Download Grade 6

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