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What Are The Texas Essential Knowledge and Skills (TEKS)?

Sixth Grade

SAISD Social Studies Department

406 Barrera Street • San Antonio, Texas • 78210

Contemporary World Cultures and Geography




What Are The TEKS?

The Texas Essential Knowledge and Skills (or TEKS for short) is a list of what you need to know and what you should be able to do by the time you finish a course in any subject area. If you went to any school in the state of Texas since Kindergarten, your teachers were provided with the TEKS for what they were teaching.

Why Are They Important?

It is important to know what the TEKS are so you know what is expected of you during the year. Also, since you are going to be assessed by a state exam (STAAR) this year, the TEKS let you know what information might be on the test.

Where Can I Find Them?

The TEKS are posted on the Texas Education Agency’s website found at http://ritter.tea.state.tx.us/rules/tac/chapter113. You can also search for them on the internet by using “U.S. History Since 1877 TEKS” as your keywords.

How Do I Read Them?

At first glance, the TEKS for any subject look like an outline for a research paper.

They appear like that because they are part of the Texas Education Code (TEC) and the Texas Administrative Code (TAC). In other words, they are part of state law.

(3) History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to:

(A) analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism;

(B) analyze economic issues such as industrialization, the growth of railroads, the growth of labor unions, farm issues, the cattle industry boom, the rise of entrepreneurship, free enterprise, and the pros and cons of big business;

(C) analyze social issues affecting women, minorities, children, immigrants, urbanization, the Social Gospel, and philanthropy of industrialists; and

(D) describe the optimism of the many immigrants who sought a better life in America.

How the TEKS look online

http://ritter.tea.state.tx.us/rules/tac/chapter113

http://ritter.tea.state.tx.us/rules/tac/chapter113




What Am I Looking At?

When you look at the TEKS, they seem complicated at first. However, when you first look at anything new, you tend to look at different pieces before understanding the big picture. For example, when you are shown a picture, most will look at the different details before determining whether or not you like the picture as a whole. Understanding the TEKS and what you need to know by the end of the year is like the same thing.

What Are The Parts Of The TEKS?

Whether you are in science, social studies, math, language arts, band, or physical education, there are TEKS that outline what is to be taught. No matter which subject area, all TEKS have four basic parts.

Part 1: The Strand

The strand is a group of TEKS that have a common theme or concept that they share. In social studies, there are eight different strands that the TEKS are classified by:

1. History - The people, places, and events 2. Geography - How people affect the planet, how people affect people, and how

the planet affects people 3. Economics - How people/governments create/lose wealth 4. Government - How different types of governments are created, how they operate,

and how they change over time 5. Citizenship - How people in different societies participate in government 6. Culture - How different societies live and interact with other societies 7. Science, Technology and Society - How advancements in technology, science,

and medicine affect societies 8. Social Studies Skills - How to develop research, reading, thinking, writing, and

communication skills

Part 2: The Knowledge Statement

The knowledge statement is always the sentence that follows a number in the TEKS. The knowledge statement gives you the big idea or concept that has to be understood.

Part 3: The Student Expectation

The student expectation is the part of the TEKS that always follow a letter in the TEKS. The student expectation tells you exactly what you need to know as it relates to the knowledge statement.

More importantly, student expectations are not just lists of stuff you have to memorize and repeat back. They tell you how much you have to understand something and how you are going to show how well you know it.




So What Do I Do?

The important thing to remember when looking at the TEKS is understanding exactly what you need to know and how you can explain it back to someone else. Before going any further, lets take some time to break down a few of the TEKS for U.S. History for practice.

So, in our example above, the student expectations (A-D) belong in the HISTORY strand. Therefore, we know that the student expectations have to do with people, places, and events from the past. Also, we read the stem and we then find out that the student expectations (A-D) have something to do with the political, economic, and social changes in the United States during the years 1877-1898. Finally, we read the student expectations to find out what specific things we need to find out about and at what level do we need to understand them.






Strand Knowledge Statement

Student Expectations




To take a deeper look, let’s take one student expectation and make a sentence out of it:

(3) (A) The student is expected to analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism.

Now, break down the sentence into pieces:

• Students are expected to analyze the political issue of Indian Policies. • Students are expected to analyze the political issue of the growth of political

machines. • Students are expected to analyze the political issue of civil service reform. • Students are expected to analyze the political issue of the beginnings of Populism.

Keep in mind that the four items listed above are things that were going on from 1877-1898. (We know this from the Stem portion)

Notice that the word analyze is underlined in each of the sentences above. Another important feature of the student expectations is the verb. All student expectations have verbs and the state uses different verbs throughout the TEKS. The verbs are clues to how much you know about a certain topic.

Sometimes, the state expects you to identify (recall) something. Other times, the state wants you to analyze (examine what something means and understand why something is important) people, places, and events. Therefore, it is important to look at the entire sentence to find out not only the what you need to know but also the skills you need to show.









Returning to Breaking It Down

Now we have examined one single student expectation, lets go back to it one more time to string together what we need to do.

The student is expected to analyze political issues such as Indian policies, the growth of political machines, civil service reform, and the beginnings of Populism.

Now that we have defined what we have to know, we have to investigate political issues during the years between 1877 and 1898 and:

• Define political machines, Indian policies, growth of political machines, civil service reform, and the beginnings of Populism.

• Explain how political machines, Indian policies, growth of political machines, civil service reform, and the beginnings of Populism were political issues during 1877 through 1898.

• Analyze how political machines, Indian policies, growth of political machines, civil service reform, and the beginnings of Populism affected people and events politically during 1877 through 1898.

We have just examined one student expectation out of the 130 student expectations in U.S. History Since 1877.

Putting All The Pieces Together:

If you examine the chart on Page 10, you will see the people, places, events and concepts that are covered in your TEKS. It seems overwhelming in the beginning to look at all of the student expectations and trying to figure out how all of this information will stay in your memory. However, when examining the student expectations, you will begin to notice patterns of how things are connected together!




The TEKS is not only about people, places, and events from the past. The TEKS are also about developing your skills to think as a historian, economist, geographer, and political scientist. The Social Studies Skills are a series of student expectations that are listed at the end of every subject and grade level since Kindergarten. The reason they exist is because we want you to develop and use your critical- thinking skills. You should also be able to use a variety of primary and secondary source material to explain and apply different methods that historians use to understand and interpret the past, including multiple points of view and historical context.

Basically, the state and your teachers want you to become a researcher and reporter of the past and present. The way to accomplish this is to use a variety of rich primary and secondary source material such as biographies, autobiographies, landmark cases of the U.S. Supreme Court, novels, speeches, letters, diaries, poetry, songs, and artworks during the year.

When it comes to assessing your skills on STAAR, in the 8th and 11th grades, it is expected that you can analyze a visual and draw a historical conclusion based on that visual. Look at the examples below to find out how visuals can make a question more difficult: Example 1

President Franklin D. Roosevelt’s goal concerning the Supreme Court was to A) increase ethnic and racial diversity B) insure support for New Deal legislation C) appoint justices who would use a strict interpretation of the Constitution D) strengthen judicial independence

Example 2

Base your answer to question 32 on the cartoonbelow and on your knowledge of social studies.

QUALIFYING TEST FORSUPREME COURT JOBS

Source: Edward S. Brown, New York Herald Tribune, February 12, 1937 (adapted)

32 Based on this cartoon, President Franklin D.Roosevelt’s goal concerning the Supreme Courtwas to(1) increase ethnic and racial diversity(2) insure support for New Deal legislation(3) appoint justices who would use a strict

interpretation of the Constitution(4) strengthen judicial independence

33 What was the major purpose of the Lend-LeaseAct (1941)?(1) sending United States troops to defend France(2) keeping the Soviet Union from invading China(3) helping Great Britain without going to war(4) profiting from Germany’s demand for steel

and oil from the United States

Base your answer to question 34 on the cartoonbelow and on your knowledge of social studies.

Stretched Around the World

Source: Fred O. Seibel, Richmond Times Dispatch, October 29, 1942 (adapted)

34 Which statement most accurately expresses themain idea of this 1942 cartoon?(1) Allied goals in World War II will affect every

nation.(2) The Atlantic Charter will help only Europe

and Asia.(3) The United States intends to rule the entire

world.(4) American strategy will be to win the war in

the Pacific first.

U.S. Hist. & Gov’t. – Aug. ’13 [8]

According to the opinion of the cartoonist -

A) President Roosevelt was looking to increase his power over the Supreme Court.

B) the Supreme Court at that time needed to go along with the New Deal policies.

C) the Supreme Court was not following the Constitution.

D) President Roosevelt was agreeing with the justices of the Supreme Court.

During your studies, you will be shown how to analyze visuals, speeches, and other types of documents so you can explain what they mean by using your skills!




The chart below and on the next page show you the verbs used in the TEKS for social studies. When you are looking at a student expectation and are not sure how much of something you need to know, refer to this list.

Word Dictionary Definition(s)

Acquire to gain for oneself through one's actions or efforts: to acquire learning.

Analyze to examine carefully and in detail so as to identify causes, key factors, possible results, etc.

Aspect part or a piece

Bias prejudice in favor of or against one thing, person, or group compared with another, usually in a way considered to be unfair.

Categorizing to arrange in categories or classes; classify

Cause and Effect

to understand why events happen and what happens because of events

Comparing and Contrasting

to examine (two or more objects, ideas, people, etc.) in order to note similarities and differences

Consequences a result or effect of an action or condition

Corroboration evidence that confirms or supports a statement, theory, or finding; confirmation

Decision-Making the process of examining a situation, weighing the options, and making a choice

Drawing Conclusions

to frame or formulate a conclusion based on information presented to examine the evidence and come to a final idea/picture

Drawing Inferences

to examine evidence carefully and then judge or draw a conclusion based on the evidence

Frame of Reference

making judgements in relation to personal ideals or values

Geographic Distributions

how things are distributed over space (especially over the surface of the Earth)

Geographic Patterns

a repetition in distributions over space (especially over the surface of the Earth)

Historical Context

the political, social, cultural, and economic environment related to historical moments, events, and trends

Historiography the study of historical writing

Identify to recognize or establish as being a particular person or thing

Implement to put into action or to include as part of an action

Inquiry the act of asking for information

Interpret explain the meaning of

Main Idea what something is about

Making Generalizations

to make broad statements based on either facts or presented evidence




Information adapted from: http://dictionary.reference.com/ and en.wiktionary.org

Word Dictionary Definition(s)

Point of View a particular attitude or way of considering a matter

Predict to make statements about future events based on patterns or presented evidence

Primary Source an artifact, a document, a recording, or other source of information that was created at the time under study. It serves as an original source of information about the topic.

Problem-Solving the process of finding solutions to difficult or complex issues

Secondary Source

any source about an event, period, or issue in history that was produced after that event, period or issue has passed.

Sequencing to place things in chronological order

Statistical practice of collecting and analyzing numerical data in large quantities

Summarizing give a brief statement of the main points

Terminology the body of words used with a particular subject of study (language of the profession)

Thematic Map type of map or chart especially designed to show a particular theme connected with a specific geographic area

Validity to be factually sound

http://dictionary.reference.com/

http://en.wiktionary.org

http://dictionary.reference.com/

http://en.wiktionary.org



“Big Picture”- Sixth GradeGeography Concepts Vocabulary

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? Geographic distributions Physical features Human geographic features Landforms Bodies of water Urban centers Location of certain countries (6.4F)

Analyze past conflicts and current conditions Classical Greeks impact on government American revolution French Revolution Create various visuals about various geographic information Compare regions and countries using data Geographic factors related to economic, politics, and policies Physical environmental processes People and environment interaction Technological influences Factors of production U.S. free enterprise system Various economic systems and industries Analyze economic data Limited versus unlimited governments Types of government (specific countries 6.12B) Origins of democracy Citizenship in a variety of societies Similarities and differences in world cultures Basic institutions in all societies Relationships among world cultures Impact of cultural diffusion Relationship of arts and societies Relationship of religion, philosophy and culture Impact of technology on societies

Invasions Conquests Colonization Immigration Trade Latitude Longitude Absolute location Human migration Urban Renewable resources Nonrenewable resources Physical processes Erosion Ocean currents Earthquakes Irrigation Infrastructure Scarcity Morality Ethics GDP GDP per capita Literacy Socialist economy Communist economy Constitutional Totalitarian Human rights Oligarchy Monarchy Dictator Cultural traits Multicultural Sustain Cultural diffusion Hajj Yom Kippur Rosh Hashanah Diwali Vaisakhi



Sixth Grade Texas Essential Knowledge and Skills

Introduction

(1) In Grade 6, students study people, places, and societies of the contemporary world. Societies for study are from the following regions of the world: Europe, Russia and the Eurasian republics, North America, Central America and the Caribbean, South America, Southwest Asia-North Africa, Sub- Saharan Africa, South Asia, East Asia, Southeast Asia, Australia, and the Pacific realm. Students describe the influence of individuals and groups on historical and contemporary events in those societies and identify the locations and geographic characteristics of various societies. Students identify different ways of organizing economic and governmental systems. The concepts of limited and unlimited government are introduced, and students describe the nature of citizenship in various societies. Students compare institutions common to all societies such as government, education, and religious institutions. Students explain how the level of technology affects the development of the various societies and identify different points of view about events. The concept of frame of reference is introduced as an influence on an individual's point of view.

(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies, autobiographies, novels, speeches, letters, poetry, songs, and artworks is encouraged. Motivating resources are available from museums, art galleries, and historical sites.

(3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(4) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.

(5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).

(6) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.

(7) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.

(A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement. (B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."

(8) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.



TEKS Student Expectation

6.1A The student understands that historical events influence contemporary events. The student is expected to trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as invasion, conquests, colonization, immigration, and trade.

6.1B The student understands that historical events influence contemporary events. The student is expected to analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions.

6.2A

The student understands the influences of individuals and groups from various cultures on various historical and contemporary societies. The student is expected to identify and describe the influence of individual or group achievements on various historical or contemporary societies such as the classical Greeks on government and the American Revolution on the French Revolution.

6.2BThe student understands the influences of individuals and groups from various cultures on various historical and contemporary societies. The student is expected to evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present.

6.3AThe student uses geographic tools to answer geographic questions. The student is expected to 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?

6.3BThe student uses geographic tools to answer geographic questions. The student is expected to pose and answer questions about geographic distributions and patterns for various world regions and countries shown on maps, graphs, charts, models, and databases

6.3C The student uses geographic tools to answer geographic questions. The student is expected to compare various world regions and countries using data from geographic tools, including maps, graphs, charts, databases, and models.

6.3DThe student uses geographic tools to answer geographic questions. The student is expected to create thematic maps, graphs, charts, models, and databases depicting aspects such as population, disease, and economic activities of various world regions and countries.

6.4A

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 locate various contemporary societies on maps and globes using latitude and longitude to determine absolute location.

6.4B

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 identify and explain the geographic factors responsible for patterns of population in places and regions.

6.4CThe 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 explain ways in which human migration influences the character of places and regions

6.4D

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 identify and locate major physical and human geographic features such as landforms, water bodies, and urban centers of various places and regions.

6.4EThe 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 draw sketch maps that illustrate various places and regions.

6.4F

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 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.

6.5AThe student understands how geographic factors influence the economic development, political relationships, and policies of societies. The student is expected to identify and explain the geographic factors responsible for the location of economic activities in places and regions.

6.5B

The student understands how geographic factors influence the economic development, political relationships, and policies of societies. The student is expected to 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

6.5CThe student understands how geographic factors influence the economic development, political relationships, and policies of societies. The student is expected to explain the impact of geographic factors on economic development and the domestic and foreign policies of societies.

6.6A

The student understands that geographical patterns result from physical environmental processes. The student is expected to describe and explain the effects of physical environmental processes such as erosion, ocean currents, and earthquakes on Earth's surface.

6.6B

The student understands that geographical patterns result from physical environmental processes. The student is expected to identify the location of renewable and nonrenewable natural resources such as fresh water, fossil fuels, fertile soils, and timber.

HISTORY

GEO

GRAPHY



TEKS Student Expectation6.6C The student understands that geographical patterns result from physical environmental processes. The student is

expected to analyze the effects of the interaction of physical processes and the environment on humans.

6.7AThe 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 identify and analyze ways people have adapted to the physical environment in various places and regions.

6.7BThe 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 identify and analyze ways people have modified the physical environment such as mining, irrigation, and transportation infrastructure.

6.7CThe 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 describe ways in which technology influences human interactions with the environment such as humans building dams for flood control.

6.8AThe student understands the factors of production in a society's economy. The student is expected to describe ways in which the factors of production (natural resources, labor, capital, and entrepreneurs) influence the economies of various contemporary societies

6.8B The student understands the factors of production in a society's economy. The student is expected to identify problems and issues that may arise when one or more of the factors of production is in relatively short supply.

6.8CThe student understands the factors of production in a society's economy. The student is expected to explain the impact of relative scarcity of resources on international trade and economic interdependence among and within societies.

6.9A The student understands the various ways in which people organize economic systems. The student is expected to compare ways in which various societies organize the production and distribution of goods and services.

6.9BThe student understands the various ways in which people organize economic systems. The student is expected to compare and contrast free enterprise, socialist, and communist economies in various contemporary societies, including the benefits of the U.S free enterprise system.

6.9C The student understands the various ways in which people organize economic systems. The student is expected to understand the importance of morality and ethics in maintaining a functional free enterprise system.

6.9D The student understands the various ways in which people organize economic systems. The student is expected to examine the record of collective, non-free market economic systems in contemporary world societies.

6.10AThe student understands categories of economic activities and the data used to measure a society's economic level. The student is expected to define and give examples of agricultural, wholesale, retail, manufacturing (goods), and service industries.

6.10BThe student understands categories of economic activities and the data used to measure a society's economic level. The student is expected to describe levels of economic development of various societies using indicators such as life expectancy, gross domestic product (GDP), GDP per capita, and literacy.

6.10CThe student understands categories of economic activities and the data used to measure a society's economic level. The student is expected to identify and describe the effects of government regulation and taxation on economic development and business planning.

6.11A The student understands the concepts of limited and unlimited governments. The student is expected to identify and describe examples of limited and unlimited governments such as constitutional (limited) and totalitarian (unlimited)

6.11B The student understands the concepts of limited and unlimited governments. The student is expected to compare the characteristics of limited and unlimited governments.

6.11C The student understands the concepts of limited and unlimited governments. The student is expected to identify reasons for limiting the power of government,

6.11D The student understands the concepts of limited and unlimited governments. The student is expected to review the record of human rights abuses of limited or unlimited governments such as the oppression of Christians in Sudan.

6.12A The student understands various ways in which people organize governments. The student is expected to identify and give examples of governments with rule by one, few, or many.

6.12B The student understands various ways in which people organize governments. The student is expected to compare ways in which various societies such as China, Germany, India, and Russia organize government and how they function.

6.12C The student understands various ways in which people organize governments. The student is expected to identify historical origins of democratic forms of government such as Ancient Greece.

6.13A The student understands that the nature of citizenship varies among societies. The student is expected to describe roles and responsibilities of citizens in various contemporary societies, including the United States.

6.13BThe student understands that the nature of citizenship varies among societies. The student is expected to explain how opportunities for citizens to participate in and influence the political process vary among various contemporary societies.

6.13CThe student understands that the nature of citizenship varies among societies. The student is expected to compare the role of citizens in the United States with the role of citizens from various contemporary societies with representative and non-representative governments.

6.14AThe student understands the relationship among individual rights, responsibilities, duties, and freedoms in societies with representative governments. The student is expected to identify and explain the duty of civic participation in societies with representative governments.

6.14BThe student understands the relationship among individual rights, responsibilities, duties, and freedoms in societies with representative governments. The student is expected to explain relationships among rights, responsibilities, and duties in societies with representative governments.

GEO

GRAPHY

ECONOMIC

GOVERNMENT

CITIZENSHIP



TEKS Student Expectation6.15A The student understands the similarities and differences within and among cultures in various world societies. The

student is expected to define culture and the common traits that unify a culture region.

6.15B The student understands the similarities and differences within and among cultures in various world societies. The student is expected to identify and describe common traits that define cultures.

6.15CThe student understands the similarities and differences within and among cultures in various world societies. The student is expected to define a multicultural society and consider both the positive and negative qualities of multiculturalism.

6.15DThe student understands the similarities and differences within and among cultures in various world societies. The student is expected to analyze the experiences and evaluate the contributions of diverse groups to multicultural societies.

6.15E The student understands the similarities and differences within and among cultures in various world societies. The student is expected to analyze the similarities and differences among various world societies.

6.15F The student understands the similarities and differences within and among cultures in various world societies. The student is expected to identify and explain examples of conflict and cooperation between and among cultures.

6.16AThe student understands that all societies have basic institutions in common even though the characteristics of these institutions may differ. The student is expected to identify institutions basic to all societies, including government, economic, educational, and religious institutions.

6.16BThe student understands that all societies have basic institutions in common even though the characteristics of these institutions may differ. The student is expected to compare characteristics of institutions in various contemporary societies.

6.16C

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 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.

6.17A The student understands relationships that exist among world cultures. The student is expected to identify and describe how culture traits such as trade, travel, and war spread.

6.17BThe student understands relationships that exist among world cultures. The student is expected to identify and describe factors that influence cultural change such as improved communication, transportation, and economic development.

6.17C The student understands relationships that exist among world cultures. The student is expected to evaluate the impact of improved communication technology among cultures.

6.17D The student understands relationships that exist among world cultures. The student is expected to identify and define the impact of cultural diffusion on individuals and world societies.

6.17E The student understands relationships that exist among world cultures. The student is expected to identify examples of positive and negative effects of cultural diffusion.

6.18AThe student understands the relationship that exists between the arts and the societies in which they are produced. The student is expected to explain the relationships that exist between societies and their architecture, art, music, and literature.

6.18BThe student understands the relationship that exists between the arts and the societies in which they are produced. The student is expected to relate ways in which contemporary expressions of culture have been influenced by the past.

6.18C The student understands the relationship that exists between the arts and the societies in which they are produced. The student is expected to describe ways in which contemporary issues influence creative expressions.

6.18DThe student understands the relationship that exists between the arts and the societies in which they are produced. The student is expected to identify examples of art, music, and literature that have transcended the boundaries of societies and convey universal themes such as religion, justice, and the passage of time.

6.19AThe student understands the relationships among religion, philosophy, and culture. The student is expected to explain the relationship among religious ideas, philosophical ideas, and cultures.

6.19B

The student understands the relationships among religion, philosophy, and culture. The student is expected to explain the significance of religious holidays and observances such as Christmas, Easter, Ramadan, the annual hali, Yom Kippur, Rosh Hashanah, Diwali, and Vaisakhi in various contemporary societies.

6.20A

The student understands the influences of science and technology on contemporary societies. The student is expected to 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.

6.20B

The student understands the influences of science and technology on contemporary societies. The student is expected to explain how resources, belief systems, economic factors, and political decisions have affected the use of technology.

6.20CThe student understands the influences of science and technology on contemporary societies. The student is expected to make predictions about future social, political, economic, cultural, and environmental impacts that may result from future scientific discoveries and technological innovations.

CULTURE

S-T-S



TEKS Student Expectation

6.21A

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 differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about various world cultures.

6.21B

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 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

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 organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps.

6.21DThe 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 identify different points of view about an issue or current topic.

6.21EThe 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 identify the elements of frame of reference that influenced participants in an event.

6.21FThe 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 use appropriate mathematical skills to interpret social studies information such as maps and graphs.

6.22A The student communicates in written, oral, and visual forms. The student is expected to use social studies terminology correctly.

6.22B The student communicates in written, oral, and visual forms. The student is expected to incorporate main and supporting ideas in verbal and written communication based on research.

6.22C The student communicates in written, oral, and visual forms. The student is expected to express ideas orally based on research and experiences.

6.22D The student communicates in written, oral, and visual forms. The student is expected to create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research.

6.22E The student communicates in written, oral, and visual forms. The student is expected to use standard grammar, spelling, sentence structure, and punctuation.

6.22F The student communicates in written, oral, and visual forms. The student is expected to use proper citations to avoid plagiarism.

6.23A

The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to 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.

SKILLS



Materials Organized and Provided By:

The Social Studies Department “At Your Service”

406 Barrera St. San Antonio, TX 78210 Phone: 210•554•2630

Fax: 210•224•6448

Content ®SAISD Social Studies Department Except Where Noted

Documents

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