Hello, Guest!

Instructional Focus Document
Grade 6 Social Studies
TITLE : Unit 09: Tradition in a Modernizing World: East and Southeast Asia SUGGESTED DURATION : 10 days

Unit Overview

Introduction

In this unit students study about the culture region of East and Southeast Asia. This cultural region is characterized by traditional practices, yet societies in this region are very modern. East and Southeast Asia is home to a variety of economic systems, from a mixed economy in China, to free economies in Japan and South Korea to communism in North Korea.  Additionally the region is home to a variety of political systems, including the repressive dictatorship of North Korea, the constitutional monarchy of Japan, the city-state of Singapore, and the communist republic in China. An examination of East and Southeast Asia is important for understanding how the process of globalization facilitates economic and cultural change in the world.

Prior to this Unit

In the previous unit students learned about how culture unified and divided people living in South Asia.

During this Unit

In this unit students examine the traditional cultural patterns in East and Southeast Asia, the variety of political and economic systems in the region, and the cultural influences of globalization evident in the region. The variety of economic and political systems in the region allows for comparison of these systems within this 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 learn about the unique physical geographic factors that have influence culture in the Pacific Realm of Australia, New Zealand, and Oceania. 


Physical and human processes shape the patterns of the Earth’s surface.

  • In what ways is the Earth’s surface constantly being changed?

Economies develop to manage limited resources.

  • How have different economic systems addressed people’s wants and needs?
Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

The physical geography of East and Southeast Asia is characterized by rivers, coastlines and several archipelagos, which has promoted trade in the region for many years.

  • What is characteristic of the physical geography of East and Southeast Asia?
  • What major rivers are located in East and Southeast Asia?
  • What archipelagos are located in East and Southeast Asia?
  • What ports were important centers of trade in this region?
  • How does the Ring of Fire affect the physical geography of this region?
  • Why would navigable rivers and ports be important to economic development in this region?

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.

East and Southeast Asia is characterized by a variety of limited and unlimited governments.

  • What is similar and different about political systems in East and Southeast Asia?
  • Why is East and Southeast Asia home to such a variety of economic and political systems?

Political Patterns

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

East and Southeast Asia is home to a variety of economic patterns and a variation in the levels of development.

  • What is similar and different about economic systems in the region of East and Southeast Asia?
  • How have globalization, trade, and new technologies affected economic patterns in East and Southeast Asia?

Economic Patterns

  • Trade
  • Globalization
  • Economic Systems

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.

Cultural patterns in East and Southeast Asia reflect the influences of ancient traditions and modern globalization.

  • How is modern culture in East and Southeast Asia affected by ancient traditions?
  • What traditional practices are still part of culture in East and Southeast Asia?
  • How does art and architecture in East and Southeast Asia reflect ancient traditions?
  • What are some examples of new cultural traditions that have been introduced into East and Southeast Asia?
  • What has changed about the cultural landscape of East and Southeast Asia because of globalization, trade and new technologies?

Cultural Patterns

  • Belief systems
  • 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 not understand or perceive cultural or political differences between the countries of East Asia.
  • Students may not be aware of the long history of East Asian countries and their historical contributions to science and technology.
  • Students may know of Asia only as a continent, without understanding the size and scope of the region.
  • Students may not be aware of the geographic regions within Asia, seeing it as one large region rather than divided into sub-regions with shared characteristics.
  • Students likely do not know that Southeast Asia has the largest Islamic population in the world.

Unit Vocabulary

  • mixed economy – an economy that allows for both public and private ownership of businesses
  • city-state – a political division made up of a city and surrounding area
  • dictatorship – government where the leader has unlimited power and severely limits the rights of the citizens
  • communism – type of government where there is a command economy and rights of the people are limited
  • archipelago – a chain of islands
  • Ring of Fire – an area where large numbers of earthquakes and volcanic eruptions occur in the basin of the Pacific Ocean
  • globalization – the growing connectedness of different regions of the world resulting in the spread of culture, ideas, disease, goods, and technologies

Related Vocabulary

  • cultural landscape
  • tsunami
  • monsoon
  • imited government
  • unlimited government
  • factors of production
  • less developed
  • newly developed
  • more developed
  • command economy
  • human rights
  • cultural diffusion
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:

  • East and Southeast Asia
    • Political systems in the region vary from limited governments in Japan and South Korea, to unlimited governments in China and North Korea; China does have a fully republic system, only the communist party is able to participate in elections; limited government in Japan was instituted following World War II under the supervision of the United States, while communist leaders took control of China following World War II
    • Economic systems in the region also vary from free enterprise market systems in Japan, South Korea, and Taiwan to a mixed economy in China where many aspects of a free market system have been adopted yet the government controls large industries; a purely communist system distinguished by North Korea; historically the region has been part of global trade starting with the Silk Road, continuing with the development of the Indian Ocean Trade Complex, and the global complex following the rise of European powers in the 16th century
    • Many nations in the region are industrially developed including South Korea, Japan and China; China has experienced rapid industrialization in the latter half of the 20th century; trade relations with the West have influenced this pattern
    • Culturally the region has maintained traditional practices, including linguistic traditions, yet Japanese culture more so than others in the region has been influenced by western culture as a result of Japan building early trade relationships with western nations
    • New political systems have recently been established in Southeast Asia as the area was the focus of Cold War tensions and conflict; when these conflicts ended new systems emerged and continue to strive for stability
    • Economically Southeast Asia is characterized by trade, with a growing sector of manufacturing for western countries as the region supplies cheaper labor
    • Culturally Southeast Asia is home to those who practice Hinduism and Buddhism which spread to the region via trade systems as well as to a significant Muslim population, most notably in Indonesia which also spread by trade
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:

  • East and Southeast Asia
    • Landforms – Gobi Desert, Taklamakan Desert, Central Asian Plateau, Himalaya Mountains, Kunlun Mountains, Mt. Fuji, Malay Peninsula
    • Water bodies – Yellow Sea, Yellow River, Yangtze River, Pacific Ocean, East China Sea, South China Sea, Indian Ocean, Mekong River, Gulf of Thailand, Strait of Malacca
    • Urban centers – Beijing, Shanghai, Tokyo, Seoul, Pyongyang, Singapore, Phnom Penh, Hanoi, Jakarta, Kuala Lumpur, Manila, Bangkok, Rangoon
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:

  • East and Southeast Asia
    • People’s Republic of China, Republic of China (Taiwan), Japan, North Korea, South Korea, Indonesia
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:
New6.8B 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:
New6.9A Describe and compare examples of limited and unlimited governments such as constitutional (limited) and totalitarian (unlimited).

Describe, Compare

EXAMPLES OF LIMITED AND UNLIMITED GOVERNMENTS

Including, but not limited to:

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

East and Southeast Asia

  • China – suppression of public demonstrators, arrests of political dissidents, oppression in Tibet, limited access to Internet, imprisonment of Muslim Uighurs in “re-education” camps
  • Violence against political activists in Cambodia, Thailand, and Vietnam
  • Violence against religious minorities in Indonesia
  • Hindu extremist movements in India (anti-Sikh; anti-Muslim)
  • Myanmar – repression of protest, restricted Internet access

 

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.
New6.11 The student understands that the nature of citizenship varies among societies. The student is expected to:
New6.11B Explain how opportunities for citizens to participate in and influence the political process vary among various contemporary societies.

Explain

HOW OPPORTUNITIES FOR CITIZENS TO PARTICIPATE IN AND INFLUENCE POLITICAL PROCESS VARY

Including, but not limited to:

  • Limited governments tend to allow citizens more opportunities to influence the political process. Generally in these societies citizens are given opportunities to vote, organize political parties and civic groups, protest peacefully, speak freely in the press and in public and contact leaders. The trend in the twentieth century has been for more societies to expand opportunities for political participation.
  • Unlimited governments tend to allow fewer opportunities for citizens to participate in and influence the political process. In these societies some groups such as women may not be able to vote on a national level, free speech may be suppressed, and only one political party may be sanctioned.  Suppression of citizens’ opportunities to participate in the political process may result in large public protest, such as during the Arab Spring of 2010.
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
New6.16 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.
New6.17 The student understands the relationships among religion, philosophy, and culture. The student is expected to:
New6.17A Explain the relationship among religious ideas, philosophical ideas, and cultures.

Explain

RELATIONSHIP AMONG RELIGIOUS IDEAS, PHILOSOPHICAL IDEAS, CULTURES

Including, but not limited to:

  • New religious and philosophical ideas emerged as humans explored the nature of human existence and the nature of human relationships.
  • Cultures are distinguished by the religious ideas and/or philosophical ideas which have been adopted and passed on through generations.
  • Belief systems are considered an element of culture which influence cultural institutions and practices
  • Religious and philosophical ideas can influence the cultural landscape and institutions of a region such as with differences of architecture, organization of governments, and traditions among social groups.
New6.18 The student understands the influences of science and technology on contemporary societies. The student is expected to:
New6.18B Explain how resources, economic factors, and political decisions affect the use of technology.

Explain

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

Including, but not limited to:

  • Resources
    • Societies that have access to resources that facilitate the production of technologies generally have the standard of living that allows for access to and use of those technologies.
  • Belief systems
    • Societies which have long-held beliefs about freedom of choice tend to embrace the use of technology, while more traditional cultures may use less technology.
  • Economic factors
    • The cost of design and development, construction, and operation of technology affects the access to technology and use of technology.
  • Political decisions
    • Societies which restrict the rights of citizen may also block use of technology, such as access to the Internet and other sources of information.
New6.19 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...