INSTRUCTIONAL FOCUS DOCUMENT
Grade 6 Social Studies
UNIT : 07
TITLE : Unit 07: East Asia
SUGGESTED DURATION : 13 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
Grade 06 Social Studies Unit 07 Exemplar Lesson 01:
Culture Traits Diffuse
Grade 06 Social Studies Unit 07 Exemplar Lesson 02:
Government and the Economy (How They Interact)
Grade 06 Social Studies Unit 07 Exemplar Lesson 03:
Innovations Transcend Boundaries
RUBRIC(S) FOR PERFORMANCE INDICATORS
Grade 06 Social Studies Unit 07 Rubric 01
Grade 06 Social Studies Unit 07 Rubric 02
Grade 06 Social Studies Unit 07 Rubric 03
UNIT TEST
Social Studies Grade 06 Unit 07: East Asia
RATIONALE:
This unit bundles social studies standards that relate to culture and history, government and economy, and science and technology to discuss contemporary East Asia and how this
region of the world has built its current economic power through cultural and technological innovation over many centuries, fused with rapid change over the past century and a half.
Building on the discussion of limited vs. unlimited government from the previous units, the unit explores the unique example of China, which combines an unlimited one-party system of
government with a rapidly growing system of free enterprise, and compare it with South Korea (a republic modeled on the US system) and Japan (a constitutional monarchy).
Prior to this unit, students have been introduced to the recent changes in government and economy in Russia and Eastern Europe. During this unit, students contrast the Eastern
European example with that of China and how its economy has transitioned while retaining a Marxist/Communist government. Students also learn about the deep roots of culture in East
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page 1 of 22 INSTRUCTIONAL FOCUS DOCUMENT
Grade 6 Social Studies
UNIT : 07
TITLE : Unit 07: East Asia
SUGGESTED DURATION : 13 days
Asia, their impact on scientific and technological development; and how this interplay continues in the present day in a different form.
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.
PERFORMANCE INDICATORS
CONCEPTS
KEY UNDERSTANDINGS FOR LEARNERS
Tradition
The degree to which cultures reflect continuity and change
Trade
depends on a variety of economic, social, political, and
In small groups, write and illustrate a manga-style 6-panel
Spread of Cultural Traits
geographic factors.
cartoon strip that depicts change in Japan, including an
Demographics
Grade 06 Social Studies Unit 07 PI 01
explanation of what happened in 1861 and why it was
significant. Individually, describe and illustrate two
economic, social, and political characteristics that Japan
successfully adopted from abroad and two cultural
traditions successfully maintained as part of its identity.
Standard(s): 6.17A , 6.17E , 6.22D
ELPS ELPS.c.4G , ELPS.c.4J
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Grade 6 Social Studies
UNIT : 07
TITLE : Unit 07: East Asia
SUGGESTED DURATION : 13 days
PERFORMANCE INDICATORS
CONCEPTS
KEY UNDERSTANDINGS FOR LEARNERS
Government
A society’s governmental structure may not determine the
Grade 06 Social Studies Unit 07 PI 02
Rule by one
organizational system of its economy.
Create a flowchart or other visual to describe the
Rule by few
organization and function of an East Asian country’s
Rule by many
government and economy. Write a summary comparing
Economy
this country with another country in the region that has
Command economy
been studied. Use the following words within your
Trade surplus
summary: economy, command economy, trade, trade
Human Rights
surplus and human rights.
Standard(s): 6.9A , 6.12A , 6.22D , 6.22E
ELPS ELPS.c.1C , ELPS.c.5F
Grade 06 Social Studies Unit 07 PI 03
Innovation
Scientific discoveries, inventions and technological
Invention
innovations transcend boundaries and transform societies
Plan and set up an entry for the classroom Museum of
around the world.
Innovation that focuses on technological and scientific
innovations and inventions originating in East Asia.
Include an image, description of the innovation (what it
does, how it came about), and explanation regarding how
the innovation shaped the world.
Standard(s): 6.20A , 6.20B , 6.21A , 6.21D
ELPS ELPS.c.1C , ELPS.c.1E , ELPS.c.5F
KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT
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Grade 6 Social Studies
UNIT : 07
TITLE : Unit 07: East Asia
SUGGESTED DURATION : 13 days
Command economy –an economic system in which the central government controls industry such that it makes major decisions regarding the production
and distribution of goods and services.
Innovation –something new or different introduced.
Technology –the total knowledge and skills available to any human society for industry, art, science, etc.
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
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:
East Asia (China, North and South Korea, Japan)
Historical trade routes (Silk Road) and invasion
within the region and by imperial/expansionist
nations.
The region has moved away from a historically
dynastic/emperor form of government to
communism, dictatorship, and post WWII, Japan
adopting a more westernized system of
government.
Their greatest assets can vary from cheap labor
to technological inventiveness.Trade was key to
the motives behind conquests. Exchange in raw
materials opened ports and allowed for cultural
diffusion.
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Grade 6 Social Studies
UNIT : 07
TITLE : Unit 07: East Asia
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
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 vs. relative location), latitude and longitude
Why is it there? Trade routes, altitude, natural
resources
What is the significance of its location? Historically,
economically, socially, politically
Parts of East Asia linked to rest of world, Japan
relatively isolated (easier to maintain because of
geography)
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) demographics
Maps of regions at different points in history to make
generalizations about settlement patterns (e.g., change over
time) – looks at urban density in China and Japan today Last Updated 06/01/2012
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Grade 6 Social Studies
UNIT : 07
TITLE : Unit 07: East Asia
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
6.4
Geography. The student understands the factors that influence the locations
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:
6.4F
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:
People’s Republic of China, Taiwan, Japan, North and
South Korea
6.5
Geography. The student understands how geographic factors influence the
economic development, political relationships, and policies of societies. The
student is expected to:
6.5C
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 OF SOCIETIES
Including, but not limited to:
Domestic and foreign policies
Geographic isolation (Japan – location allowed it
to be relatively unaffected by West for centuries)
6.7
Geography. 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:
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page 6 of 22 INSTRUCTIONAL FOCUS DOCUMENT
Grade 6 Social Studies
UNIT : 07
TITLE : Unit 07: East Asia
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
6.7B
identify and analyze ways people have modified the physical environment
such as mining, irrigation, and transportation infrastructure
Identify, Analyze
WAYS PEOPLE HAVE MODIFIED THE PHYSICAL ENVIRONMENT
Including, but not limited to:
Energy production – the Three Gorges Dam (China)
6.7C
describe ways in which technology influences human interactions with the
environment such as humans building dams for flood control.
Describe
WAYS IN WHICH TECHNOLOGY INFLUENCES HUMAN
INTERACTIONS WITH THE PHYSICAL ENVIRONMENT
Including, but not limited to:
The role of technology in changing the physical
environment through agricultural activities
China funding scientific research to improve
agriculture
Buildings designed to sustain earthquakes
(Japan)
6.9
Economics. The student understands the various ways in which people
organize economic systems. The student is expected to:
6.9A
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:
Example:
Capitalism – Production and distribution of
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page 7 of 22 INSTRUCTIONAL FOCUS DOCUMENT
Grade 6 Social Studies
UNIT : 07
TITLE : Unit 07: East Asia
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
goods and services is based on private
ownership. (China)
Command economy – State directs the
economic system, central government controls
industry (North Korea)
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:
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 to
produce,” and “for whom to produce.” The system has
four characteristics: economic freedom, voluntary
exchange, private property, and profit motive.
Benefits of a U.S. free enterprise system
Individuals and businesses have the freedom to
operate and compete (minimum government
regulation)
Private ownership (land, minerals, manufacturing
plants, goods and services)
Opportunities for innovativeness and
inventiveness
Opportunities to earn a profit
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Grade 6 Social Studies
UNIT : 07
TITLE : Unit 07: East Asia
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
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:
Industries differ in their involvement in the processing
of natural resources, the production, and marketing of
goods, and the development of products and ideas.
Agricultural industries like farming and ranching are
the first line in a country’s economy in that their
product directly makes use of the natural resources.
Agriculture big in China (historically, a rural country)
Manufacturing industries may take raw materials, buy
materials from wholesalers, or buy materials from a
retailer to make new products. – Japan, Korea (export­
focused)
Clothing, toys, cars, houses, etc.
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:
Gross domestic product (GDP) – the measure of all
goods and services produced within a country in a
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Grade 6 Social Studies
UNIT : 07
TITLE : Unit 07: East Asia
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
year – helps tract and compare a country’s wealth
Economic indicators can be used to determine whether
the economy is advanced or developing.
Life expectancy – the average number of years
remaining in the life span of a person at a given
age – also influences purchasing decisions
Graphing the 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.
Economic indicators in terms of export vs. import
in Japan, China, Korea.
Literacy – the ability to read and write
6.11
Government. The student understands the concepts of limited and unlimited
governments. The student is expected to:
6.11D
review the record of human rights abuses of limited or unlimited governments such as the
oppression of Christians in Sudan.
Review
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.
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page 10 of 22 INSTRUCTIONAL FOCUS DOCUMENT
Grade 6 Social Studies
UNIT : 07
TITLE : Unit 07: East Asia
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Governments abuse human rights when they directly
engage or turn a deaf ear to violations within their
borders.
Examples within unlimited governments
China – suppression of student demonstrators in
Tiananmen Square, oppression in Tibet, limited
access to Internet
6.12
Government. The student understands various ways in which people
organize governments. The student is expected to:
6.12A
identify and give examples of governments with rule by one, few, or many
Identify, Give examples
OF GOVERNMENTS WITH RULE BY ONE, FEW, OR MANY
Including, but not limited to:
Rule by one – monarchy or dictatorship
A single ruler controls government and claims
the responsibility due to divine or hereditary
right. Either birth or God determines who will
rule, the people do not. Dictators or despots
also maintain complete control of government in
their countries. – unlimited government
Example – North Korea
Rule by a few: small group has power – oligarchy
Example – China (controlled by
Communist party)
Rule by many – people have power – limited
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Grade 6 Social Studies
UNIT : 07
TITLE : Unit 07: East Asia
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
government
A government ruled by many is a republic or a
democracy.
Example – Japan, South Korea
6.12B
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:
People’s Republic of China
Communist party-led state
Constitution written in 1982 – revised several
times
Executive – President, Vice­President, State
Council, Premier
Legislative – unicameral – National People’s
Congress
Judicial – Supreme People’s Court
23 provinces (PRC considers Taiwan as 23rd
province) – five autonomous regions, including
Tibet, which has five municipalities directly under
State Council
Source – http://www.state.gov/r/pa/ei/bgn/18902.htm
6.16
Culture. The student understands that all societies have basic institutions in
common even though the characteristics of these institutions may differ. The
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page 12 of 22 INSTRUCTIONAL FOCUS DOCUMENT
Grade 6 Social Studies
UNIT : 07
TITLE : Unit 07: East Asia
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
student is expected to:
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 China & Japan
Government – historic forms (dynasties,
shoguns, samurai) vs. contemporary
(Communist, constitutional monarchy)
Ways of work (farming, industry)
Religion – Confucianism, Taoism, Buddhism,
Shinto
Social – rural vs. urban culture in China and
Japan
6.17
Culture. The student understands relationships that exist among world
cultures. The student is expected to:
6.17A
identify and describe how culture traits such as trade, travel, and war
spread
Identify, Describe
HOW CULTURE TRAITS SPREAD
Including, but not limited to:
Trade and Travel – traits that moved through Silk
Road (Hellenistic influences on Chinese art), Buddhism
Culture traits define a culture and are evident
throughout the culture
The spread of culture traits is called diffusion.
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Grade 6 Social Studies
UNIT : 07
TITLE : Unit 07: East Asia
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
6.17E
identify examples of positive and negative effects of cultural diffusion.
Identify
EXAMPLES OF POSITIVE AND NEGATIVE EFFECTS OF CULTURAL
DIFFUSION
Including, but not limited to:
Japan after 1861 and influence of West:
Brought in centralized government, constitution and
elected parliament; good
transportation/communication, education, industry
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:
Buddhist, Confucian, Shinto themes in art
Martial arts in Japan
Traditions of calligraphy in China & Japan
6.19
Culture. The student understands the relationships among religion,
philosophy, and culture. The student is expected to:
6.19A
explain the relationship among religious ideas, philosophical ideas, and
cultures
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Explain
RELATIONSHIP AMONG RELIGIOUS IDEAS, PHILOSOPHICAL IDEAS,
page 14 of 22 INSTRUCTIONAL FOCUS DOCUMENT
Grade 6 Social Studies
UNIT : 07
TITLE : Unit 07: East Asia
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
CULTURES
Including, but not limited to:
To believe means to accept the truth or actuality of
something. When people believe in a number of
related truths or tenets, the body of knowledge is a
belief system.
Religious ideas come from pondering the big
questions, thinking of the world and life as a whole,
and developing philosophical ideas.
A person’s culture, everything about him, contributes
to the development of his religious and philosophical
ideas.
Religious and philosoph ical ideas have concrete manifestations in
Japanese and Chinese art and design.
6.20
Science, technology, and society. The student understands the influences of
science and technology on contemporary societies. The student is expected
to:
6.20A
give examples of scientific discoveries and technological innovations,
including the roles of scientists and inventors, that have transcended the
boundaries of societies and have shaped the world
Give
EXAMPLES OF SCIENTIFIC DISCOVERIES AND TECHNOLOGICAL
INNOVATIONS THAT HAVE TRANSCENDED BOUNDARIES OF
SOCIETIES AND SHAPED THE WORLD
Including, but not limited to:
Technological innovations – new ways of doing things
that are based in a technology.
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Grade 6 Social Studies
UNIT : 07
TITLE : Unit 07: East Asia
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Roles of scientists and inventors
The demands of new technologies and their
applications promote further innovation to meet
changing needs.
Examples for this unit:
China
Historical – paper and papermaking,
printing, gunpowder, compass, Great Wall
as innovation in architecture
Contemporary – PRC focus on science
and technology (agriculture, genetics), 3rd
country to be able to send people into
space, Three Gorges Dam
Korea:
Historical – metal movable type
Contemporary – Seoul as “leading digital
city,” North Korea has weapons
technology
Japan
Historical
Contemporary – leader in consumer
electronics, robotics, automotive; world
leader in building for earthquakes
6.20B
explain how resources, belief systems, economic factors, and political decisions have
affected the use of technology
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Explain
HOW RESOURCES, BELIEF SYSTEMS, ECONOMIC FACTORS,
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UNIT : 07
TITLE : Unit 07: East Asia
SUGGESTED DURATION : 13 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
POLITICAL DECISIONS AFFECT THE USE OF TECHNOLOGY
Including, but not limited to:
Resources
Scientific and technological discoveries,
inventions and innovations – history in region of
technological innovation
Belief systems
Develop over time and reflect the ideology,
religion, politics, social structure, and economic
activities of a particular group. China’s decision
to invest funds into science and technology so
as to improve its economic situation
Influence all decisions including economic ones.
Economic factors
Include the cost of design and development,
construction, and operation, the access to
essential resources of materials and knowledge,
capital accumulation, investment needs, and
proximity of supply lines and transportation
routes to raw materials and potential
consumers.
Example – the effects of Japanese electronics
and transportation equipment exports on the
U.S. economy, including the U.S. tariffs on
Japanese goods
Political decisions
Treaties, tariffs, trade sanctions
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Grade 6 Social Studies
UNIT : 07
TITLE : Unit 07: East Asia
SUGGESTED DURATION : 13 days
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TEKS
UNIT LEVEL SPECIFICITY
SE#
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
Differentiate between, Locate, Use
VALID PRIMARY AND SECONDARY SOURCES TO ACQUIRE
INFORMATION ABOUT VARIOUS WORLD CULTURES
Including, but not limited to:
Computer software
Interviews
Biographies
Oral materials
Print materials
Visual material
Artifacts
6.21D
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
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Identify
DIFFERENT POINTS OF VIEW ABOUT AN ISSUE OR CURRENT
TOPIC
Create
WRITTEN AND VISUAL MATERIAL BASED ON RESEARCH
Including, but not limited to:
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TITLE : Unit 07: East Asia
SUGGESTED DURATION : 13 days
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TEKS
UNIT LEVEL SPECIFICITY
SE#
Journal entries
Reports
Graphic organizers
Outlines
Bibliographies
6.22E
use standard grammar, spelling, sentence structure, and punctuation
Use
STANDARD GRAMMAR, SPELLING, SENTENCE STRUCTURE, AND
PUNCTUATION
TEKS#
SOCIAL STUDIES SKILLS TEKS: USE APPROPRIATE SOCIAL STUDIES SKILLS TO SUPPORT INSTRUCTION.
SE#
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.
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page 19 of 22 INSTRUCTIONAL FOCUS DOCUMENT
Grade 6 Social Studies
UNIT : 07
TITLE : Unit 07: East Asia
SUGGESTED DURATION : 13 days
TEKS#
SOCIAL STUDIES SKILLS TEKS: USE APPROPRIATE SOCIAL STUDIES SKILLS TO SUPPORT INSTRUCTION.
SE#
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
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
ELPS#
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
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.
Last Updated 06/01/2012
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 20 of 22 INSTRUCTIONAL FOCUS DOCUMENT
Grade 6 Social Studies
UNIT : 07
ELPS#
TITLE : Unit 07: East Asia
SUGGESTED DURATION : 13 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
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.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:
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.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.4J
demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making
Last Updated 06/01/2012
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 21 of 22 INSTRUCTIONAL FOCUS DOCUMENT
Grade 6 Social Studies
UNIT : 07
ELPS#
TITLE : Unit 07: East Asia
SUGGESTED DURATION : 13 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text
evidence commensurate with content area 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.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
Last Updated 06/01/2012
Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISD
page 22 of 22