INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Social Studies · Grade 06 Social Studies Unit 01 Exemplar...
Transcript of INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Social Studies · Grade 06 Social Studies Unit 01 Exemplar...
INSTRUCTIONAL FOCUS DOCUMENTGrade 6 Social Studies
UNIT : 01 TITLE : Unit 01: North America SUGGESTED DURATION : 15 days
State Resources:
IFD Legend
Bold, italic black: Knowledge and Skill Statement (TEKS)
Bold black: Student Expectation (TEKS)
Blue: Supporting information / Clarifications and notes from CSCOPE (Specificity)
Italics blue: provides unit level clarification
Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future units
EXEMPLAR LESSONS RUBRIC(S) FOR PERFORMANCE INDICATORS UNIT TEST
Grade 06 Social Studies Unit 01 Exemplar Lesson 01:
Culture of the United States
Grade 06 Social Studies Unit 01 Exemplar Lesson 02:
Canada
Grade 06 Social Studies Unit 01 Exemplar Lesson 03:
Mexico
Grade 06 Social Studies Unit 01 Exemplar Lesson 04:
Characteristics of a Region
Grade 06 Social Studies Unit 01 Rubric 01
Grade 06 Social Studies Unit 01 Rubric 02
Grade 06 Social Studies Unit 01 Rubric 03
Grade 06 Social Studies Unit 01 Rubric 04
Social Studies Grade 06 Unit 01: North America
RATIONALE:
This unit bundles social studies standards that introduce and build foundational understandings of major concepts that will be addressed throughout the year related to culture and
contemporary cultures around the world. This unit introduces the concept of culture through a study of the United States, so that students can begin with the familiar, and then move on to
Canada and Mexico to introduce the comparative cultural elements that will be explored throughout the year: key historical events, geographic features, economic systems, government
and citizenship, and characteristics that fall under the umbrella of “culture” (language, belief systems, food, art, music, etc.). The unit introduces the year’s overarching idea that
contemporary societies, although similar in many ways, reflect global diversity. Students will be introduced to the concept that diversity can be found at every level: local, national, and
regional. Students will build on this essential concept with each unit, learning about the complexity of the world in which we live while recognizing the characteristics and practices that tie
us together.
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Prior to this unit, students have been introduced to basic map skills and many geographic and cultural concepts at the elementary level. This unit, however, assumes little prior
knowledge about what constitutes culture, and therefore serves as a key introduction to the key concepts for the year. The United States is presented as students’ first example of culture
and diversity. Canada is then presented as a counterpoint to the U.S., so that students can compare and contrast the two. Mexico then brings in the first close study of government and
economics and their role in culture; although rich in resources and sharing a colonial past with its northern neighbors, Mexico looks very different than the U.S. and Canada. Finally,
students learn about the concept of region and how North America is a region; region is a concept that is central to how this course is organized and taught.
MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS:
Students often hold stereotypes that influence their understanding of Canada, the U.S, and Mexico.
Many students may think that Canada is “just like the U.S.”Students often see Mexico as monolithic and lacking in diversity.
Students may think of culture as something other people have, but don’t recognize the aspects of their own lives that constitute culture.
PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS
Grade 06 Social Studies Unit 01 PI 01
Create a web that illustrates elements of culture. Explain
in a paragraph, using the U.S. as an example, how people
do exhibit the mainstream culture and reflect diverse
culture groups within the country. Include the following
words in your paragraph: society, diversity, demographics,
national identity.
Standard(s): 6.2B , 6.15B , 6.22D
ELPS ELPS.c.1C , ELPS.c.5F
Culture
National identity
Demographics
Cultures share common elements and reflect the diversity
of individuals and groups within the culture.
INSTRUCTIONAL FOCUS DOCUMENTGrade 6 Social Studies
UNIT : 01 TITLE : Unit 01: North America SUGGESTED DURATION : 15 days
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PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS
Grade 06 Social Studies Unit 01 PI 02
Write a conversation between people who represent the
Anglo, French, and First Nations points of view on
citizenship, language, or government. Explain the main
point of the varying points of view reflected in the
conversation, including positive and negative
consequences of multiculturalism. Include the following
words: multiculturalism, point of view, unity, conflict and
interaction.
Standard(s): 6.2B , 6.15C , 6.21D
ELPS ELPS.c.4K
Diversity
Citizenship
Point of view
Multiculturalism
Consequences
Common good
National identity
Although friction and conflict often result from multiple
points of view within a society, groups choose to maintain
their relationships unity for the common good.
Grade 06 Social Studies Unit 01 PI 03
Using corn as the vehicle for illustration, create a Diego
Rivera-style mural that explains the interaction between
factors of production, government, and economic systems.
Explain the mural using call-out boxes
Standard(s): 6.8A , 6.18A , 6.21B
ELPS ELPS.c.1E , ELPS.c.5G
Government
Economy
Standard of living
Factors of production
Interdependence
Hi Interaction between a country’s government, its
economic system, and the factors of production often
determines the level of economic development in a
country.
INSTRUCTIONAL FOCUS DOCUMENTGrade 6 Social Studies
UNIT : 01 TITLE : Unit 01: North America SUGGESTED DURATION : 15 days
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PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS
Grade 06 Social Studies Unit 01 PI 04
Complete a map to show the major geographic features of
the North American region. Write an explanation telling
why North America is considered a region. Include: (1)
geography, (2) at least one shared historical factor
(invasion, conquests, colonization, immigration, trade), (3)
two cultural traits, and (4) at least one economic
component (trade, labor, migration, etc.) that influence the
region.
Standard(s): 6.3C , 6.4D , 6.4E , 6.4F , 6.5A ,
6.5B , 6.16B , 6.22D
ELPS ELPS.c.1C , ELPS.c.1E
Region
Free trade
Historical, geographic, cultural, and/or economic factors
define regions.
KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT
Culture – a particular form or stage of civilization, as that of a certain nation or period: Greek culture; the behaviors and beliefs characteristic of a
particular social, ethnic, or age group: the youth culture
Anthropology – the sum total of ways of living built up by a group of human beings and transmitted from one generation to anotherCultural trait – any characteristic of human activity acquired in social life and transmitted by communicationDiversity – a point of differenceMulticulturalism – the preservation of different cultures or cultural identities within a unified society, as a state or nationRegion – an extensive, continuous part of a surface, space, or body: a region of the Earth; a part of the Earth's surface (land or sea) of considerable and
usually indefinite extent: a tropical region; a district without respect to boundaries or extent: a charming region in Connecticut; a large indefinite area or
range of something specified
Sphere – a region of authority
INSTRUCTIONAL FOCUS DOCUMENTGrade 6 Social Studies
UNIT : 01 TITLE : Unit 01: North America SUGGESTED DURATION : 15 days
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TEKS UNIT LEVEL SPECIFICITY
6.1 History. The student understands that historical events influence
contemporary events. The student is expected to:
6.1A trace characteristics of various contemporary societies in regions that
resulted from historical events or factors such as invasion, conquests,
colonization, immigration, and trade
Trace
CHARACTERISTICS OF SOCIETIES
Including, but not limited to:
Regions in North America – Canada, U.S., MexicoInvaded by British, France, Spain, and others
Natives were conquered by European nations.
Lands were colonized by European nations.
Many have immigrated to this region around the
world
Trade has always been a factor in the region’seconomic status (e.g., NAFTA).
Contemporary societies in North America have
benefited and greatly influenced other regions of
the world. (North America: government,
economy, culture; outside influence: trade,
culture (through media and immigration)
6.2 History. The student understands the influences of individuals and groups
from various cultures on various historical and contemporary societies. The
student is expected to:
6.2A identify and describe the influence of individual or group achievements Identify, Describe
TEKS#
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INSTRUCTIONAL FOCUS DOCUMENTGrade 6 Social Studies
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on various historical or contemporary societies such as the classical
Greeks on government and the American Revolution on the French
Revolution
INDIVIDUALS OR GROUPS ON VARIOUS SOCIETIES
Including, but not limited to:
Classical Greeks (direct democracy) influenced
modern representative republics/democracies
throughout the world.
6.2B evaluate the social, political, economic, and cultural contributions of
individuals and groups from various societies, past and present.
Evaluate
SOCIAL, POLITICAL, ECONOMIC, AND CULTURAL CONTRIBUTIONS
OF INDIVIDUALS AND GROUPS
Including, but not limited to:
Contributions of various immigrant groups to regional
and national culture in U.S. and Canada (e.g.,
Mexicans in U.S. Southwest, French in Canada)
Social and cultural contributions of indigenous groups
in U.S., Mexico, Canada ( e.g., First Nations, corn in
Mesoamerica)
6.3 Geography. The student uses geographic tools to answer geographic
questions. The student is expected to:
6.3A pose and 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?
Pose, Answer
GEOGRAPHIC QUESTIONS
Including, but not limited to:
Where is it located? Position on a map (absolute
location versus relative location), latitude, and
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longitude.
Why is it there? Trade routes, altitude, natural
resources – how is North America divided intocountries and why?
What is the significance of its location? Historically,
economically, socially, politically – relationships amongNorth American countries
How is its location related to the location of other:
People? Conflicts, commercial activity,
agricultural activity, cultural activity, adaptations,
modifications, transportation
Places? Climate, natural resources, geography,
animals
Environments? Desirable or undesirable
features, modifications, adaptations, pollution
6.3C compare various world regions and countries using data from geographic
tools, including maps, graphs, charts, databases, and models
Compare
WORLD REGIONS AND COUNTRIES
Including, but not limited to:
Gain information from more than one data source for
use in comparing (e.g., a map and a graph)
World regions based on climate, culture, and location
factors (e.g., latitude, longitude, equator) or
environmental factors
6.4 Geography. The student understands the factors that influence the locations
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and characteristics of locations of various contemporary societies on maps
and globes and uses latitude and longitude to determine absolute locations.
The student is expected to:
6.4C explain ways in which human migration influences the character of places
and regions
Explain
HUMAN MIGRATION INFLUENCES PLACES AND REGIONS
Including, but not limited to:
Include cultural exchanges, adaptations and clashes,
advances in technology, use of natural resources,
trade, etc.
Reasons some countries are significantly more
populated than others based on human and physical
geography.
Push and pull factors that influence patterns of
migration – migration within North American region,mainly to U.S. because of both push and pull factors
6.4D 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:
Landforms – mountains, deserts, fertile soilWater bodies – oceans, seas, lakes (including manmade), rivers, fjords
Urban centers – dependent upon place and regionstudied
INSTRUCTIONAL FOCUS DOCUMENTGrade 6 Social Studies
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6.4E draw sketch maps that illustrate various places and regions Draw
SKETCH MAPS THAT ILLUSTRATE VARIOUS PLACES AND REGIONS
Including, but not limited to:
Free-hand maps illustrating physical and human
features of various places and region
Free-hand maps showing the location of various
places and regions
Free-hand maps showing various relationships of
places and regions
6.4F identify the location of major world countries such as Canada, Mexico, France, Germany, the
United Kingdom, Italy, Spain, Norway, Sweden, Russia, South Africa, Nigeria, Iraq,
Afghanistan, Israel, Iran, India, Pakistan, the People's Republic of China, the Republic of
China (Taiwan), Japan, North and South Korea, Indonesia, and Australia.
Identify
LOCATION OF MAJOR WORLD COUNTRIES
Including, but not limited to:
Studied within the region/unit
U.S., Mexico, Canada
6.5 Geography. The student understands how geographic factors influence the
economic development, political relationships, and policies of societies. The
student is expected to:
6.5A identify and explain the geographic factors responsible for the location of
economic activities in places and regions
Identify, Explain
GEOGRAPHIC FACTORS RESPONSIBLE FOR THE LOCATION OF
ECONOMIC ACTIVITIES
Including, but not limited to:
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Rivers – tradeNatural resources (e.g., oil, wind power, solar power)
Seacoasts (ports)
Fertile soil/mild climate (agriculture)
6.5B identify geographic factors such as location, physical features,
transportation corridors and barriers, and distribution of natural
resources that influence a society's ability to control territory
Identify
GEOGRAPHIC FACTORS THAT INFLUENCE SOCIETY’S ABILITY TO
CONTROL TERRITORY
Including, but not limited to:
Location and physical features
Transportation corridors and barriers - Bodies of water
(rivers); U.S. northern/southern borders are not major
barriers but the oceans are.
6.5C explain the impact of geographic factors on economic development and
the domestic and foreign policies of societies.
Explain
IMPACT OF GEOGRAPHIC FACTORS ON ECONOMIC DEVELOPMENT
AND THE DOMESTIC AND FOREIGN POLICIES
Including, but not limited to:
Economic development
Limited
Unlimited resources
Agriculture (farming communities)
Land good for grazing/livestock
Domestic and foreign policies
NAFTA
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6.8 Economics. The student understands the factors of production in a society's
economy. The student is expected to:
6.8A 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:
Natural Resources – Mexico: fertile land, long history ofagriculture
Labor: lots of farm labor, but migration to U.S.
Capital – effects of NAFTA and U.S. capital on cornEntrepreneurs – lacking in Mexico, much labor in U.S.
6.8B identify problems and issues that may arise when one or more of the
factors of production is in relatively short supply
Identify
PROBLEMS AND ISSUES THAT ARISE WHEN FACTORS OF
PRODUCTION ARE IN SHORT SUPPLY
Including, but not limited to:
Labor – immigration to U.S.Capital – remittances to Mexico not reinvested
6.9 Economics. The student understands the various ways in which people
organize economic systems. The student is expected to:
6.9B compare and contrast free enterprise, socialist, and communist
economies in various contemporary societies, including the benefits of
the U.S. free enterprise system
Compare, Contrast
FREE ENTERPRISE, SOCIALIST, AND COMMUNIST ECONOMIES
Including, but not limited to:
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A free enterprise system is a market economy in which
individuals depend on supply, demand, and prices to
determine the answers to four economic questions:
“what to produce,” how to produce,” “how much toproduce,” and “for whom to produce.” The system hasfour characteristics: economic freedom, voluntary
exchange, private property, and profit motive.
A socialist system is a market economy in which
government owns some factors of production and
participates in answering the four economic questions
of "what to produce," "how to produce," "how much to
produce," and "for whom to produce." Politics play a
role in the operation of the economy, and it is often
less efficient because of these influences.
A communist system is a political economy in which
factors of production are collectively owned and
directed by the state. Because everything in a
communist system is theoretically for the common
good, communism fosters a classless society in which
everyone contributes equally toward a shared goal.
There is no private property, no voluntary exchange
because the government owns and controls all
resources and means of production, no economic
freedom, and no profit motive.
Benefits of a U.S. free enterprise system
Individuals and businesses have the freedom to
operate and compete (minimum government
regulation)
INSTRUCTIONAL FOCUS DOCUMENTGrade 6 Social Studies
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Private ownership (land, minerals, manufacturing
plants, goods and services)
Opportunities for innovativeness and
inventiveness
Opportunities to earn a profit
6.9C understand the importance of morality and ethics in maintaining a
functional free enterprise system
Understand
IMPORTANCE OF MORALITY AND ETHICS IN MAINTAINING A
FUNCTIONAL FREE ENTERPRISE SYSTEM
Including, but not limited to:
Recent events in the U.S. (e.g., mortgage crisis, Enron,
Madoff) show the importance of morality and ethics in
the system. Without those elements, consumers lose
confidence and the economy weakens.
6.10 Economics. The student understands categories of economic activities and
the data used to measure a society's economic level. The student is expected
to:
6.10A define and give examples of agricultural, wholesale, retail, manufacturing
(goods), and service industries
Define, Give examples
AGRICULTURAL, WHOLESALE, RETAIL, MANUFACTURING (GOODS),
AND SERVICE INDUSTRIES
Including, but not limited to:
Agricultural industries like farming and ranching are
the first line in a country’s economy in that theirproduct directly makes use of the natural resources –
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Mexico’s agricultural exportsManufacturing industries may take raw materials, buy
materials from wholesalers, or buy materials from a
retailer to make new products. – manufacturing inMexico
Clothing, toys, cars, houses, etc.
Service industries provide intangible goods directly to
the public, not final products – maquiladoras in Mexico(they provide labor, but companies are not Mexican),
tourism as one of biggest industries after oil
production.
6.10B 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:
Life expectancy - the average number of years
remaining in the life span of a person at a given age --
also influences purchasing decisions,
Gross domestic product (GDP) – the measure of allgoods and services produced within a country in a
year – helps tract and compare a country’s wealthGDP per capita is the GDP divided by the country’spopulation
Literacy - the ability to read and write
Effects of regional labels and images (e.g., labeling an
African country “less developed” or “third world”)Economic indicators can be used to determine whether
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the economy is advanced or developing.
GDP and other levels of economic development
of countries which represent all or most
continents of the world.
Data from charts and graphs (student-created
and textbook) to make comparisons and
generalizations about economic development. –U.S., Mexico, Canada
6.12 Government. The student understands various ways in which people
organize governments. The student is expected to:
6.12C identify historical origins of democratic forms of government such as
Ancient Greece.
Identify
HISTORICAL ORIGINS OF DEMOCRATIC FORMS OF GOVERNMENT
Including, but not limited to:
Athens and the beginnings of the democratic system of
government
Legacies of ancient Greeks and ancient Romans as
they relate to government and formation of democratic
societies
Development of democratic society
Development of democracy in the United States
6.15 Culture. The student understands the similarities and differences within and
among cultures in various world societies. The student is expected to:
6.15A define culture and the common traits that unify a culture region Define
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CULTURE AND THE COMMON TRAITS THAT UNIFY A CULTURE
REGION
Including, but not limited to:
Culture – the way of life of a group of people whoshare similar beliefs and customs.
Culture region – a way of dividing the world into areasthat a particular form of government, religion,
economic system, language, or traditions predominate.
– national and regional cultures in the U.S. and NorthAmerica as a whole (the U.S. South, New England,
Canadian and Mexican culture, etc.)
6.15B identify and describe common traits that define cultures Describe
COMMON TRAITS THAT DEFINE CULTURES
Including, but not limited to:
Religion
Language
Food preferences
Celebrations
Types of shelters
Rules and mores
Art
Music
Folklore
Family structures
Educational systems
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Culture trait – a single element of common practice in a culture
6.15C define a multicultural society and consider both the positive and negative
qualities of multiculturalism
Define, Consider
MULTICULTURAL SOCIETY WITH POSITIVE AND NEGATIVE
QUALITIES
Including, but not limited to:
Multicultural society is one in which two or more
cultures exist within close proximity
Positive qualities of multiculturalism:
Cultures borrow from each other
Greater variety of food, traditions, music,
religions creates opportunities
Example: blending of French and English in
Canada has created a multilingual society.
Negative qualities of multiculturalism:
Cultures often clash socially, economically or
politically
Example: minority cultures still feel oppressed
(French in Canada)
6.15D analyze the experiences and evaluate the contributions of diverse groups
to multicultural societies
Analyze, Evaluate
EXPERIENCES AND CONTRIBUTIONS OF DIVERSE GROUPS TO
MULTICULTURAL SOCIETIES
Including, but not limited to:
Experiences: Mexicans and other immigrant groups in
U.S., French in Canada, native groups in both
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countries
Contributions: foods from throughout the world,
religions that come from diverse groups, spiritual
beliefs of native groups – people from otherbackgrounds draw on these elements for their own
lives.
6.15F 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:
French Canada and British Canada
6.16 Culture. The student understands that all societies have basic institutions in
common even though the characteristics of these institutions may differ. The
student is expected to:
6.16A identify institutions basic to all societies, including government,
economic, educational, and religious institutions
Identify
INSTITUTIONS BASIC TO SOCIETIES
Including, but not limited to:
Government
Economic
Educational
Religious
Social
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6.16B compare characteristics of institutions in various contemporary societies Compare
CHARACTERISTICS OF INSTITUTIONS IN SOCIETIES
Including, but not limited to:
Examples of institutions from all regions
Government
Education
Ways of work
Religion
Social
6.16C analyze the efforts and activities institutions use to sustain themselves
over time such as the development of an informed citizenry through
education and the use of monumental architecture by religious
institutions.
Analyze
EFFORTS AND ACTIVITIES INSTITUTIONS USE TO SUSTAIN
THEMSELVES OVER TIME
Including, but not limited to:
Education – through the use of murals in Mexico; a wayto promote Mexican history and identity to the masses
6.18 Culture. The student understands the relationship that exists between the
arts and the societies in which they are produced. The student is expected
to:
6.18A 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:
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Muralism movement in Mexico—developed bygovernment as a way to educate people
6.18B relate ways in which contemporary expressions of culture have been
influenced by the past
Relate
WAYS CONTEMPORARY CULTURE HAS BEEN INFLUENCED BY THE
PAST
Including, but not limited to:
Diego Rivera—drawing on preColombian history todepict Mexican identity; uses folklore and heritage in
his murals
6.18C describe ways in which contemporary issues influence creative
expressions
Describe
WAYS SOCIETAL ISSUES INFLUENCE CREATIVE EXPRESSIONS
Including, but not limited to:
A culture’s art form is often an expression ofcontemporary issues – murals an expression of desireto promote a specific history and identity to Mexican
people
6.21 Social studies skills. The student applies critical-thinking skills to organize
and use information acquired through established research methodologies
from a variety of valid sources, including electronic technology. The student
is expected to:
6.21B analyze information by sequencing, categorizing, identifying cause-and- Analyze
INSTRUCTIONAL FOCUS DOCUMENTGrade 6 Social Studies
UNIT : 01 TITLE : Unit 01: North America SUGGESTED DURATION : 15 days
Last Updated 06/01/2012
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TEKS UNIT LEVEL SPECIFICITYTEKS#
SE#
effect relationships, comparing, contrasting, finding the main idea,
summarizing, making generalizations and predictions, and drawing
inferences and conclusions
INFORMATION
Including, but not limited to:
Sequencing
Categorizing
Identifying cause-and-effect relationships
Comparing
Contrasting
Finding the main idea
Summarizing
Making generalizations and predictions
Drawing inferences and conclusions
6.21D identify different points of view about an issue or current topic Identify
DIFFERENT POINTS OF VIEW ABOUT AN ISSUE OR CURRENT
TOPIC
6.22 Social studies skills. The student communicates in written, oral, and visual
forms. The student is expected to:
6.22D 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
INSTRUCTIONAL FOCUS DOCUMENTGrade 6 Social Studies
UNIT : 01 TITLE : Unit 01: North America SUGGESTED DURATION : 15 days
Last Updated 06/01/2012
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 21 of 25
TEKS UNIT LEVEL SPECIFICITYTEKS#
SE#
SOCIAL STUDIES SKILLS TEKS: USE APPROPRIATE SOCIAL STUDIES SKILLS TO SUPPORT INSTRUCTION.
6.21 Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research
methodologies from a variety of valid sources, including electronic technology. The student is expected to:
6.21A differentiate between, locate, and use valid primary and secondary sources such as computer software interviews biographies oral,
print, and visual material artifacts to acquire information about various world cultures
6.21B 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
6.21C organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
6.21D identify different points of view about an issue or current topic
6.21E identify the elements of frame of reference that influenced participants in an event
6.21F use appropriate mathematical skills to interpret social studies information such as maps and graphs.
6.22 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
6.22A use social studies terminology correctly
6.22B incorporate main and supporting ideas in verbal and written communication based on research
6.22C express ideas orally based on research and experiences
6.22D create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on
research
TEKS#
SE#
INSTRUCTIONAL FOCUS DOCUMENTGrade 6 Social Studies
UNIT : 01 TITLE : Unit 01: North America SUGGESTED DURATION : 15 days
Last Updated 06/01/2012
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SOCIAL STUDIES SKILLS TEKS: USE APPROPRIATE SOCIAL STUDIES SKILLS TO SUPPORT INSTRUCTION.TEKS#
SE#
6.22E use standard grammar, spelling, sentence structure, and punctuation
6.22F use proper citations to avoid plagiarism.
6.23 Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of
settings. The student is expected to:
6.23A use a problem-solving process 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
6.23B use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict
consequences, and take action to implement a decision
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline Englishlanguage 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
ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.1 Cross-curricular second language acquisition/learning strategies
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:
INSTRUCTIONAL FOCUS DOCUMENTGrade 6 Social Studies
UNIT : 01 TITLE : Unit 01: North America SUGGESTED DURATION : 15 days
Last Updated 06/01/2012
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ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
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.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.4 Cross-curricular second language acquisition/reading
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.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 Cross-curricular second language acquisition/writing
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.5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is
acquired.
INSTRUCTIONAL FOCUS DOCUMENTGrade 6 Social Studies
UNIT : 01 TITLE : Unit 01: North America SUGGESTED DURATION : 15 days
Last Updated 06/01/2012
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 24 of 25
INSTRUCTIONAL FOCUS DOCUMENTGrade 6 Social Studies
UNIT : 01 TITLE : Unit 01: North America SUGGESTED DURATION : 15 days
Last Updated 06/01/2012
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