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Side-by-Side Comparison of the Texas Educational Knowledge and Skills (TEKS) and Louisiana Grade Level Expectations (GLEs) SOCIAL STUDIES: Grade 6 TEKS Comments Louisiana GLE (6.1) History. The student understands that historical events influence contemporary events. (6.1.A) describe characteristics of selected contemporary societies such as Bosnia and Northern Ireland that resulted from historical events or factors such as invasion, conquests, colonization, immigration, and trade; and Focus of TEKS is on contemporary world; need to extend to ancient to address full intent of LA GLE (6.1.B) analyze the historical background of selected contemporary societies to evaluate relationships between past conflicts and current conditions. 17. Describe the defining characteristics of major world civilizations from political, social, and economic perspectives (H1A-M2) 18. Describe the causes, effects, or impact of a given historical development or event in world civilizations (H-1A-M3) 20. Identify historical issues or problems in world civilizations and discuss how they were addressed (H-1A-M5) (6.2) History. The student understands the contributions of individuals and groups from various cultures to selected historical and contemporary societies. (6.2.A) explain the significance of individuals or groups from selected societies, past and present; and addressed throughout LA GLE (6.2.B) describe the influence of individual and group achievement on selected historical or contemporary societies. not specifically addressed in LA GLE (6.3) Geography. The student uses maps, globes, graphs, charts, models, and databases to answer geographic questions. (6.3.A) create thematic maps, graphs, charts, models, and databases depicting various aspects of world regions and countries such as population, disease, and economic activities; not specifically addressed in LA GLE (6.3.B) pose and answer questions about geographic distributions and patterns for selected world regions and countries shown on maps, graphs, charts, models, and databases; and not specifically addressed in LA GLE (6.3.C) compare selected world regions and countries using data from maps, graphs, charts, databases, and models. not specifically addressed in LA GLE Southwest Educational Development Laboratory (November 2005) 1 TEKS Comments Louisiana GLE (6.4) Geography. The student understands the characteristics and relative locations of major historical and contemporary societies. (6.4.A) locate major historical and contemporary societies on maps and globes; not specifically addressed in LA GLE (6.4.B) identify and explain the geographic factors responsible for patterns of population in places and regions; addresses location of 2. Identify land and climatic conditions conducive to human population centers; implies settlement in regions of the world and describe the role of these world historical events conditions (G-1B-M1) 3. Identify physical features that influenced world historical events and describe their influence (e.g., the Nile and TigrisEuphrates as “cradles of civilization”) (G-1B-M2) (6.4.C) explain ways in which human migration influences the character of places and regions; and not specifically addressed in LA GLE (6.4.D) identify and explain the geographic factors responsible for the location of economic activities in places and regions. not specifically addressed in LA GLE (6.5) Geography. The student understands how geographic factors influence the economic development, political relationships, and policies of societies. (6.5.A) explain factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence the economic development and foreign policies of societies; and approximates (6.5.B) identify geographic factors that influence a society's ability to control territory and that shape the domestic and foreign policies of the society. not specifically addressed in LA GLE 10. Analyze world or regional distribution of natural resources in terms of the need to import or the capacity to export (G-1D-M3) (6.6) Geography. The student understands the impact of physical processes on patterns in the environment. (6.6.A) describe and explain how physical processes such as erosion, ocean circulation, and earthquakes have resulted in physical patterns on Earth's surface; not specifically addressed in LA GLE (6.6.B) describe and explain the physical processes that produce renewable and nonrenewable natural resources such as fossil fuels, fertile soils, and timber; and not specifically addressed in LA GLE (6.6.C) analyze the effects of physical processes and the physical environment on humans. "ancient civilizations" not specified in TEKS; may also be implied in studies of TEKS (6.4b, (6.4d, Southwest Educational Development Laboratory (November 2005) (6.5a, and (6.5b 2. Identify land and climatic conditions conducive to human settlement in regions of the world and describe the role of these conditions (G-1B-M1) 2 TEKS Comments of TEKS (6.4b, (6.4d, (6.5a, and (6.5b Louisiana GLE 9. Explain how different physical environments affected human activity in ancient civilizations (G-1D-M2) (6.7) Geography. The student understands the impact of interactions between people and the physical environment on the development of places and regions. (6.7.A) identify and analyze ways people have adapted to the physical environment in selected places and regions; (6.7.B) identify and analyze ways people have modified the physical environment; and 4. Explain ways in which goals, cultures, interests, inventions, and technological advances have affected people’s perceptions and uses of places or regions in world history (G-1B-M4) not specifically addressed in TEKS for grade 6 ;implied in World History WH12a (6.7.C) describe ways in which technology influences human capacity to modify the physical environment. 27. Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations in Mesopotamia, Egypt, China, and the Indus valley (H-1C-M3) 4. Explain ways in which goals, cultures, interests, inventions, and technological advances have affected people’s perceptions and uses of places or regions in world history (G-1B-M4) (6.8) Economics. The student understands the various ways in which people organize economic systems. (6.8.A) compare ways in which various societies organize the production and distribution of goods and services; not specifically addressed in LA GLE (6.8.B) identify and differentiate among traditional, market, and command economies in selected contemporary societies, including the benefits of the U.S. free enterprise system; and not specifically addressed in LA GLE (6.8.C) explain the impact of scarcity on international trade and economic interdependence among societies. idea of interdependence addressed here; not specifically related to ancient civilizations until World History course, WH13b 7. Describe the economic interdependence among various ancient civilizations (G-1C-M6) 14. Use economic concepts (e.g., supply and demand, interdependence) to describe the economic motivations for expanding trade and territorial domination in world history (E-1AM9) implied (6.9) Economics. The student understands the role factors of production play in a society's economy. (6.9.A) describe ways in which factors of production (natural resources, labor, capital, and entrepreneurs) influence the economies of selected contemporary societies; and not specifically addressed in LA GLE (6.9.B) identify problems and issues that may arise when one implied or more of the factors of production is in relatively short Southwest supply. Educational Development Laboratory (November 2005) 14. Use economic concepts (e.g., supply and demand, interdependence) to describe the economic motivations for expanding trade and territorial domination in world history (E-1A- 3 M9) TEKS Comments or more of the factors of production is in relatively short supply. Louisiana GLE interdependence) to describe the economic motivations for expanding trade and territorial domination in world history (E-1AM9) (6.10) Economics. The student understands categories of economic activities and the means used to measure a society's economic level. (6.10.A) define and give examples of primary, secondary, tertiary, and quaternary industries; and implied in a study of the levels of economic activity (6.10.B) describe and measure levels of economic development using various indicators such as individual purchasing power, life expectancy, and literacy. not specifically addressed in LA GLE 12. Explain the role of expanding specialization in the development of world civilizations (E-1A-M4) (6.11) Government. The student understands the concepts of limited governments, such as constitutional and democratic governments, and unlimited governments, such as totalitarian and nondemocratic governments. (6.11.A) describe characteristics of limited and unlimited governments; not specifically addressed in LA GLE for 6th grade; th addressed in GLE for 7 grade (6.11.B) identify examples of limited and unlimited governments; not specifically addressed in LA GLE for 6th grade; th addressed in GLE for 7 grade (6.11.C) identify reasons for limiting the power of government; and not specifically addressed in LA GLE for 6th grade; th addressed in GLE for 7 grade (6.11.D) compare limited and unlimited governments. not specifically addressed in LA GLE for 6th grade; th addressed in GLE for 7 grade (6.12) Government. The student understands alternative ways of organizing governments. (6.12.A) identify alternative ways of organizing governments such as rule by one, few, or many; Southwest Educational Development Laboratory (November 2005) not specifically addressed in LA GLE for 6th grade; th addressed in GLE for 7 grade 4 TEKS (6.12.B) identify examples of governments with rule by one, few, or many; Comments not specifically addressed in LA GLE (6.12.C) identify historical origins of democratic forms of government; and (6.12.D) compare how governments function in selected world societies such as China, Germany, India, and Russia. Louisiana GLE 11. Identify the essential elements of Greek and Roman government that would later influence the U.S. government (C1B-M1) not specifically addressed in LA GLE (6.13) Citizenship. The student understands that the nature of citizenship varies among societies. (6.13.A) describe roles and responsibilities of citizens in selected contemporary societies including the United States; not specifically addressed in LA GLE for 6th grade; th addressed in GLE for 7 grade (6.13.B) explain how opportunities for citizens to participate in and influence the political process vary among selected contemporary societies; and not specifically addressed in LA GLE (6.13.C) compare the role of citizens in the United States with the role of citizens from selected democratic and nondemocratic contemporary societies. not specifically addressed in LA GLE (6.14) Citizenship. The student understands the relationship among individual rights, responsibilities, and freedoms in democratic societies. (6.14.A) identify and explain the importance of voluntary civic participation in democratic societies; and not specifically addressed in LA GLE for 6th grade; th addressed in GLE for 7 grade (6.14.B) explain relationships among rights and responsibilities in democratic societies. not specifically addressed in LA GLE (6.15) Culture. The student understands the similarities and differences within and among cultures in different societies. (6.15.A) define the concepts of culture and culture region; not specifically addressed in LA GLE for 6th grade; th addressed in GLE for 7 grade (6.15.B) describe some traits that define cultures; not specifically addressed in LA GLE Southwest Educational Development Laboratory (November 2005) 5 TEKS Comments (6.15.C) analyze the similarities and differences among selected world societies; and not specifically addressed in LA GLE (6.15.D) identify and explain examples of conflict and cooperation between and among cultures within selected societies such as Belgium, Canada, and Rwanda. not specifically addressed in LA GLE Louisiana GLE (6.16) Culture. The student understands that certain institutions are basic to all societies, but characteristics of these institutions may vary from one society to another. (6.16.A) identify institutions basic to all societies, including government, economic, educational, and religious institutions; and Implied in description of basic characteristics of a civilization/community (6.16.B) compare characteristics of institutions in selected contemporary societies. not specifically addressed in LA GLE 22. Describe features of the earliest communities (e.g., shelter, food, clothing) (H-1C-M1) (6.17) Culture. The student understands relationships that exist among world cultures. (6.17.A) explain aspects that link or separate cultures and societies; not specifically addressed in LA GLE (6.17.B) explain the impact of political boundaries that cut across culture regions; "ancient civilizations" not specified in TEKS (6.17.C) analyze how culture traits spread; 8. Explain how ancient civilizations established and maintained political boundaries (G-1C-M7) 6. Explain factors or events that have facilitated cultural diffusion (e.g., the Silk Road, Crusades) (G-1C-M5) (6.17.D) explain why cultures borrow from each other; not specifically addressed in LA GLE (6.17.E) evaluate how cultural borrowing affects world cultures; and not specifically addressed in LA GLE (6.17.F) evaluate the consequences of improved communication among cultures. implied in TEKS 46. Explain how communication among regions was accomplished between AD 1000 to 1500 (H-1C-M11) (6.18) Culture. The student understands the relationship that exists between artistic, creative, and literary expressions and the societies that produce them. (6.18.A) explain the relationships that exist between societies and their architecture, art, music, and literature; not specifically addressed in LA GLE (6.18.B) relate ways in which contemporary expressions of culture have been influenced by the past; not specifically addressed in LA GLE Southwest Educational Development Laboratory (November 2005) 6 TEKS Comments (6.18.C) describe ways in which societal issues influence creative expressions; and not specifically addressed in LA GLE (6.18.D) identify examples of art, music, and literature that have transcended the boundaries of societies and convey universal themes. not specifically addressed in LA GLE Louisiana GLE (6.19) Culture. The student understands the relationships among religion, philosophy, and culture. (6.19.A) explain the relationship among religious ideas, philosophical ideas, and cultures; and not specifically addressed in LA GLE (6.19.B) explain the significance of religious holidays and observances such as Christmas and Easter, Ramadan, and Yom Kippur and Rosh Hashanah in selected contemporary societies. not specifically addressed in LA GLE 39. Identify the major new religions and relate them to the empires that emerged in the Mediterranean Basin, China, and India (i.e., Christianity, Hinduism, Buddhism, Islam) (H-1C-M8) (6.20) Science, Technology, and Society. The student understands the relationships among science and technology and political, economic, and social issues and events. (6.20.A) give examples of scientific discoveries and technological innovations, including the roles of scientists and inventors, that have transcended the boundaries of societies and have shaped the world; extend to focus on development of iron tools and weapons (6.20.B) explain how resources, belief systems, economic factors, and political decisions have affected the use of technology from place to place, culture to culture, and society to society; and not specifically addressed in LA GLE (6.20.C) make predictions about future social, economic, and environmental consequences that may result from future scientific discoveries and technological innovations. not specifically addressed in LA GLE 33. Explain the significance of the introduction of iron tools and weapons in Southwest Asia and the Mediterranean region (H1C-M6) (6.21) Social Studies Skills. The student applies criticalthinking skills to organize and use information acquired from a variety of sources including electronic technology. (6.21.A) differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about selected world cultures; Southwest Educational Development Laboratory (November 2005) 19. Use multiple primary and secondary sources to describe world civilizations (H-1A-M4) 21. Conduct historical research using a variety of resources to answer historical questions related to world civilizations (H-1AM6) 7 TEKS Comments (6.21.B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; implied throughout course (6.21.C) organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps; need to focus specifically on political, social, technological, religious/cultural developments Louisiana GLE 15. Construct a timeline of key developments in world history (political, social, technological, religious/cultural) (H-1A-M1) 16. Interpret data presented in a timeline to identify change and continuity in world civilizations (H-1A-M1) need to focus specifically on change and continuity (6.21.D) identify different points of view about an issue or topic; not specifically addressed in LA GLE (6.21.E) identify the elements of frame of reference that influenced participants in an event; and not specifically addressed in LA GLE (6.21.F) use appropriate mathematical skills to interpret social studies information such as maps and graphs. not specifically addressed in LA GLE (6.22) Social Studies Skills. The student communicates in written, oral, and visual forms. (6.22.A) use social studies terminology correctly; implied throughout study (6.22.B) incorporate main and supporting ideas in verbal and written communication; not specifically addressed in LA GLE (6.22.C) express ideas orally based on research and experiences; not specifically addressed in LA GLE (6.22.D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and not specifically addressed in LA GLE (6.22.E) use standard grammar, spelling, sentence structure, and punctuation. not specifically addressed in LA GLE (6.23) Social Studies Skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. (6.23.A) use a problem-solving process to identify a problem, not specifically addressed gather information, list and consider options, consider in LA GLE advantages and disadvantages, choose and implement a Southwest Educational Laboratory (November solution, and evaluate Development the effectiveness of the solution; and2005) 8 TEKS Comments Louisiana GLE advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and (6.23.B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. not specifically addressed in LA GLE not specifically addressed in TEKS 1. Use latitude and longitude to determine direction or locate or compare points on a map or representation of a globe (G-1AM2) not specifically addressed until World Geography course WG1a 5. Explain reasons for different patterns of migration among early peoples (G-1C-M4) not specifically addressed in TEKS 13. Identify the functions and characteristics of money (e.g., money as a store of value) and compare barter exchange to money exchange (E-1A-M8) not specifically addressed in TEKS for grade 6; implied in TEKS for World History course WH23a 23. Describe hunter-gatherer societies, including the development of tools and the use of fire (H-1C-M1) not specifically addressed in TEKS for grade 6; 24. Explain how geographical features influenced development of early civilizations (e.g., domestication, cultivation, specialization) (H-1C-M2) not specifically addressed in TEKS for grade 6; addressed in TEKS for World History course WH13a 25. Explain why agricultural societies developed from hunters and gatherers (H-1C-M2) not specifically addressed in TEKS for grade 6;implied in World History WH12b 26. Discuss the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing (H-1C-M2) not specifically addressed in TEKS for grade 6; 28. Describe the major characteristics of early river valley civilizations (H-1C-M3) not specifically addressed in TEKS for grade 6; 29. Describe how early river civilizations influenced the development of other cultures through trade and cultural diffusion (H-1C-M4) not specifically addressed in TEKS for grade 6; Southwest Educational Development Laboratory (November 2005) implied in TEKS for World History course WH23a 30. Describe the development of agricultural societies and individual communities in Southwest Asia, the Mediterranean basin, and temperate Europe, including the role of plow technology (H-1C-M4) 9 TEKS Southwest Educational Development Laboratory (November 2005) Comments Louisiana GLE in TEKS for grade 6; implied in TEKS for World History course WH23a individual communities in Southwest Asia, the Mediterranean basin, and temperate Europe, including the role of plow technology (H-1C-M4) not specifically addressed in TEKS for grade 6; implied in TEKS for World History course WH4b 31. Identify the effects of migration and militarization on the politics and social fabric of Europe and Asia (H-1C-M5) not specifically addressed in TEKS for grade 6; 32. Analyze the origins and influence of the Hittite, Minoan, and Mycenaean civilizations (H-1C-M5) not specifically addressed in TEKS for grade 6 34. Explain the significance of Phoenician trade in the Mediterranean basin (H-1C-M6) not specifically addressed in TEKS for grade 6; 35. Identify forms of writing developed in early civilizations and discuss how written records changed political, legal, religious, and cultural life (H-1C-M6) not specifically addressed in TEKS for grade 6; implied in TEKS for World History course WH3a 36. Describe the development of the Greek city-states, the cultural achievements of Athens, and the impact of Alexander the Great’s conquests (H-1C-M7) not specifically addressed in TEKS for grade 6; 37. Explain the sharing of ideas, goods, and services through trade between the Greek and Roman civilizations, and the influence of those civilizations on other cultures (H-1C-M7) not specifically addressed in TEKS for grade 6; implied in TEKS for World History course WH3a 38. Describe and compare/contrast the key characteristics of classical civilizations (e.g., Greek, Roman, Persian, Chinese) (H1C-M7) not specifically addressed in TEKS for grade 6; implied in TEKS for World History course WH19a 40. Compare and contrast the major religions in terms of leaders, key beliefs, and location (H-1C-M8) not specifically addressed in TEKS for grade 6; implied in TEKS for World History course WH19b 41. Trace the spread of major religions and cultural traditions (e.g., the migration of Jews, spread of Christianity, expansion of Islamic rule) (H-1C-M9) not specifically addressed in TEKS for grade 6; implied in TEKS for World History course WH19b 42. Identify the effect that the major religions have had on European, Asian, and African civilizations (H-1C-M9) 10 TEKS Southwest Educational Development Laboratory (November 2005) Comments Louisiana GLE not specifically addressed in TEKS for grade 6; 43. Describe the changes and developments brought about by the emergence and collapse of major empires/kingdoms in Europe, Asia, Africa, and the Americas prior to A.D. 1000 (H-1CM10) not specifically addressed in TEKS for grade 6; implied in TEKS for World History course WH3b 44. Describe major events, key figures, and social structure of the Early Middle Ages (e.g., the fall of Rome, Charlemagne, feudalism) (H-1C-M10) not specifically addressed in TEKS for grade 6; 45. Identify effects of exploration and trade on the economic and cultural development of Europe, Africa, and Asia prior to 1500 (H-1C-M11) not specifically addressed in TEKS for grade 6; 46. Explain how communication among regions was accomplished between AD 1000 to 1500 (H-1C-M11) not specifically addressed in TEKS for grade 6; 47. Explain how and why Europe changed politically, socially, culturally, or economically during the period of intensified hemispheric interactions (H-1C-M12) not specifically addressed in TEKS for grade 6; implied in TEKS for World History course WH4a 48. Describe the major contributing factors that led to the Renaissance (H-1C-M12) not specifically addressed in TEKS for grade 6; implied in TEKS for World History course WH4a 49. Describe the major contributing factors that would lead to the Reformation (H-1C-M12) not specifically addressed in TEKS for grade 6; implied in TEKS for World History course WH5a 50. Explain the major social, economic, political, and cultural features of European, African, and Asian societies that stimulated exploration and colonization (H-1C-M14) not specifically addressed in TEKS for grade 6; implied in TEKS for World History course WH23d 51. Identify major technological developments in shipbuilding, navigation, and naval warfare, and trace the cultural origins of various innovations (H-1C-M14) not specifically addressed in TEKS for grade 6; implied in TEKS for World History course WH4b 52. Describe the major achievements of the early Renaissance in Europe, including the impact of innovations in printing (H-1CM14) 11