INSTRUCTIONAL FOCUS DOCUMENT World History/HS Social Studies

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1 Exemplar Lesson 01: Renaissance Exemplar Lesson 02: Reformation Exemplar Lesson 03: Exploration, Expansion and Global Trade State Resources: K-12 Databases: Project Share Resources: RATIONALE: This unit bundles student expectations that address the Renaissance and Reformation eras including the causes, characteristics and impact. (1450 to 1750) Prior to this unit, students identified and described the diffusion of ideas and systems between 600 and Students also learned about new societies that emerged and interacted in Africa and Asia. During this unit students learn about the characteristics, the major causes and describe the major effects of the Renaissance and Reformation era. Students gain a greater understanding of the political, intellectual, artistic, economic and religious impact of the Renaissance and Reformation. Exploration, expansion, and trade (Columbian Exchange, Ming influence, Atlantic slave trade) are also key to this unit. The surge in exploration, expansion and trade gave rise to the European commercial revolution. It is important to note that while the inclusion of the Aztecs, Mayans and Incans in this unit is out of historical sequence, a connection to the impact of exploration and expansion on these civilizations is appropriate to integrate at this time. MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS: Students often interpret the word revolution to mean only war. PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS You are attending a panel discussion and the topic is Impacting Future Generations. Niccolò Machiavelli, Leonardo Da Vinci and Sir Thomas More are on the panel. Develop five questions addressing one of the panel members. The questions should be designed to probe a discussion on how their ideas will impact future generations. Include a bulleted list with three talking points that you feel the panel member should answer. (WH.1D; WH.5A; WH.25C; WH.26A, WH.26B; WH.27C; WH.29C ) 1G; 3I Write a proposal, from Johannes Gutenberg s point of view, promoting his invention to possible investors in his newly invented printing press. The proposal should consist of at least five reasons and include the following words: progress, literacy, impact and technological innovation. Literacy Philosophy Change Beliefs Change Religion Political, intellectual, artistic, economic and religious growth in society impact future generations. Progress leads to change. 2012, TESCCC 06/01/12 page 1 of 14

2 PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS (WH.1D; WH.5B; WH.25C; WH.27C) 5B; 5F Using a cause and effect graphic organizer list the causes and effects of global trade, exploration and expansion. Develop an alternative plan for exploration and expansion that would minimize the negative effects and maximize the positive effects. (WH.1D; WH.6A, WH.6B; WH.7A, WH.7B, WH.7C, WH.7D, WH.7E, WH.7F; WH.27A, WH27B; WH.31A) 3G Exploration Expansion Trade Exploration and expansion and trade have positive and negative effects. KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT Renaissance the transitional movement in Europe between medieval and modern times beginning in the 14th century in Italy, lasting into the 17th century, and marked by a humanistic revival of classical influence expressed through the arts, literature and modern science. Reformation a 16th century religious movement marked ultimately by rejection or modification of some Roman Catholic doctrine and practice and establishment of the Protestant churches. Secularism indifference to or rejection or exclusion of religion and religious considerations. Inventive- having or showing an ability to think of new ideas and methods; creative or imaginative Mercantilism an economic system developing during the decay of feudalism to unify and increase the power and especially the monetary wealth of a nation by a strict governmental regulation of the entire national economy usually through policies designed to secure an accumulation of bullion, a favorable balance of trade, the development of agriculture and manufactures, and the establishment of foreign trading monopolies WH.1 History. The student understands traditional historical points of reference in world history. The student is expected to: WH.1D Identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation. Identify, Describe CAUSES AND EFFECTS OF IMPORTANT TURNING POINTS IN WORLD HISTORY FROM 1450 TO 1750 Rise of the Ottoman Empire Capture of Constantinople and renaming to Istanbul Cultural and political achievements under Suleiman I Capture of Mecca, Medina, and Cairo Empire in place until end of World War I 2012, TESCCC 06/01/12 page 2 of 14

3 WH.5 History. The student understands the causes, characteristics, and impact of the European Renaissance and the Reformation from 1450 to The student is expected to: WH.5A the political, intellectual, artistic, economic, and religious impact of the Renaissance. Influence of the Ming dynasty on world trade Expeditions to Southeast Asia, India, Arabia, and East Africa Goals Impress world with the power and splendor of Ming China and expand China s tribute system Envoys from different countries travel to China with tribute European Exploration and the Columbian Exchange Global trade network during early modern era Columbian Exchange Exchange of new foods, livestock, and diseases between the Old and New Worlds Decimation of indigenous populations in the New World Introduction of African slavery to the New World Beginnings of American Colonization European Expansion Gold, Glory and God Renaissance and Reformation Humanism Greco Roman classics/learning Flowering and patronage of the Arts Breakup of the power of the Catholic Church Protestant religions POLITICAL, INTELLECTUAL, ARTISTIC, ECONOMIC, AND RELIGIOUS IMPACT OF THE RENAISSANCE Including but not limited to: Political Exploration of the New World leads to establishments of colonies and new markets for Spain, Portugal, France, England, and the Netherlands Development of powerful nation-states in Western Europe Intellectual Humanism focuses on human potential and achievements through the study of classical texts Popular subjects from classical civilizations like history, literature, and philosophy revived and known as the humanities Secularism less emphasis on religion with a more worldly view concerned with the here and now Invention of the printing press spreads new ideas Artistic New techniques in perspective that make art and sculpture more three-dimensional than Medieval art Donatello statue of David Leonardo da Vinci 2012, TESCCC 06/01/12 page 3 of 14

4 WH.5B the political, intellectual, artistic, economic, and religious impact of the Reformation. Observations and sketches on how the body works and new inventions Mona Lisa and The Last Supper Michelangelo Architecture St. Peter s Basilica Art Sistine Chapel Ceiling Sculpture David Raphael Realism in series of Madonna paintings School of Athens connections to classical civilization Literature written in vernacular languages instead of Latin Economic Merchant class develops power through trade and banking Italian city-states dominated by merchants, who often support politicians with loans of money Medici family controls Florence Nations that establish colonies through exploration grow wealthy with raw materials; beginnings of mercantilism Religious Christian humanists like Erasmus, Sir Thomas More and Rabelais address improvements in society through Christian motives but with less emphasis on religious ceremony Corruption in the Catholic church through simony, the sales of indulgences, and the worldly lifestyles of the clergy POLITICAL, INTELLECTUAL, ARTISTIC, ECONOMIC, AND RELIGIOUS IMPACT OF THE REFORMATION Including but not limited to: Political Europe becomes politically fragmented along religious lines and nations align themselves as either Catholic or Protestant Spain and France Catholic England Protestant Holy Roman Empire Catholic with some of the northern principalities being Protestant under the Peace of Augsburg Holy Roman Empire began to weaken as it struggled to maintain its power Henry VIII establishes a protestant nation in England with the king as head of the Anglican Church. Act of Supremacy of 1534 gives Henry VIII legal sovereignty of civil laws over the laws of the Church of England. Puritan revolt against the Anglican Church leads to civil war in England The state began to supersede the powers of the clergy. Intellectual Lutheranism expanded educational opportunities for both men and women. Invention of the printing press spreads religious ideas to different parts of Europe Rising sense of individualism as people sought to create a better life for themselves 2012, TESCCC 06/01/12 page 4 of 14

5 WH.6 History. The student understands the characteristics and impact of Maya, Inca, and Aztec civilizations. The student is expected to: WH.6A Compare the major political, economic, social, and cultural developments of the Maya, Inca, and Aztec civilizations and explain how prior civilizations influenced their development. Artistic Protestant ideas shown in the artwork of the Northern Europeans Protestant emphasis on the individual s personal relationship with God was reflected in the number of common people and day-to-day scenes that were depicted in art. Iconic images of Christ and scenes from the Passion became less frequent, as did portrayals of the saints and clergy. Narrative scenes from the Bible, and, later, moralistic depictions of modern life were preferred. Economic Growth of economic powers for the middle class New economic model of capitalism began to take shape Religious Unity in Europe as a Christian society was shattered by the different conflicts that erupted between Protestants and Catholics Catholic Counter Reformation is a response to the Protestant Reformation Vernacular translations of scriptures allowed ordinary people to read the Bible and explore the truths of God for themselves. Protestantism gave people a new sense of coming to God without the intervention of the Church and priests Persecution of perceived heretics in both the Catholic and Protestant churches Use of the Inquisition courts in Catholic Spain Books perceived to be heretical were banned Compare MAJOR POLITICAL, ECONOMIC, SOCIAL AND CULTURAL DEVELOPMENTS OF MAYA, INCA, AND AZTEC CIVILIZATIONS HOW PRIOR CIVILIZATIONS INFLUENCED DEVELOPMENT OF MAYA, INCA, AND AZTEC CIVILIZATIONS Descendants of hunter gathers who cross Bering Strait and migrate to Mesoamerica Olmec civilization (1200 BC 400 BC) influenced Maya civilization Mesoamerica s Mother Culture Mexico s Gulf coast Large stone monuments and earthen pyramids Elite ruling class of priests and nobles Large trade network throughout Mesoamerica Zapotec civilization (1000 BC 600 AD) influenced Aztec civilization Southwest Mexico Oaxaca Stone temples and pyramids 2012, TESCCC 06/01/12 page 5 of 14

6 WH.6B how the Inca and Aztec empires were impacted by European exploration/colonization. WH.7 History. The student understands the causes and impact of European expansion from 1450 to The student is expected to: WH.7A Analyze the causes of European expansion from 1450 to WH.7B the impact of the Columbian Exchange on the Americas and Europe. Calendar based on movement of the Sun Hieroglyphic writing Andean cultures that influenced Inca civilization Chavín (900 BC 200 BC) Religious civilization featuring temples; religious images and styles of art spread throughout Peru Nazca (200 BC 600 AD) Irrigation systems that included underground canals, textiles and pottery, Nazca Lines (large drawings on soil of their gods) HOW INCA AND AZTEC EMPIRES WERE IMPACTED BY EUROPEAN EXPLORATION AND COLONIZATION Aztecs conquered by Hernando Cortes (1519) Incas conquered by Francisco Pizarro (1532) Superior weapons: muskets, cannons, armor Use of the horse as a method of transportation Diseases decimate native populations smallpox, measles, mumps, typhus no natural immunity Intermarriage with native peoples produce a mixed-blood social class knows as mestizos Enslavement and harsh treatment Forced labor on farms, ranches, and mines through the encomienda system Conversion to Christianity Native resistance that resulted in armed conflict Analyze CAUSES OF EUROPEAN EXPANSION FROM 1450 TO 1750 Including but not limited to: Renaissance ideas Desire for trade routes, spices, and profits, Desire to spread Christianity New technologies in ships and sailing. Increase country s power Absolute monarchs use their wealth and power to support the Age of Exploration. IMPACT OF COLUMBIAN EXCHANGE ON THE AMERICAS AND EUROPE Columbian Exchange: The global transfer of foods, plants, and animals during the European colonization of the Americas. These become staples in people s diets in both regions. Impact on the Americas: 2012, TESCCC 06/01/12 page 6 of 14

7 WH.7C the impact of the Atlantic slave trade on West Africa and the Americas. WH.7D the impact of the Ottoman Empire on Eastern Europe and global trade. New livestock including horses, cattle, sheep, and pigs. Horses led to the defeat of many Native Americans Foods from Africa including bananas, black-eyed peas, and yams Grains such as rice, barley, wheat, and oats Diseases such as smallpox, measles, and influenza that led to the deaths of millions of Native Americans Slaves from Africa Impact on Europe: New foods and plants including corn, tomatoes, chocolate, tobacco, quinine, and potatoes IMPACT OF ATLANTIC SLAVE TRADE ON WEST AFRICA AND THE AMERICAS Africa (particularly West Africa) Political Trade in slaves promoted warfare between African states; European weapons (guns) become an important component of political power; Europeans control very little territory in Africa Economic Atlantic slave trade increased demand for African slaves by Europeans; volume of trade increased; trade patterns shifted to west coast; demand for European manufactured goods (guns) Cultural Introduction of Christianity to west Africa; African artists created products for European markets Technological Gunpowder guns The Americas Increase in the African populations, both directly from Africa and those who were subsequently born in the Americas and Caribbean The dispersal of Africans throughout the New World is directly related to slavery, as they were forced to go wherever labor was demanded. British colonies, in what is now the southern United States, depend on slave labor for production of cash crops Knowledge of agriculture including rice that spread into the Southern colonies Aspects of African food, music and art leave a lasting influence on American cultures IMPACT OF OTTOMAN EMPIRE ON EASTERN EUROPE AND GLOBAL TRADE Eastern Europe: Constantinople conquered in 1453 and renamed Istanbul Suleiman s advances into Hungary and Austria in 1525 but expansion stopped with the Siege of Vienna in 1529 Global trade Caravanseri (roadside inns) network: assured safety for traveling merchants and envoys Naval trade in spices, wheat, and lumber throughout the Mediterranean, Aegean, Black and Red Seas and the Persian Gulf 2012, TESCCC 06/01/12 page 7 of 14

8 WH.7E Ming China's impact on global trade. WH.7F new economic factors and principles that contributed to the success of Europe's Commercial 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. MING CHINA S IMPACT ON GLOBAL TRADE Ming Dynasty ( ) Expeditions launched Impact of voyages: Expeditions to Southeast Asia, India, Arabia, and East Africa Goals Impress world with the power and splendor of Ming China and expand China s tribute system Envoys from different countries travel to China with tribute Voyages end after Chinese scholar Officials complain of financial waste China withdraws into isolation NEW ECONOMIC FACTORS AND PRINCIPLES CONTRIBUTING TO THE SUCCESS OF THE COMMERCIAL REVOLUTION IN EUROPE Commercial Revolution New business and trade practices brought about in Europe during the 16th and 17th centuries New wealth brought from colonies in the Americas Maritime innovations such as galleons and sextants increase overseas trade and voyages of exploration Rise of capitalism Private ownership and investment of wealth for profit lead to the growth of the merchant class and an increase of the money supply. Joint-stock companies (Jamestown, Virginia) Investors pooled their money together to establish American colonies and usually faced minimal monetary losses because of the large number involved in the investment. Mercantilism Colonies provided gold and silver (bullionism) as well as a favorable balance of trade since they were both suppliers of raw materials and markets to their mother countries Establishment of new institutions such as banks, stock exchanges, insurance companies and futures markets Locate PLACES, REGIONS OF HISTORICAL SIGNIFICANCE RELATED TO MAJOR ERAS AND TURNING POINTS Renaissance and Reformation: Italy, Rome, Florence Age of Exploration Spain, Portugal, Cape of Good Hope, Spice Islands, The Middle Passage 2012, TESCCC 06/01/12 page 8 of 14

9 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.23 Culture. The student understands the history and relevance of major religious and philosophical traditions. The student is expected to: WH.23B Identify examples of religious influence on various events referenced in the major eras of world history. WH.24 Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to: WH.24B Describe the major influences of women such as Elizabeth I, Queen Victoria, Mother Teresa, Indira Gandhi, Margaret Thatcher, and Golda Meir during major eras of world history. WH.25 Culture. The student understands how the development of ideas has influenced institutions and societies. The student is expected to: Absolute Monarchies in Europe: Prussia, Nantes, Paris, Versailles, St. Petersburg Imperialism Africa, Belgian Congo, Nigeria, South Africa, French West Africa, Dutch East Indies, French Indochina, India Analyze EFFECTS OF PHYSICAL AND HUMAN GEOGRAPHIC FACTORS Trade in the Indian Ocean: European voyages of exploration bring spices from the East Indies and contribute to the Commercial Revolution in Europe Identify RELIGIOUS INFLUENCE Examples of religious influence during the Renaissance including, The relationship between politics and religion became strained The political influence of the Catholic Church weakened Describe INFLUENCES OF WOMEN IN WORLD HISTORY Elizabeth I ( ): Queen of England who restored Protestantism and defeated the Spanish Armada, which solidified England as a the major naval power WH.25C the relationship among Christianity, individualism, and growing secularism that began with the Renaissance and how the relationship influenced subsequent political developments. RELATIONSHIP BETWEEN CHRISTIANITY, INDIVIDUALISM, AND GROWING SECULARISM AND HOW THIS INFLUENCED SUBSEQUENT POLITICAL DEVELOPMENTS Beginning of Humanism during the Renaissance Renewed interest in the Classical Greek and Roman texts that focus on human potential and achievements that do not necessarily align with Church teachings Humanist movement promotes secularism where a more worldly view of society is taken Rebirth of individualism, which the Church had considered to be arrogant, sinful, and rebellious Expansion of trade and growth of prosperity and luxury generates greater interest in worldly pleasures 2012, TESCCC 06/01/12 page 9 of 14

10 WH.26 Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to: WH.26A Identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures. WH.26B Analyze examples of how art, architecture, literature, music, and drama reflect the history of the cultures in which they are produced. WH.26C Identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes. 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: including clothing, food, music, and art Uniform points of view from the Church no longer were pervasive; the here and now is more important than the supernatural and the afterlife Humanist writers and philosophers whose ideas fostered individual expression and intellectual freedom: Spirit of individualism fosters Protestant Reformation Ideas related to Humanism later impact the Scientific Revolution and the Enlightenment The dignity of the individual gives rise to democratic ideas freedom of speech, freedom of the press Identify ART, ARCHITECTURE THAT DEMONSTRATES IDEAL/PRINCIPLES Renaissance Michelangelo (Ceiling of the Sistine Chapel, Moses) Leonardo da Vinci (Mona Lisa, The Last Supper) Analyze ART, ARCHITECTURE, LITERATURE, MUSIC, DRAMA REFLECT HISTORY OF CULTURES Renaissance Renaissance themes: The importance of man, Humanism The Importance of religion in art The Madonnas of Raphael The Prince Machiavelli The Sistine Chapel Mona Lisa Identify ART, MUSIC, LITERATURE CONVEY UNIVERSAL THEMES Art (Renaissance art was three-dimensional) Music (Examples: instrumental) Literature (e.g., Dante Divine Comedy, Thomas More Utopia, Shakespeare) 2012, TESCCC 06/01/12 page 10 of 14

11 WH.27A Identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic caliphates between 700 and 1200 and in China from the Tang to Ming dynasties. WH.27B Summarize the major ideas in astronomy, mathematics, and architectural engineering that developed in the Maya, Inca, and Aztec civilizations. WH.27C the impact of the printing press on the Renaissance and the Reformation in Europe. Identify ORIGIN AND DIFFUSION OF MAJOR IDEAS IN MATHEMATICS, SCIENCE, AND TECHNOLOGY THAT TOOK PLACE IN Ming China Spurred by contact with Europe, i.e., telescope Trigonometry Hydraulic powered devices for irrigation and agriculture Snorkeling gear for pearl divers Summarize SCIENTIFIC IDEAS DEVELOPED IN THE MAYA, INCA, AND AZTEC CIVILIZATIONS Maya Astronomy Observe the movement of the sun, moon, and stars and relate these to the activities of their gods Mathematics 260 day religious calendar, concept of zero Architectural engineering Elaborate pyramids, temples, and ball courts Aztec Astronomy and Mathematics Ceremonial calendar Architectural engineering Tenochtitlan designed as a planned city constructed on an island with raised causeways to the mainland; aqueducts to bring fresh water to the city; elaborate temples, palaces, and pyramids Incas Astronomy Two separate calendars for the day and night Mathematics Accounting device known as a quipu (knotted strings); decimal system incorporated in system of governing Architectural engineering Elaborate temples and palaces Machu Picchu, extensive road system, uniform system of architecture for government buildings in the empire IMPACT OF PRINTING PRESS ON THE RENAISSANCE AND REFORMATION Printing press invented by Johannes Gutenberg in 1455 Renaissance Printers could mass-produce copies of books at one time. Books were now cheap enough so that larger numbers of people could buy them. Travel books and medical journals spread new ideas and led to the Scientific Revolution. Literacy rose as more people began to read. Printing in vernacular languages made it easier for people who did not have a classical education to read. Reformation Printing the Bible in vernacular languages led larger numbers of people to interpret it for themselves. This led to greater criticism of the Church and a call for reform. 2012, TESCCC 06/01/12 page 11 of 14

12 WH.29 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: WH.29C the differences between primary and secondary sources examine those sources to analyze frame of reference, historical context, and point of view; DIFFERENCES BETWEEN PRIMARY AND SECONDARY SOURCES Examine SOURCES TO ANALYZE FRAME OF REFERENCE, HISTORICAL CONTEXT, AND POINT OF VIEW 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. 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 PROBLEM-SOLVING PROCESS Identify a problem Gather information List and consider options Consider advantages and disadvantages Choose and implement a solution Evaluate the effectiveness of the solution 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 valid 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 how historians, when examining sources, analyze frame of reference, historical context and point of view to interpret historical events. WH.29C 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. WH.29G Identify bias in written, oral, and visual material. WH.29H Use appropriate reading and mathematical skills to interpret social studies information such as maps and graphs. 2012, TESCCC 06/01/12 page 12 of 14

13 SE# Social Studies Skills TEKS: Use appropriate social studies skills to support instruction. WH.30 WH.30A WH.30B WH.30C WH.30D WH.31 WH.31A WH.31B Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: Use social studies terminology correctly. Use standard grammar, spelling, sentence structure, and punctuation. Interpret and create written, oral and visual presentations of social studies information. Transfer information from one medium to another. 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: 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 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) 1G C(2) 2E C(3) 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: Demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations. Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. 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 visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language. Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. 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: 2012, TESCCC 06/01/12 page 13 of 14

14 3G 3I C(5) 5B 5F Express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics. Adapt spoken language appropriately for formal and informal purposes. Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to: Write using newly acquired basic vocabulary and content-based grade-level vocabulary. Write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired. 2012, TESCCC 06/01/12 page 14 of 14