Side-by-Side Comparison of the Texas Educational Knowledge and Skills (TEKS) and Louisiana Grade Level Expectations (GLEs) SOCIAL STUDIES: Grade 6

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1 Side-by-Side Comparison of the Texas Educational Knowledge and Skills (TEKS) and Louisiana Grade Level Expectations (GLEs) SOCIAL STUDIES: Grade 6 TEKS Comments Louisiana GLE (6.1) History. The student understands that historical events influence contemporary events. (6.1.A) describe characteristics of selected contemporary societies such as Bosnia and Northern Ireland that resulted from historical events or factors such as invasion, conquests, colonization, immigration, and trade; and (6.1.B) analyze the historical background of selected contemporary societies to evaluate relationships between past conflicts and current conditions. (6.2) History. The student understands the contributions of individuals and groups from various cultures to selected historical and contemporary societies. (6.2.A) explain the significance of individuals or groups from selected societies, past and present; and (6.2.B) describe the influence of individual and group achievement on selected historical or contemporary societies. (6.3) Geography. The student uses maps, globes, graphs, charts, models, and databases to answer geographic questions. (6.3.A) create thematic maps, graphs, charts, models, and databases depicting various aspects of world regions and countries such as population, disease, and economic activities; (6.3.B) pose and answer questions about geographic distributions and patterns for selected world regions and countries shown on maps, graphs, charts, models, and databases; and (6.3.C) compare selected world regions and countries using data from maps, graphs, charts, databases, and models. Focus of TEKS is on contemporary world; need to extend to ancient to address full intent of LA GLE addressed throughout LA GLE 17. Describe the defining characteristics of major world civilizations from political, social, and economic perspectives (H- 1A-M2) 18. Describe the causes, effects, or impact of a given historical development or event in world civilizations (H-1A-M3) 20. Identify historical issues or problems in world civilizations and discuss how they were addressed (H-1A-M5) Southwest Educational Development Laboratory (November 2005) 1

2 (6.4) Geography. The student understands the characteristics and relative locations of major historical and contemporary societies. (6.4.A) locate major historical and contemporary societies on maps and globes; (6.4.B) identify and explain the geographic factors responsible for patterns of population in places and regions; (6.4.C) explain ways in which human migration influences the character of places and regions; and (6.4.D) identify and explain the geographic factors responsible for the location of economic activities in places and regions. (6.5) Geography. The student understands how geographic factors influence the economic development, political relationships, and policies of societies. (6.5.A) explain factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence the economic development and foreign policies of societies; and (6.5.B) identify geographic factors that influence a society's ability to control territory and that shape the domestic and foreign policies of the society. (6.6) Geography. The student understands the impact of physical processes on patterns in the environment. (6.6.A) describe and explain how physical processes such as erosion, ocean circulation, and earthquakes have resulted in physical patterns on Earth's surface; (6.6.B) describe and explain the physical processes that produce renewable and nonrenewable natural resources such as fossil fuels, fertile soils, and timber; and addresses location of population centers; implies world historical events approximates 2. Identify land and climatic conditions conducive to human settlement in regions of the world and describe the role of these conditions (G-1B-M1) 3. Identify physical features that influenced world historical events and describe their influence (e.g., the Nile and Tigris- Euphrates as cradles of civilization ) (G-1B-M2) 10. Analyze world or regional distribution of natural resources in terms of the need to import or the capacity to export (G-1D-M3) (6.6.C) analyze the effects of physical processes and the "ancient civilizations" not 2. Identify land and climatic conditions conducive to human physical environment on humans. specified in TEKS; may settlement in regions of the world and describe the role of these also be implied in studies conditions (G-1B-M1) of TEKS (6.4b, (6.4d, Southwest Educational Development Laboratory (November 2005) 2

3 of TEKS (6.4b, (6.4d, (6.5a, and (6.5b 9. Explain how different physical environments affected human activity in ancient civilizations (G-1D-M2) (6.7) Geography. The student understands the impact of interactions between people and the physical environment on the development of places and regions. (6.7.A) identify and analyze ways people have adapted to the physical environment in selected places and regions; (6.7.B) identify and analyze ways people have modified the physical environment; and (6.7.C) describe ways in which technology influences human capacity to modify the physical environment. (6.8) Economics. The student understands the various ways in which people organize economic systems. (6.8.A) compare ways in which various societies organize the production and distribution of goods and services; (6.8.B) identify and differentiate among traditional, market, and command economies in selected contemporary societies, including the benefits of the U.S. free enterprise system; and (6.8.C) explain the impact of scarcity on international trade and economic interdependence among societies. (6.9) Economics. The student understands the role factors of production play in a society's economy. (6.9.A) describe ways in which factors of production (natural resources, labor, capital, and entrepreneurs) influence the economies of selected contemporary societies; and in TEKS for 6 ;implied in World History WH12a idea of interdependence addressed here; not specifically related to ancient civilizations until World History course, WH13b implied 4. Explain ways in which goals, cultures, interests, inventions, and technological advances have affected people s perceptions and uses of places or regions in world history (G-1B-M4) 27. Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations in Mesopotamia, Egypt, China, and the Indus valley (H-1C-M3) 4. Explain ways in which goals, cultures, interests, inventions, and technological advances have affected people s perceptions and uses of places or regions in world history (G-1B-M4) 7. Describe the economic interdependence among various ancient civilizations (G-1C-M6) 14. Use economic concepts (e.g., supply and demand, interdependence) to describe the economic motivations for expanding trade and territorial domination in world history (E-1A- M9) (6.9.B) identify problems and issues that may arise when one implied 14. Use economic concepts (e.g., supply and demand, or more of the factors of production is in relatively short interdependence) to describe the economic motivations for Southwest Educational Development Laboratory (November 2005) 3

4 or more of the factors of production is in relatively short supply. interdependence) to describe the economic motivations for expanding trade and territorial domination in world history (E-1A- M9) (6.10) Economics. The student understands categories of economic activities and the means used to measure a society's economic level. (6.10.A) define and give examples of primary, secondary, tertiary, and quaternary industries; and (6.10.B) describe and measure levels of economic development using various indicators such as individual purchasing power, life expectancy, and literacy. (6.11) Government. The student understands the concepts of limited governments, such as constitutional and democratic governments, and unlimited governments, such as totalitarian and nondemocratic governments. (6.11.A) describe characteristics of limited and unlimited governments; (6.11.B) identify examples of limited and unlimited governments; (6.11.C) identify reasons for limiting the power of government; and (6.11.D) compare limited and unlimited governments. (6.12) Government. The student understands alternative ways of organizing governments. (6.12.A) identify alternative ways of organizing governments such as rule by one, few, or many; implied in a study of the levels of economic activity for 6th ; for 6th ; for 6th ; for 6th ; for 6th ; 12. Explain the role of expanding specialization in the development of world civilizations (E-1A-M4) Southwest Educational Development Laboratory (November 2005) 4

5 (6.12.B) identify examples of governments with rule by one, few, or many; (6.12.C) identify historical origins of democratic forms of government; and 11. Identify the essential elements of Greek and Roman government that would later influence the U.S. government (C- 1B-M1) (6.12.D) compare how governments function in selected world societies such as China, Germany, India, and Russia. (6.13) Citizenship. The student understands that the nature of citizenship varies among societies. (6.13.A) describe roles and responsibilities of citizens in selected contemporary societies including the United States; (6.13.B) explain how opportunities for citizens to participate in and influence the political process vary among selected contemporary societies; and (6.13.C) compare the role of citizens in the United States with the role of citizens from selected democratic and nondemocratic contemporary societies. for 6th ; (6.14) Citizenship. The student understands the relationship among individual rights, responsibilities, and freedoms in democratic societies. (6.14.A) identify and explain the importance of voluntary civic participation in democratic societies; and (6.14.B) explain relationships among rights and responsibilities in democratic societies. for 6th ; (6.15) Culture. The student understands the similarities and differences within and among cultures in different societies. (6.15.A) define the concepts of culture and culture region; (6.15.B) describe some traits that define cultures; for 6th ; Southwest Educational Development Laboratory (November 2005) 5

6 (6.15.C) analyze the similarities and differences among selected world societies; and (6.15.D) identify and explain examples of conflict and cooperation between and among cultures within selected societies such as Belgium, Canada, and Rwanda. (6.16) Culture. The student understands that certain institutions are basic to all societies, but characteristics of these institutions may vary from one society to another. (6.16.A) identify institutions basic to all societies, including government, economic, educational, and religious institutions; and (6.16.B) compare characteristics of institutions in selected contemporary societies. (6.17) Culture. The student understands relationships that exist among world cultures. (6.17.A) explain aspects that link or separate cultures and societies; (6.17.B) explain the impact of political boundaries that cut across culture regions; (6.17.C) analyze how culture traits spread; (6.17.D) explain why cultures borrow from each other; (6.17.E) evaluate how cultural borrowing affects world cultures; and (6.17.F) evaluate the consequences of improved communication among cultures. (6.18) Culture. The student understands the relationship that exists between artistic, creative, and literary expressions and the societies that produce them. (6.18.A) explain the relationships that exist between societies and their architecture, art, music, and literature; (6.18.B) relate ways in which contemporary expressions of culture have been influenced by the past; Implied in description of basic characteristics of a civilization/community "ancient civilizations" not specified in TEKS implied in TEKS 22. Describe features of the earliest communities (e.g., shelter, food, clothing) (H-1C-M1) 8. Explain how ancient civilizations established and maintained political boundaries (G-1C-M7) 6. Explain factors or events that have facilitated cultural diffusion (e.g., the Silk Road, Crusades) (G-1C-M5) 46. Explain how communication among regions was accomplished between AD 1000 to 1500 (H-1C-M11) Southwest Educational Development Laboratory (November 2005) 6

7 (6.18.C) describe ways in which societal issues influence creative expressions; and (6.18.D) identify examples of art, music, and literature that have transcended the boundaries of societies and convey universal themes. (6.19) Culture. The student understands the relationships among religion, philosophy, and culture. (6.19.A) explain the relationship among religious ideas, philosophical ideas, and cultures; and (6.19.B) explain the significance of religious holidays and observances such as Christmas and Easter, Ramadan, and Yom Kippur and Rosh Hashanah in selected contemporary societies. (6.20) Science, Technology, and Society. The student understands the relationships among science and technology and political, economic, and social issues and events. (6.20.A) 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; (6.20.B) explain how resources, belief systems, economic factors, and political decisions have affected the use of technology from place to place, culture to culture, and society to society; and (6.20.C) make predictions about future social, economic, and environmental consequences that may result from future scientific discoveries and technological innovations. (6.21) Social Studies Skills. The student applies criticalthinking skills to organize and use information acquired from a variety of sources including electronic technology. (6.21.A) differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about selected world cultures; extend to focus on development of iron tools and weapons 39. Identify the major new religions and relate them to the empires that emerged in the Mediterranean Basin, China, and India (i.e., Christianity, Hinduism, Buddhism, Islam) (H-1C-M8) 33. Explain the significance of the introduction of iron tools and weapons in Southwest Asia and the Mediterranean region (H- 1C-M6) 19. Use multiple primary and secondary sources to describe world civilizations (H-1A-M4) 21. Conduct historical research using a variety of resources to answer historical questions related to world civilizations (H-1A- M6) Southwest Educational Development Laboratory (November 2005) 7

8 (6.21.B) 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; (6.21.C) organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps; (6.21.D) identify different points of view about an issue or topic; (6.21.E) identify the elements of frame of reference that influenced participants in an event; and (6.21.F) 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. implied throughout course need to focus specifically on political, social, technological, religious/cultural developments need to focus specifically on change and continuity 15. Construct a timeline of key developments in world history (political, social, technological, religious/cultural) (H-1A-M1) 16. Interpret data presented in a timeline to identify change and continuity in world civilizations (H-1A-M1) (6.22.A) use social studies terminology correctly; implied throughout study (6.22.B) incorporate main and supporting ideas in verbal and written communication; (6.22.C) express ideas orally based on research and experiences; (6.22.D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and (6.22.E) use standard grammar, spelling, sentence structure, and punctuation. (6.23) Social Studies Skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. (6.23.A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a Southwest Educational Development Laboratory (November 2005) 8

9 advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and (6.23.B) 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. in TEKS until World Geography course WG1a in TEKS History course WH23a addressed in TEKS for World History course WH13a in TEKS for 6;implied in World History WH12b 1. Use latitude and longitude to determine direction or locate or compare points on a map or representation of a globe (G-1A- M2) 5. Explain reasons for different patterns of migration among early peoples (G-1C-M4) 13. Identify the functions and characteristics of money (e.g., money as a store of value) and compare barter exchange to money exchange (E-1A-M8) 23. Describe hunter-gatherer societies, including the development of tools and the use of fire (H-1C-M1) 24. Explain how geographical features influenced development of early civilizations (e.g., domestication, cultivation, specialization) (H-1C-M2) 25. Explain why agricultural societies developed from hunters and gatherers (H-1C-M2) 26. Discuss the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing (H-1C-M2) 28. Describe the major characteristics of early river valley civilizations (H-1C-M3) 29. Describe how early river civilizations influenced the development of other cultures through trade and cultural diffusion (H-1C-M4) 30. Describe the development of agricultural societies and Southwest Educational Development Laboratory (November 2005) individual communities in Southwest Asia, the Mediterranean 9

10 History course WH23a History course WH4b in TEKS for 6 History course WH3a History course WH3a History course WH19a History course WH19b History course WH19b individual communities in Southwest Asia, the Mediterranean basin, and temperate Europe, including the role of plow technology (H-1C-M4) 31. Identify the effects of migration and militarization on the politics and social fabric of Europe and Asia (H-1C-M5) 32. Analyze the origins and influence of the Hittite, Minoan, and Mycenaean civilizations (H-1C-M5) 34. Explain the significance of Phoenician trade in the Mediterranean basin (H-1C-M6) 35. Identify forms of writing developed in early civilizations and discuss how written records changed political, legal, religious, and cultural life (H-1C-M6) 36. Describe the development of the Greek city-states, the cultural achievements of Athens, and the impact of Alexander the Great s conquests (H-1C-M7) 37. Explain the sharing of ideas, goods, and services through trade between the Greek and Roman civilizations, and the influence of those civilizations on other cultures (H-1C-M7) 38. Describe and compare/contrast the key characteristics of classical civilizations (e.g., Greek, Roman, Persian, Chinese) (H- 1C-M7) 40. Compare and contrast the major religions in terms of leaders, key beliefs, and location (H-1C-M8) 41. Trace the spread of major religions and cultural traditions (e.g., the migration of Jews, spread of Christianity, expansion of Islamic rule) (H-1C-M9) 42. Identify the effect that the major religions have had on European, Asian, and African civilizations (H-1C-M9) Southwest Educational Development Laboratory (November 2005) 10

11 History course WH3b History course WH4a History course WH4a History course WH5a History course WH23d History course WH4b 43. Describe the changes and developments brought about by the emergence and collapse of major empires/kingdoms in Europe, Asia, Africa, and the Americas prior to A.D (H-1C- M10) 44. Describe major events, key figures, and social structure of the Early Middle Ages (e.g., the fall of Rome, Charlemagne, feudalism) (H-1C-M10) 45. Identify effects of exploration and trade on the economic and cultural development of Europe, Africa, and Asia prior to 1500 (H-1C-M11) 46. Explain how communication among regions was accomplished between AD 1000 to 1500 (H-1C-M11) 47. Explain how and why Europe changed politically, socially, culturally, or economically during the period of intensified hemispheric interactions (H-1C-M12) 48. Describe the major contributing factors that led to the Renaissance (H-1C-M12) 49. Describe the major contributing factors that would lead to the Reformation (H-1C-M12) 50. Explain the major social, economic, political, and cultural features of European, African, and Asian societies that stimulated exploration and colonization (H-1C-M14) 51. Identify major technological developments in shipbuilding, navigation, and naval warfare, and trace the cultural origins of various innovations (H-1C-M14) 52. Describe the major achievements of the early Renaissance in Europe, including the impact of innovations in printing (H-1C- M14) Southwest Educational Development Laboratory (November 2005) 11

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