INSTRUCTIONAL FOCUS DOCUMENT Grade 6 Social Studies

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1 State Resources: IFD Legend Bold, italic black: Knowledge and Skill Statement (TEKS) Bold black: Student Expectation (TEKS) Blue: Supporting information / Clarifications and notes from CSCOPE (Specificity) Italics blue: provides unit level clarification Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future units EXEMPLAR LESSONS RUBRIC(S) FOR PERFORMANCE INDICATORS UNIT TEST Grade 06 Social Studies Unit 10 Exemplar Lesson 01: Factors That Define Political Boundaries Grade 06 Social Studies Unit 10 Exemplar Lesson 02: Cultural Traditions Grade 06 Social Studies Unit 10 Exemplar Lesson 03: What Causes Friction Between the Government and the Governed? Grade 06 Social Studies Unit 10 Rubric 01 Grade 06 Social Studies Unit 10 Rubric 02 Grade 06 Social Studies Unit 10 Rubric 03 Social Studies Grade 06 Unit 10: Southwest Asia and North Africa RATIONALE: This unit bundles student expectations related to geography and culture; religion; and politics and economy. Students learn how geographic features such as the Mediterranean Sea, Sahara Desert, and Iranian plateau contributed to historical linkages with Central, South and East Asia and Europe, and led to isolation from Sub-Saharan Africa; they learn about the different culture groups residing in the region; they learn about the three Abrahamic faith communities that have their origins in Southwest Asia (Judaism, Christianity, and Islam); and they learn about the politics and economy of selected Southwest Asia and North African countries. In previous lessons, students have learned about limited and unlimited government. In this lesson, they will learn about the (mostly) limited opportunities for civic participation in Southwest Asia and North Africa, and be asked to synthesize what they have learned by considering how the combination of unlimited government, limited opportunities for civic participation, and command economic systems contributed to the uprisings of 2011 that toppled many long-standing regimes. In the next unit, we will continue examining these themes and add in the concept of human rights. page 1 of 24

2 MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS: Students may believe that the region is mostly or entirely desert. Students may not be aware of the cultural diversity of the region, believing it to be primarily Arab, and may be unaware that Turks and Persians constitute separate, distinct groups. Students may have a negative opinion of Islam and not be aware that it derives from the same tradition as Judaism and Christianity and shares a number of characteristics with both faiths. Students may not be aware that Sunni and Shi i are not ethnic terms. Students may believe that all countries in the region produce petroleum, and that all of the countries in the region are wealthy as a result, and may not be aware of the significant inequality between and within the nations of Southwest Asia and North Africa. Students may associate the region with violence, terrorism, and war. PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS Grade 06 Social Studies Unit 10 PI 01 Create a book jacket for a historical novel based on travelers accounts of sea travel or caravan travel (across a desert). Include a brief description of the travel and include a blurb that explains economic, social, political and social factors. Standard(s): 6.1A, 6.5B, 6.21A, 6.22B, 6.22E ELPS ELPS.c.1G, ELPS.c.5B Trade region Geographic barrier Oasis Caravan Geographic and historical factors help define the boundaries between nations, and also affect how nations interact. page 2 of 24

3 PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS Grade 06 Social Studies Unit 10 PI 02 Create a Venn diagram comparing two religions of the region (Judaism, Christianity, Islam), illustrating the following points: 1. Notable prophets and patriarchs; 2. Days and places of worship; 3. Sacred texts; 4. Notable holidays and what they commemorate. Standard(s): 6.16B, 6.19B, 6.21B, 6.22D ELPS ELPS.c.1C Judaism Christianity Islam Religious traditions and institutions play a strong role in the development of culture and shape how a society functions. Grade 06 Social Studies Unit 10 PI 03 Write a report (with properly cited sources) about the causes of the Egyptian uprising of 2011, or other recent political uprising in the region. List the main demands that protestors made for more political and economic freedoms. Then compare and contrast the rights of U.S. citizens with those that protestors sought. Standard(s): 6.13B, 6.13C, 6.21E, 6.22A, 6.22B, 6.22E, 6.22F ELPS ELPS.c.5F Economic disparity Political repression Revolution Civic participation The combination of unlimited forms of government, lack of opportunities for civic participation, and lack of economic choice can cause friction between government and population. page 3 of 24

4 PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT Religious terminology (definition of the holidays) is spelled out in the specificity. Plagiarism the use of someone else s ideas or words to express a thought as your own without proper attribution to the author or source. 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 CONTEMPORARY SOCIETIES THAT RESULTED FROM HISTORICAL EVENTS OR FACTORS (INVASTION, CONQUESTS, COLONIZATION, IMMIGRATION, TRADE) Regions in Southwest Asia and North Africa, Iraq, Iran, Israel Invaded or politically controlled by the Ottoman Empire (15th-18th century), then by Great Britain and France during the 19th century. After conquests, lands were divided (divide and conquer). Conquests of the region have had lasting effects, such as authoritarian regimes and page 4 of 24

5 poorly developed economies in some countries. Immigration After WWII, a large Jewish community gradually migrated to what then was Palestine. Since then, the political turmoil has continued and although peace treaties have been signed, political disagreements and armed conflict continue. Trade This region is rich in natural resources, primarily petroleum, which allows the countries to have great influence in global politics and policies. Contemporary Nearly all countries in the region are ruled by unlimited governments (exceptions: Israel and Turkey) such as theocracies, dictatorships and monarchies, which continues to cause political turmoil in the region (see: democratic popular uprisings of 2011). 6.4 Geography. The student understands the factors that influence the locations and characteristics of locations of various contemporary societies on maps and globes and uses latitude and longitude to determine absolute locations. The student is expected to: 6.4F identify the location of major world countries such as Canada, Mexico, France, Germany, the United Kingdom, Italy, Spain, Norway, Sweden, Russia, South Africa, Nigeria, Iraq, Afghanistan, Israel, Iran, India, Pakistan, the People's Republic of China, the Republic of Identify LOCATION OF MAJOR WORLD COUNTRIES page 5 of 24

6 China (Taiwan), Japan, North and South Korea, Indonesia, and Australia. Iraq, Afghanistan, Israel, and Iran 6.5 Geography. The student understands how geographic factors influence the economic development, political relationships, and policies of societies. The student is expected to: 6.5A Identify and explain the geographic factors responsible for the location of economic activities in places and regions Identify, Explain GEOGRAPHIC FACTORS RESPONSIBLE FOR THE LOCATION OF ECONOMIC ACTIVITIES Rivers trade Nile River is the only river crossing the Sahara, but it is not navigable due to rapids (cataracts) south of Egypt. The Suez Canal is an important source of revenue for Egypt. Natural resources (e.g., oil, wind power, solar power) Oil is located in the Arabian Peninsula and very small pockets in Libya. Other countries are significantly poorer and less developed because they do not have oil revenue; labor migration is important for poorer countries. Sea coasts (ports) SW Asia/N. Africa important ports include Mediterranean ports for European trade and Persian Gulf ports for oil exports. Fertile soil/mild climate (agriculture) Southwest Asia/N. Africa fertile land is limited, page 6 of 24

7 so it is very important to use this resource wisely 6.5B Identify geographic factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence a society's ability to control territory Identify GEOGRAPHIC FACTORS THAT INFLUENCE SOCIETY S ABILITY TO CONTROL TERRITORY Location and physical features Sahara desert and Atlas Mountains were barrier to trade south from the Mediterranean short of North Africa. Pull factors, such as fertile land between the Tigris and Euphrates, enabled people to settle and control the territory. Transportation corridors and barriers Bodies of water (rivers, etc.) The cataracts on the Nile made it difficult for Egypt to control Nubia (now Sudan) militarily or politically. Distribution of natural resources Oil is limited to the Persian Gulf and Arabian Peninsula, with smaller deposits in Mediterranean off Libya. 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 Describe page 7 of 24

8 entrepreneurs) influence the economies of various contemporary societies WAYS FACTORS OF PRODUCTION INFLUENCE ECONOMIES Natural resources: Land for agriculture is limited and often tightly controlled. Oil is an important source of revenue for countries in the MENA region (Middle East and North Africa); oil companies are often stateowned to guarantee that income will benefit the government Labor Oil-producing countries are frequently dependent on labor from other countries (e.g., United Arab Emirates, where more than 90% of the population are foreigners) Young people are often well-educated, but unemployment remains extremely high (50% in Egypt in 2010), leading to frustratio Capital Most capital is owned or sanctioned by the state (cronyism); opportunities for private investment are limited to those who are wealthy and able to pay bribes. Private loans for business or to purchase homes is non-existent; most major purchases have to be made in cash Entrepreneurs page 8 of 24

9 Entrepreneurship is limited and discouraged in many SW Asian/N. African countries (exceptions: Israel and Turkey). Opportunities for social mobility are rare. 6.9 Economics. The student understands the various ways in which people organize economic systems. The student is expected to: 6.9D Examine the record of collective, non-free market economic systems in contemporary world societies. Examine RECORD OF COLLECTIVE, NON-FREE MARKET ECONOMIC SYSTEMS Many countries in Southwest Asia/North Africa are command economies, though they often appear to have capitalist characteristics. Governments control everything and only those in favor with the ruling party or ruling family can overcome this obstacle. Opportunities for normal middle or lower class people to take part in economic development are limited 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 page 9 of 24

10 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, equal opportunities and fair treatment of all people, as well as private ownership (our gov t protects the people) Israel and Turkey are the only democracies in the region. Citizens in other North African and Southwest Asian countries care about these things as well, but are denied these freedoms and rights by their governments. 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. Israel and Turkey are parliamentary democracies; Iraq is developing government and constitution; other Middle Eastern countries are experiencing popular uprisings in order to limit the power of authoritarian or autocratic regimes. (Egypt and Tunisia are undergoing constitutional reforms in the hope of establishing a more representative government). Saudi Arabia is an absolute monarchy. page 10 of 24

11 Recognize that each country has its own form of government Governments moving further toward democracy: Iraq 6.13 Citizenship. The student understands that the nature of citizenship varies among societies. The student is expected to: 6.13A Describe roles and responsibilities of citizens in various contemporary societies, including the United States Describe ROLES AND RESPONSIBILITIES OF CITIZENS Responsibilities of a citizen voting, obeying laws, paying taxes, serving on juries, serving in military, volunteering Rights of a citizen life liberty, pursuit of happiness, unalienable rights, freedom, equal opportunity, privacy Rights revoked under 20th century dictatorships (esp. privacy) Egyptian constitutional reform movement includes demands for presidential term limits; equality for men and women; recognition of rights for minorities. 6.13B Explain how opportunities for citizens to participate in and influence the political process vary among various contemporary societies Explain HOW OPPORTUNITIES FOR CITIZENS TO PARTICIPATE IN AND INFLUENCE POLITICAL PROCESS Voting in elections page 11 of 24

12 Organizations to develop economic activities or protect environment Protesting peacefully Letters to the editor Signing petitions Contacting representatives Political action committees Terrorist/insurgent groups 6.13C compare the role of citizens in the United States with the role of citizens from various contemporary societies with representative and nonrepresentative governments. Compare ROLE OF CITIZENS IN THE U.S. WITH ROLE OF CITIZENS FROM VARIOUS SOCIETIES WITH REPRESENTATIVE AND NON- REPRESENTATIVE GOVERNMENTS Role of women Voting age Direct vs. indirect voting Suffrage Opportunities to participate 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 page 12 of 24

13 Culture the way of life of a group of people who share similar beliefs and customs Culture region a way of dividing the world into areas that a particular form of government, religion, economic system, language, or traditions predominate Berbers traditionally occupied the mountains for defense reasons; Persians settled in the Iranian plateau and cultivated a rich material culture; Turks were traditionally nomads associated with the Mongols who migrated into the region around the 10th century; Arabs were desert dwellers and learned to adapt to other environments; Jewish populations were brought to Israel through a deep traditional link to the area 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 Religious sects in Iraq Arab-Israeli conflict 6.16 Culture. The student understands that all societies have basic institutions in page 13 of 24

14 common even though the characteristics of these institutions may differ. The student is expected to: 6.16B Compare characteristics of institutions in various contemporary societies Compare CHARACTERISTICS OF INSTITUTIONS IN SOCIETIES Government Education Ways of work Religion Social 6.17 Culture. The student understands relationships that exist among world cultures. The student is expected to: 6.17C evaluate the impact of improved communication technology among cultures Evaluate IMPACT OF IMPROVED COMMUNICATION TECHNOLOGY AMONG CULTURES Positive impact-people who never had land-based telephone service now have cellular telephones. Cell phone technology and wireless internet is difficult to control by governments and allows for freer expression. 6.17E Identify examples of positive and negative effects of cultural diffusion. Identify EXAMPLES OF POSITIVE AND NEGATIVE EFFECTS OF CULTURAL page 14 of 24

15 DIFFUSION Positive impact more exposure to societies that involve popular expression (as seen in the media or through travel) has led to an increase in demand for the same level of civic participation and human rights at home. Negative impact some in the SWNA region believe that satellite television, the import of western technology, etc., is a corrupting influence that runs counter to traditional culture or religious beliefs (this applies equally within ultra-orthodox Muslim and Jewish populations) Culture. The student understands the relationships among religion, philosophy, and culture. The student is expected to: 6.19A Explain the relationship among religious ideas, philosophical ideas, and cultures Explain RELATIONSHIP AMONG RELIGIOUS IDEAS, PHILOSOPHICAL IDEAS, CULTURES To believe means to accept the truth or actuality of something. When people believe in a number of related truths or tenets, the body of knowledge is a belief system. Religious ideas come from pondering the big page 15 of 24

16 questions, thinking of the world and life as a whole, and developing philosophical ideas. A person s culture, everything about him, contributes to the development of his religious and philosophical ideas. 6.19B Explain the significance of religious holidays and observances such as Christmas, Easter, Ramadan, the annual hajj, Yom Kippur, Rosh Hashanah, Diwali, and Vaisakhi in various contemporary societies. Explain SIGNIFICANCE OF RELIGIOUS HOLIDAYS AND OBSERVANCES Rosh Hashanah (RAWSH hah SHAH nah) The Head of the Year is the Jewish New Year, falling on the 1st of the month of Tishrei. Yom Kippur (YAWM kee POOR) The Day of Atonement. The 10th day of the Jewish month of Tishrei. One of the holiest and most culturally significant holidays in Judaism, traditionally observed with a 25-hour period of fasting and intensive prayer, and often much of it is spent in synagogue services. (Boys under 13 and girls under 12 are not required to fast). The purpose of this is to pray for forgiveness for wrongs done against God and against other human beings. The evening and day of Yom Kippur are set aside for public and private confessions of guilt. At the end of Yom Kippur, one considers one s self cleaned of sins and forgiven by God and the cycle begins anew for the next year. Christmas (or Christmas Day) commemorates the page 16 of 24

17 birth of Jesus, and is generally celebrated on December 25 in western Christianity and some Orthodox churches, and January 7 in other eastern or Orthodox churches. The religious significance of the holiday revolves around the Christian belief that the birth of Jesus represents God coming into the world in human form to teach mankind and eventually atone for the sins of humanity. The Christian belief that Jesus s birth was a gift from God is traditionally commemorated by attending church services, dining with family and friends, and exchanging of gifts as a symbolic act. The gift-giving aspect has become more significantly identified with the holiday in recent years (in some non- Christian countries, the holiday is still celebrated as a gift-giving event). Easter the central feast in the Christian liturgical year, celebrating the resurrection of Jesus from the dead two days after the crucifixion (on Good Friday). Easter is always celebrated on a Sunday, but the date is not fixed (and the calculation of when it falls each year differs between the western and eastern Christian calendars). Easter ends the period of Lent, a season of fasting, prayer, and penance. Religiously it is the most important of the Christian holidays, commemorating the miracle of Jesus s triumph over death. It may be observed with prayer or evening vigil or morning sunrise church services (or both), and is often celebrated with family gatherings. Easter is linked page 17 of 24

18 to the Jewish Passover by much of its symbolism, as well as by its position in the calendar. Secular customs, such as the Easter Bunny and Easter egg hunts, have become linked to the holiday, but have no religious significance. Ramadan (rah-mah-dawn) 9th month of the Islamic calendar (which is lunar), traditionally believed to be the month in which Muhammad received his first divine revelations (compiled over the course of his life into the Qur an). Observed by abstaining from food, drink, smoking, swearing, or impure thoughts or behavior from sunrise to sunset. (n.b.: children, the elderly, travelers, or anyone whose health would be hurt by fasting are exempt). Fasting is supposed to remind people what it is like to go without, and to be thankful for what God has allowed them to have. (The fourth pillar: collection of the alms tax, is traditionally done at the end of Ramadan). This is a very celebratory time of year: most people spend it with friends and relatives; there are many special desserts and foods associated with Ramadan (similar to foods associated with Thanksgiving, Christmas and/or Passover). The end of Ramadan is a three day festival, Eid al-fitr (EED al- FIT ur, literally the feast of the breaking of the fast ) that is one of the two main holidays in Islam. The Hajj (HAAJ) is the annual fulfillment of the fifth pillar of Islam involving a visit to sites associated with Muhammad and the early Islamic community in page 18 of 24

19 Makkah, now in Saudi Arabia. In order to count as hajj, the journey must be undertaken at a specific time of year (during the month of Dhu l Hajjah) when performed during other times, the pilgrimage is called umrah (OOM ruh) and is generally undertaken by those who wish to give thanks or who are in spiritual need. The rituals revolve around the Kaaba in Makkah, the focal point of daily Islamic prayer, and include meditation, fasting, and walking about 25 miles over the course of five or six days. The end of the Hajj season is the Feast of Sacrifice, Eid al-adha (EED al- AWD hah), sometimes called Bayram, which commemorates Abraham s willingness to sacrifice his son at God s request. Eid al Adha is the primary holiday in the Islamic calendar, and is the main giftgiving holiday (in parts of the Islamic world, it is beginning to achieve a commercialization analogous to Christmas) Science, technology, and society. The student understands the influences of science and technology on contemporary societies. The student is expected to: 6.20B Explain how resources, belief systems, economic factors, and political decisions have affected the use of technology Explain HOW RESOURCES, BELIEF SYSTEMS, ECONOMIC FACTORS, POLITICAL DECISIONS AFFECT THE USE OF TECHNOLOGY page 19 of 24

20 Command economies and lack of oil distribution have led to labor migration; camels are still used in caravans; resource distribution led to the development of navigation technology to cross the water before the desert Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to: 6.21A Differentiate between, locate, and use valid primary and secondary sources such as computer software interviews biographies oral, print, and visual material artifacts to acquire information about various world cultures Differentiate between, Locate, Use VALID PRIMARY AND SECONDARY SOURCES TO ACQUIRE INFORMATION ABOUT VARIOUS WORLD CULTURES Computer software Interviews Biographies Oral materials Print materials Visual material Artifacts 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 page 20 of 24

21 Sequencing Categorizing Identifying cause-and-effect relationships Comparing Contrasting Finding the main idea Summarizing Making generalizations and predictions Drawing inferences and conclusions 6.21E Identify the elements of frame of reference that influenced participants in an event Identify 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 Use ELEMENTS OF FRAME OF REFERENCE THAT INFLUENCED PARTICIPANTS IN AN EVENT SOCIAL STUDIES TERMINOLOGY CORRECTLY 6.22B Incorporate main and supporting ideas in verbal and written communication based on research 6.22D Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research Incorporate MAIN, AND SUPPORTING IDEAS IN VERBAL AND WRITTEN COMMUNICATION BASED ON RESEARCH Create WRITTEN AND VISUAL MATERIAL BASED ON RESEARCH Journal entries page 21 of 24

22 Reports Graphic organizers Outlines Bibliographies 6.22E Use standard grammar, spelling, sentence structure, and punctuation Use STANDARD GRAMMAR, SPELLING, SENTENCE STRUCTURE, AND PUNCTUATION 6.22F Use proper citations to avoid plagiarism. Use PROPER CITATIONS TO AVOID PLAGIARISM SOCIAL STUDIES SKILLS TEKS: USE APPROPRIATE SOCIAL STUDIES SKILLS TO SUPPORT INSTRUCTION Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to: 6.21A Differentiate between, locate, and use valid primary and secondary sources such as computer software interviews biographies oral, print, and visual material artifacts to acquire information about various world cultures. 6.21B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. 6.21C Organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps. 6.21D Identify different points of view about an issue or current topic. 6.21E Identify the elements of frame of reference that influenced participants in an event. page 22 of 24

23 SOCIAL STUDIES SKILLS TEKS: USE APPROPRIATE SOCIAL STUDIES SKILLS TO SUPPORT INSTRUCTION. 6.21F Use appropriate mathematical skills to interpret social studies information such as maps and graphs 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 Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: 6.23A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. 6.23B Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, 74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. page 23 of 24

24 ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. 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. ELPS.c.1 ELPS.c.1C ELPS.c.1G ELPS.c.5 ELPS.c.5B ELPS.c.5F Cross-curricular second language acquisition/learning strategies. 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: Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary Demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations Cross-curricular second language acquisition/writing. 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: Write using newly acquired basic vocabulary and content-based grade-level vocabulary 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 page 24 of 24