as jungles, plains of roaming wild animals, safaris, etc.
  • Students may know little of Africa’s long history and achievements.

Unit Vocabulary

  • apartheid – a system of legal racial segregation that existed in South Africa between 1948 and 1993, under which the rights of the majority ‘non-white’ inhabitants of the country were restricted
  • human rights – universal rights possessed by all people in the world because they are a human being
  • escarpment – physical geographic feature characterized by sharp cliffs caused by erosion, such as the Great Rift Valley
  • desertification – process where fertile land turns into desert, usually caused by overgrazing
  • genocide – systematic killing of a particular ethnic group
  • refugees – migrant people who flee their homelands to escape disaster, persecution, or war
  • erosion – physical process in which soil and rock is moved by wind or water

Related Vocabulary

  • ethnic conflict
  • factor of production
  • less developed
  • newly developed
  • more developed
  • subsistence farming 
Unit Assessment Items System Resources

Show this message:

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:

  • Sub-Saharan Africa
    • Political systems vary, but generally limited governments are emerging in the region, which has struggled to establish stable political systems  following the end of European colonization in the mid-20th century
    • Most nations have adopted market economic systems and are primary exporters of natural resources with little industrial development in the region, again a legacy of colonization as suppliers of raw materials to colonial powers
    • Ethnic conflict plagues the region as boundaries drawn by the European colonial powers did not take into account tribal histories; increasingly conflicts over access to resources are developing along religious lines, such as in Nigeria and Sudan; apartheid in South Africa exemplifies the ethnic conflict that resulted from colonization
    • The region is characterized by a variety of ethnic tribal groups and a variety of languages, yet English and French are spoken widely because of the influence of colonization
    • Christianity and Islam are both practiced in the region, with Islam spreading to the region with trade in the 13th century and Christianity spreading to the region with European colonization and later missionary expeditions
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:

  • Sub-Saharan Africa – European colonization contributed to ethnic division, such as apartheid in South Africa and ethnic violence in Rwanda
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:

  • Sub-Saharan Africa
    • Cultural contributions in art, music, dance, and oral storytelling
    • Leaders such as Nelson Mandela and Desmond Tutu promote equality of opportunity for all people
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:
New6.3C 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:

  • Sub-Saharan Africa
    • Landforms – Sahara Desert, Madagascar, Cape of Good Hope, Mt. Kilimanjaro, Great  Rift Valley
    • Water Bodies – Nile River, Congo River, Lake Victoria, Atlantic Ocean, Indian Ocean
    • Urban centers – Cape Town, Mogadishu, Nairobi, Dakar, Lagos, Abuja
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:

  • Sub-Saharan Africa
    • South Africa, Nigeria
New6.4 The student understands how geographic factors influence the economic development and political relationships of societies. The student is expected to:
New6.4A Explain the geographic factors responsible for the location of economic activities in places and regions.

Explain

GEOGRAPHIC FACTORS RESPONSIBLE FOR THE LOCATION OF ECONOMIC ACTIVITIES

Including, but not limited to:

  • Physical geographic factors – favorable climate conditions, access to fertile soil, access to water, access to natural resources
  • Human geographic factors – availability of labor, access to capital resources, proximity to transportation corridors for moving both products and consumers, availability of energy sources, political stability
New6.4B Identify geographic factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence a society's political relationships.

Identify

GEOGRAPHIC FACTORS THAT INFLUENCE SOCIETY’S POLITICAL RELATIONSHIPS

Including, but not limited to:

  • Location and physical features
    • Particular locations, such as near water make it easy to delineate physical borders of a territory.
    • Countries which are landlocked may find it difficult to delineate boundaries and may have to gain permission to access other regions, making economic development difficult.
    • Countries located in high mountain ranges may find it difficult to develop economically, yet may be protected from invasion.
  • Transportation corridors and barriers
    • Transportation corridors facilitate economic development as influence political relationships between trading partners.
    • Barriers to transportation such as deserts may provide protection from invasion, yet may also make it difficult to provide for communication across a territory.
  • Distribution of natural resources
    • Societies rich in natural resources have the potential for economic development, which influences political relationships with trade partners in need of those natural resources. Societies rich in natural resources may be able to isolate from other societies.  
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:
New6.5A Describe ways people have been impacted by physical processes such as earthquakes and climate.

Describe

WAYS PEOPLE HAVE BEEN IMPACTED BY PHYSICAL PROCESSES

Including, but not limited to:

  • Impact of earthquakes
    • Earthquakes cause significant damage to property and loss of lives as well as produce tsunamis, immense ocean waves which also cause severe damage and loss of lives.
    • When earthquakes happen in nations that lack financial resources, people can be displaced from their homes for years and economic activities are disrupted.
  • Impact of climate
    • Climate is a pattern of the combination of precipitation and temperature over time. This combination produces distinct climate regions. There are five major categories of climate; polar, temperate, tropical, arid, and highland along with many sub categories within these larger groups.
    • Climate affects the creation of biomes or ecosystems, which are defined by a specific community of plants and animals that inhabit that region. Biomes are classified into four main categories: forests, grasslands, deserts, and tundra.
    • Humans must adapt to the climate in which they live and human lifestyles are impacted by the climate in which they live. For example people living in polar climates participate in different outdoor activities as compared to people living in tropical regions.
    • The variation in biomes created by climate impacts availability of natural resources, diets, clothing, dwellings, and economic activities of people
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
New6.8 The student understands categories of economic activities and the data used to measure a society's economic level. The student is expected to:
New6.8B 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
New6.9 The student understands the concepts of limited and unlimited governments. The student is expected to:
New6.9C Identify and describe examples of human rights abuses by limited or unlimited governments such as the oppression of religious, ethnic, and political groups.

Identify, Describe

HUMAN RIGHTS ABUSES BY GOVERNMENTS

Including, but not limited to:

  • Human rights, as defined by the U.N. Commission for Human Rights, are rights inherent to all human beings, without distinction as to race, color, gender, language, religion, political or other opinion, national or social origin, property, birth or other status.
  • Governments abuse human rights when they directly engage or ignore violations within their borders.

Sub-Saharan Africa

  • Civil war/ethnic conflict- Rwanda, Burundi genocides, Congo
  • Extreme enforcement of religious principles on a nation
  • Persecution of Christians under Islamic law in Sudan
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
Loading
Data is Loading...