In the Community: A Study of Culture
High School, ELA & Reading
Description of Unit
In this project, students will begin by exploring a community somewhere in the world. As a class, students will become familiar with the culture, art, literature, leaders, and landmarks that are significant in that community. Then, independently or in groups, students will explore their local communities and the aspects of the local culture that are meaningful to them. As part of their study of the local community, they will host a classroom cultural event that showcases the culture of their community. Their final product will include developing a lasting contribution that will impact the community as a whole. Please note that this task can be used in English Language Arts, Social Studies, or Fine Arts classes. It is up to the teacher to make necessary adjustments so that the students’ research and products are aligned with the course curriculum. For instance, if the task is used in a Social Studies class, the teacher may wish to focus students on the historical aspects of world and local culture.
This guide links the In the Community: A Study of Culture unit to the Texas Essential Knowledge and Skills (TEKS) for ninth and tenth graders. In the Community is an English language arts unit that allows students to study important figures and events in their local community through literature, the arts, culture, and other perspectives. In the Community also has interdisciplinary connections to social studies and the fine arts. For example, students consider how the development of ideas has influenced institutions and societies, as addressed in the Social Studies TEKS; and students relate the arts to history, society, and culture, as addressed in the Fine Arts TEKS. The following document includes the applicable TEKS and the details of the In the Community 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 and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.
Phase I. Learning Experiences
- Choose a country or city from around the world on which to focus. You can choose the location based on the required curriculum, the class could choose the community, or small groups could study various communities. Use the following discussion questions with students when considering what community to study:
- What impact has the location had on you or people you know?
- What influence does the country or city have on the global community?
- What are the origins of the community? Why was it formed?
- What is the current situation in the location? Is it at peace or war? How is the economy? What kind of government does it have?
- Consider the life of somebody your age in that community. How does his/her life compare to your daily life?
- Who are the significant artists and writers in the community? What does their work say about the community?
- What is the culture of the community? How is the importance of culture communicated?
After the class brainstorms possible answers, provide the class with resources to explore these and other pertinent questions. You may wish to have students present their findings in a paper or in another format. Then explain that, in this project, each student will have an opportunity to find the answers to their own questions about the chosen country or city.
Depending on the course you teach, you may wish to have students focus on specific aspects of the community’s history, literature, leaders, culture, or arts. The following resources may be helpful to students when choosing a cultural aspect:
- Global Gateway: World Culture & Resources (Library of Congress)
- Texas Council for the Humanities Resource Center, a selection of humanities exhibits
Have students choose an important aspect of the country or city of study. The aspect could be an era in history, a work of fiction or non-fiction, a literary movement, an artist, or an arts movement. For instance, if the class has chosen to study Russia, students may wish to study Russian folktales, the tradition of icon painting, Byzantine architecture, the geography of the region, or the history of the tsars or peasantry.
After students have conducted research on some aspects of the topic, create a class collage. (If the whole class did not choose the same location to study, students can do collages in small groups. If each student studied a different location, you may wish to have students work on a world map.) Have students pictorially represent three important aspects of the culture they studied. You may wish to have students write a short paper or memo to explain the significance of the three items in the collage.
- Debrief and discuss how the collage represents the location’s culture. How do different parts of the community come together cohesively? As a bridge to Phase II, encourage students to think about how communities around the world have affected them and their local community.
Phase II. Independent Research
A. Research process
- Selecting a topic. Each student chooses a subject from the local community to study. The focus of study could be a local author, artist, neighborhood, cultural component, political movement, or leader. The subject should be relevant to the student.
- Asking guiding questions. Once the student has selected a subject from the community, he/she should think of three to five guiding questions to explore, such as:
- What does your subject contribute to the community?
- What is the history behind your subject? How has your subject changed and developed over time?
- How has your subject impacted other communities?
- What would your community be like without your subject?
- Designing and submitting a research proposal. The student should include numerous components in the research proposal:
- The cultural aspect he/she will study
- Three to five guiding questions he/she will investigate and hypotheses
- Primary and secondary resources he/she will need to find answers to questions, such as an expert on the local community, pieces of literature or works of art created in the community, or museums and exhibitions
In the process of writing the research proposal, students may refine their guiding questions.
Here are some questions to guide student identification of resources in the community:
- What libraries, research centers, archival institutions, museums, or organizations will have information on the cultural aspect?
- What are some key words, events, or people related to the subject?
- What types of primary sources might exist? Who might you interview to gather information?
- What letters, diaries, or other first person narratives are available?
- What manuscripts, songs, hymns, photographs, governmental records, original newspaper articles or cartoons, or oral histories are available?
- Are there local art showings, poetry or book readings, or theatre or dance productions you can attend?
- Conducting the research. After you have approved student proposals, students begin using the resources they have identified and others they may encounter. It may be helpful to plan a trip to a local museum, art exhibit, literary event, or landmark. Students should conduct an oral interview with an expert in the local community.
- Hosting a classroom cultural event to showcase the local community. Based on their topics of study, students should create a small exhibit, which may feature their product (see below for more details on the product). Invite members of the community and school as well as other students to the local culture fair. This fair could be a good cumulative event for students to display their learning and research.
B. The product
The student shows what he/she has learned through one of the following products:
- A contribution to the local community. As a class, in small groups, or individually, students may develop a service project that promotes the culture of the community. For example, students could coordinate an art showing for local artists in the community. If done as a group, each individual student should document his/her contributions and reflections on the project.
- Website or newsletter for a neighborhood. In order to promote a positive feeling of community in the area, the student can create a website or newsletter. In the product, the student could highlight cultural events and other significant activities. The student could also showcase significant members of the community and their contributions.
- Documentary or awareness video about an issue in the community. Based on the student’s studies of the topic, he/she can create a documentary or awareness video to educate members of the community about a relevant issue.
Whatever product the student chooses, he/she must complete a Reference List/Works Cited Page that includes at least ten references. The references should include a mix of primary and secondary sources.
C. Communication
In a period of no more than 15 minutes, 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, note cards, or resource process sheets
- Evidence of participation in the classroom cultural event—this could include a sketch of an exhibit or presentation notes
- A contribution to the local community—submit documentation and reflections
- Website or newsletter for a neighborhood—submit the URL or paper or electronic copy
- Documentary or awareness video—submit the VHS or DVD
- A Works Cited Page with at least ten references
- A videotape or audiotape of the presentation, including the unscripted Q&A session
Elicit
Ask students to think about the word “community.” Ask, “What significance does your community have in your life? How might your life be different if you lived in a different community?” Students quick write their responses to the question and share with a small group.
Lead the class in a whole group discussion, highlighting student responses that communicate the impact a community can have on one’s life. As a class, create a list of the fundamental elements of a community. Once the list is complete, divide the class into small groups and ask each group to analyze, investigate, and explain an element of community. For example, students who investigate people might list all the ways people can be part of a community, such as within a school or workplace, in clubs and associations, or in the place that they live. Groups should provide examples and give a short presentation of their findings to the class.
Engage
Students design their personal idea of a utopian community. If they could design a group of people to be a part of a community with no limits, what would it look like? Who would the people be? What are the characteristics of the other fundamental elements of their community (as identified in the Elicit activity)? Encourage students to use their imagination. Give students an opportunity to share their ideas with small groups or the class
Explore
Choose a country or city from around the world on which to focus. You can choose the location based on the required curriculum, the class could choose the community, or small groups could study various communities. Use the following discussion questions with students when considering what community to study:
- What impact has the location had on you or people you know?
- What influence does the country or city have on the global community?
- What are the origins of the community? Why was it formed?
- What is the current situation in the location? Is it at peace or war? How is the economy? What kind of government does it have?
- Consider the life of somebody your age in that community. How does his or her life compare to your daily life?
- Who are the significant artists and writers in the community? What does their work say about the community?
- What is the culture of the community? How is the importance of culture communicated?
After the class brainstorms possible answers, provide the class with resources to explore these and other pertinent questions. You may wish to have students present their findings in a paper or in another format. Then explain that, in this project, each student will have an opportunity to find the answers to their own questions about the chosen country or city.
Have students choose an important aspect of the country or city of study. The aspect could be an era in history, a work of fiction or non- fiction, a literary movement, an artist, or an arts movement. For instance, if the class has chosen to study Russia, students may wish to study Russian folktales, the tradition of icon painting, Byzantine architecture, the geography of the region, or the history of the tsars or peasantry.
Explain
After students have conducted research on some aspects of the topic, create a class collage. Have students pictorially represent three important aspects of the culture they studied. You may wish to have students write a short paper or memo to explain the significance of the three items in the collage.
Debrief and discuss how the collage represents the location’s culture. How do different parts of the community come together cohesively? As a bridge to Phase II, encourage students to think about how communities around the world have affected them and their local community.
Elaborate (Phase II)
Research process
- Selecting a topic. Each student chooses a subject from the local community to study. The focus of study could be a local author, artist, neighborhood, cultural component, political movement, or leader. The subject should be relevant to the student.
- Asking guiding questions. Once the student has selected a subject from the community, he or she should think of three to five guiding questions to explore, such as:
- What does your subject contribute to the community?
- What is the history behind your subject? How has your subject changed and developed over time?
- How has your subject impacted other communities?
- What would your community be like without your subject?
- Creating a research proposal. The student should include numerous components in the research proposal:
- The cultural aspect he or she will study
- Three to five guiding questions he or she will investigate as well as related hypotheses
- Primary and secondary resources he or she will need to find answers to questions, such as an expert on the local community, pieces of literature or works of art created in the community, or museums and exhibitions.
In the process of writing the research proposal, students may refine their guiding questions.
Here are some questions to guide student identification of resources in the community:- What libraries, research centers, archival institutions, museums, or organizations will have information on the cultural aspect?
- What are some key words, events, or people related to the subject?
- What types of primary sources might exist? Who might you interview to gather information?
- What letters, diaries, or other first person narratives are available?
- What manuscripts, songs, hymns, photographs, governmental records, original newspaper articles or cartoons, or oral histories are available?
- Are there local art showings, poetry or book readings, or theatre or dance productions you can attend?
- Conducting the research. After you have approved student proposals, students begin using the resources they have identified and others they may encounter. It may be helpful to plan a trip to a local museum, art exhibit, literary event, or landmark. Students should conduct an oral interview with an expert in the local community.
Explain
Based on their topics of study, students should create a small exhibit, which may feature their product (see below for more details on the product). Invite members of the community and school as well as other students to the local culture fair. This fair could be a cumulative event for students to display their learning and research.
The product
The student shows what he or she has learned through one of the following products:
- A contribution to the local community. As a class, in small groups, or individually, students may develop a service project that promotes the culture of the community. For example, students could coordinate an art showing for local artists in the community. If done as a group, each individual student should document his or her contributions and reflections on the project.
- Website or newsletter for a neighborhood. In order to promote a positive feeling of community in the area, the student can create a website or newsletter. In the product, the student could highlight cultural events and other significant activities. The student could also showcase significant members of the community and their contributions.
- Documentary or awareness video about an issue in the community. Based on the student’s studies of the topic, he or she can create a documentary or awareness video to educate members of the community about a relevant issue.
Whatever product the student chooses, he or she must complete a Reference List or Works Cited Page that includes at least ten references. The references should include a mix of primary and secondary sources.
Communication
In a period of no more than 15 minutes, during the class’ cultural fair, 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, note cards, or resource process sheets
- Evidence of participation in the classroom cultural event— this could include a sketch of an exhibit or presentation notes
- The product
- A contribution to the local community—submit documentation and reflections
- Website or newsletter for a neighborhood—submit the URL or paper or electronic copy
- Documentary or awareness video—submit the digital video file or DVD
- A Works Cited Page with at least ten references
- A videotape or audiotape of the presentation, including the unscripted Q&A 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
In the Community: A Study of Culture provides students with opportunities to study complex, real-world problems. Interdisciplinary extension activities include the following projects.
Science
Do communities exist in nature? Ask students to identify a species of animals or plants that function in communities. Students conduct research about how this provides an advantage for these organisms and give a short presentation to the class.
Social Studies
What role do governments play in communities? Ask students to find examples where government and community cooperate to benefit their members, and examples where community can help a group of people combat a problem caused by government.
Fine Arts
Ask students to identify the role the arts play in communities. Ask students to investigate the following questions: How can the arts enrich, define or change a community? What communities are centered on art? What examples can you find in your own community?
Math
Early in the task, ask students to collect data about their community. Ask, “How can this data help one understand a community better? What does this data reveal about the community?”
This unit may address the following TEKS.
110.31, English Language Arts and Reading, English I
- 110.31(b)(1)
- Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing.
- 110.31(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.
- 110.31(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 explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author's purpose.
- 110.31(b)(11)
- Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents.
- 110.31(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.
- 110.31(b)(13)
- Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
- 110.31(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.
- 110.31(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:
- 110.31(b)(17)
- Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.
- 110.31(b)(18)
- Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions.
- 110.31(b)(20)
- Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
- 110.31(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.
- 110.31(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:
- 110.31(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.
- 110.31(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 give presentations using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.
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)(6)
- Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to evaluate the role of syntax and diction and the effect of voice, tone, and imagery on a speech, literary essay, or other forms of literary nonfiction.
- 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)(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.
113.42, World History Studies
- 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)(17)
- Economics. The student understands the impact of the Neolithic and Industrial revolutions and globalization on humanity.
- 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)(23)
- Culture. The student understands the history and relevance of major religious and philosophical traditions.
- 113.42(c)(24)
- Culture. The student understands the roles of women, children, and families in different historical cultures.
- 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)(2)
- History. The student understands how people, places, and environments have changed over time and the effects of these changes.
- 113.43(c)(3)
- Geography. The student understands how physical processes shape patterns in the physical environment.
- 113.43(c)(4)
- Geography. The student understands the patterns and characteristics of major landforms, climates, and ecosystems of Earth and the interrelated processes that produce them.
- 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)(8)
- Geography. The student understands how people, places, and environments are connected and interdependent.
- 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.
117.302, Art, Level I
- 117.302(c)(3)
- Historical and cultural relevance. The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures.
- 117.302(c)(4)
- Critical evaluation and response. The student responds to and analyzes the artworks of self and others, contributing to the development of the lifelong skills of making informed judgments and reasoned evaluations.
117.303, Art, Level II
- 117.303(c)(3)
- Historical and cultural relevance. The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures.
- 117.303(c)(4)
- Critical evaluation and response. The student responds to and analyzes the artworks of self and others, contributing to the development of the lifelong skills of making informed judgments and reasoned evaluations.
117.306, Dance, Level I
- 117.306(c)(4)
- Historical and cultural relevance. The student demonstrates an understanding of cultural, historical, and artistic diversity.
- 117.306(c)(5)
- Critical evaluation and response. The student makes informed personal judgments about dance and the meaning and role of dance in society.
117.307, Dance, Level II
- 117.307(c)(4)
- Historical and cultural relevance. The student demonstrates an understanding of cultural, historical, and artistic diversity.
- 117.307(c)(5)
- Critical evaluation and response. The student makes informed personal judgments about dance and the meaning and role of dance in society.
117.310, Music, Level I
- 117.310(c)(5)
- Historical and cultural relevance. The student relates music to history, culture, and the world.
- 117.310(c)(6)
- Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings.
117.311, Music, Level II
- 117.311(c)(5)
- Historical and cultural relevance. The student relates music to history, culture, and the world.
- 117.311(c)(6)
- Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings.
117.315, Theatre, Level I
- 117.315(c)(4)
- Historical and cultural relevance. The student relates theatre to history, society, and culture.
- 117.315(c)(5)
- Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances.
117.316, Theatre, Level II
- 117.316(c)(4)
- Historical and cultural relevance. The student relates theatre to history, society, and culture.
- 117.316(c)(5)
- Critical evaluation and response. The student responds to and evaluates theatre and theatrical performances.
This task can also cover TEKS in these courses:
- Independent Study in English
- Humanities
- Analysis of Visual Media
- Journalism
Esta unidad puede abordar los siguientes TEKS.
110.31, English Language Arts and Reading, English I
- 110.31(b)(1)
- Desarrollo de lectura/vocabulario. Comprende vocabulario nuevo y lo utiliza al leer y al escribir.
- 110.31(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.
- 110.31(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 expliquen la idea central y el propósito específico de un texto expositivo y distingan lo más importante de entre los detalles menos importantes que apoyan el propósito del autor.
- 110.31(b)(11)
- Lectura/comprensión de textos informativos/textos de instrucción. Comprende cómo recabar y usar información en textos de instrucción y en documentos.
- 110.31(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.
- 110.31(b)(13)
- Escritura/proceso de escritura. Utiliza los elementos del proceso de escritura (planificar, hacer borradores, revisar, corregir y publicar) para redactar un texto.
- 110.31(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.
- 110.31(b)(16)
- Escritura/textos persuasivos. Escribe textos persuasivos para influenciar las actitudes o acciones de un público específico sobre temas específicos.
- 110.31(b)(17)
- Convenciones orales y escritas/Convenciones. Comprende la función y el uso de las convenciones del lenguaje académico al hablar y al escribir. Los estudiantes continúan aplicando estándares previos con mayor complejidad.
- 110.31(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.
- 110.31(b)(20)
- Investigación/plan de investigación. Formula preguntas abiertas de investigación y desarrolla un plan para responderlas.
- 110.31(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.
- 110.31(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.
- 110.31(b)(24)
- Escuchar y hablar/escuchar. Usa destrezas de comprensión para escuchar con atención a los demás en ambientes formales e informales. Los estudiantes continuarán aplicando estándares previos con mayor complejidad.
- 110.31(b)(25)
- Escuchar y hablar/hablar. Habla claramente y de forma directa utilizando las convenciones del lenguaje. Los estudiantes continúan aplicando estándares previos con mayor complejidad. Se espera que los estudiantes den presentaciones usando lenguaje informal, formal y técnico de manera efectiva para atender las necesidades de audiencia, propósito y ocasión, empleando contacto visual, velocidad al hablar (p. ej., pausas para efectos específicos), volumen, enunciación, gesticulaciones intencionadas y convenciones del lenguaje para comunicar ideas de manera eficaz.
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)(6)
- Lectura/comprensión de textos literarios/literatura que no es de ficción. Comprende, infiere y saca conclusiones sobre las variadas estructuras y rasgos de la literatura de no ficción, y proporciona evidencia del texto para apoyar su comprensión. Se espera que los estudiantes evalúen la función de la sintaxis y la dicción y el efecto de la voz, el tono y la evocación de imágenes en un discurso, ensayo literario u otra forma de textos literarios no ficticios.
- 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)(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.
113.42, World History Studies
- 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)(17)
- Economics. The student understands the impact of the Neolithic and Industrial revolutions and globalization on humanity.
- 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)(23)
- Culture. The student understands the history and relevance of major religious and philosophical traditions.
- 113.42(c)(24)
- Cultura. El estudiante comprende las funciones de las mujeres, los niños y las familias en culturas históricas diferentes
- 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)(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)(3)
- Geography. The student understands how physical processes shape patterns in the physical environment.
- 113.43(c)(4)
- Geography. The student understands the patterns and characteristics of major landforms, climates, and ecosystems of Earth and the interrelated processes that produce them.
- 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)(8)
- Geografía. El estudiante comprende cómo las personas, los lugares y el medio ambientes están interconectados y son interdependientes.
- 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.
117.302, Art, Level I
- 117.302(c)(3)
- Historical and cultural relevance. The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures.
- 117.302(c)(4)
- Critical evaluation and response. The student responds to and analyzes the artworks of self and others, contributing to the development of the lifelong skills of making informed judgments and reasoned evaluations.
117.303, Art, Level II
- 117.303(c)(3)
- Historical and cultural relevance. The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures.
- 117.303(c)(4)
- Critical evaluation and response. The student responds to and analyzes the artworks of self and others, contributing to the development of the lifelong skills of making informed judgments and reasoned evaluations.
117.306, Dance, Level I
- 117.306(c)(4)
- Historical and cultural relevance. The student demonstrates an understanding of cultural, historical, and artistic diversity.
- 117.306(c)(5)
- Critical evaluation and response. The student makes informed personal judgments about dance and the meaning and role of dance in society.
117.307, Dance, Level II
- 117.307(c)(4)
- Historical and cultural relevance. The student demonstrates an understanding of cultural, historical, and artistic diversity.
- 117.307(c)(5)
- Critical evaluation and response. The student makes informed personal judgments about dance and the meaning and role of dance in society.
117.310, Music, Level I
- 117.310(c)(5)
- Historical and cultural relevance. The student relates music to history, culture, and the world.
- 117.310(c)(6)
- Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings.
117.311, Music, Level II
- 117.311(c)(5)
- Historical and cultural relevance. The student relates music to history, culture, and the world.
- 117.311(c)(6)
- Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings.
117.315, Theatre, Level I
- 117.315(c)(4)
- Relevancia histórica y cultural. El estudiante relaciona el teatro con la historia, la sociedad y la cultura.
- 117.315(c)(5)
- Evaluación y respuesta crítica. El estudiante responde a y evalúa el teatro y las representaciones teatrales
117.316, Theatre, Level II
- 117.316(c)(4)
- Relevancia histórica y cultural. El estudiante relaciona el teatro con la historia, la sociedad y la cultura.
- 117.316(c)(5)
- Evaluación y respuesta crítica. El estudiante responde a y evalúa el teatro y las representaciones teatrales
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.C.1
- Collaborate on joint projects.
- 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.V.C.1
- Recognize patterns of change.
- S.V.E.1
- Use models to make predictions.
Social Studies:
- 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.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.5
- Explain the concepts of socioeconomic status and stratification.
- 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.A.6
- Identify and analyze the author’s use of rhetorical and literary devices to create meaning and affect the reader.
- ELA.II.A.7
- Compare and analyze how features of genre are used across texts.
- 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.4
- Make evidence-based inferences about a text’s meaning, intent, and values.
- ELA.II.A.1
- Use effective reading strategies to determine a written work’s purpose and intended audience.
- ELA.II.A.2
- Use text features to form an overview of content and to locate information.
- ELA.II.A.3
- Identify explicit and implicit textual information including main ideas and author’s purpose.
- ELA.II.C.3
- Examine the influence of myths, oral traditions, and Classical literature on subsequent works over time.
- ELA.II.D.2
- Recognize the potential of diverse texts to cultivate empathy.
- ELA.II.D.1
- Make text-to-self, text-to-text, and text-to-world connections.
- ELA.II.C.2
- Analyze the relationships between works of literature and the historical periods and cultural contexts in which they were written.
- ELA.II.B.1
- Identify new words and concepts acquired through study of their relationships to other words and concepts.
- ELA.II.B.2
- Apply knowledge of roots and affixes to infer the meanings of new words.
- ELA.III.A.5
- Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
- ELA.III.A.4
- Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
- 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.III.A.3
- Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
- 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.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.V.B.4
- Describe patterns and departure from patterns in the study data.
- M.VII.A.1
- Analyze given information.
- M.VII.B.1
- Use proportional reasoning to solve problems that require fractions, ratios, percentages, decimals, and proportions in a variety of contexts using multiple representations.
Esta unidad puede abordar los siguientes estándares de Texas College and Career Readiness.
Science:
- S.I.A.1
- Utiliza el escepticismo, la lógica y la ética profesional en las ciencias.
- S.I.C.1
- Colabora en proyectos conjuntos.
- S.III.C.1
- Prepara y presenta información científica/técnica en formatos apropiados para varios públicos.
- S.III.D.1
- Usa de manera efectiva motores de búsqueda, bases de datos y otras herramientas digitales para localizar información.
- S.III.D.2
- Evalúa la calidad, exactitud, integridad, confiabilidad y actualidad de la información de cualquier fuente.
- S.V.C.1
- Reconoce patrones de cambio.
- S.V.E.1
- Usa modelos para hacer predicciones.
Social Studies:
- SS.I.A.2
- Analiza la interacción entre las comunidades humanas y el medio ambiente.
- SS.I.A.3
- Analiza cómo los procesos físicos y culturales han configurado las comunidades humanas a través del tiempo.
- SS.I.A.4
- Evalúa las causas y efectos de los patrones de migración humana a través del tiempo.
- SS.I.A.5
- Analiza cómo han cambiado varias regiones culturales a lo largo del tiempo.
- SS.I.A.6
- Analiza la relación entre la geografía y el desarrollo de las comunidades humanas.
- SS.I.B.2
- Identifica y evalúa las fuentes y patrones de cambio y continuidad a través del tiempo y del espacio.
- SS.I.B.3
- Analiza las causas y efectos de los principales cambios políticos, económicos y sociales en la historia de Estados Unidos y el mundo.
- SS.I.C.1
- Evaluar diferentes sistemas y funciones de gobierno.
- SS.I.C.2
- Evalúa los cambios en las funciones y estructuras de gobierno a través del tiempo.
- SS.I.E.1
- Identifica diversos grupos sociales y examina cómo se forman y cómo y por qué se sostienen a sí mismos.
- SS.I.E.2
- Define el concepto de socialización y analiza el papel que juega la socialización en el desarrollo y la conducta humana.
- SS.I.E.3
- Analiza cómo las instituciones sociales (p. ej., matrimonio, familia, iglesia, escuela) funcionan y satisfacen las necesidades de la sociedad.
- SS.I.E.4
- Identifica y evalúa los orígenes y consecuencias del conflicto social.
- SS.I.F.1
- Usa una variedad de herramientas analíticas y de investigación para explorar exhaustiva e imparcialmente preguntas o temas.
- SS.I.F.2
- Analiza temas éticos en contextos históricos, culturales y sociales.
- SS.II.A.1
- Define una “sociedad multicultural” y considera tanto las cualidades positivas como las negativas del multiculturalismo.
- SS.II.A.2
- Evalúa las experiencias y contribuciones de los diversos grupos a las sociedades multiculturales.
- SS.II.B.1
- Explica y evalúa los conceptos de raza, origen étnico y nacionalismo.
- SS.II.B.2
- Explica y evalúa los conceptos de género.
- SS.II.B.3
- Analiza diversos conceptos religiosos, estructuras e instituciones en todo el mundo.
- SS.II.B.4
- Evalúa cómo conceptos filosóficos e intelectuales importantes han influido en la conducta humana o en la identidad.
- SS.II.B.5
- Explica los conceptos de posición socioeconómica y estratificación.
- SS.II.B.6
- Analiza cómo se establece la identidad individual y grupal y cómo cambian con el tiempo.
- SS.III.A.1
- Distingue patrones espaciales de comunidades humanas que existen dentro de los límites políticos contemporáneos o entre ellos.
- SS.III.A.2
- Relaciona el desarrollo regional o local con el global.
- SS.III.A.3
- Analiza cómo y por qué diversas comunidades interactúan y se hacen interdependientes.
- SS.III.B.1
- Aplica las metodologías de las ciencias sociales para comparar sociedades y culturas.
- SS.IV.A.1
- Identifica y analiza las ideas principales y los puntos de vista en las fuentes.
- SS.IV.A.2
- Ubica una fuente informativa en su contexto apropiado.
- SS.IV.A.3
- Evalúa fuentes desde múltiples perspectivas.
- SS.IV.A.4
- Entiende las diferencias entre una fuente primaria y una secundaria y usa cada una de manera apropiada para conducir una investigación y para elaborar argumentos.
- SS.IV.A.5
- Lee críticamente textos narrativos.
- SS.IV.A.6
- Lee críticamente datos de investigación.
- SS.IV.B.1
- Usa metodologías de investigación establecidas.
- SS.IV.B.2
- Explica cómo los historiadores y otros científicos sociales desarrollan percepciones nuevas y contrapuestas de fenómenos del pasado.
- SS.IV.B.3
- Reúne, organiza y muestra los resultados de los datos y la investigación.
- SS.IV.B.4
- Identifica y reúne fuentes.
- SS.IV.C.1
- Comprende e interpreta críticamente presentaciones.
- SS.IV.D.1
- Elabora una tesis apoyada en evidencias.
- SS.IV.D.2
- Reconoce y evalúa contraargumentos.
- SS.V.A.1
- Usa técnicas apropiadas de comunicación oral según el contexto o la naturaleza de la interacción.
- SS.V.A.2
- Usa las reglas convencionales de la lengua inglesa escrita.
- SS.V.B.1
- Acredita las ideas y la información a los materiales de referencia y a los autores.
Cross-Disciplinary Standards:
- CDS.I.A.1
- Participa en el diálogo y la investigación académica.
- CDS.I.A.2
- Acepta la crítica constructiva y cambia las opiniones personales cuando la evidencia válida lo justifique.
- CDS.I.B.1
- Considera los argumentos y conclusiones propias y los de los demás.
- CDS.I.B.2
- Elabora argumentos con un razonamiento sólido para explicar fenómenos, convalida conjeturas o apoya posturas.
- CDS.I.B.3
- Reúne evidencias para apoyar argumentos, hallazgos o líneas de razonamiento.
- CDS.I.B.4
- Apoya o clarifica aseveraciones basadas en los resultados de una investigación.
- CDS.I.D.1
- Autoevalúa sus necesidades de aprendizaje y busca ayuda cuando es necesario.
- CDS.I.D.2
- Usa hábitos de estudio necesarios para cumplir metas y requisitos académicos.
- CDS.I.D.3
- Se esfuerza por ser exacto y preciso.
- CDS.I.D.4
- Persevera hasta completar y dominar las tareas.
- CDS.I.E.1
- Trabaja de forma independiente.
- CDS.I.E.2
- Trabaja de manera colaborativa.
- CDS.I.F.1
- Acredita ideas e información a las fuentes de referencia y a las personas.
- CDS.I.F.2
- Evalúa las fuentes en función de la calidad de su contenido, validez, credibilidad y relevancia.
- CDS.I.F.3
- Incluye las ideas de otros y las complejidades del debate, tema o problema.
- CDS.I.F.4
- Entiende y adopta códigos de conducta.
- CDS.II.A.1
- Usa estrategias efectivas de preparación.
- CDS.II.A.2
- Usa una variedad de estrategias para comprender el significado de palabras nuevas.
- CDS.II.A.3
- Identifica el propósito del texto y el público al que se dirige.
- CDS.II.A.4
- Identifica la información principal y los detalles de apoyo.
- CDS.II.A.5
- Analiza críticamente la información textual.
- CDS.II.A.6
- Comenta, resume, parafrasea y describe textos cuando sea apropiado.
- CDS.II.A.7
- Adapta estrategias de lectura acordes con la estructura de los textos.
- CDS.II.A.8
- Adapta estrategias de lectura acordes con la estructura de los textos.
- CDS.II.B.1
- Escribe clara y coherentemente usando las reglas convencionales de la escritura.
- CDS.II.B.2
- Escribe en una variedad de formas para varios públicos y propósitos.
- CDS.II.B.3
- Redacta y revisa borradores.
- CDS.II.C.1
- Entiende cuáles temas o preguntas deben investigarse.
- CDS.II.C.2
- Explora un tema de investigación.
- CDS.II.C.3
- Afina el tema de investigación con base en una investigación preliminar y establece un calendario para terminar el trabajo.
- CDS.II.C.4
- Evalúa la validez y confiabilidad de las fuentes.
- CDS.II.C.5
- Sintetiza y organiza la información de manera efectiva.
- CDS.II.C.6
- Diseña y presenta un producto efectivo.
- CDS.II.C.7
- Integra las referencias.
- CDS.II.C.8
- Presenta un producto final.
- CDS.II.D.1
- Identifica patrones o divergencias de los patrones entre los datos.
- CDS.II.D.2
- Usa destrezas estadísticas y probabilísticas necesarias para planear una investigación y recaba, analiza e interpreta datos.
- CDS.II.D.3
- Presenta datos analizados y comunica los hallazgos en una variedad de formatos.
- CDS.II.E.1
- Usa tecnología para reunir información.
- CDS.II.E.2
- Usa tecnología para organizar, manejar y analizar información.
- CDS.II.E.3
- Usa tecnología para comunicar y mostrar hallazgos de una manera clara y coherente.
- CDS.II.E.4
- Usa la tecnología apropiadamente.
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.A.6
- Identify and analyze the author’s use of rhetorical and literary devices to create meaning and affect the reader.
- ELA.II.A.7
- Compare and analyze how features of genre are used across texts.
- 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.4
- Make evidence-based inferences about a text’s meaning, intent, and values.
- ELA.II.A.1
- Use effective reading strategies to determine a written work’s purpose and intended audience.
- ELA.II.A.2
- Use text features to form an overview of content and to locate information.
- ELA.II.A.3
- Identify explicit and implicit textual information including main ideas and author’s purpose.
- ELA.II.C.3
- Examine the influence of myths, oral traditions, and Classical literature on subsequent works over time.
- ELA.II.D.2
- Recognize the potential of diverse texts to cultivate empathy.
- ELA.II.D.1
- Make text-to-self, text-to-text, and text-to-world connections.
- ELA.II.C.2
- Analyze the relationships between works of literature and the historical periods and cultural contexts in which they were written.
- ELA.II.B.1
- Identify new words and concepts acquired through study of their relationships to other words and concepts.
- ELA.II.B.2
- Apply knowledge of roots and affixes to infer the meanings of new words.
- ELA.III.A.5
- Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
- ELA.III.A.4
- Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
- 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.III.A.3
- Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
- 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.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.V.B.4
- Describe patterns and departure from patterns in the study data.
- M.VII.A.1
- Analyze given information.
- M.VII.B.1
- Use proportional reasoning to solve problems that require fractions, ratios, percentages, decimals, and proportions in a variety of contexts using multiple representations.