Skip to content Skip to footer
TPSP logo
TPSP logo

Rites of Passage

Grade 7, Social Studies

Print Task
Share via Email Share via Twitter Share via Facebook Share via Pinterest

Description of Unit

Students will choose a Texas Native American or immigrant group and study that group’s rites of passage. They will compare and contrast those rites of passage with their own contemporary experiences. Then students will look at rites of passage across generations within their own families from sources including an interview. In their final products, they will predict how rites of passage will be different 100 years from now.

This guide links the Rites of Passage unit to the Texas Essential Knowledge and Skills (TEKS) for seventh graders. Rites of Passage is an English Language Arts/Social Studies unit that allows students to explore rites of passage in their own culture and in other cultures. Rites of Passage also teaches students skills in other subject areas. For example, students will understand how physical and social environmental factors can influence individual and community health, as required by the Health Education TEKS. The following document includes the applicable TEKS and the details of the Rites of Passage 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

  1. Define the term “rite of passage.” You may wish to use the following questions to introduce the topic to students:
    • What rites of passage are you familiar with?
    • Why are rites of passage important?
    • What have they meant historically?
    • What do they mean in contemporary times?
    • How are rites of passage different across cultural groups? How are they similar?
  2. Choose a Texas Native American group or a group that immigrated to Texas from another country. Some examples are Germans, Italians, Latin Americans, Swedes, Czechs, Africans, Chinese. You may wish to use a group that students have studied in social studies.
  3. Explore the rites of passage and significant cultural experiences for the group, using a variety of primary and secondary sources, including one biography.
  4. Go to a museum or cultural center—either in person or online. You may wish to use a historical fictional account as a way to learn about the group's culture.
  5. Use a Venn diagram to compare and contrast the group’s rites of passage with contemporary rites of passage that students have gone through or will go through. You may wish to have students present findings in a paper or other format.
  6. Have a group discussion about similarities and differences of rites of passage across cultures and time.

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Each student should identify a rite of passage that is celebrated in their family or culture.
  2.  Asking guiding questions. Once the student has selected a rite of passage, he/she should form guiding questions to learn about the historical context of the rite of passage.
    • How has the rite of passage changed over time?
    • How did the rite of passage differ for different generations in your family?
    • What societal or historical characteristics shape the rite of passage? How did it get started?
    • Does everybody go through that rite of passage? Who is affected, and who is not?
    • Is the rite of passage unique to your family? Your culture?
    • How will a person's life change once they go through the rite of passage?
    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. Each student should think of guiding questions about the rite of passage that will lead him/her to form research-based opinions. Each student should also develop a hypothesis or some possible answers to the questions.
  3. Developing and submitting a research proposal. The student should include numerous components in the research proposal:
    • The rite of passage he/she will study
    • The five guiding questions he/she will investigate, as well as hypothetical answers to those questions
    • Resources he/she will need to find answers to questions, such as primary and secondary sources, correspondence with experts on the subject, etc.

  4. Conducting the research. After you have 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 log, note cards, or resource process sheets of all the sources and what he/she has learned from each one.

    As part of the research process, the student should conduct an interview with a person from at least one other generation. This person can be somebody from the student’s family or another person who is familiar with the chosen rite of passage.

  5. Developing conclusions. Based on the research, each student should develop a theory about what the rite of passage looked like in the past and what it will look like in the future. The student should consider the following questions:
    • What did the rite of passage look like 10 years ago, 50 years ago, and 100 years ago?
    • What will the rite of passage be like in 10 years, 50 years, and 100 years?
    • What would the rite of passage look like if it were celebrated in another country or by another culture?
    • How would the rite of passage be different from and similar to your experience?

B. The product

The student will show what he/she has learned through one of the following products:

  1. A museum exhibit. The student should create a museum exhibit that shows what the rite of passage looked like in the past, what it looks like for the student in the present, and what it will look like in the future (based on the student’s theory). It should include artifacts, timeline, and other relevant visuals.
  2. A personal journal. The student should create a personal journal as if he/she were 100 years in the past. What are some of the major personal events that he/she would have gone through? The student should include descriptions of and artifacts from major personal events.

C. Communication

The student will communicate what he/she has learned in one of the following ways:

  1. For the museum exhibit, the student should give a docent talk that highlights major predictions. The talk should include unscripted questions from the audience.
  2. For the journal, the student should take on the persona of somebody from the past and talk about the major rites of passage in his/her life. The talk should include unscripted questions from the audience.

D. A complete project contains:

  1. A research proposal, including guiding questions and answers
  2. A research log, notes, or resource process sheets
  3. A transcript of the interview
  4. The product—the museum exhibit or personal journal
  5. A Works Cited Page
  6. A videotape or audiotape of the student’s talk, including the unscripted Q&A session

This unit may address the following TEKS.

111.27, Mathematics, Grade 7

111.27(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.

113.19, Social Studies, Grade 7

113.19(b)(1)
History. The student understands traditional historical points of reference in Texas history.
113.19(b)(4)
History. The student understands how individuals, events, and issues shaped the history of the Republic of Texas and early Texas statehood.
113.19(b)(5)
History. The student understands how events and issues shaped the history of Texas during the Civil War and Reconstruction.
113.19(b)(6)
History. The student understands how individuals, events, and issues shaped the history of Texas from Reconstruction through the beginning of the 20th century.
113.19(b)(7)
History. The student understands how individuals, events, and issues shaped the history of Texas during the 20th and early 21st centuries.
113.19(b)(9)
Geography. The student understands the location and characteristics of places and regions of Texas.
113.19(b)(11)
Geography. The student understands the characteristics, distribution, and migration of population in Texas in the 19th, 20th, and 21st centuries.
113.19(b)(19)
Culture. The student understands the concept of diversity within unity in Texas.
113.19(b)(21)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology.
113.19(b)(22)
Social studies skills. The student communicates in written, oral, and visual forms.
113.19(b)(23)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

115.27., Health Education, Grades 7-8, Adopted 2020

115.27(b)(2)
Physical health and hygiene--personal health and hygiene. The student understands health literacy, preventative health behaviors, and how to access and evaluate health care information to make informed decisions. The student is expected to:
115.27(b)(3)
Mental health and wellness--social and emotional health. The student identifies and applies strategies to develop socio-emotional health, self-regulation, and healthy relationships. The student is expected to:
115.27(b)(3)(D)
demonstrate perspective-taking and communication skills for building and maintaining healthy relationships and determining when and how to end unhealthy relationships;
115.27(b)(3)(E)
analyze similarities and differences between one's own and others' perspectives;
115.27(b)(3)(F)
practice conflict resolution and mediation skills.
115.27(b)(12)
Injury and violence prevention and safety--healthy home, school, and community climate. The student understands that individual actions and awareness can impact safety, community, and environment. The student is expected to:

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.5
 Analyze how various cultural regions have changed over time.
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.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.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
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.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.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.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.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.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.7
Compare and analyze how features of genre are used across texts.
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.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.B.2
Apply knowledge of roots and affixes to infer the meanings of new words.
ELA.II.B.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.II.D.1
Make text-to-self, text-to-text, and text-to-world connections.
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.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.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.IV.A.2
Listen critically and respond appropriately.
ELA.IV.A
Apply listening skills in a variety of settings and contexts.
ELA.V.C
Design and produce an effective product.
ELA.V.C.1
Integrate and organize material effectively.
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.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.

Mathematics:

M.V.A.1
Formulate a statistical question, plan an investigation, and collect data.
M.V.B.4
Describe patterns and departure from patterns in the study data.
M.V.B.2
Construct appropriate visual representations of data.
M.V.B.1
Classify types of data.
M.VII.A.1
Analyze given information.
Back to top.