Contemporary Issues: Effects of Genocide

High School, Interdisciplinary

7E Model

Print Task

Description of Unit

In this project, students will begin by exploring the current-day implications of genocide. As a class, students will become familiar with the historical events, leaders, and cultures affected. Then, independently, students will extend their studies by conducting interest-based research that is meaningful to them. They will determine the contemporary issues and implications as related to genocide. Furthermore, emphasis will be given to the importance of studying how historical events have a bearing on the present as well as the future.

Teacher disclaimer: Due to the sensitive nature of this research topic, it is imperative for the teacher to closely assist and monitor students throughout the research process. The teacher shall: articulate the rationale for the lesson, provide adequate background knowledge, promote open and intellectual dialogue, maintain the boundaries of the research focus through meaningful feedback, and allocate time for reflection at the culmination of the research process. While addressing the rationale for the lesson, the teacher shall also address the importance of studying controversial issues, e.g., inquiry, discovery, critical thinking, thoughtfulness, and development of original ideas.

This guide links the Contemporary Issues: Effects of Genocide unit to the Texas Essential Knowledge and Skills (TEKS) for tenth graders. Contemporary Issues is an interdisciplinary unit that allows students to study and explore the important current-day implications of genocide. The Contemporary Issues unit will allow students to conduct interest-based research with connections to English language arts, social studies, and science. For example, students will research, organize, prepare, and present informative written and oral messages, as addressed in the English Language Arts, Social Studies, and Science TEKS. They will also understand connections between historical events and the continuing impact in today’s society. The following document includes the applicable TEKS and the details of the Contemporary Issues unit. The asterisks indicate the TEKS that are testable on the State of Texas Assessments of Academic Readiness (STAAR). The final section of this document presents the applicable Texas College Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

Allowing for student questions and open dialogue is crucial during this process.

The teacher will assign each student to a focus research group. Each focus group will collectively define the following terms: racism, prejudice, stereotyping, discrimination, and violence. They will provide examples to accompany each term. A class discussion will follow to clarify understanding of these concepts.
The teacher will introduce and define the term “genocide”. The students will discuss in their focus groups how the terms they defined relate to genocide. One student from each group will share the group’s ideas.
An overview of the history of genocide will be shared with the students.
Student focus groups will be directed to the Genocide Watch website to jigsaw “The 8 Stages of Genocide.” Each focus group will be assigned a stage to read and analyze. They will be responsible for sharing the learned information with the class.
After discussing “The 8 Stages of Genocide,” all focus groups will be asked to analyze and determine the roles and responsibilities of the following in regard to genocide: individuals, groups, government, and the world community as a whole. Class discussion should follow.

Phase II. Independent Research

A. Research process

Selecting a topic. Each student chooses one current-day issue related to genocide to study. The focus of study could be related to cultural components, political movements, ethical studies or another aspect as deemed acceptable by the teacher. Students should be encouraged to expand their research into cross-disciplinary areas; the guiding questions below may be used to spur their thinking. Additional cross-disciplinary topics related to genocide include, but are not limited to: military intervention, survivor’s guilt, traumatic stress studies, war crimes, criminal law, human rights education, human rights advocacy, post-genocide societies, population and demographics (pre- and post- genocide), the psychological phenomena of groupthink, information and technology, genealogy studies, human behavior studies of the perpetrators or the victims, interventions or lack thereof by the United Nations, terrorism, humanitarian aid, peace- building, mass atrocities, impact on the arts (music, literature, film, and art) and apartheid. The focus of study should be relevant to the student.
Asking guiding questions. Once students have selected their topics, each student should think of three to five guiding questions, such as:
- If Nazi-era experiments were conducted in an unethical manner, is it ethical to use the data for modern medicine and science?
- What are the effects of the Holocaust on the lives of the Jewish and German descendants today?
- How does the Holocaust relate to / affect modern day genocides?
- What is the impact and ethics involved in using visual representations of actual Holocaust victims’ sufferings?
- How has a particular genocide been represented in popular culture, e.g., art, literature, music, and film?
- In what ways has popular culture (the arts) stayed true to the facts of a particular genocide or embellished the facts for the sake of commercialism?
- In addition to genocide, what other war crimes were committed?
- How does the bystander effect relate to genocide?
- How have laws evolved through history in regard to genocide?
- How do the media depict human rights issues?
- What is the effect of globalization on human rights issues?
- How do recent genocides differ from earlier genocides?
- In what way could data be analyzed regarding a particular genocide?
- What museums, memorials, and / or monuments have been created to commemorate / teach about a particular genocide?
While these examples are general, the student’s questions should be specific to the chosen topic. The questions should lead him/her to form individual research-based opinions. The student should also develop a hypothesis or some possible answers to the questions.
Designing and submitting a research proposal. The student should include these components in the research proposal:
- The contemporary issue he / she will study
- Three to five guiding questions he / she will investigate and hypotheses
- Primary and secondary sources to be used to conduct research
Conducting the research. After the teacher has approved student proposals, each student begins using the resources he/she has identified and others he/she may encounter. During this stage, the student will need to keep a research log. The research log is a record of research activities. The categories of information can include: Thesis, Key Words, Questions about the Topic, Questions for Further Research, Questions for the Teacher, Thoughts about the Topic, Sources and Information Learned (from each one), To-Do List, and Analysis of the Research Process. Using a spiral notebook would work well for the research log.
Developing conclusions. Based on the research, each student should develop a theory about genocide within context of the contemporary issue studied. The student will discuss the current-day implications of such an important historical event.

B. The product

Each student will deliver a formal presentation as if they are an expert on the contemporary issue he / she researched and studied.

As part of the oral presentation, students will also share a visual representation of their research and studies. This can be in the form of a power-point presentation, movie creator, e-book creator, multi-media presentation, tri-fold poster or other teacher- approved visual.

C. Communication

In a period of 10 minutes (5 minute presentation with a 5 minute Q/A), students present their products, engaging other students in the content of their work. Audience members should ask unscripted questions for the student to answer.

D. A completed project consists of:

The research proposal, including guiding questions
A research log
The oral presentation and visual representation (including references or works cited)
A videotape or audiotape of the presentation including the question and answer session

Elicit

Ask students to discuss the following question in small groups: “What are all of the potential reasons for violence between groups of people?” Have students list as many possibilities as they can think of by reflecting on past wars, or even thinking of books they have read and movies they’ve seen. Students can make lists in their groups. Come together as a class and discuss their answers.

Engage

Use the following list of inherited, biological traits to divide people into different groups:

hair color
blood types (A, B, O, A/B)
whether or not your tongue curls
lactose tolerance or intolerance (ability to digest milkproducts)
left-handedness or right-handedness
fingerprint types (loop, whorl, arch or tented arch)
skin color (compare the inside of upper arms)

Discuss the following questions: “Does the composition of the groups remain consistent from one criterion to the next? Is there a clear line between groups or is the boundary more gradual or blurred? Are these criteria any less arbitrary than the physical characteristics we associate with race? What conclusions about race can be drawn from this exercise?”

Explore

Assign each student to a focus research group. Each focus group will collectively define the following terms: racism, prejudice, stereotyping, discrimination, and violence. They will provide examples to accompany each term. When students have completed their definitions, lead the class in a discussion to clarify understanding of these concepts.

Explain

Introduce and define the term “genocide.” Students discuss in their focus groups how the terms they defined relate to genocide. One student from each group shares the group’s ideas.

Share an overview of the history of genocide with students.

Direct student focus groups to the Genocide Watch website https://www.genocidewatch.com/ to jigsaw “The 8 Stages of Genocide.” Assign each focus group a stage to read and analyze. They will be responsible for sharing a summary of the information with the class.

After discussing “The 8 Stages of Genocide,” ask all focus groups to analyze and determine the roles and responsibilities of the following in regard to genocide: individuals, groups, government, and the world community as a whole. Discuss student responses as a class. Refer back to the Engage activity to give students context and remind them of the social construction of race.

Explore

Students compose an original historical fiction short story or poem based on a genocide event. Have students research first-hand accounts from survivors of genocide events. Students empathize with victims and reflect on the impact of war crimes on individuals and communities. Students can share their writing out loud and/or display the writing to share with the school community.

Elaborate (Phase II)

Research process

Selecting a topic. Each student chooses one current-day issue related to genocide to study. The focus of study could be related to cultural components, political movements, ethical studies, or another aspect deemed acceptable by the teacher. Additional cross-disciplinary topics related to genocide include, but are not limited to:military intervention, survivor’s guilt, traumatic stress studies, war crimes, criminal law, human rights education, human rights advocacy, post-genocide societies, population and demographics (pre- and post-genocide),the psychological phenomena of groupthink, information and technology, genealogy studies, human behavior studies of the perpetrators or the victims, interventions or lack thereof by the United Nations, terrorism, humanitarian aid, peace-building, mass atrocities, impact on the arts (music, literature, film, and art) and apartheid.
Asking guiding questions. Once students have selected their topics, each student should think of three to five guiding questions for their research, such as:
- If Nazi-era experiments were conducted in an unethical manner, is it ethical to use the data for modern medicine and science?
- What are the effects of the Holocaust on the lives of the Jewish and German descendants today?
- What are the impact and ethical considerations surrounding the use of images of actual Holocaust victims?
- How has a particular genocide been represented in popular culture, e.g., art, literature, music, and film?
- In what ways has popular culture (the arts) stayed true to the facts of a particular genocide or embellished the facts for the sake of commercialism?
- How does the bystander effect relate to genocide?
- How have laws regarding genocide evolved throughout history?
- How does the media depict human rights issues?
- What is the effect of globalization on human rights issues?
- How are recent genocides similar or different from earlier genocides?
- In what way could data be analyzed regarding a particular genocide?
- What museums, memorials, and/or monuments have been created to commemorate events of genocide?
While these examples are general, the student’s questions should be specific to the chosen topic. The questions should lead him or her to form individual research-based opinions. The student should also develop a hypothesis or some possible answers to the questions.
Creating a research proposal. The student should include these components in the research proposal:
- The contemporary issue he or she will study
- Three to five guiding questions he or she will hypothesize and investigate
- Primary and secondary sources to be used to conduct research
Conducting the research. After the teacher has approved student proposals, each student begins using the resources he or she has identified and others he or she may encounter. During this stage, the student will need to keep a research log. The research log is a record of research activities. The categories of information can include: Thesis, Key Words, Questions about the Topic,Questions for Further Research, Questions for the Teacher, Thoughts about the Topic, Sources and Information Learned (from each one), To-Do List, and Analysis of the Research Process. Using a spiral notebook would work well for the research log.
Developing conclusions. Based on the research, each student should develop a theory about genocide within the context of the contemporary issue studied. The student will discuss the current-day implications of such an important historical event.

Explain

Students will present their research through multimedia presentations that include images, charts and graphics. Students should describe their findings and relate the knowledge gained to classroom activities completed earlier in the task.

The product

Each student will deliver a formal presentation as if he or she is an expert on the contemporary issue he or she researched and studied.
As part of the oral presentation, students will also share a visual representation of their research and studies. This can be in the form of a power-point presentation, movie creator, e-book creator, multi-media presentation, tri-fold poster or other teacher-approved visual.

Communication

In a period of 10 minutes (5 minute presentation with a 5 minute question and answer session), students present their products, engaging other students in the content of their work. Audience members should ask unscripted questions for the student to answer.

Evaluate

Use the TPSP High School/Exit Level Rubric to assess each student’s learning. Additionally, you may wish to develop self- or peer- assessments based on the rubric that students could use to evaluate their products.

A completed project consists of:

The research proposal, including guiding questions
A research log
The oral presentation and visual representation (including references or works cited)
A videotape or audiotape of the presentation including the question and answer session

In what ways did the student:

develop sophisticated, open-ended questions about the self- selected topic;
use a variety of sources that access advanced content and include multiple perspectives;
collect data using the tools of the discipline;
analyze and interpret the data;
capture and apply his or her analysis through an original product; and
communicate his or her research findings, learning, and ideas to an audience using the language of the discipline?

Extend

Contemporary Issues: Effects of Genocide provides students with opportunities to study complex, real-world problems throughout history and their implications for today’s society. Interdisciplinary extension activities include the following projects.

Science
Scientists are just now decoding the human genome. Pose this research question for students, “What have they found related to race?” Students can explore how genetically, we all have the save number of genes, replicated in the same way, and how genetic diversity is beneficial for a species.

Math
Challenge students to study and calculate the impact of past genocides on population. Students use statistics and mathematics to answer questions such as, “What would the population of _____ be if the genocide event had not occurred? What is the potential link between genocide and population?”

Fine Arts
Ask students to identify a museum, memorial or work of art (visual or performance) that helps bring awareness to genocide. This may be directly linked to the current issue the student is studying in the task, or can be done separately, before or after they complete their research. Consider taking a field trip to visit a local memorial or museum. For a list of Texas holocaust museums please see resources below.

This unit may address the following TEKS.

110.32, English Language Arts and Reading, English II

110.32(b)(1): Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
110.32(b)(2): Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
110.32(b)(8): Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details.
110.32(b)(9): Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding.
110.32(b)(12): Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
110.32(b)(13): Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
110.32(b)(14): Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing.
110.32(b)(16): Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay to the appropriate audience that includes:
110.32(b)(18): Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
110.32(b)(20): Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
110.32(b)(21): Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
110.32(b)(22): Research/Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information.
110.32(b)(23): Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
110.32(b)(24): Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity.
110.32(b)(25): Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to advance a coherent argument that incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.
110.32(b)(26): Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules for decision-making.

112.34, Biology

112.34(c)(3): Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom.
112.34(c)(6): Science concepts. The student knows the mechanisms of genetics, including the role of nucleic acids and the principles of Mendelian Genetics.
112.34(c)(10): Science concepts. The student knows that biological systems are composed of multiple levels.

113.42, World History Studies

113.42(c)(1): History. The student understands traditional historical points of reference in world history.
113.42(c)(12): History. The student understands the causes and impact of World War II.
113.42(c)(15): Geography. The student uses geographic skills and tools to collect, analyze, and interpret data.
113.42(c)(16): Geography. The student understands the impact of geographic factors on major historic events and processes.
113.42(c)(21): Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history.
113.42(c)(22): Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship.
113.42(c)(23): Culture. The student understands the history and relevance of major religious and philosophical traditions.
113.42(c)(25): Culture. The student understands how the development of ideas has influenced institutions and societies.
113.42(c)(26): Culture. The student understands the relationship between the arts and the times during which they were created.
113.42(c)(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.
113.42(c)(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.
113.42(c)(30): Social studies skills. The student communicates in written, oral, and visual forms.
113.42(c)(31): Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

113.43, World Geography Studies

113.43(c)(1): History. The student understands how geography and processes of spatial exchange (diffusion) influenced events in the past and helped to shape the present.
113.43(c)(2): History. The student understands how people, places, and environments have changed over time and the effects of these changes.
113.43(c)(5): Geography. The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions.
113.43(c)(6): Geography. The student understands the types, patterns, and processes of settlement.
113.43(c)(7): Geography. The student understands the growth, distribution, movement, and characteristics of world population.
113.43(c)(8): Geography. The student understands how people, places, and environments are connected and interdependent.
113.43(c)(9): Geography. The student understands the concept of region as an area of Earth's surface with related geographic characteristics.
113.43(c)(14): Government. The student understands the processes that influence political divisions, relationships, and policies.
113.43(c)(15): Citizenship. The student understands how different points of view influence the development of public policies and decision-making processes on local, state, national, and international levels.
113.43(c)(16): Culture. The student understands how the components of culture affect the way people live and shape the characteristics of regions.
113.43(c)(17): Culture. The student understands the distribution, patterns, and characteristics of different cultures.
113.43(c)(18): Culture. The student understands the ways in which cultures change and maintain continuity.
113.43(c)(21): Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.43(c)(22): Social studies skills. The student communicates in written, oral, and visual forms.
113.43(c)(23): Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

Esta unidad puede abordar los siguientes TEKS.

110.32, English Language Arts and Reading, English II

110.32(b)(1): Desarrollo de lectura/vocabulario. Comprende vocabulario nuevo y lo utiliza al leer y al escribir.
110.32(b)(2): Lectura/comprensión de textos literarios/tema y género. Analiza, infiere y saca conclusiones sobre el tema y el género en diferentes contextos culturales, históricos y contemporáneos, y proporciona evidencia del texto para apoyar su comprensión.
110.32(b)(8): Lectura/comprensión de textos informativos/cultura e historia. Analiza, infiere y saca conclusiones sobre el propósito del autor en contextos culturales, históricos y contemporáneos, y proporciona evidencia del texto para apoyar su comprensión. Se espera que los estudiantes analicen la idea central y el propósito específico de un pasaje y los elementos textuales que los apoyan elaboran, incluyendo los detalles más importantes y los detalles menos importantes.
110.32(b)(9): Lectura/comprensión de textos informativos/textos expositivos. Analiza, infiere y saca conclusiones sobre el texto expositivo y proporciona evidencia del texto para apoyar su comprensión.
110.32(b)(12): Lectura/textos publicitarios. Utiliza destrezas de comprensión para analizar cómo las palabras, las imágenes, las gráficas y los sonidos interactúan de diferentes maneras para impactar el significado. Los estudiantes continuarán aplicando estándares anteriores a mayor profundidad en textos de complejidad cada vez mayor.
110.32(b)(13): Escritura/proceso de escritura. Utiliza los elementos del proceso de escritura (planificar, hacer borradores, revisar, corregir y publicar) para redactar un texto.
110.32(b)(14): Escritura/textos literarios. Escribe textos literarios para expresar sus ideas y sentimientos sobre personas, eventos e ideas reales o imaginarias. Los estudiantes son responsables de al menos dos formas de escritura literaria.
110.32(b)(16): Escritura/textos persuasivos. Escribe textos persuasivos para influenciar las actitudes o acciones de un público específico sobre temas específicos.
110.32(b)(18): Convenciones orales y escritas/escritura, uso de mayúsculas y puntuación. Escribe con letra legible y usa correctamente las letras mayúsculas y los signos de puntuación en sus composiciones.
110.32(b)(20): Investigación/plan de investigación. Formula preguntas abiertas de investigación y desarrolla un plan para responderlas.
110.32(b)(21): Investigación/recolección de fuentes. Determina, localiza y explora todas las fuentes de información relevantes para responder a una pregunta de investigación y sistemáticamente registra la información recopilada.
110.32(b)(22): Investigación/síntesis de información. Clarifica preguntas de investigación y evalúan y sintetizan la información recopilada.
110.32(b)(23): Investigación/organización y presentación de ideas. Organiza y presenta sus ideas y su información de acuerdo con el propósito de la investigación y de su público.
110.32(b)(24): Escuchar y hablar/escuchar. Usa destrezas de comprensión para escuchar con atención a los demás en ambientes formales e informales. Los estudiantes continúan aplicando estándares previos con mayor complejidad.
110.32(b)(25): Escuchar y hablar/hablar. Habla claramente y de forma directa utilizando las convenciones del lenguaje. Los estudiantes continuarán aplicando estándares anteriores en textos de complejidad cada vez mayor. Se espera que los estudiantes presenten primero un argumento coherente que incorpore una tesis clara y una progresión lógica de evidencias válidas de fuentes confiables y que empleen contacto visual, velocidad al hablar (p. ej., pausas para dar efecto deseado), volumen, pronunciación, gesticulaciones intencionadas y reglas del lenguaje para comunicar ideas de manera efectiva.
110.32(b)(26): Escuchar y hablar/trabajo en equipo. Trabaja productivamente en equipo con los demás. Los estudiantes continúan aplicando estándares previos con mayor complejidad. Se espera que los estudiantes participen de manera productiva en equipos, ampliando las ideas de otros, contribuyendo información relevante, desarrollando un plan para la formación de un consenso y estableciendo reglas para la toma de decisiones.

112.34, Biology

112.34(c)(3): Procesos científicos. El estudiante usa el razonamiento crítico, el razonamiento científico y la resolución de problemas para tomar decisiones informadas dentro y fuera del salón.
112.34(c)(6): Science concepts. The student knows the mechanisms of genetics, including the role of nucleic acids and the principles of Mendelian Genetics.
112.34(c)(10): Conceptos de ciencias. El estudiante sabe que los sistemas biológicos se componen de múltiples niveles.

113.42, World History Studies

113.42(c)(1): History. The student understands traditional historical points of reference in world history.
113.42(c)(12): History. The student understands the causes and impact of World War II.
113.42(c)(15): Geography. The student uses geographic skills and tools to collect, analyze, and interpret data.
113.42(c)(16): Geography. The student understands the impact of geographic factors on major historic events and processes.
113.42(c)(21): Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history.
113.42(c)(22): Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship.
113.42(c)(23): Culture. The student understands the history and relevance of major religious and philosophical traditions.
113.42(c)(25): Cultura. El estudiante entiende cómo el desarrollo de ideas ha influenciado las instituciones y sociedades.
113.42(c)(26): Cultura. El estudiante comprende la relación entre las artes y las épocas en que fueron creadas.
113.42(c)(28): Ciencia, tecnología y sociedad. El estudiante comprende cómo los principales descubrimientos científicos y matemáticos e innovaciones tecnológicas han afectado a las sociedades de 1750 al presente.
113.42(c)(29): Destrezas de Estudios Sociales. El estudiante utiliza las habilidades del pensamiento crítico para organizar y usar la información que adquiere de una variedad de fuentes válidas, incluyendo la tecnología electrónica.
113.42(c)(30): Destrezas de estudios sociales. Se comunica en forma oral, visual y escrita.
113.42(c)(31): Destrezas de estudios sociales. El estudiante utiliza habilidades para resolver problemas y tomar decisiones, en forma independiente y con otros, en diferentes ambientes.

113.43, World Geography Studies

113.43(c)(1): History. The student understands how geography and processes of spatial exchange (diffusion) influenced events in the past and helped to shape the present.
113.43(c)(2): Historia. El estudiante comprende cómo las personas, lugares y medio ambientes han cambiado con el tiempo y los efectos de esos cambios.
113.43(c)(5): Geografía. El estudiante comprende cómo los procesos políticos, económicos y sociales dan forma a los patrones y a las características culturales en varios lugares y regiones.
113.43(c)(6): Geografía. El estudiante comprende los tipos, patrones y procesos de los asentamientos.
113.43(c)(7): Geografía. El estudiante comprende el crecimiento, la distribución, el movimiento y las características de la población mundial.
113.43(c)(8): Geografía. El estudiante comprende cómo las personas, los lugares y el medio ambientes están interconectados y son interdependientes.
113.43(c)(9): Geography. The student understands the concept of region as an area of Earth's surface with related geographic characteristics.
113.43(c)(14): Gobierno. El estudiante comprende los procesos que influyen en las divisiones políticas, las relaciones y las normas.
113.43(c)(15): Buena ciudadanía. El estudiante comprende cómo los diferentes puntos de vista influyen en el desarrollo de políticas públicas y procesos de toma de decisiones a niveles local, estatal, nacional e internacional.
113.43(c)(16): Cultura. El estudiante comprende cómo los componentes de la cultura afectan la manera en que las personas viven y dan forma a las características de las regiones.
113.43(c)(17): Cultura. El estudiante comprende la distribución, patrones y características de diferentes culturas.
113.43(c)(18): Cultura. El estudiante comprende las formas en que las culturas cambian y las formas en que mantienen continuidad.
113.43(c)(21): Destrezas de Estudios Sociales. El estudiante utiliza las habilidades del pensamiento crítico para organizar y usar la información que adquiere de una variedad de fuentes válidas, incluyendo la tecnología electrónica.
113.43(c)(22): Destrezas de estudios sociales. Se comunica en forma oral, visual y escrita.
113.43(c)(23): Destrezas de estudios sociales. El estudiante utiliza las habilidades para resolver problemas y tomar decisiones en forma independiente y con otros en diferentes ambientes.

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.A.1: Utilize skepticism, logic, and professional ethics in science.
S.I.B.1: Design and conduct scientific investigations in which hypotheses are formulated and tested.
S.I.D.1: Demonstrate literacy in computer use.
S.I.D.3: Demonstrate appropriate use of a wide variety of apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data.
S.I.E.1: Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.
S.I.E.2: Use essential vocabulary of the discipline being studied.
S.III.C.1: Prepare and present scientific/technical information in appropriate formats for various audiences.
S.III.D.1: Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2: Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.
S.IV.A.1: Recognize how scientific discoveries are connected to technological innovations.
S.IV.B.1: Understand how scientific research and technology have an impact on ethical and legal practices.
S.IV.B.2: Understand how commonly held ethical beliefs impact scientific research.
S.IV.C.1: Understand the historical development of major theories in science.
S.IV.C.2: Recognize the role of people in important contributions to scientific knowledge.
S.V.C.1: Recognize patterns of change.
S.V.D.1: Understand that scientists categorize things according to similarities and differences.
S.V.E.1: Use models to make predictions.

Social Studies:

SS.I.A.1: Use the tools and concepts of geography appropriately and accurately.
SS.I.A.2: Analyze the interaction between human communities and the environment.
SS.I.A.3: Analyze how physical and cultural processes have shaped human communities over time.
SS.I.A.4: Evaluate the causes and effects of human migration patterns over time.
SS.I.A.5: Analyze how various cultural regions have changed over time.
SS.I.A.6: Analyze the relationship between geography and the development of human communities.
SS.I.B.2: Identify and evaluate sources and patterns of change and continuity across time and place.
SS.I.B.3: Analyze causes and effects of major political, economic, and social changes in U.S. and world history.
SS.I.C.1: Evaluate different governmental systems and functions.
SS.I.C.2: Evaluate changes in the functions and structures of government across time.
SS.I.C.3: Explain and analyze the importance of civic engagement.
SS.I.E.1: Identify different social groups (e.g., clubs, religious organizations) and examine how they form and how and why they sustain themselves.
SS.I.E.2: Define the concept of socialization and analyze the role socialization plays in human development and behavior.
SS.I.E.3: Analyze how social institutions (e.g., marriage, family, churches, schools) function and meet the needs of society.
SS.I.E.4: Identify and evaluate the sources and consequences of social conflict.
SS.I.F.1: Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.I.F.2: Analyze ethical issues in historical, cultural, and social contexts.
SS.II.A.1: Define a "multicultural society" and consider both the positive and negative qualities of multiculturalism.
SS.II.A.2: Evaluate the experiences and contributions of diverse groups to multicultural societies.
SS.II.B.1: Explain and evaluate the concepts of race, ethnicity, and nationalism.
SS.II.B.2: Explain and evaluate the concept of gender.
SS.II.B.3: Analyze diverse religious concepts, structures, and institutions around the world.
SS.II.B.4: Evaluate how major philosophical and intellectual concepts influence human behavior or identity.
SS.II.B.6: Analyze how individual and group identities are established and change over time.
SS.III.A.1: Distinguish spatial patterns of human communities that exist between or within contemporary political boundaries.
SS.III.A.2: Connect regional or local developments to global ones.
SS.III.A.3: Analyze how and why diverse communities interact and become dependent on each other.
SS.III.B.1: Apply social studies methodologies to compare societies and cultures.
SS.IV.A.1: Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2: Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3: Evaluate sources from multiple perspectives.
SS.IV.A.4: Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5: Read narrative texts critically.
SS.IV.A.6: Read research data critically.
SS.IV.B.1: Use established research methodologies.
SS.IV.B.2: Explain how historians and other social scientists develop new and competing views of past phenomena.
SS.IV.B.3: Gather, organize, and display the results of data and research.
SS.IV.B.4: Identify and collect sources.
SS.IV.C.1: Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.IV.D.1: Construct a thesis that is supported by evidence.
SS.IV.D.2: Recognize and evaluate counter-arguments.
SS.V.A.1: Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2: Use conventions of standard written English.
SS.V.B.1: Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1: Engage in scholarly inquiry and dialogue.
CDS.I.A.2: Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.1: Consider arguments and conclusions of self and others.
CDS.I.B.2: Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.
CDS.I.B.3: Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4: Support or modify claims based on the results of an inquiry.
CDS.I.D.1: Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2: Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3: Strive for accuracy and precision.
CDS.I.D.4: Persevere to complete and master tasks.
CDS.I.E.1: Work independently.
CDS.I.E.2: Work collaboratively.
CDS.I.F.1: Attribute ideas and information to source materials and people.
CDS.I.F.2: Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3: Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4: Understand and adhere to ethical codes of conduct.
CDS.II.A.1: Use effective prereading strategies.
CDS.II.A.2: Use a variety of strategies to understand the meanings of new words.
CDS.II.A.3: Identify the intended purpose and audience of the text.
CDS.II.A.4: Identify the key information and supporting details.
CDS.II.A.5: Analyze textual information critically.
CDS.II.A.6: Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7: Adapt reading strategies according to structure of texts.
CDS.II.A.8: Connect reading to historical and current events and personal interest.
CDS.II.B.1: Write clearly and coherently using standard writing conventions.
CDS.II.B.2: Write in a variety of forms for various audiences and purposes.
CDS.II.B.3: Compose and revise drafts.
CDS.II.C.1: Understand which topics or questions are to be investigated.
CDS.II.C.2: Explore a research topic.
CDS.II.C.3: Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4: Evaluate the validity and reliability of sources.
CDS.II.C.5: Synthesize and organize information effectively.
CDS.II.C.6: Design and present an effective product.
CDS.II.C.7: Integrate source material.
CDS.II.C.8: Present final product.
CDS.II.D.1: Identify patterns or departures from patterns among data.
CDS.II.D.2: Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
CDS.II.D.3: Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1: Use technology to gather information.
CDS.II.E.2: Use technology to organize, manage, and analyze information.
CDS.II.E.3: Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4: Use technology appropriately.

English Language Arts:

ELA.I.A.5: Edit writing for audience, purpose, context, and style, assuring that it conforms to Standard American English, when appropriate.
ELA.I.A.4: Review feedback and revise each draft by organizing it more logically and fluidly, refining key ideas, and using language more precisely and effectively.
ELA.I.A.2: Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.1: Determine effective approaches, genres, rhetorical techniques, and media that demonstrate understanding of the writer’s purpose and audience.
ELA.I.A.3: Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.B.4: Make inferences about the denotative and connotative meanings of unfamiliar words using context clues.
ELA.II.C.3: Examine the influence of myths, oral traditions, and Classical literature on subsequent works over time.
ELA.II.D.1: Make text-to-self, text-to-text, and text-to-world connections.
ELA.II.B.3: Use reference guides to confirm the meanings of new words or concepts.
ELA.II.B.1: Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.II.A.3: Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.A.2: Use text features to form an overview of content and to locate information.
ELA.II.A.1: Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.4: Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.5: Analyze and evaluate implicit and explicit arguments in a variety of texts for the quality and coherence of evidence and reasoning.
ELA.II.A.8: Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
ELA.II.A.7: Compare and analyze how features of genre are used across texts.
ELA.II.B.2: Apply knowledge of roots and affixes to infer the meanings of new words.
ELA.III.A.2: Engage in reasoned dialogue, including with people who have different perspectives.
ELA.III.A.1: Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.IV.A.5: Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
ELA.IV.A.4: Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
ELA.IV.A.2: Listen critically and respond appropriately.
ELA.IV.A.1: Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3: Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.V.C.1: Integrate and organize material effectively.
ELA.V.C.3: Follow relevant rules governing attribution.
ELA.V.C.2: Use and attribute source material ethically.
ELA.V.B.3: Assess the relevance and credibility of sources.
ELA.V.B.1: Explore and collect a range of potential sources.
ELA.V.A.1: Articulate and investigate research questions.
ELA.V.A.2: Explore and refine a research topic.
ELA.V.A.3: Devise a plan for completing work on time.
ELA.V.B.2: Distinguish between and among primary and secondary sources.

Mathematics:

M.V.A.1: Formulate a statistical question, plan an investigation, and collect data.
M.V.B.1: Classify types of data.
M.V.B.2: Construct appropriate visual representations of data.
M.VII.C: Logical reasoning
M.VII.D: Real-world problem solving
M.VII.A.1: Analyze given information.
M.VII.D.1: Interpret results of the mathematical problem in terms of the original real-world situation.
M.VII.D.2: Evaluate the problem-solving process.

Esta unidad puede abordar los siguientes estándares de Texas College and Career Readiness.