INSTRUCTIONAL FOCUS DOCUMENT World History/HS Social Studies

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1 Exemplar Lesson 01: Industrial Revolution and Imperialism Exemplar Lesson 02: Economic Systems Exemplar Lesson 03: Scientific Progress State Resources: Project Share Resources: RATIONALE: This unit bundles student expectations that address the global effects of the scientific and economic revolutions between 1750 and Prior to this unit, students learned the causes and effects of the Renaissance and Reformation period. During this unit students learn the concepts of industrialization, the scientific revolution and the economic revolution. The shifting of the European economy from an agricultural based economy to an industrial/consumer-driven economy created the ground work for political changes (such as the Reform Bills in England), social changes (such as the rise of the middle class) and economic changes (such as consumer goods, mass media, and a change in the distribution of wealth). With the rise of this new economy, came the need to feed the industrial machine with raw materials and seek markets in which to sell the mass produced products. The world was revolutionized by the shifting economies and the scientific contributions. MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS: Revolution is often associated with war instead of change. PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS Create a graphic organizer, such as a T chart, that categorizes the positive and negative effects brought about by the Industrial Revolution and Imperialism. Include effects that continue to impact contemporary societies. (WH.1E; WH.8A, WH.8B, WH.8D,WH.8E;WH.16A, WH.16B, WH.16C; WH.17A, WH.17B, WH.18F; WH.24A;WH.28A, WH.28B, WH.28E; WH.29F) 1A; 1C; 5B Explain the origins, characteristics and impact of the free enterprise system, socialism and communism by creating a three-fold organizer. (WH.18A, WH.18B, WH.18C; WH.30C) 1C; 4D Industrialization Economic Growth Free Enterprise Socialism Communism Industrialization can both change and revolutionize economic growth. Economic systems evolve based on the needs and wants of societies. Identify the scientists and inventors studied and explain Progress Inventiveness can impact societies through time. 2012, TESCCC 08/01/12 page 1 of 15

2 PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS their contributions by creating a flip chart or booklet that shows the name and image of the scientist on one side and his or her contributions on the opposite side. On the last page, write about one scientist/inventor that you believe continues to greatly impact contemporary societies. (WH.27D, WH.27E; WH.28A, WH.28B, WH.28E; WH.30A) 4F; 5B Inventiveness KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT Free Enterprise freedom of private business to organize and operate for profit in a competitive system without interference by government beyond regulation necessary to protect public interest and keep the national economy in balance Industrialization the process that involves building and operating factories and businesses in a city, region, country, etc. Inventiveness the quality of being adept or prolific at producing inventions WH.1 History. The student understands traditional historical points of reference in world history. The student is expected to: WH.1E Identify major causes and describe the major effects of the following important turning points in world history from 1750 to 1914: the Scientific Revolution, the Industrial Revolution and its impact on the development of modern economic systems, European imperialism, and the Enlightenment's impact on political revolutions; Identify, Describe CAUSES AND EFFECTS OF IMPORTANT TURNING POINTS IN WORLD HISTORY FROM 1750 TO 1914 Scientific Revolution Challenges how people view the universe. Scholars began to use observation, experimentation, and scientific reasoning to gather knowledge and draw conclusions about the physical world Causes New knowledge gained from translated works of Muslim scholars and classical manuscripts which were spread by the printing press, Age of Exploration and the emphasis on navigation lead to greater research in mathematics and science Industrial Revolution and impact on modern economic systems Capitalism Laissez-faire economics free market unregulated by the government. Free trade leads to prosperity. Adam Smith The Wealth of Nations: economic liberty leads to economic progress without need of government interference Malthus and Ricardo: believed that as population grew, most people would be poor. In a market system, there would be many workers and abundant resources that could be obtained cheaply. Wages forced down as population grew. 2012, TESCCC 08/01/12 page 2 of 15

3 Laissez-faire thinkers opposed government efforts to help poor workers. Creating minimum wage laws and better working conditions upsets the free market system lowers profits, and undermines the production of wealth. Socialism Governments should intervene so that the wealthy and the government should take action to improve people s lives Factors of production are owned by the public and operate for the welfare of all (Fourier and Saint-Simon) Belief in progress and concern for social justice Government should actively plan the economy as to abolish poverty and promote equality Unitarianism: Jeremy Bentham government should promote the greatest good for the greatest number of people; John Stuart Mill: policies that would lead to a more equal division of profits Utopian movements: improvement of working conditions; Robert Owen - low-rent housing for workers, children under ten not allowed to work in his mills Marxism: bourgeoisie ( haves ) and proletariats ( have-nots ); conflict resulted because the wealthy controlled factors of production while workers did all the hard labor Marx and Engels in The Communist Manifesto call for the workers to overthrow the owners Capitalism would destroy itself after workers controlled the government and a classless society would develop (communism) Communism all factors of production would be owned by the people with no private property existing Economic and Social Reforms Union movement with collective bargaining and strikes Reform Laws in Britain that addressed child labor and number of hours that could be worked Abolition of slavery William Wilberforce in Great Britain (1807); 13th Amendment in the U.S. Women s Rights movements develop in Great Britain and the United States European imperialism Causes Political Nationalism leads to a desire for overseas colonies. The Berlin Conference of divides Africa between 14 European nations. Economic Industrial Revolution led for a search for new markets and raw materials; rubber, palm oil and cocoa become cash crops in European colonies; mining in diamonds, copper, gold, and tin provide Europeans with great wealth. Social Advancements in technology lead Europeans to develop racist attitudes as they see they are superior to others; Social Darwinism promotes the ideas that the fittest for survival enjoy wealth and success and superior to others; Christian missionaries wanted to civilize nonwesterners. Effects Negative consequences Native people lose control of their lands and independence New diseases like smallpox reduce native populations Resistance movements, famines resulting from shifts to cash crop production, and harsh working conditions also reduce native populations Problems of identity as westerners contemptuously view native cultures 2012, TESCCC 08/01/12 page 3 of 15

4 WH.8 History. The student understands the causes and the global impact of the Industrial Revolution and European imperialism from 1750 to The student is expected to: WH.8A Explain how 17th and 18th century European scientific advancements led to the Industrial Revolution. WH.8B Explain how the Industrial Revolution led to political, economic, and social changes in Europe. Explain Areas stripped of natural resources (The Congo under Belgian rule) Artificial boundaries either combine rival groups or divide kinship groups that continue to create political problems in former colonies Positive consequences European military presence reduces local warfare Humanitarian efforts improve sanitation and education that leads to growth in life expectancy and literacy Colonial lands equipped with infrastructure to aid in economic growth Products from colonies valued in the international market HOW 17TH AND 18TH CENTURY EUROPEAN SCIENTIFIC ADVANCEMENTS LED TO THE INDUSTRIAL REVOLUTION Agricultural Revolution enclosure system that allowed for cultivation of larger fields, Jethro Tull s seed drill, crop rotation, new methods of breeding livestock all lead to a population increase, less laborintensive, and land displacement of smaller farmers who move to cities and begin working in factories New inventions in the textile industry flying shuttle, spinning jenny, spinning mule, water frame modernize the cotton and textile industry Development of iron-making industries Increased use of refined coal Factory system that is used for the housing of large machinery Steam engine as a source of power James Watt Steamboat makes water transportation easier Robert Fulton (American) Improvement of roads in England turnpikes and tollgates for profit; macadam roads of crushed rock that make transportation easier Railroads Explain HOW THE INDUSTRIAL REVOLUTION LED TO POLITICAL, ECONOMIC, AND SOCIAL CHANGES IN EUROPE Political New laws to reform industrialization: Factory Act of 1833 reduces amount of hours children can work in Great Britain; Ten Hours Act limited the work day for women and children in Britain Extension of suffrage to larger number of people (Reform Bill of 1832) Growth of nationalism in industrialized nations led to desires for expansion both through war and imperialism Establishment of colonies in Africa and Asia to obtain sources of raw materials and markets for the sale of manufactured goods 2012, TESCCC 08/01/12 page 4 of 15

5 WH.8C Identify the major political, economic, and social motivations that influenced European imperialism. WH.8D Explain the major characteristics and impact of European Imperialism. Economic Creation of the factory system that led to mass production of goods Reduction of tariffs to promote trade (Corn Laws, etc.) Spread of free enterprise as well as responses to free enterprise through socialist and communist philosophies Social Increase in population and life expectancy due to improvements in food production and health care Long work hours, low wages, and dangerous working conditions for industrial workers Class tensions between the upper/middle classes and the working classes Increase in child labor which later led to child labor reform laws Poor housing conditions for workers that result in poor sanitary conditions and health epidemics Urbanization of industrial areas in Europe and the United States Destruction of factories and machinery by the Luddites in response to the demise of cottage industries Beginnings of labor unions that result in better working and housing conditions for workers Identify MAJOR POLITICAL, ECONOMIC, AND SOCIAL MOTIVATIONS THAT INFLUENCED EUROPEAN IMPERIALISM Political Nationalism leads to a desire for overseas colonies. The Berlin Conference of divides Africa between 14 European nations. Economic Industrial Revolution led for a search for new markets and raw materials; rubber, palm oil and cocoa become cash crops in European colonies; mining in diamonds, copper, gold, and tin provide Europeans with great wealth. Social Advancements in technology lead Europeans to develop racist attitudes as they see they are superior to others; Social Darwinism promotes the ideas that the fittest for survival enjoy wealth and success and superior to others; Christian missionaries wanted to civilize non-westerners. Explain MAJOR CHARACTERISTICS AND IMPACT OF EUROPEAN IMPERIALISM Characteristics Forms of colonial control Colony governed internally by a foreign power Protectorate country with its own internal government but controlled by an outside power Sphere of Influence area claimed by an outside power for exclusive investment and trading Economic Imperialism independent countries controlled by private interests (e.g., The Dole Fruit Company in Hawaii) Patterns of management Indirect control local government officials with limited self-rule; laws based both on European styles and local rules 2012, TESCCC 08/01/12 page 5 of 15

6 WH.8E Explain the effects of free enterprise in the Industrial Revolution. WH.16 Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: WH.16A Locate places and regions of historical significance directly related to major eras and turning points in world history. Direct control exclusive use of foreign officials with no self-rule; laws based only on European law; policies of assimilation to absorb local cultures into European culture Resistance movements from native cultures, (e.g. Zulu Wars in South Africa, Algerian resistance movement, Sepoy Rebellion in India, Ho Chi Minh in French Indochina, Emilio Aguinaldo in the Philippines) Impact Negative consequences Native people lose control of their lands and independence New diseases like smallpox reduce native populations Resistance movements, famines resulting from shifts to cash crop production, and harsh working conditions also reduce native populations Problems of identity as westerners contemptuously view native cultures Areas stripped of natural resources (The Congo under Belgian rule) Artificial boundaries either combine rival groups or divide kinship groups that continue to create political problems in former colonies Positive consequences European military presence reduces local warfare Humanitarian efforts improve sanitation and education that leads to growth in life expectancy and literacy Colonial lands equipped with infrastructure to aid in economic growth Products from colonies valued in the international market Explain EFFECTS OF FREE ENTERPRISE IN THE INDUSTRIAL REVOLUTION Challenges to mercantilist theory by David Hume and Adam Smith that wealth does not remain constant and does not have to involve acquisition at another country s expense Merchant class replaced by industrialists as the dominant economic group in Britain and other industrial nations Decline in traditional artisan skills by artisans, journeymen, and guilds Increase in commercial agriculture leads to mechanization of agricultural production Development of factory system with a complex division of labor and routine work tasks Abandonment of protectionist policies that were part of mercantilism Manchester School in Britain: movement to lower tariffs Repeal of Navigation Acts and Corn Laws in Britain (1840s) that less protectionism in the economy Abandonment of quotas and tariffs to support Adam Smith and David Ricardo s support of free trade Locate PLACES, REGIONS OF HISTORICAL SIGNIFICANCE RELATED TO MAJOR ERAS AND TURNING 2012, TESCCC 08/01/12 page 6 of 15

7 POINTS Industrial Revolution Manchester, Liverpool, Lowell (Massachusetts), Belgium WH.16B Analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals. WH.16C Interpret maps, charts, and graphs to explain how geography has influenced people and events in the past. Analyze EFFECTS OF PHYSICAL AND HUMAN GEOGRAPHIC FACTORS Opening of the Suez Canal (1869): Connects the Mediterranean Sea to the Red Sea to expand international trade between European countries and their colonies in Asia and Africa Modernizes Egypt but expenses used to maintain communication networks and irrigation projects enable Britain to oversee the canal s financial affairs and then occupy Egypt Becomes Britain s Lifeline of the Empire as it brings quicker access to its colonies in Africa and Asia Opening of the Panama Canal (1914) Interpret, Explain Creates a worldwide network of trade by connecting the Atlantic and Pacific Oceans Latin America becomes a crossroads of world trade Malaria and yellow fever are controlled United States maintains a political and economic presence in Latin America by controlling the canal until 1977 HISTORICAL AND CONTEMPORARY MAPS, GEOGRAPHIC FACTORS Historic Maps Contemporary Maps WH.17 Economics. The student understands the impact of the Neolithic and Industrial revolutions and globalization on humanity. The student is expected to: WH.17A Identify important changes in human life caused by the Neolithic Revolution and the Industrial Revolution. STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards. Identify IMPORTANT CHANGES CAUSED BY THE NEOLITHIC AND INDUSTRIAL REVOLUTIONS 2012, TESCCC 08/01/12 page 7 of 15

8 WH.17B Summarize the role of economics in driving political changes as related to the Neolithic Revolution and the Industrial Revolution. WH.18 Economics. The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. The student is expected to: WH.18A Identify the historical origins and characteristics of the free Industrial Revolution New inventions, products, and methods of work Cheaper prices for manufactured goods Competition for trade Growth of national pride Beginnings of imperialism so that raw materials could be obtained from colonies and so that goods could be marketed to these colonies Spread of industrialization from Great Britain to mainland Europe and the United States and then to other parts of the world Illness and death from poor working conditions in factories Poor worker conditions low wages, child labor, lack of solidarity without unions, long work hours Rapid urbanization as enclosure laws ruined smaller farmers who moved to cities for work Illness and death from overcrowding in cities as working population grew Growth of free enterprise through laissez-faire economic policies New artistic movements that reacted differently to industrialization: Romanticism and Realism Luddites reacted to changes by damaging and destroying factories and machinery Development of socialism and communism as a reaction to capitalism brought by industrialization Reforms for working, living, and political conditions including the extension of universal manhood suffrage in some industrialized nations Summarize ROLE OF ECONOMICS IN POLITICAL CHANGES OF THE NEOLITHIC AND INDUSTRIAL REVOLUTIONS Industrial Revolution Beginnings of universal manhood suffrage: Great Britain Reform Bill of 1832 enfranchised 20% of the male population (had been 6% before passage of the bill); also redistributes electoral districts to the city where most voters lived and weakens the power base of the rural aristocracy; greater freedoms to the middle class bosses but leaves working class discontented Chartism movement in Great Britain ( ): political party that calls for universal suffrage, the vote by ballot, annual parliaments, equal electoral districts, and other radical reforms, as set forth in a document called the People's Charter. Working classes discontented with Reform Bill organize the London Workingman s Association that drafts the People s Charter. Ideologies that grew from the Industrial Revolution result in the restructuring of the Whig and Tory parties in Great Britain to the Liberal (emphasis on individual rights) and Conservative (emphasis on general order and tradition) parties. Gladstone: Liberal Prime Minister Disraeli: Conservative Prime Minister Identify 2012, TESCCC 08/01/12 page 8 of 15

9 enterprise system, including the contributions of Adam Smith, especially the influence of his ideas found in The Wealth of Nations. WH.18B Identify the historic origins and characteristics of communism including the influences of Karl Marx. WH.18C Identify the historical origins and characteristics of socialism. WH.18F Formulate generalizations on how economic freedom improved the human condition, based on students' knowledge of the benefits of free enterprise in Europe's Commercial Revolution, the Industrial Revolution, and 20th century free market economies, compared to communist command communities. (????) ORIGINS AND CHARACTERISTICS OF FREE ENTERPRISE SYSTEM Free enterprise system; an economic system in which the factors of production are privately owned. Competition is based on free enterprise. Supply, demand and prices, not politics determine the answers to the economic questions of how, what, and for whom to produce. Characteristics include: economic freedom, voluntary exchange, competition, private property, and the profit motive. Adam Smith s The Wealth of Nations, published in 1776: free market economies are more productive and beneficial to their societies; preference to local/domestic industry instead of international trade; self-interest guided by an invisible hand (laissez-faire) to effectively use resources in a nation s economy; public welfare is a byproduct and is ineffectual when promoted by state and personal efforts, only unbridled market efforts help social good Identify ORIGINS AND CHARACTERISTICS OF COMMUNISM Communism: Developed by Karl Marx as a more extreme form of socialism. He and Engels wrote Communist Manifesto in which they described a form of socialism in which there was no wage labor or private ownership of land or capital. Communism as a classless society Proletariat (working class) should replace the ruling bourgeoisie; class conflict and revolutionary struggle necessary for a proletarian victory and communist society Decisions on what should be produced made on the best interests of collective society Identify ORIGINS AND CHARACTERISTICS OF SOCIALISM Socialism an economic system in which government owns some factors of production and participates in answering the economic question of how, what, and to whom to produce. Politics play a role in the operation of the economy, and it is often less efficient. French reformers Charles Fourier and Saint-Simon start an effort to offset the effects of industrialization and ownership of private property Utopian socialists like Robert Owen: self-sustaining communes that seceded from capitalist societies Formulate GENARALIZATIONS ON HOW ECONOMIC FREEDOM IMPROVED THE HUMAN CONDITION AS COMPARED TO COMMUNIST COMMAND ECONOMIES Elimination of long lines for food and other products 2012, TESCCC 08/01/12 page 9 of 15

10 WH.24 Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to: WH.24A Describe the changing roles of women, children, and families during major eras of world history. WH.24B Describe the major influences of women during major eras of world history such as Elizabeth I, Queen Victoria, Mother Teresa, Indira Gandhi, Margaret Thatcher, and Golda Meir WH.27 Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to The student is expected to: WH.27D Describe the origins of the Scientific Revolution in 16th century Europe and explain its impact on scientific thinking worldwide. WH.27E Identify the contributions of significant scientists such as Archimedes, Copernicus, Galileo, Pythagoras, Isaac Newton, and Robert Boyle. Describe Higher wages for workers Greater control on decision-making and authority in former farming and manufacturing industries where central planning systems had been in place Greater workers rights through legalization of unions (Solidarity in Poland) Free election of candidates who supported economic reforms ROLES OF WOMEN, CHILDREN, FAMILIES IN WORLD HISTORY Including, but not limited to Role of children in Industrialization: Children take on the role of bread-winner for families Easier for them to find work due to their size (working in the coal pits) and reduced wages paid to children. Describe INFLUENCES OF WOMEN IN WORLD HISTORY Queen Victoria ( ): Queen of Great Britain whose reign saw the British Empire reach its height of wealth and power Describe, Explain ORIGINS AND IMPACT OF THE SCIENTIFIC REVOLUTION (16 TH CENTURY EUROPE) The scientific revolution originates with the Renaissance/ Reformation that used the resources and ideas of the Greco-Roman culture; enjoyed the freedom that came from a weaker church that controlled the intellectual / scientific culture of the day. As Europe became the centerpiece of a new, global world, its ideas and technologies impacted every world it touched and was able to use ideas from other nations to expand knowledge. Identify CONTRIBUTIONS OF SCIENTISTS Copernicus ( ) Copernicus proposed the theory that the Sun, not the Earth, was the center of the solar system in 1507, and that the earth was really insignificant in the context of the universe. Galileo ( ) Galileo developed and applied scientific principles that significantly increased 2012, TESCCC 08/01/12 page 10 of 15

11 WH.28 Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. The student is expected to: WH.28A Explain the role of textile manufacturing and steam technology in initiating the Industrial Revolution and the role of the factory system and transportation technology in advancing the Industrial Revolution. WH.28B Explain the roles of military technology, transportation technology, communication technology, and medical advancements in initiating and advancing 19th century imperialism. Explain astronomical understanding. In 1613, he proved Copernicus theory that the Sun was the center of the solar system. Galileo also developed the modern experimental method. He proved that objects of different masses fall at the same velocity. Sir Isaac Newton ( ) - An English mathematician and physicist who devised principles to explain universal gravitation, that all matter attracts other matter. He adapted the ideas of Galileo Galilei into three laws of motion including for every action there is an equal and opposite reaction. Instead of explaining natural occurrences as the actions of a powerful (and sometimes angry) God, Newton applied reason and rationality to the natural phenomenon and showed how all matter was part of a whole. Robert Boyle ( ) - English physicist and chemist who discovered the nature of elements and compounds, the basis of modern chemistry. FACTORS THAT INITIATED AND ADVANCED THE INDUSTRIAL REVOLUTION Textile Industry: New inventions in the textile industry flying shuttle, spinning jenny, spinning mule, water frame modernize the cotton and textile industry; quicker and cheaper production; demise of cottage industries Cotton gin (Eli Whitney) mechanized way to remove seeds from cotton more labor could be dedicated to field work than to seeding cotton greater agricultural output results and leads to growth of slavery in the United States Steam Technology: Steam engine as a source of power James Watt Steamboat makes water transportation easier Robert Fulton (American) Factory system: Factory system used for the housing of large machinery Transportation technology: Improvement of roads in England turnpikes and tollgates for profit; macadam roads of crushed rock that make transportation easier Railroads: Inexpensive way to transport materials and finished products; creation of new jobs; boost to agriculture and fishing industries that could be transported to different areas; brought rural people to cities to find work Explain FACTORS THAT INITIATED AND ADVANCED IMPERIALISM (19 TH CENTURY) Advances brought about by the Industrial Revolution allowed western nations to build empires 2012, TESCCC 08/01/12 page 11 of 15

12 WH.28E Identify the contributions of significant scientists and inventors such as Marie Curie, Thomas Edison, Albert Einstein, Louis Pasteur, and James Watt. WH.29 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: WH.29F Analyze information by sequencing, categorizing, identifying cause and effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time. Military technology: made conquest of native people easier and faster Ocean fleets Modern rifles and rapid-fire artillery (Maxim guns) Transportation technology: used to bring products to market and to transport people to areas that had been conquered both by land and sea Steamboats and steamships: facilitated upriver travel and allowed settlement beyond coastal areas Railroads Communication technology: allowed wide communication within and beyond conquered areas Telegraphs and cables Wireless radio Medical advancements: controlled and eliminated diseases that prevented conquest of specific areas Quinine: controlled yellow fever and malaria in tropical environment Identify CONTRIBUTIONS OF SCIENTISTS AND INVENTORS Marie Curie ( ) - proved that radioactivity, when properly applied, was an effective treatment of some diseases. Thomas Edison ( ) - one of the greatest inventors of all time, received more than 1,300 patents for a range of items including the automatic telegraph machine, the phonograph, and improvements to the light bulb, a modernized telephone, and motion picture equipment. Albert Einstein ( ) - one of the most well-known and visionary physicists in the history of science. Published article on the Theory of Relativity, and his theories were critical to the development of the atomic bomb. Louis Pasteur ( ) - French chemist discovered that heat could kill bacteria; he proved that the growth of bacteria resulted from germs in the air and not spontaneous generation. He applied the process of heating liquids to kill bacteria to other products including milk. The process is known as pasteurization. James Watt ( ) - A Scottish engineer, James Watt created a steam engine which worked faster and more efficiently than earlier engines. Analyze INFORMATION BY Sequencing Categorizing Identifying cause-and-effect relationships Comparing Contrasting 2012, TESCCC 08/01/12 page 12 of 15

13 WH.30 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: WH.30A Use social studies terminology correctly. Finding the main idea Summarizing Making generalizations and predictions Drawing inferences and conclusions Developing connections between historical events over time STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards. Use SOCIAL STUDIES TERMINOLOGY CORRECTLY WH.30C Interpret and create written, oral and visual presentations of social studies information. STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards. Interpret, create PRESENTATIONS OF SOCIAL STUDIES INFORMATION Written Oral Visual STAAR Note: These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content standards. SE# Social Studies Skills TEKS: Use appropriate social studies skills to support instruction. WH.29 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: WH.29A Identify methods used by archaeologists, anthropologists, historians, and geographers to analyze evidence. WH.29B Explain how historians, when examining sources, analyze frame of reference, historical context and point of view to interpret historical events. WH.29C Explain the differences between primary and secondary sources examine those sources to analyze frame of reference, historical context, and point of view. WH.29D Evaluate the validity of a source based on language, corroboration with other sources, and information about the author. WH.29E Identify bias in written, oral, and visual material. WH.29F Analyze information by sequencing, categorizing, identifying cause and effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time. 2012, TESCCC 08/01/12 page 13 of 15

14 SE# Social Studies Skills TEKS: Use appropriate social studies skills to support instruction. WH.29G Construct a thesis on a social studies issue or event supported by evidence. WH.29H Use appropriate reading and mathematical skills to interpret social studies information such as maps and graphs. WH.30 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: WH.30A Use social studies terminology correctly. WH.30B Use standard grammar, spelling, sentence structure, and punctuation. WH.30C Interpret and create written, oral and visual presentations of social studies information. WH.30D transfer information from one medium to another, WH.31 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: WH.31A 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. WH.31B 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. The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, 74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. ELPS# C(1) 1A 1C C(4) 4D 4F Subsection C: Cross-curricular second language acquisition essential knowledge and skills. Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to: Use prior knowledge and experiences to understand meanings in English. Use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary. Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to: Use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text. Use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language. 2012, TESCCC 08/01/12 page 14 of 15

15 C(5) 5B Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: Write using newly acquired basic vocabulary and content-based grade-level vocabulary. 2012, TESCCC 08/01/12 page 15 of 15