INSTRUCTIONAL FOCUS DOCUMENT Grade 6 …...Students may think of Russia as a mono-cultural society and may not be aware of the significant diversity within Russia and the Eurasian

INSTRUCTIONAL FOCUS DOCUMENTGrade 6 Social Studies

UNIT : 06 TITLE : Unit 06: Russian-Eurasian Republics SUGGESTED DURATION : 11 days

State Resources:

IFD Legend

EXEMPLAR LESSONS RUBRIC(S) FOR PERFORMANCE INDICATORS UNIT TEST

Grade 06 Social Studies Unit 06 Exemplar Lesson 01:

Transitions


Push-Pull Factors


Adapt or Modify the Environment

Grade 06 Social Studies Unit 06 Rubric 01



Social Studies Grade 06 Unit 06: Russian-Eurasian

Republics

RATIONALE:

This unit bundles social studies standards that relate to government, economics, culture, and geography by looking at the Soviet Union and its breakup, and the resulting transition from

communism to democracy and capitalism (in some cases). The Soviet legacy is explored by looking at its cultural impact, such as the migration of ethnicities throughout the former

Soviet Union, the predominance of the Russian language, and other traits. Finally, the unit looks at human-environmental interactions on two fronts: (1) the unique environment of Siberia

and how the population of the Yakutsk Republic has adapted to life in one of the world’s harshest environments, and (2) the impact of Soviet and postSoviet economies on the Aral Sea

and the ecological disaster that has resulted.

Prior to this unit students have been introduced to Communism by looking at Cuba. This unit will further student understanding of the Communist system by examining the Soviet Union

and gain insight into the reasons why Communism was abandoned. Cultural imperialism was introduced previously in units on Central and South America, and students learn how the

diverse population of the region has both converged and diverged culturally since the breakup of the Soviet Union. This unit introduces topics in human-environmental interactions that

will be built upon in later units.

MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS:

Last Updated 09/19/2012

Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 1 of 27

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Students may think of Russia as a mono-cultural society and may not be aware of the significant diversity within Russia and the Eurasian Republics.

Students may have little knowledge of the size and scope of the Soviet Union.

PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS

Grade 06 Social Studies Unit 06 PI 01

Create a timeline for 1910-2010, listing, for each decade,

a major economic, political, and social development that

demonstrates understanding of the changes that took

place in Russia and Eurasia over this century. Write a

statement summarizing the change.

Standard(s): 6.9B , 6.9D , 6.12B , 6.21B , 6.22D

ELPS ELPS.c.1C , ELPS.c.1E

Government

Communism/Command economy

Superpower

Economic stagnation

Transitional economy

“Emerging Economy”

Countries or societies may transition to a new system of

government or economy due to economic, social, political,

and geographic factors.





about:/module/standards/0/111989/standard.ashx







PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS


Map ethnic distribution in Russia and the Eurasian

Republics, identifying areas of political conflict and natural

resources. Then apply understanding of the areas and

cultures to draw new borders that might make better

sense. Justify border-drawing decisions; include

appropriate economic, social, political, and geographic

factors in the written explanation.

Standard(s): 6.3B , 6.4A , 6.17D , 6.21C , 6.23A

ELPS ELPS.c.4J , ELPS.c.5F

Culture

Cultural imperialism

Internal displacement

Forced migration

Push-pull factors

Cultural superiority

Cultural preference

Ethnic tension and conflict

Various economic, social, and political push-pull factors

result in human migration, which affects cultural traits in

the destination countries.


Prepare and perform a role-play involving a Russian

company planning to mine for diamonds in Siberia.

Include consideration of the adaptations that will be

needed to live in a harsh environment as well as ideas to

limit environmental damage.

Standard(s): 6.7A , 6.7B , 6.23A

ELPS ELPS.c.3B , ELPS.c.3G

Human adaptation to and modification of environment

Pollution

Ecological disaster

Environmental degradation

Economic and political decisions for adaptation or

modification of the environment for short-term benefits

may result in long-term damage to the environment.

KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT

Emerging Economy –countries in transition phase between developing and developed economies; usually in process of rapid growth.

















Forced migration –coerced movement of a person or persons away from their home or home region. A specific form of forced migration is populationtransfer.

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:

Russia and the Eurasian Republics

Historically, Russia was ruled by a monarch, but

with a civil war in the early part of the 20th

century, a communist government controlled the

country for most of the 20th century.

People were unable to emigrate because of the

heavy-handed government and its power to

keep people from leaving during both the Tsarist

and Communist eras.

The Russians gained control of the surrounding

countries and either incorporated them into their

empire (Central Asian republics) or dominated

them politically (Warsaw Pact countries).

After the Cold War, these small regions that had

been under communist rule gradually gained

their independence and are thus known as the

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about:/module/standards/Tools/Browse?StandardId=111897


TEKS UNIT LEVEL SPECIFICITYTEKS#

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Eurasian Republics (Latvia, Lithuania, etc.).

6.1B analyze the historical background of various contemporary societies to

evaluate relationships between past conflicts and current conditions.

Analyze

HISTORICAL BACKGROUNDS OF SOCIETIES


Past conflicts as defined by historical challenges that

impact the current economic, social, and/or political life

in a contemporary society. Examples include:

Legacy of Soviet Union on former bloc countries

(struggling economies, ethnic tensions, conflict

in government)

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:

6.2B 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


Social contributions

Political contributions

Economic contributions

Cultural contributions

Russia & Eurasia:









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Political and economic system moved through Eurasia

and brought regularity to many countries in region

Ethnic mixing promoted Russian identity

Monumental architecture

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


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

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









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6.3B pose and answer questions about geographic distributions and patterns

for various world regions and countries shown on maps, graphs, charts,

models, and databases

Pose, Answer

QUESTIONS ABOUT GEOGRAPHIC DISTRIBUTIONS AND PATTERNS


Examples from modern societies in Europe, Asia, the

Americas, Africa, and Australia

Regions – climate, vegetation, culture, and/or locationor environmental factors

Population density

Population pyramids

Patterns of migration during Soviet Union (Russians to

other areas, forced migration so that ethnic groups

always in minority) and migration now for work and

political reasons

6.3D create thematic maps, graphs, charts, models, and databases depicting

aspects such as population, disease, and economic activities of various

world regions and countries.

Create

MAPS, GRAPHS, CHARTS, MODELS, DATABASES


Pie charts based on fractional parts and double or

triple bar graphs and computer databases

Free hand maps or outline maps with key and symbols

Population data (e.g., population pyramids,

demographics, population density maps)

Demographics (e.g., birth rate, death rate, population

growth rate, life expectancy, literacy level, individual

purchasing power, average family size)

Ethnic Russian makeup of Eurasian republics








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Plight of poverty-stricken countries (e.g., spread of

AIDS, famine, lack of water)

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:

6.4A locate various contemporary societies on maps and globes using latitude

and longitude to determine absolute location

Locate

CONTEMPORARY SOCIETIES


Locate various societies in the Americas, Europe, Asia,

Middle East, Africa, Australia, and Oceania today on

maps and globes

Location of and settlement patterns of ethnic groups

(e.g., use coordinates and apply skills introduced in

earlier units)

6.4C explain ways in which human migration influences the character of places

and regions

Explain

HUMAN MIGRATION INFLUENCES PLACES AND REGIONS


Cultural exchanges, adaptations and clashes,

advances in technology, use of natural resources,

trade, etc.

Examples: Russians were encouraged to

migrate to other republics to spread the









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“dominant” Russian culture; other ethnicitieswere moved around to make them easier to

control.

Reasons some countries are significantly more

populated than others based on human and physical

geography. Push and pull factors that influence

patterns of migration.

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


Russia

Major countries in Eurasia

6.5 Geography. The student understands how geographic factors influence the

economic development, political relationships, and policies of societies. The


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


Rivers – tradeNatural resources (e.g., oil, wind power, solar power)

Sea coasts (ports)









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Fertile soil/mild climate (agriculture)

6.6 Geography. The student understands that geographical patterns result from

physical environmental processes. The student is expected to:

6.6B identify the location of renewable and nonrenewable natural resources

such as fresh water, fossil fuels, fertile soils, and timber

Identify

RENEWABLE AND NONRENEWABLE NATURAL RESOURCES


Aral Sea

Renewable resource – a resource that can beregenerated

Fresh water (Mountain snow melts and

replenishes rivers and streams)

Plants and animals

Fertile soils (Ganges and Indus rivers flood, and

deposit silt to fertilize soil)

Timber

Nonrenewable resource – a finite resource that cannotbe replaced once it is used

Fossil fuels: Coal, oil, natural gas.

Note: Geologic forces (constructive and destructive) include decay of

plant and animal remains, deposition, weathering, erosion, mountain-

building, etc.

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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6.7A identify and analyze ways people have adapted to the physical

environment in various places and regions

Identify, Analyze

WAYS PEOPLE HAVE ADAPTED TO THE PHYSICAL ENVIRONMENT


Examples from all continents, past and present

Siberia-adaptation to harsh climate

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


Mining – permanently changes physical environment(e.g., deforestation, water pollution, loss of aquatic life)

Irrigation – building dams to store water for irrigationTransportation infrastructure – building canal for trade;new highways, public transportation, use of airplanes,

trucks, trains, etc. to transport goods

Environmental degradation in the Aral Sea – pollutionand overuse of water have shrunk the Aral Sea

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


Building dams to control flooding or change patterns of

water flow









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Clearing and building roads, drilling, aerospace

The role of technology in changing the physical

environment through agricultural activities

Mining techniques

Industrialization (factories)

Irrigration in Central Asia has led to environmental degradation in the

Aral Sea and Lake Baikal regions

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


Discuss factors of production in Communist economy;

control of natural resources, labor, capital.

Changes after end of Cold War, now emerging markets

in many former Communist countries with much capital

and entrepreneurial projects coming from outside.

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











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Example:

Traditional Economies – Custom and traditiondetermines what is to be produced, and things

are owned by families, or the entire village.

Distribution of goods and services are kept

locally.

Capitalism – Production and distribution ofgoods and services is based on private

ownership.

Socialism – The government owns some factorsof production (usually the major industries).

Communism – National ownership of allproduction and distribution of goods and

services

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


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 communist system is a political economy in which







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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)

Private ownership (land, minerals, manufacturing

plants, goods and services)

Opportunities for innovativeness and

inventiveness

Opportunities to earn a profit

6.9D examine the record of collective, non-free market economic systems in

contemporary world societies.

Examine

THE RECORD OF COLLECTIVE, NON-FREE MARKET ECONOMIC

SYSTEMS IN CONTEMPORARY WORLD SOCIETIES


The collapse of collective economies in Eastern

Europe and Eurasia in the late 1980s








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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:

6.10B 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


Life expectancy – the average number of yearsremaining 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 track and compare a country’s wealthGDP per capita is the GDP divided by the country’spopulation

Literacy – the ability to read and writeEffects of regional labels and images (e.g., labeling an

African country “less developed” or “third world”)Economic indicators can be used to determine whether

the economy is advanced or developing.

Graphing the GDP and other levels of economic

development of countries which represent all or most

continents of the world.

Using data from charts and graphs (student-created

and textbook) to make comparisons and

generalizations about economic development.

How did these change in East Europe after the fall of








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the Berlin Wall?

6.10C identify and describe the effects of government regulation and taxation

on economic development and business planning.

Identify, Describe

EFFECTS OF GOVERNMENT REGULATION AND TAXATION ON

ECONOMIC DEVELOPMENT AND BUSINESS PLANNING


Effect of command economy on business and economy

in Eurasia; how things changed after 1990 when

economies began transition to free market enterprise

6.11 Government. The student understands the concepts of limited and unlimited

governments. The student is expected to:

6.11A identify and describe examples of limited and unlimited governments

such as constitutional (limited) and totalitarian (unlimited)

Identify, Describe

EXAMPLES OF LIMITED AND UNLIMITED GOVERNMENTS


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 they cannot take

advantage of their elected, appointed, or inherited

positions.

Study and discuss our constitutional government

and the system of checks and balances in the 3

branches of U.S. government

U.S. citizens care about individual freedoms,









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equal opportunities and fair treatment of all

people, as well as private ownership (our gov’tprotects the people)

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.

Afghanistan developing government and

constitution

Each country has its own form of government

Governments moving further toward democracy

include Russia

6.11B compare the characteristics of limited and unlimited governments Compare

CHARACTERISTICS OF LIMITED AND UNLIMITED GOVERNMENT


Characteristics of limited government

Characteristics of unlimited government

Soviet Union is an example of unlimited government;

the new, modern republics are moving towards limited

government.

6.12 Government. The student understands various ways in which people

organize governments. The student is expected to:

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









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Russian Federation

Federation

Constitution – 1993Executive – president, prime minister (chairmanof government)

Legislative – Federal Assembly (FederationCouncil, State Duma)

Judicial – Constitutional Court, Supreme Court,Supreme Court of Arbitration, Office of the

Procurator General

83 federal subjects (members of the

Federation), including 21 republics, 9 krays, 46

oblasts, 2 federal cities, 1 autonomous oblast, 4

autonomous okrugs

Source

http://www.state.gov/r/pa/ei/bgn/3183.htm

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

CULTURE AND THE COMMON TRAITS THAT UNIFY A CULTURE

REGION


Culture – the way of life of a group of people who





http://www.state.gov/r/pa/ei/bgn/3183.htm




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share 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

Russian culture permeated the republics of the former

Soviet Union. Language was enforced; monumental

architecture, food, and traditions all focused on

Russian heritage.

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


Various ethnic cultures of former Yugoslavia

Ethnic cultures of the Russian Republics

6.16 Culture. The student understands that all societies have basic institutions in

common even though the characteristics of these institutions may differ. The


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


Government – with regular elections, government









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tends to reinvent, re-organize, and sustain itself every

few years.

Education – trends often change, but the need for aninformed citizenry helps sustain the institution.

Ways of work – methods and tasks change astechnology impacts the workplace, but the need for

income continues to be a necessity, therefore

sustaining the institution.

Religion – many denominations use monumentalarchitecture to attract new members, thus sustaining

their impact on communities.

Social – these institutions sustain themselves invarious ways depending upon the group.

Education, government, and social structures were set up to

encourage the supremacy of Russian culture during the Soviet Union.

What was the impact on other cultures in Russia and Eurasia?

6.17 Culture. The student understands relationships that exist among world

cultures. The student is expected to:

6.17D identify and define the impact of cultural diffusion on individuals and

world societies

Identify, Define

IMPACT OF CULTURAL DIFFUSION ON INDIVIDUALS AND WORLD

SOCIETIES


Positive impact

Negative impact

Cultural situation has changed since the fall of the








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Soviet Union (e.g., Are ethnic Russians treated

differently now that they are in the minority in the

republics and not in power? How are other ethnicities

treated in Russia?).

6.17E identify examples of positive and negative effects of cultural diffusion. Identify

EXAMPLES OF POSITIVE AND NEGATIVE EFFECTS OF CULTURAL

DIFFUSION


Cultural situation has changed since the fall of the

Soviet Union (e.g., Are ethnic Russians treated

differently now that they are in the minority in the

republics and not in power? How are other ethnicities

treated in Russia?).

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-

effect relationships, comparing, contrasting, finding the main idea,

summarizing, making generalizations and predictions, and drawing

inferences and conclusions

Analyze

INFORMATION


Sequencing

Categorizing

Identifying cause-and-effect relationships









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Comparing

Contrasting

Finding the main idea

Summarizing

Making generalizations and predictions

Drawing inferences and conclusions

6.21C organize and interpret information from outlines, reports, databases, and

visuals, including graphs, charts, timelines, and maps

Organize, Interpret

INFORMATION


Outlines

Reports

Databases

Visuals

Graphs

Charts

Timelines

Maps

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


Journal entries









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Reports

Graphic organizers

Outlines

Bibliographies

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


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

Use

PROBLEM-SOLVING PROCESS


Identify a problem

Gather information

List and consider options

Consider advantages and disadvantages

Choose and implement a solution

Evaluate the effectiveness of the solution

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

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SOCIAL STUDIES SKILLS TEKS: USE APPROPRIATE SOCIAL STUDIES SKILLS TO SUPPORT INSTRUCTION.TEKS#

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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

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




















SOCIAL STUDIES SKILLS TEKS: USE APPROPRIATE SOCIAL STUDIES SKILLS TO SUPPORT INSTRUCTION.TEKS#

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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:

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.3 Cross-curricular second language acquisition/speaking

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,





http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4








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.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.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.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.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.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






Documents

INSTRUCTIONAL FOCUS DOCUMENT Grade 6 …...Students may think of Russia as a mono-cultural society and may not be aware of the significant diversity within Russia and the Eurasian