Grade 6 TEKS Clarification Document

TEKS Clarification Document

Social Studies– Grade 6 2012 – 2013

SOCIAL STUDIES TEKS CLARIFICATION DOCUMENT

GRADE 6 §113.17. Implementation of Texas Essential Knowledge and Skills for Social Studies, Middle School, Beginning with School Year 2011-2012. Source: The provisions of this §113.17 adopted to be effective August 23, 2010, 35 TexReg 7232. §113.18. Social Studies, Grade 6, Beginning with School Year 2011-2012. (a) 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.

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

(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.

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 6.1 History. The student understands that historical events influence contemporary events. The student is expected to: 6.1A Trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as invasion, conquests, colonization, immigration, and trade.

Trace

CHARACTERISTICS OF SOCIETIES

Including, but not limited to: • Regions in North America – Canada, U.S., Mexico • Invaded by British, France, Spain, and others • Natives were conquered by European nations. • Lands were colonized by European nations. • Many have immigrated to these regions in search of a better quality of life. • Trade has always been a factor in the region’s economic status (e.g., NAFTA). • Contemporary societies in North America have benefited and greatly influenced other regions of the world. (North America: government, economy, culture; outside influence: trade, culture (through media and immigration)) • Regions in Central America and the Caribbean – Haiti, Cuba, Costa Rica, Panama • Invaded primarily by Spain and Portugal • Natives were conquered and enslaved. • Lands were colonized by Spain and Portugal. • Trade – a major source enabling world trade is the Panama Canal. • Contemporary societies of this region vary vastly economically, politically, and socially. While government instability has played an important role in the shaping of the region (Haiti), countries remain sovereign. • Regions in South America – Brazil, Argentina, Peru • Invaded by France, Spain, Portugal, France, and others • Natives were conquered by European nations. • Lands were colonized by European nations; lands and natives were exploited. • Immigration – the region received more slaves from Africa than did the United States; like the U.S. and Canada, South America was a primary destination for emigration from Europe and other parts of the world in the 19th century. Due to the economic instability in some of these countries, people have emigrated from the region and migrated to North America in search of a better life. • Trade – historically, the Columbian Exchange played an important role in what was being traded between the South American region and Europe,

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 but today products such as beans and petroleum are what bring revenue to the region. • Contemporary societies of this region continue to struggle with political and economic instability of the mid and late 20th century. Illegal sources of income, such as drug trade, continue to plague the region. Political corruption has also played a role in pushing people to migrate to North America. • 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 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). • Regions in Sub-Saharan Africa – Botswana, South Africa, Ghana, Tanzania, Nigeria • Invaded by European countries practicing a second wave of expansionism/imperialism • After the conquests, areas were subdivided and colonized. • Land’s natural resources, such as diamonds, were exploited along with the tribal people of the region. Income was given to the imperial powers and not shared with the colonies. • Gradually, people of the Sub-Saharan region began to regain their independence. The region remains politically unstable due to a lack of structure, leadership and tribal disarray consistent with areas that were previously controlled and exploited by powerful nations. • Contemporary – apartheid, cultural and ethnic conflict • East Asia – China, North and South Korea, Japan • Invasions within the region (China’s control of Indo-China; Japan’s control of Korea and Manchuria, plus territorial expansion during World War II) and by imperial/expansionist nations including Britain (Hong Kong), Portugal (Macao), and the United States (the Philippines and Micronesia) • Both within conquered territories and elsewhere, the feudal system kept many citizens in poverty in the pre-modern era. • Governments in the region, post-World War II, have transitioned from dictatorships and monarchies to communism (China and North Korea) or to western-style democracy (Japan and South Korea). • Their greatest assets can vary from cheap labor to technological inventiveness. • Trade was key to the motives behind conquests. Exchange in raw materials opened ports and allowed for cultural diffusion, and adaptation. • Southeast Asia – Malaysia, Thailand, Vietnam

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 • This region experienced invasions and conquests from European nations such as France (Vietnam, Laos, Cambodia), Britain (Malaysia/Singapore), and the Netherlands (Indonesia), as well as internally (Thai domination of Burma). • Interest in trade included spices (e.g., pepper, cinnamon, etc.). • This region fell under many different conquerors throughout their history, and in more recent times experienced civil wars between communist and democratic regimes. • Contemporary – the region’s people migrated to different parts of the world primarily due to the ongoing civil wars; many immigrated to the United States after the fall of South Vietnam in 1975. Economic development in countries like Indonesia, Malaysia, and Thailand has increased at a rapid rate since the 1970s and 1980s. • South Asia – India, Pakistan, Bangladesh, Afghanistan • This region experienced colonialism by European nations, which provided the region with European cultural diffusion, primarily from Great Britain. • Independence came to the region in the 1940s and the government(s) that typically replaced imperial rule were democratic, but have had varying degrees of success (India claims to be the world’s largest democracy, while Pakistan has suffered several military coups). • This region has had rapid population growth. • The region is diverse in religion (Hindus, Muslims, Sikhs), ethnicities, and languages. Tension between various groups over political and economic power has led to occasional conflict. • Cultural conflicts continue, while at the same time, modern and post-modern countries depend on labor from the region often identified as “outsourcing.” • Europe – Great Britain, France, Ireland, Spain, Germany • This region has historically been invaded from within their own region/peoples. Outside threats/invaders include Russia and the Ottoman Empire. • Most of the internal fighting came to an end after WWII when peace treaties were signed and alliances were formed, and again with the end of the Cold War and fall of the Iron Curtain. • Immigration – Europe has received many immigrants from former colonies (Britain: South Asia and the Middle East; France: North Africa, and Sub-Saharan Africa) and other countries, which has led to tension as new ethnic groups, languages, and religions are introduced into otherwise homogenous societies. • Contemporary – The small countries of Europe have gained economic and political clout on the international stage through formation of the European Union. • Russia and the Eurasian Republics • Historically, Russia was ruled by a monarch, but with a civil war in the early part of the 20th century, a communist government controlled the country for most of the 20th century. • People were unable to emigrate because of the heavy-handed government and its power to keep people from leaving during both the Tsarist and Communist eras. • The Russians gained control of the surrounding countries and either incorporated them into their empire (Central Asian republics) or dominated

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 them politically (Warsaw Pact countries). • After the Cold War, these small regions that had been under communist rule gradually gained their independence and are thus known as the Eurasian Republics (Latvia, Lithuania, etc.). • Pacific Realm – Australia, Antarctica • Australia was colonized by Great Britain in the late 18th century, partly in response to the loss of Britain’s North American territory. • Australia became a commonwealth in 1901 and remains independent. • Contemporary – rights of indigenous Australians (Aboriginals) and lands that were traditionally theirs remains a problem. • Antarctica has no permanent population. Invasion – the act of an army that invades for conquest Conquest – the act of conquer or takeover Colonization – to establish a colony Immigration – to settle in a region of which one is not a native Trade – exchange of goods and services 6.1B Analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions.

Analyze

HISTORICAL BACKGROUNDS OF SOCIETIES

Including, but not limited to: • Past conflicts as defined by historical challenges that impact the current economic, social, and/or political life in a contemporary society. Examples include: • Apartheid’s effect on present-day South Africa • Holocaust’s effect on present-day Europe • European control over Africa, Asia, and Latin America (mandates, independence, residual tensions today) • Legacy of Soviet Union on former bloc countries (struggling economies, ethnic tensions, conflict in government) • Arab-Israeli Wars (division of land, religious conflict) • Cold War sanctions on Cuba • Revolution and bad government (kleptocracy) in Haiti 6.2 History. The student understands the influences of individuals and groups from various cultures on various historical and contemporary societies. The student is expected to: 6.2A Identify and describe the influence of individuals or groups on various historical or contemporary societies such as the classical Greeks on Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 government and the American Revolution on the French Revolution.

Identify, Describe

INFLUENCE OF INDIVIDUALS OR GROUPS ON VARIOUS SOCIETIES

Including, but not limited to: • Classical Greeks (direct democracy) influenced modern representative republics/democracies throughout the world. • American Revolution influenced the French (French Revolution) and others to revolt against existing oppressive leaders/governments. • Legacies of Ancient Mesopotamia: Hammurabi’s Code of Laws is acknowledged as the first written code of laws. • Roman architecture influenced U.S. architecture (capitol and other buildings). 6.2B Evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies past and present.

Evaluate

SOCIAL, POLITICAL, ECONOMIC, AND CULTURAL CONTRIBUTIONS OF INDIVIDUALS AND GROUPS

Including, but not limited to: • Social contributions • Social and cultural contributions of indigenous groups in U.S., Mexico, Canada (e.g., First Nations, corn in Mesoamerica) • Political contributions • European explorers (Cabral, Pizarro), adventurers, settlers: government and economics (export economies) • Political and economic system moved through Eurasia and brought regularity to many countries in region • Highly centralized governments throughout Africa before colonization • Economic contributions • Economic contributions of African slaves • Economic networks and infrastructure of the Inca, Maya, Aztec/Mexica and other groups in the Americas that predate European conquest • Gold and salt kingdoms • European influence: single export economies • Cultural contributions • Indigenous groups – Maya, Inca: religion, clothing, language, architecture • European settlers – government and economics (export economies), religion (Catholicism), social strata

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 • African slaves – economic contributions, music and dance, religion (Candomble), the arts • European artists • Ethnic mixing in Russia/Eurasia that promoted Russian identity; monumental architecture • Traditions of early African civilizations 6.3 Geography. The student uses geographic tools to answer geographic questions. The student is expected to: 6.3A Pose and answer geographic questions, including: Where is it located? Why is it there? What is significant about its location? How is its location related to the location of other people, places, and environments?

Pose, Answer

GEOGRAPHIC QUESTIONS

Including, but not limited to: • Where is it located? Position on a map (absolute location vs. relative location), latitude and longitude • Why is it there? Trade routes, altitude, natural resources • How is North America divided into countries and why? • Silk Road, altitude, natural resources (Japan – few natural resources) • Angkor Wat – trade routes, religious expansion of Hinduism • Sahara – block to trade • Mediterranean – easy to transverse • Proximity of Oceania islands to one another relative to distance from everything else • What is the significance of its location? Historically, economically, socially, politically • relationships among North American countries • Parts of East Asia linked to rest of world, Japan relatively isolated (easier to maintain because of geography) • North Africa – trade went across straits of Gilbraltar, across Mediterranean, or east and west – not north and south across the desert • Oceania – distance from much of world • Australia – distance from colonial power • How is its location related to the location of other: • People? Conflicts, commercial activity, agricultural activity, cultural activity, adaptations, modifications, transportation • Conflicts along Argentine-Brazilian border in early history as the Portuguese pushed back; used Jesuit missions to claim land that was inaccessible to settlers; constant invasions from other groups (e.g., Dutch) into rich Brazilian territory

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 • Danube, Volga, and other transportation corridors in Europe; importance of agricultural lands in France, Spain, Italy, etc. • Angkor Wat (SE Asia), trade routes with Hindus • Southern Europe and North Africa were more closely linked than North Africa and sub-Saharan Africa due to the relative difficulty of crossing the desert. • Dominated by Pacific Ocean, fishing industry • Places? Climate, natural resources, geography, animals • Rich in mineral resources (tin in Peru) and fertile land for agricultural development (Argentine pampas, Brazilwood in Amazon and sugar plantations) • North Sea oilfields • SE Asia: Angkor Wat, proximity to India and trade • Unique animals in Australia • Environments? Desirable or undesirable features, modifications, adaptations, pollution • Andes and Amazon as protection from invasion because of difficult transportation; several harsh environments, difficult to modify (plantation rubber failed, but wild rubber plentiful in Amazon) • Green movement in Europe, alternative energies, recycling, etc. • Reclaimed land (polders) in the Netherlands. • Sahara served as an impediment to trade. • Tropical, idyllic – perfect for tourism 6.3B Pose and answer questions about geographic distributions and patterns for various world regions and countries shown on maps, graphs, charts, models, and databases.

Pose, Answer

QUESTIONS ABOUT GEOGRAPHIC DISTRIBUTIONS AND PATTERNS

Including, but not limited to: • Examples from modern societies in Europe, Asia, the Americas, Africa, and Australia • Regions – climate, vegetation, culture, and/or location or environmental factors • Population density • Population pyramids • Population heavy along coastal regions, but not in mountains (too difficult to live in that geographic area – also notable exceptions, such as traditional settlement in the Andes region of South America, the Atlas Mountains of North Africa, and the Zagros Mountains of the Iranian plateau)

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 • Mayan population moved far from reach of Europeans (still in mountains, away from cities); population patterns affected by building of Panama Canal • Patterns of migration during Soviet Union (Russians to other areas, forced migration so that ethnic groups always in minority) and migration now for work and political reasons • How migration affected spread of religion and density of religious populations in Southeast Asia today 6.3C Compare various world regions and countries using data from geographic tools including maps, graphs, charts, databases, and models.

Compare

WORLD REGIONS AND COUNTRIES

Including, but not limited to: • Gain information from more than one data source for use in comparing (e.g., a map and a graph) • World regions based on climate, culture, and location factors (e.g., latitude, longitude, equator) or environmental factors • Maps of ancient cultures to make generalizations about settlement patterns • Historical maps – connection between geographical factors and major historical events (e.g., WWI and WWII) • Rice and wheat regions of India indicate basis of diet. 6.3D Create thematic maps, graphs, charts, models, and databases depicting aspects of such as population, disease, and economic activities of various world regions and countries.

Create

MAPS, GRAPHS, CHARTS, MODELS, DATABASES

Including, but not limited to: • Pie charts based on fractional parts and double or triple bar graphs and computer databases • Free hand maps or outline maps with key and symbols • Population data (e.g., population pyramids, demographics, population density maps) • Demographics (e.g., birth rate, death rate, population growth rate, life expectancy, literacy level, individual purchasing power, average family size) • Ethnic Russian makeup of Eurasian republics • Plight of poverty-stricken countries (e.g., spread of AIDS, famine, lack of water) 6.4 Geography. The student understands the factors that influence the locations and characteristics of various contemporary societies on maps and globes and uses latitude and longitude to determine absolute location. The student is expected to:

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 6.4A Locate various contemporary societies on maps and globes.

Locate

CONTEMPORARY SOCIETIES

Including, but not limited to: • Locate various societies in the Americas, Europe, Asia, Middle East, Africa, Australia, and Oceania today on maps and globes 6.4B Identify and explain the geographic factors responsible for patterns of population in places and regions.

Identify, Explain

GEOGRAPHIC FACTORS

Including, but not limited to: • Factors such as natural disasters; climatic phenomena; water, land, and natural resource distribution; etc. • Early Maya settled in the mountains because of rich natural resources; those populations are still there instead of the large cities even now because they are difficult to reach. • Major cities in various areas and the geographic and historical reasons for their locations • Cities on coast for access to trade • Bodies of water that form the borders of selected areas • Major water sources that have been significant in the settlement of selected areas • Panama Canal • Countries impacted by contemporary natural disasters (e.g., tsunami in 2004, earthquake in Haiti in 2010); rebuilding efforts today 6.4C Explain ways in which human migration influences the character of places and regions.

Explain

HUMAN MIGRATION INFLUENCES PLACES AND REGIONS

Including, but not limited to: • Cultural exchanges, adaptations and clashes, advances in technology, use of natural resources, trade, etc. • African presence in South America due to plantation economies (use of natural resources/trade); affected development and culture in areas where slavery was most prominent • Spanish influence on Central America – Spaniards and indigenous elite worked together (Spanish needed the elite to support their government so Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 as to control the masses.) • Presence in Europe of immigrants from former colonies • Russians were encouraged to migrate to other republics to spread the “dominant” Russian culture; other ethnicities were moved around to make them easier to control. • Push and pull factors that influence patterns of migration • Migration within North American region (e.g., to U.S. and Canada) because of both push and pull factors • Migration to Central America during colonial period; economic motivation (extractive economies), brought in African slaves for labor • Desire by dominant culture to maintain power caused South American countries to advertise for European labor after slavery ended. This brought waves of European immigrants to the former colonies looking for economic opportunity. • Migration to Europe from former colonies – developing world; looking for work; intra-European migration because of labor surpluses • Human and physical geography provide reasons some countries are significantly more populated than others. 6.4D Identify and locate major physical and human geographic features such as landforms, water bodies, and urban centers of various places and regions.

Identify, Locate

PHYSICAL AND HUMAN GEOGRAPHIC FEATURES OF VARIOUS PLACES AND REGIONS

Including, but not limited to: • Landforms – mountains, deserts, fertile soil • Water bodies – oceans, seas, lakes (including man-made), rivers, fjords • Urban centers – dependent upon place and region studied

Note: • Europe – natural resources are shared, certain nations are landlocked, trade routes may have to pass through other nations. (e.g., Danube River, oil fields in North Sea, English Channel, Alps, distance of Black Sea, and Mediterranean ports from northern Europe) • Oceania – dominance of Pacific Ocean; different kinds of island formation (volcanic, atolls, etc.), Great Barrier Reef 6.4E Draw sketch maps that illustrate various places and regions.

Draw

SKETCH MAPS THAT ILLUSTRATE VARIOUS PLACES AND REGIONS

Including, but not limited to:

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 • Free-hand maps illustrating physical and human features of various places and region • Free-hand maps showing the location of various places and regions • Free-hand maps showing various relationships of places and regions 6.4F Identify the location of major world countries such as Canada, Mexico, France, Germany, the United Kingdom, Italy Spain, Norway, Sweden, Russia, South Africa, Nigeria, Iraq, Afghanistan, Israel, Iran, India, Pakistan, the People’s Republic of China, the Republic of China (Taiwan), Japan, North and South Korea, Indonesia, and Australia.

Identify

LOCATION OF MAJOR WORLD COUNTRIES

Including, but not limited to: • Studied within the region/unit • Canada • Mexico • France • Germany • The United Kingdom • Italy • Spain • Norway • Sweden • Russia • South Africa • Nigeria • Iraq • Afghanistan • Israel • Iran • India • Pakistan

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 • The People’s Republic of China • The Republic of China (Taiwan) • Japan • North Korea • South Korea • Indonesia • Australia 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

Including, but not limited to: • Rivers – trade • Panama Canal • 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. • Sub-Saharan Africa: Natural resources needed for industrialization in Europe (agriculture, minerals) • Sea coasts (ports) • Cuba and Haiti in key positions during colonial era for protection and trade • SW Asia/N. Africa – important ports include Mediterranean ports for European trade and Persian Gulf ports for oil exports. • Fertile soil/mild climate (agriculture) • Haiti – sugar • SW Asia/N. Africa – limited fertile land is very important to use wisely 6.5B Identify geographic factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 influence a society's ability to control territory.

Identify

GEOGRAPHIC FACTORS THAT INFLUENCE SOCIETY’S ABILITY TO CONTROL TERRITORY

Including, but not limited to: • Location and physical features • Steppes in Central Asia allowed for the development of skilled horsemanship which led to conquering surrounding areas (e.g., Mongols and Huns) • Romans’ (Roman Empire) proximity to the Mediterranean Sea enabled them to control regions/people living along the Mediterranean Sea. U.S. manifest destiny (geography allowed control). • Pull factors, such as fertile land between the Tigris and Euphrates, enabled people to settle and control the territory. • Panama’s crucial location on trade route, so as to avoid sailing around South America. • Sahara desert and Atlas Mountains were barrier to trade south from the Mediterranean short of North Africa. • Transportation corridors and barriers • Bodies of water (rivers, etc.) • Himalaya Mountains protected the Indian subcontinent until warriors crossed through the Khyber Pass and invaded India. • U.S. northern/southern borders are not major barriers, but the oceans are. • Panama lost control over canal because of larger economic interests. • Amazon’s massive tributary system allowed for early travel and communication through much of the region; Amazon rainforest and Andes create natural borders because they are difficult to penetrate. • The cataracts on the Nile made it difficult for Egypt to control Nubia (now Sudan) militarily or politically. • Distribution of natural resources • Minerals (gold); fertile land; access to fresh water, vegetation, petroleum • South America: minerals (silver, tin); fertile land; access to fresh water, vegetation, oil, natural gas. The region is rich in natural resources, which was the cause of much conflict in early years. • Oil is limited to the Persian Gulf and Arabian Peninsula, with smaller deposits in Mediterranean off Libya. 6.5C Explain the impact of geographic factors on economic development and the domestic and foreign policies of societies.

Explain

IMPACT OF GEOGRAPHIC FACTORS ON ECONOMIC DEVELOPMENT AND THE DOMESTIC AND FOREIGN POLICIES OF SOCIETIES

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 Including, but not limited to: • Economic development • Limited • Unlimited resources • Agriculture (farming communities) • Land good for grazing/livestock • Europe's geographic compactness allows for cross-border markets and international trade • Domestic and foreign policies • Geographic proximity (in Europe it is difficult for countries to have differing foreign policies toward their neighbors – this is alleviated by adopting similar foreign policies through the EU) • Geographic isolation (Japan – location allowed it to be relatively unaffected by West for centuries) • Conservation • Government regulation vs. no government regulation (multinational corporations/environmental factors) • NAFTA, CAFTA, GATT • Global climate change • Agreements/disagreements over the sharing of rivers and waterways • Seed conservation in India (domestic), Green Revolution • Sub-Saharan Africa: limited types of natural resource requires dependence on foreign aid for development. 6.6 Geography. The student that geographical patterns result from physical environmental processes. The student is expected to: 6.6A Describe and explain the effects of physical environmental processes such as erosion, ocean currents, and earthquakes on Earth's surface.

Describe, Explain

EFFECTS OF PHYSICAL ENVIRONMENTAL PROCESSES ON EARTH’S SURFACE

Including, but not limited to: • Erosion • Fertile soil is lost • Coastlines are diminished by hurricanes and typhoons every year • Wind erosion creates unusual rock formations • Beaches of Pacific islands

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 • Yangtze River, China – sediment flows into the ocean • Grand Canyon, U.S. – created by the erosion of the Colorado River • Dust Bowl, U.S. (1930s) – decimated thousands of acres of crop land • Ocean currents • Typhoons and cyclones • Monsoons • Changes climate of places • Gulf Stream keeps Norway’s coast ice-free, despite being so close to the Artic Circle • Gulf Stream helps generate tropical cyclones • Reduce fuel costs of shipping • Disperse life forms • Earthquakes – Haiti (2010); Krakatoa (1883); Indian Ocean (2004) • Can cause tsunamis (2004), landslides, avalanches, fires, soil liquefaction, and floods; compare 2004 tsunami (devastated low-lying islands that lacked natural protection against the strong currents; these can wash away barriers and change the physical geography of islands), and 2011 earthquake/tsunami in Japan 6.6B Identify the location of renewable and nonrenewable natural resources such as fresh water, fossil fuels, fertile soils, and timber.

Identify

RENEWABLE AND NONRENEWABLE NATURAL RESOURCES

Including, but not limited to: • Renewable resource – a resource that can be regenerated • Fresh water (Mountain snow melts and replenishes rivers and streams) • Plants and animals • Fertile soils (Ganges and Indus rivers flood, and deposit silt to fertilize soil) • Timber • Nonrenewable resource – a finite resource that cannot be replaced once it is used • Fossil fuels: Coal, oil, natural gas.

Note: Geologic forces (constructive and destructive) include decay of plant and animal remains, deposition, weathering, erosion, mountain-building, etc.

6.6C Analyze the effects of the interaction of physical processes and the environment on humans.

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 Analyze

EFFECTS OF INTERACTION OF PHYSICAL PROCESSES AND ENVIRONMENT ON HUMANS

Including, but not limited to: • Processes and environmental adaptations that allow humans to thrive physically and economically vs. those that don’t. Examples include: • Andes mountains – people adapted in order to survive at high altitude (lung capacity, sturdy build, legs for climbing) • Pigment of skin where sun is intense (like Africa) • Oil spills and the effect on environment, trade, income, etc. • Civilizations and trading that occurs along rivers or at major port cities • Effects of natural events (tsunamis, earthquakes) • How monsoon seasons affect local cultures • Monsoons and how humans have implemented strategies to benefit from them • Major disasters such as typhoons can have a tremendous impact on the economy, on politics (as nations must respond, rebuild, and prepare for future occurrences), and on societies. • The hole in the ozone layer has led to political and social shifts in Australia and New Zealand, such as a massive public health campaign alerting citizens to the danger of sun exposure without proper protection. 2 out of 3 Australians are likely to develop skin cancer in their lifetime because of the increase exposure to dangerous ultra-violet rays. This will have an economic impact – companies must manufacture and sell more sunscreen, hats, etc., and health insurance companies must deal with the increased number of patients and cases they will be seeing. 6.7 Geography. The student understands the impact of interactions between people and the physical environment on the development and conditions of places and regions. The student is expected to: 6.7A Identify and analyze ways people have adapted to the physical environment in various places and regions.

Identify, Analyze

WAYS PEOPLE HAVE ADAPTED TO THE PHYSICAL ENVIRONMENT

Including, but not limited to: • Examples from all continents, past and present • The importance of transportation and communications systems to residents of the Australian outback • People settle near rivers, lakes, and oceans (Tigris, Euphrates, Nile, Indian Ocean, Mediterranean Sea) • People settle where land is suitable for cultivating (near rivers where soil is fertile, where rainfall is sufficient, etc.) • People settle where climate is comfortable (temperate climate zones)

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 • How might different groups want to use a rain forest as a resource (inhabitants, tourists, environmentalists, businesses)? How might they conflict with one another? • Siberia-adaptation to harsh climate • Houses on stilts for monsoons in Southeast Asia • Monsoons in South Asia have affected farming practices. • Australia/Oceania: the massive public health campaign in cultures that grew up close to the beach and have developed a strong culture of outdoorsmanship are now being urged to wear more sunscreen, wear hats and protect their skin. 6.7B Identify and analyze ways people have modified the physical environment such as mining, irrigation, and transportation infrastructure.

Identify, Analyze

WAYS PEOPLE HAVE MODIFIED THE PHYSICAL ENVIRONMENT

Including, but not limited to: • Mining – permanently changes physical environment (e.g., deforestation, water pollution, loss of aquatic life) • Irrigation – building dams to store water for irrigation • Transportation infrastructure – building canal for trade; new highways, public transportation, use of airplanes, trucks, trains, etc. to transport goods • Large-scale agriculture – removing forests for plantation sugar in Haiti • Environmental degradation in the Aral Sea – pollution and overuse of water have shrunk the Aral Sea • Energy production – the Three Gorges Dam (China) • Ozone hole created by chemicals • Overfishing in Pacific Islands 6.7C Describe ways in which technology influences human Interactions with the environment such as humans building dams for flood control.

Describe

WAYS IN WHICH TECHNOLOGY INFLUENCES HUMAN INTERACTIONS WITH THE PHYSICAL ENVIRONMENT

Including, but not limited to: • Building dams to control flooding or change patterns of water flow • Clearing and building roads, drilling, aerospace • The role of technology in changing the physical environment through agricultural activities • China funding scientific research to improve agriculture

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 • Lists the environmental consequences of actions (e.g., the effects of using chemical fertilizers and pesticides, the impact of modern farm equipment, the hybridization of crops) • In India (the “Green Revolution”) • Mining techniques • Industrialization (factories) • Buildings designed to sustain earthquakes (Japan) • Irrigration in Central Asia has led to environmental degradation in the Aral Sea and Lake Baikal regions 6.8 Economics. The student understands the factors of production in a society's economy. The student is expected to: 6.8A Describe ways in which factors of production (natural resources, labor, capital, and entrepreneurs) influence the economies of various contemporary societies.

Describe

WAYS FACTORS OF PRODUCTION INFLUENCE ECONOMIES

Including, but not limited to: • Natural resources: • Petroleum has influenced countries in Southwest Asia/OPEC • Mexico – fertile land, long history of agriculture • Rich soil in Haiti for large-scale agriculture drew interest from those who wanted to extract resources. • Coal • Diamonds • Fishing • Rice • 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 state-owned to guarantee that income will benefit the government • Labor • Trends in population growth (skilled and unskilled labor) • English-speaking work force in India • Specialization

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 • Lots of farm labor, but migration to U.S. • Slavery and its downfall in Haiti • Factors of production in communist economy; control of natural resources, labor, capital • 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) • SW Asia/N. Africa: young people are often well-educated, but unemployment remains extremely high (50% in Egypt in 2010), leading to frustration • Capital • Consumers (purchasing power) • Effects of NAFTA and U.S. capital on corn • Haiti had no capital after revolution, had to repay France • SW Asia/N. Africa – most capital is owned or sanctioned by the state; 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. • Capital to support import substitution and diversification of exports after independence in African countries • Entrepreneurs • Job creation • Economic growth • Inventiveness • Competition • Global interdependence • Difficult in Mexico and Haiti (i.e., government and economic barriers) • Much labor in U.S. • Changes after end of Cold War: now-emerging markets in many former communist countries with much capital and entrepreneurial projects coming from outside • Entrepreneurship is limited and discouraged in many SW Asian/N. African countries (exceptions: Israel and Turkey). Opportunities for social mobility are rare. 6.8B Identify problems and issues that may arise when one or more of the factors of production is in relatively short supply.

Identify

PROBLEMS AND ISSUES THAT ARISE WHEN FACTORS OF PRODUCTION ARE IN SHORT SUPPLY

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 Including, but not limited to: • Natural resources in short supply – if the demand is high (e.g., petroleum), countries have to rely on other nations that may have an overabundance of that resource. This often leads to inflated prices on natural resources with high demand. • Sub-Saharan Africa: great number of countries with the same natural resources; also, many countries were encouraged to base their economies predominately on one crop (monoculture). • Labor • Outsourcing • Pull factors (dependence on immigration) • Immigration to U.S. • Slave system in Haiti; now a relatively uneducated work force • South America – slavery was used because of shortage of labor in early economy, then hard push for immigration when slavery was abolished • Capital • Countries remain underdeveloped (Haiti) • remittances to Mexico not reinvested • Shortages of capital caused bank runs in Argentina in early 2000s; led to huge economic crisis • Impoverished nations have limited capital for development • Capital to support import substitution and diversification of exports after independence in African countries • Entrepreneurs – countries that are unable to provide for public education and are underdeveloped will likely not have entrepreneurs willing to invest in the region; they will choose to invest elsewhere. 6.8C Explain the impact of relative scarcity of resources on international trade and economic interdependence among and within societies.

Explain

IMPACT OF RELATIVE SCARCITY OF RESOURCES ON INTERNATIONAL TRADE AND ECONOMIC INTERDEPENDENCE AMONG AND WITHIN SOCIETIES

Including, but not limited to: • Many developing nations around the world depend upon the developed and wealthy resources they lack. • Companies in the U.S. are dependent upon underdeveloped nations to supply them with cheap labor (low-wage workers); outsourcing • U.S. embargo and its effects on Cuba’s economy • Haiti’s dependence on foreign Non-Governmental Organizations (NGOs) 6.9 Economics. The student understands the various ways in which people organize economic systems. The student is expected to:

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 6.9A Compare ways in which various societies organize the production and distribution of goods and services.

Compare

WAYS IN WHICH SOCIETIES ORGANIZE PRODUCTION AND DISTRIBUTION OF GOODS AND SERVICES

Including, but not limited to: • Example: • Traditional Economies – Custom and tradition determines what is to be produced, and things are owned by families, or the entire village. Distribution of goods and services are kept locally. • Capitalism – Production and distribution of goods and services is based on private ownership. • Socialism – The government owns some factors of production (usually the major industries). • Communism – National ownership of all production and distribution of goods and services • Command economy – State directs the economic system, central government controls industry (North Korea) • South American economies reflect both capitalist and socialist tendencies (privatization was a trend in the 20th century, but some industries have been nationalized again). 6.9B Compare and contrast free enterprise, socialist, and communist economies in various contemporary societies, including the benefits of the U.S. free enterprise system.

Compare, Contrast

FREE ENTERPRISE, SOCIALIST, AND COMMUNIST ECONOMIES

Including, but not limited to: • A free enterprise system is a market economy in which individuals depend on supply, demand, and prices to determine the answers to four economic questions: “what to produce,” how to produce,” “how much to produce,” and “for whom to produce.” The system has four characteristics: economic freedom, voluntary exchange, private property, and profit motive. • A socialist system is a market economy in which government owns some factors of production and participates in answering the four economic questions of "what to produce," "how to produce," "how much to produce," and "for whom to produce." Politics play a role in the operation of the economy, and it is often less efficient because of these influences. • A communist system is a political economy in which factors of production are collectively owned and directed by the state. There is no voluntary exchange because the government owns and controls all resources and means of production, no economic freedom, and no profit motive. Because everything in a communist system is theoretically for the common good, communism fosters a classless society in which everyone contributes equally toward a shared goal. Government, rather than individuals, own and control the resources used in production as well as the means of producing those resources. • Benefits of a U.S. free enterprise system

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 • Individuals and businesses have the freedom to operate and compete (minimum government regulation) • Private ownership (land, minerals, manufacturing plants, goods and services) • Opportunities for innovativeness and inventiveness • Opportunities to earn a profit 6.9C Understand the importance of morality and ethics in maintaining a functional free enterprise system.

Understand

IMPORTANCE OF MORALITY AND ETHICS IN MAINTAINING A FUNCTIONAL FREE ENTERPRISE SYSTEM

Including, but not limited to: • Recent events in the U.S. (e.g., mortgage crisis, Enron, Madoff) show the importance of morality and ethics in the system. Without those elements, consumers lose confidence and the economy weakens. 6.9D Examine the record of collective, non-free market economic systems in contemporary world societies.

Examine

THE RECORD OF COLLECTIVE, NON-FREE MARKET ECONOMIC SYSTEMS IN CONTEMPORARY WORLD SOCIETIES

Including, but not limited to: • Cuba – basic standard of living assured, but talented professionals make no more than unskilled laborers; dual economies (Cuban peso cannot buy certain commodities, must have access to hard currency) • The collapse of collective economies in Eastern Europe and Eurasia in the late 1980s • 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. 6.10 Economics. The student understands categories of economic activities and the economic data used to measure a society's economic level. The student is expected to: 6.10A Define and give examples of agricultural, wholesale, retail, manufacturing (goods), and service industries.

Define, Give examples

AGRICULTURAL, WHOLESALE, RETAIL, MANUFACTURING (GOODS), AND SERVICE INDUSTRIES

Including, but not limited to: • Industries differ in their involvement in the processing of natural resources, the production and marketing of goods, and the development of products

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 and ideas. • Agriculture/primary source industries – agricultural industries like farming and ranching are the first line in a country’s economy in that their product directly makes use of the natural resources. • Mexico’s agricultural exports • South America: sugar, coffee, timber, oil, guano, cattle, precious metals • Agriculture big in China (historically, a rural country) • Southeast Asia is primarily agricultural (various crops) and source-focused • India’s agricultural industry and the Green Revolution, which sought to increase agricultural production to reduce dependency on food imports • Manufacturing industries may take raw materials, buy materials from wholesalers, or buy materials from a retailer to make new products (e.g., clothing, toys, cars, houses) • Manufacturing in Mexico, but many are not actually Mexican-owned companies • Cars and airplanes in Brazil, shoes in Argentina • Japan and Korea are export-focused. • Service industries provide intangible goods directly to the public, not final products. • Hotel, restaurant, theme park workers, salespeople, etc. • Maquilas in Mexico (they provide labor, but companies are not Mexican) • tourism is one of Mexico’s biggest industries after oil production • Tourism as major industry in Peru • India’s labor force is English speaking and highly educated, and many foreign companies are investing in India’s service and manufacturing sectors to take advantage of low labor costs; now that more people have disposable income, foreign wholesale and retail companies are moving into India. • A wholesale industry acts as a middleman in the industrial process. They take the products from the producers, sometimes package them, and sell them to retailers, commercial, professional, or educational buyers. • Examples exist in every industry • A retail industry buys goods from the wholesaler and after marketing them, sells them to the public. • Manufacturing industries may take raw materials, buy materials from wholesalers, or buy materials from a retailer to make new products. 6.10B Describe levels of economic development of various societies using indicators such as life expectancy, gross domestic product (GDP), GDP per capita, and literacy.

Describe

LEVELS OF ECONOMIC DEVELOPMENT USING INDICATORS

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6

Including, but not limited to: • Life expectancy – the average number of years remaining in the life span of a person at a given age – also influences purchasing decisions • Gross domestic product (GDP) – the measure of all goods and services produced within a country in a year – helps track and compare a country’s wealth • GDP per capita is the GDP divided by the country’s population • Literacy – the ability to read and write • Effects of regional labels and images (e.g., labeling an African country “less developed” or “third world”) • Economic indicators can be used to determine whether the economy is advanced or developing. • How do indicators improve for nations after joining the European Union? What are the benefits to GDP/GDP per capita? • How did these change in East Europe after the fall of the Berlin Wall? • GDP and other levels of economic development of countries which represent all or most continents of the world • Data from charts and graphs to make comparisons and generalizations about economic development • Economic indicators in terms of export vs. import in Japan, China, Korea 6.10C Identify and describe the effects of government regulation and taxation on economic development and business planning.

Identify, Describe

EFFECTS OF GOVERNMENT REGULATION AND TAXATION ON ECONOMIC DEVELOPMENT AND BUSINESS PLANNING

Including, but not limited to: • Governments regulate business to prevent monopolies and to protect the public. • “Economic miracles” of Argentina and Brazil happened under strict government controls of the dictatorship periods. Heavy government regulation increased economic development in both countries. • Effect of command economy on business and economy in Eurasia; how things changed after 1990 when economies began transition to free market enterprise • Governments’ investment in industry and the benefit to foreign companies outsourcing to other countries (e.g., India) 6.11 Government. The student understands the concepts of limited governments 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

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6

Including, but not limited to: • 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. • Our constitutional government and the system of checks and balances in the three branches of U.S. government • U.S. citizens value individual freedoms, equal opportunities, fair treatment of all people, as well as private ownership (government and the Constitution and laws protect the people) • Most South American countries currently have limited governments. Constitutions are relatively recent, and voting is mandatory. • The Philippines, Thailand, Indonesia • Southwest Asia/North Africa – Israel and Turkey are the only democracies in the region. Many citizens in other North African and Southwest Asian countries are denied 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. • Castro’s control or influence in Cuba is a totalitarian form of government (unlimited government) • Saddam Hussein’s regime in which he had unlimited power and control over the people of Iraq • 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. • Argentina’s “Dirty War” (1976-83), Brazil’s military dictatorship (1964-85), Peru’s Fujimori had an auto-coup (1990-2000) • Myanmar, Indonesia in recent past • 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. • Recognize that each country has its own form of government • Governments moving further toward democracy: South Africa, Russia, Poland, and Iraq 6.11B Compare the characteristics of limited and unlimited governments.

Compare

CHARACTERISTICS OF LIMITED AND UNLIMITED GOVERNMENT

Including, but not limited to: • Limited – U.S.; Argentina; Brazil; Peru • Multi party, free elections

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 • Limitations placed on rulers by laws/constitution • Freedom of speech and other human rights • Unlimited – Cuba • One-party rule, no elections or controlled elections • Written laws suspended or not upheld • Repression of rights • Rights suspended by rulers (e.g., censorship of press in Argentina and Brazil under dictatorships, “disappearances” of opposition groups, torture, curfews) • Control in hands of ruler or appointees (e.g., Fujimori dismissed congress in Peru, military rulers passed from one general to another in Brazil) • Soviet Union is an example of unlimited government; the new, modern republics are moving towards limited government. 6.11C Identify reasons for limiting the power of government.

Identify

REASONS FOR LIMITING THE POWER OF GOVERNMENT

Including, but not limited to: • Human rights • Torture was common in dictatorship period, Mothers of the Disappeared brought this to light in Argentina, religious groups published about it in Brazil • Myannmar • Economic freedom • Tyranny • Roles of federal, state, and local governments in U.S. and other countries. What is good and bad about each level? • Iraq’s government then and now • Magna Carta • Bill of Rights • U.S. citizenship as compared to citizenship in selected countries. 6.11D Review the record of human rights abuses of limited or unlimited governments such as the oppression of the Christians in Sudan.

Review

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 HUMAN RIGHTS ABUSES BY GOVERNMENTS

Including, but not limited to: • Human rights, as defined by the U.N. Commission for Human Rights, are rights inherent to all human beings, without distinction as to race, color, gender, language, religion, political or other opinion, national or social origin, property, birth or other status. • Governments abuse human rights when they directly engage or turn a deaf ear to violations within their borders. • Example within limited governments • Forcible removal of Roma families from Germany to be returned to Kosovo • Hindu extremist movements in India (anti-Sikh; anti-Muslim) • Examples within unlimited governments • Disruption of food and supplies to aid refugees by governments around the world • Civil war/ethnic conflict • Rwanda, Burundi genocides • Congo • Extreme enforcement of religious principles on a nation • Persecution of Christians under Islamic law in Sudan • Taliban law in Afghanistan • Suppression of Tibetan religion and culture in China • Myanmar – repression of protest, restricted Internet access, Aung San Suu Kyi • Iran’s imprisonment of hikers as spies • Torture and disappearances of those who protested the regimes (Argentina, Brazil) • Censorship of the press (Argentina, Brazil, Peru) • China – suppression of student demonstrators in Tiananmen Square, oppression in Tibet, limited access to Internet • Nigeria, Ivory Coast 6.12 Government. The student understands various ways in which people organize governments. The student is expected to: 6.12A Identify and give examples of governments with rule by one, few, or many.

Identify, Give examples

GOVERNMENTS WITH RULE BY ONE, FEW, OR MANY

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 Including, but not limited to: • Rule by one – monarchy or dictatorship • A single ruler controls government and claims the responsibility due to divine or hereditary right. Either birth or God determines who will rule, the people do not. Dictators or despots also maintain complete control of government in their countries. (unlimited government) • Example: Cuba, North Korea, Peru under Fujimori, Indonesia until recently • Rule by a few – small group has power; oligarchy • Government with rule by a few also occurs when a group of persons seize power after an overthrow of the previous government. The new rulers constitute a junta. (usually an unlimited government) • Example: Iran, Nepal, Vietnam, military dictatorships in Argentina and Brazil, China, military junta in Myanmar • Rule by many – people have power • A government ruled by many is a republic or a democracy. (limited government) • Example: United States, Germany, Israel, present-day Argentina, Brazil and Peru, Japan, South Korea, The Philippines, Thailand 6.12B Compare ways in which various societies such as China, Germany, India, and Russia organize government and how they function.

Compare

WAYS VARIOUS SOCIETIES ORGANIZE GOVERNMENT AND HOW THEY FUNCTION

Including, but not limited to: • People’s Republic of China • Communist party-led state • Constitution written in 1982 – revised several times • Executive – President, Vice-President, State Council, Premier • Legislative – unicameral – National People’s Congress • Judicial – Supreme People’s Court • 23 provinces (PRC considers Taiwan as 23rd province) – five autonomous regions, including Tibet, which has five municipalities directly under State Council • Source – http://www.state.gov/r/pa/ei/bgn/18902.htm • Federal Republic of Germany • Federal republic • Founded 1949 – constitutional – unified 1990

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 • Executive – president (titular chief of state), chancellor (executive head of government) • Legislative – bicameral parliament • Judicial – independent, Federal Constitutional Court • 16 leanders (states) • Source – http://www.state.gov/r/pa/ei/bgn/3997.htm • Republic of India • Federal Republic • Constitution – 1950 • Executive – president (chief of state), prime minister (head of state), Council of Ministers (cabinet) • Legislative – bicameral parliament (Rajya Sabha or Council of States, and Lok Sabha or House of the People) • Judicial – Supreme Court • 28 states (including Jammu and Kashmir – India, Pakistan and China each control part of Kashmir), seven union territories (including National Capital Territory of Delhi) • Source http://www.state.gov/r/pa/ei/bgn/3454.htm • Russian Federation • Federation • Constitution – 1993 • Executive – president, prime minister (chairman of government) • Legislative – Federal Assembly (Federation Council, State Duma) • Judicial – Constitutional Court, Supreme Court, Supreme Court of Arbitration, Office of the Procurator General • 83 federal subjects (members of the Federation), including 21 republics, 9 krays, 46 oblasts, 2 federal cities, 1 autonomous oblast, 4 autonomous okrugs • Source http://www.state.gov/r/pa/ei/bgn/3183.htm • Cuba • Communist • Single ruler until recently (cult of personality) • Haiti • Nominal democracy with dictatorial periods • Kleptocracy

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 6.12C Identify historical origins of democratic forms of government such as Ancient Greece.

Identify

HISTORICAL ORIGINS OF DEMOCRATIC FORMS OF GOVERNMENT

Including, but not limited to: • Athens and the beginnings of the democratic system of government • Legacies of ancient Greeks and ancient Romans as they relate to government and formation of democratic societies • Development of democratic society • Development of democracy in the United States 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

Including, but not limited to: • Responsibilities of a citizen – voting, obeying laws, paying taxes, serving on juries, serving in military, volunteering • Special emphasis now in South America on voting • Apartheid in South Africa ended and rights changed • Rights of a citizen – life liberty, pursuit of happiness, unalienable rights, freedom, equal opportunity, privacy • Rights revoked under 20th century dictatorships (especially privacy) • Canadian constitution is similar to U.S. Constitution’s Bill of Rights • Women’s rights • Religious minorities (Muslims, Sikhs, Jains) are very supportive of the democratic system in India because it protects their rights in a Hindu-majority country. • Pakistan has experienced military dictatorships many times; many groups (secular and religious) regularly protest in opposition, asking for the restoration of democracy. • Nepal has gone through a rapid transition from absolute monarchy to Republic following the end of a decades-long civil war. • Egyptian constitutional reform movement includes demands for presidential term limits; equality for men and women; recognition of rights for minorities.

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 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

Including, but not limited to: • Voting in elections • In Myannmar, there are no viable parties; voting is outlawed. • Organizations to develop economic activities or protect environment • Protesting peacefully • Mothers of the Disappeared in Argentina used their status as mothers to protest dictatorship, helped bring about end of Dirty War • Letters to the editor • Signing petitions • Contacting representatives • Political action committees • Terrorist/insurgent groups • Reporting of governmental abuses (Truth & Reconciliation Commissions) 6.13C Compare the role of citizens in the United States with the role of citizens from various contemporary societies with representative and non- representative governments.

Compare

ROLE OF CITIZENS IN THE U.S. WITH ROLE OF CITIZENS FROM VARIOUS SOCIETIES WITH REPRESENTATIVE AND NON-REPRESENTATIVE GOVERNMENTS

Including, but not limited to: • Role of women • Voting age • Direct vs. indirect voting • Suffrage • Opportunities to participate 6.14 Citizenship. The student understands the relationship among individual rights, responsibilities, and freedoms in societies with representative

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 governments. The student is expected to: 6.14A Identify and explain the duty of civic participation in societies with representative governments.

Identify, Explain

IMPORTANCE OF CIVIC PARTICIPATION IN SOCIETIES WITH REPRESENTATIVE GOVERNMENTS

Including, but not limited to: • Civic participation – being concerned with and involved in the public affairs of a community, state, nation, and world • Voting • Being educated/informed on the issues • Political advocacy • Volunteering • Charity work 6.14B Explain relationships among rights, responsibilities, and duties in societies with representative governments.

Explain

RELATIONSHIPS AMONG RIGHTS, RESPONSIBILITIES, AND DUTIES IN SOCIETIES WITH REPRESENTATIVE GOVERNMENTS

Including, but not limited to: • Responsibilities are actions that a person morally, socially, or legally should do. Citizens in societies with representative governments have a responsibility to all other citizens to ensure that the enjoyment of their individual rights does not impede the development of the common good of society. There are two categories of responsibilities: • Personal responsibilities (e.g., taking care of themselves; accepting responsibility for the consequences of their actions; taking advantage of the opportunity to be educated; supporting their families) • Civic responsibilities are actions a citizen needs to perform (e.g., respecting the right of others; being informed and attentive to the needs of their community, staying informed about issues impacting the decisions of elected leaders; paying attention to how well their elected leaders are doing their jobs; communicating with their representatives in their school, local, state, and national governments; voting; paying taxes; serving in the armed forces) • A representative government seeks to protect individual rights- the unalienable rights to life, liberty, and the pursuit of happiness listed in the Declaration of Independence. • Personal rights in democratic societies (e.g., freedom to travel, to live where one chooses, to marry and have children, and to have freedom of thought)

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 • Political rights (e.g., right to vote, petition, assemble, and speak or publish freely) • Economic rights (e.g., ability to own property, change employment, join a union, or start a business) • Duties are actions that are punishable if not performed (e.g., obeying the law and paying taxes). • Rights, responsibilities, and duties often overlap (e.g., The right to vote is also understood as a responsibility to vote. The right to safe schools includes the responsibility to promote them.). 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

Including, but not limited to: • Culture – the way of life of a group of people who share similar beliefs and customs • The Maya are a culture. • African tribes • Culture region – a way of dividing the world into areas that a particular form of government, religion, economic system, language, or traditions predominate • National and regional cultures in the U.S. and North America as a whole (the U.S. South, New England, Canadian, and Mexican culture, etc.) • Central America – different indigenous groups in history, but shared colonial past • South America as a culture region because of shared colonial past, movement to independence, religion, similar languages, etc. • European Union (EU) – defined by convergence criteria • Russian culture permeated the republics of the former Soviet Union. Language was enforced; monumental architecture, food, and traditions all focused on Russian heritage. • 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. • Pre-colonial African kingdoms expanded across cultural groups. 6.15B Identify and describe common traits that define cultures.

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6

Describe

COMMON TRAITS THAT DEFINE CULTURES

Including, but not limited to: • Religion • Language • Food preferences • Celebrations • Types of shelters • Rules and mores • Art • Music • Folklore • Family structures • Educational systems

Culture trait – a single element of common practice in a culture 6.15C Define a multicultural society and consider both the positive and negative qualities of multiculturalism.

Define, Consider

MULTICULTURAL SOCIETY WITH POSITIVE AND NEGATIVE QUALITIES

Including, but not limited to: • Multicultural society is one in which two or more cultures exist within close proximity • Positive qualities of multiculturalism • Cultures borrow from each other, bringing larger varieties of food, traditions, music, religions, which creates opportunities. • African slaves brought their music with them and were blended into many other forms (e.g., Reggae, Calypso, Southern Gospels, Blues and Jazz, Rock and Roll). • Blending of French and English in Canada has created a multilingual society. • African slaves brought their traditions with them, introducing capoeira, samba, Candomblé, and African foods to Brazil.

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 • Inca descendants still celebrate ancient rituals in Peru today. • Indian food is at its height in England. • Negative qualities of multiculturalism • Cultures often clash socially, economically, or politically, and minority cultures still feel oppressed. • French in Canada • Hutus and Tutsis in Rwanda • Serbs and Croats in Kosovo • Shi’a, Sunnis, and Kurds of the Middle East • Because of racism, many African-derived practices were outlawed in Brazil into the 20th century. • Moves to ban the veil in France, Minarets in Switzerland, racism in Netherlands, Germany, and Scandinavia 6.15D Analyze the experiences and evaluate the contributions of diverse groups to multicultural societies.

Analyze, Evaluate

EXPERIENCES AND CONTRIBUTIONS OF DIVERSE GROUPS TO MULTICULTURAL SOCIETIES

Including, but not limited to: • Experiences of diverse groups within multicultural societies will vary by society • Mexicans and other immigrant groups in U.S., French in Canada, native groups in both countries • Access to/comfort with different traditions than in one’s own culture; sometimes acceptance of cultural traditions, but still have racism (Brazil) • Muslims in Europe • Positive impacts include economic impacts, cultural impacts (food, entertainment, access to new ideas, etc.) • Contributions of diverse groups to multicultural societies will vary by society. • Foods from throughout the world • Religions that come from diverse groups • Spiritual beliefs of native groups – people from other backgrounds draw on these elements for their own lives • Economic contributions (need for labor) • Architecture 6.15E Analyze the similarities and differences among various world societies.

Analyze

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6

SIMILARITIES AND DIFFERENCES AMONG WORLD SOCIETIES

Including, but not limited to: • Cultural traits (see 15B) in the U.S. and other world regions • Similar histories, religions, celebrations, rules, and mores due to Iberian settlement; differences in language (Spanish, Portuguese, indigenous), foods, art, music • Different cultural and religious groups in the Middle East, or different language groups and history (Iran and Iraq) 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

Including, but not limited to: • French Canada and British Canada • Maya and Spanish in Guatemala – cooperation of Maya elite with new Spanish system, but overall conflict and oppression; contemporary: attempted genocide of Maya by government in 1980s • Tribal groups in Rwanda • Various ethnic cultures of former Yugoslavia • Ethnic cultures of the Russian Republics • Various cultures of the European Union • Religious sects in Iraq • Arab-Israeli conflict • Various cultures of the European Union – especially looking at former enemy nations (France and Britain vs. Germany and Italy; NATO vs. Warsaw Pact) now in the same economic bloc working toward a common goal • Religious sects in Iraq • Arab-Israeli conflict • Tribal groups in Rwanda and other Sub-Saharan African nations (Burundi, Congo) • Europeans and African kingdoms • Religious strife in Sub-Saharan Africa (Sudan) 6.16 Culture. 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: Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 6.16A Identify institutions basic to all societies, including government, economic, educational, and religious institutions.

Identify

INSTITUTIONS BASIC TO SOCIETIES

Including, but not limited to: • Government • India, Nepal, and Bangladesh have a British-style parliamentary democracy, as does Pakistan. • Economic • India and Bangladesh are rapidly growing economic powers with an expanding middle class • Educational • Religious • How are religious institutions in Europe, such as national churches, similar to one another? How are educational institutions similar to one another? How are they different? • How religion spread into different world regions (Islam into SE Asia) • Hindu and other religious institutions provide a moral and social framework for life in South Asia • Social 6.16B Compare characteristics of institutions in various contemporary societies.

Compare

CHARACTERISTICS OF INSTITUTIONS IN SOCIETIES

Including, but not limited to: • Examples of institutions from all regions • Government • East Asia – historic forms (dynasties, shoguns, samurai) vs. contemporary (communist, constitutional monarchy) • Education • Ways of work • Religion • Social • Rural vs. urban culture in China and Japan Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 6.16C Analyze the efforts and activities institutions use to sustain themselves over time such as the development of an informed citizenry through education and the use of monumental architecture by religious institutions.

Analyze

EFFORTS AND ACTIVITIES INSTITUTIONS USE TO SUSTAIN THEMSELVES OVER TIME

Including, but not limited to: • Government – with regular elections, government tends to reinvent, re-organize, and sustain itself every few years. • Education – trends often change, but the need for an informed citizenry helps sustain the institution. • Through the use of murals in Mexico; a way to promote Mexican history and identity to the masses • Education, government, and social structure was set up to encourage the supremacy of Russian culture during the Soviet Union. What was the impact on other cultures in Russia and Eurasia? • Ways of work – methods and tasks change as technology impacts the workplace, but the need for income continues to be a necessity, therefore sustaining the institution. • Religion – many denominations use monumental architecture to attract new members, thus sustaining their impact on communities. • Social – these institutions sustain themselves in various ways depending upon the group. • The use of the caste system within Hindu/Vedic tradition to enforce social roles has lasted for millennia. Even though it was officially banned in 1947, it remains a strong cultural force within South Asia. • The media industry in India is well established (Bollywood produces more films annually than anyone else in the world); religious themes are used in many Bollywood productions. 6.17 Culture. The student understands relationships that exist among world cultures. The student is expected to: 6.17A Identify and describe how culture traits such as trade, travel, and war spread.

Identify, Describe

HOW CULTURE TRAITS SPREAD

Including, but not limited to: • Trade • SE Asia with S and SW Asia brought religion to region • Travel • Traits that moved through Silk Road (Hellenistic influences on Chinese art); Buddhism • Traits that moved through Silk Road (Hellenistic influences on Chinese art); Islam and elements of Islamic culture moved across the Sahara with

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 caravans • War • Culture traits define a culture and are evident throughout the culture. The spread of culture traits is called diffusion. 6.17B Identify and describe factors that influence cultural change such as improved communication, transportation, and economic development.

Identify, Describe

FACTORS THAT INFLUENCE CULTURAL CHANGE

Including, but not limited to: • Improved communication – brings about much faster change and change from unexpected places • Improved transportation – allows people to go more places in the world, seeing more cultures that will influence their own • Economic development – allows for more purchasing power to acquire culture changing items; also allows for increased education which can change the way people view their, and other’s, cultures • As required through the EU, improves standard of living in member countries, allowing for purchasing power, education, upward mobility of workers 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. • Ability to communicate with other citizens and the rest of the world during Egyptian revolution; ease and accessibility of communicating with Truth & Reconciliation Commission after human rights violations/genocide; ability of NGOs to quickly disseminate vital human rights information • Negative impact 6.17D Identify and define the impact of cultural diffusion on individuals and world societies.

Identify, Define

IMPACT OF CULTURAL DIFFUSION ON INDIVIDUALS AND WORLD SOCIETIES

Including, but not limited to:

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 • Positive impact • Negative impact • Guatemala • Positive impact – Maya spread throughout region, strong cultural traits still there; Colombian exchange; Spanish brought global trade networks, language, religion, government • Negative impact – subjugation of Maya, racism still apparent today • Europe • European culture has diffused throughout the world as a product not only of colonialism, but also through media and cultural production. • Europe has also been on the receiving end of cultural diffusion due to in-migration from former colonies and other places. There are a number of South Asians in Britain; North and Sub-Saharan Africans in France. Non-colonial relationships include Turks in Germany, Afghans and Kurds and Iranians in Netherlands and Scandinavia due to low birth rate after World War II. • Soviet Union • Cultural situation has changed since the fall of the Soviet Union (e.g., Are ethnic Russians treated differently now that they are in the minority in the republics and not in power? How are other ethnicities treated in Russia?). • Southwest Asia/North Africa • 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). • Negative impact – European racism was brought to Sub-Saharan Africa during colonial period. 6.17E Identify examples of positive and negative effects of cultural diffusion.

Identify

EXAMPLES OF POSITIVE AND NEGATIVE EFFECTS OF CULTURAL DIFFUSION

Including, but not limited to: • Soviet Union • Cultural situation has changed since the fall of the Soviet Union (e.g., Are ethnic Russians treated differently now that they are in the minority in the republics and not in power? How are other ethnicities treated in Russia?). • Japan • Cultural situation changed in Japan since 1861 with the influence of West, which brought in centralized government, a constitution and elected parliament; good transportation/communication, education, industry

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 • Southwest Asia/North Africa • 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). 6.18 Culture. The student understands the relationship that exists between the arts and the societies in which they are produced. The student is expected to: 6.18A Explain the relationships that exist between societies and their architecture, art, music, and literature.

Explain

RELATIONSHIPS BETWEEN SOCIETIES AND THEIR ARCHITECTURE, ART, MUSIC, AND LITERATURE

Including, but not limited to: • Architecture • movements influenced by ancient Greece and Rome (Renaissance and Humanism) • Eiffel Tower, Arc de Triomphe, Brandenburg Gate • Art • Muralism movement in Mexico – developed by government as a way to educate people • Monet, Picasso, Impressionism, Cubism, Surrealism • Buddhist, Confucian, Shinto themes in art • Traditions of calligraphy in China and Japan • Martial arts in Japan • The media industry in India is well-established (Bollywood produces more films annually than anyone else in the world), and religious themes are used in many Bollywood productions. • Music • Bach, Beethoven, etc. • Literature • Shakespeare, Cervantes, Dickens, other epic poetry 6.18B Relate ways in which contemporary expressions of culture have been influenced by the past.

Relate

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 WAYS CONTEMPORARY CULTURE HAS BEEN INFLUENCED BY THE PAST

Including, but not limited to: • Architecture, art, literature, clothing, ceremonies and rituals, etc. • Diego Rivera – drawing on pre-Colombian history to depict Mexican identity; uses folklore and heritage in his murals • Folklore as a reflection of long time community value systems • Hinduism and traditional folklore appears regularly in Indian comics, art, television, and movies 6.18C Describe ways in which contemporary issues influence creative expressions.

Describe

WAYS SOCIETAL ISSUES INFLUENCE CREATIVE EXPRESSIONS

Including, but not limited to: • A culture’s art form is often an expression of contemporary issues • Murals an expression of desire to promote a specific history and identity to Mexican people • How European movements related to philosophies and even political or religious movements of different eras 6.18D 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.

Identify

EXAMPLES OF ART, MUSIC, LITERATURE THAT HAVE TRANSCENDED SOCIETY, CONVEYED UNIVERSAL THEMES

Including, but not limited to: • European art that transcends the boundaries of Europe and is recognized and celebrated around the world (e.g., Mona Lisa) • Universal themes: religion, justice, the passage of time, desire for equality and freedom, love, respect 6.19 Culture. The student understands the relationships among religion, philosophy, and culture. The student is expected to: 6.19A Explain the relationship among religious ideas, philosophical ideas, and cultures.

Explain

RELATIONSHIP AMONG RELIGIOUS IDEAS, PHILOSOPHICAL IDEAS, CULTURES

Including, but not limited to:

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 • To believe means to accept the truth or actuality of something. When people believe in a number of related truths or tenets, the body of knowledge is a belief system. • Religious ideas come from pondering the big questions, thinking of the world and life as a whole, and developing philosophical ideas. • A person’s culture, everything about him, contributes to the development of his religious and philosophical ideas. • Religious and philosoph ical ideas have concrete manifestations in Japanese and Chinese art and design. • Religious and philosophical ideas have concrete manifestations in the design and art of Angkor Wat. 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

Including, but not limited to: • Christmas – Christian celebration of the birth of Jesus Christ, the Son of God made man; generally observed December 25 (other dates for many Orthodox churches and Armenian churches) • Easter – Christian observance of Jesus Christ’s resurrection from the dead, thus fulfilling prophecies in the Old Textament of the Bible, proving His divinity, and bringing the hope of restoration from the grave and eternal life for those who believe in Jesus Christ. Easter follows Lent, 40 days of prayer, fasting, and almsgiving in preparation for celebrating Jesus’ resurrection from the dead and signaling peace, hope, renewal, and a new life of grace. • Ramadan – the ninth month of the Muslim (lunar) calendar, this month-long observance is characterized by almsgving and fasting each day from dawn until the end of sunset. Fasting in Islam does not just consist of refraining from eating and drinking, but from every kind of selfish desire and wrong-doing. It was during the month of Ramadan that the Holy Qur'an was revealed to the Holy Prophet Muhammad as guidance to mankind. • The Hajj – Islamic act of worship, Hajj (Pilgrimage) is the fifth pillar of Islam. It is a visit to the Ka'ba, the house of Allah and is compulsory for every Muslim to make at least one journey in their lifetime to Makkah for Hajj if they can afford it. It is an act of recollection and worship, but also a symbolic act representing the spirit's return to its homeland, one of the central elements of the Muslim life. • Rosh Hashanah – it is the Jewish New Year and usually occurs in September or October, during the Hebrew month of Tishrei. During the prayer service, a ram’s horn is blown to symbolically “wake-up” the congregation to think about how they can lead better lives. It is customary to eat apples and honey on these days as a symbol of a wish for a sweet new year. Rosh Hashanah is the Day of Judgment and marks the beginning of the Ten Days of Repentance, which end on Yom Kippur. During this time, Jews reflect on their actions during the past year, seek forgiveness from those they may have upset, and think about how they can improve in the year to come. • Yom Kippur – this is the Day of Atonement, and it is the most solemn holy day in the jewish calendar. It is devoted to fasting and prayer and marks the end of the Ten Days of Repentance, when Jews ask for forgiveness from other people and from God. A ram’s horn is blown to mark the end of the fast, which lasts from sundown to nightfall the following day. • Diwali – popularly known as the “festival of lights," the five-day festival is celebrated between mid-October and mid-November in Hinduism,

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 Buddhism, Jainism, and Sikhism. It falls on the day of 'Amavasyaa' when the moon does not rise and there is darkness all around. It commemorates the return of Lord Rama, along with Sita and Lakhshmana, from his fourteen-year-long exile and vanquishing the demon king Ravana. Celebration involves the lighting of small clay lamps (diyas) filled with oil to signify the triumph of good over evil and the bringing light (knowledge) to the darkness (ignorance) because through light the beauty of the world is revealed. During Diwali, celebrants wear new clothes and share sweets and snacks with family members and friends. People forget and forgive the wrongs done by others. The celebration brings about unity and instills charity in the hearts of people. • Vaisakhi – marks the beginning of the Hindu solar year; it is one of the most important holidays in the Sikh calendar, essentially celebrating the establishment of the Sikh community, when, in the year 1699, the Tenth Guru of Sikhs, Guru Gobind Singh, founded Khalsa Panth (the Order of Pure Ones) and gave identity to Sikhs. Celebrations involve offerings of flowers at the gurdwara (Sikh place of worship) before dawn and parades through the community. 6.20 Science, technology, and society. The student understands the influences of science and technology on contemporary societies. The student is expected to: 6.20A Give examples of scientific discoveries and technological innovations, including the roles of scientists and inventors, that have transcended the boundaries of societies and have shaped the world.

Give

EXAMPLES OF SCIENTIFIC DISCOVERIES AND TECHNOLOGICAL INNOVATIONS THAT HAVE TRANSCENDED BOUNDARIES OF SOCIETIES AND SHAPED THE WORLD

Including, but not limited to: • Technological innovations • New ways of doing things that are based in a technology (e.g., the telephone revolutionized the way people communicated because it allowed people to hear the voices of friends and family living miles away.) • Countries in South America had poor infrastructure for landlines, but cell phones and wireless Internet have changed the face of those countries. People who never had a phone now have multiple cell phones (generally because they use cheapest rates/times on each one). • Roles of scientists and inventors • The demands of new technologies and their applications promote further innovation to meet changing needs. • Major discoveries in medicine, computers, communication, transportation, industry, etc. 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

Including, but not limited to:

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 • Resources • Scientific and technological discoveries, inventions, and innovations • Belief systems • Relate to religion, customs, values, attitudes, ideals, and world views • Include the beliefs and values shared by members of a racial, ethnic, or social group, as well as those held by individuals • Develop over time and reflect the ideology, religion, politics, social structure, and economic activities of a particular group • Influence all decisions, including economic ones • Economic factors • Include the cost of design and development, construction, and operation, the access to essential resources of materials and knowledge, capital accumulation, investment needs, and proximity of supply lines and transportation routes to raw materials and potential consumers • Ex: The effects of Japanese electronics and transportation equipment exports on the U.S. economy, including the U.S. tariffs on Japanese goods • Political decisions • Treaties, tariffs, trade sanctions • Southwest Asia/North Africa: 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. 6.20C Make predictions about future social, political, economic, cultural, and environmental impacts that may result from future scientific discoveries and technological innovations.

Make

PREDICTIONS ABOUT FUTURE SOCIAL, POLITICAL, ECONOMIC, CULTURAL, AND ENVIRONMENTAL IMPACTS FROM FUTURE DISCOVERIES AND INNOVATIONS

Including, but not limited to: • Predictions about future impacts • Social impacts • Political impacts • Economic impacts • Cultural impacts • Environmental impacts 6.21 Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources including electronic technology. The student is expected to:

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 6.21A 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.

Differentiate between, Locate, Use

VALID PRIMARY AND SECONDARY SOURCES TO ACQUIRE INFORMATION ABOUT VARIOUS WORLD CULTURES

Including, but not limited to: • Computer software • Interviews • Biographies • Oral materials • Print materials • Visual material • Artifacts 6.21B 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

Including, but not limited to: • Sequencing • Categorizing • Identifying cause-and-effect relationships • Comparing • Contrasting • Finding the main idea • Summarizing • Making generalizations and predictions • Drawing inferences and conclusions 6.21C Organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps.

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6

Organize, Interpret

INFORMATION

Including, but not limited to: • Outlines • Reports • Databases • Visuals • Graphs • Charts • Timelines • Maps 6.21D Identify different points of view about an issue or current topic.

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.

Identify

ELEMENTS OF FRAME OF REFERENCE THAT INFLUENCED PARTICIPANTS IN AN EVENT 6.21F Use appropriate mathematical skills to interpret social studies information such as maps and graphs.

Use

APPROPRIATE MATHEMATICAL SKILLS TO INTERPRET SOCIAL STUDIES INFORMATION

Including, but not limited to: • Maps • Graphs 6.22 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 6.22A Use social studies terminology correctly.

Use

SOCIAL STUDIES TERMINOLOGY CORRECTLY 6.22B Incorporate main and supporting ideas in verbal and written communication based on research.

Incorporate

MAIN, AND SUPPORTING IDEAS IN VERBAL AND WRITTEN COMMUNICATION BASED ON RESEARCH 6.22C Express ideas orally based on research and experiences.

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.

Create

WRITTEN AND VISUAL MATERIAL BASED ON RESEARCH

Including, but not limited to: • Journal entries • Reports • Graphic organizers • Outlines • Bibliographies 6.22E Use standard grammar, spelling, sentence structure, and punctuation.

Use

STANDARD GRAMMAR, SPELLING, SENTENCE STRUCTURE, AND PUNCTUATION 6.22.F Use proper citations to avoid plagiarism.

Use

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

GRADE 6 PROPER CITATIONS TO AVOID PLAGIARISM 6.23 Social studies skills: The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: 6.23A Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

Use

PROBLEM-SOLVING PROCESS

Including, but not limited to: • Identify a problem • Gather information • List and consider options • Consider advantages and disadvantages • Choose and implement a solution • 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.

Use

DECISION-MAKING PROCESS

Including, but not limited to: • Identify a situation that requires a decision • Gather information • Identify options • Predict consequences • Take action to implement a decision

Bolded black text in italics: Knowledge and Skills Statement (TEKS); Bolded black text: Student Expectation (TEKS) Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)