Texas TEKS 6.17

6.17 is a TEKS knowledge and skills statement. These are the student expectations under it.

• 6.17.A

  explain the relationship among religious ideas, philosophical ideas, and cultures

• 6.17.B

  explain the significance of religious holidays and observances such as Christmas, Easter, Ramadan, the annual hajj, Yom Kippur, Rosh Hashanah, Diwali, and Vaisa...

01

What Students Need to Do

Students connect beliefs and philosophical ideas to customs, values, art, laws, and daily routines. They explain what selected observances mean to followers and how those observances shape contemporary communities. They compare examples while recognizing differences within each group.

02

What Mastery Looks Like

A student can trace an idea into a cultural practice, such as charity during Ramadan or reflection on Yom Kippur. The student distinguishes major observances, identifies their purposes, and describes effects on family or public life. Explanations use evidence and avoid claiming that every follower practices identically.

03

Common Misconceptions

Students may treat every observance as a festive holiday or assume all followers celebrate in the same way. They often confuse Ramadan with the hajj, or Rosh Hashanah with Yom Kippur. They may identify Diwali as exclusively Hindu or miss the Sikh significance of Vaisakhi.

04

How to Assess It

Give this exit ticket: Choose Ramadan, Yom Kippur, Diwali, or Vaisakhi. Name one central meaning, one related practice, and one effect on life in a contemporary society.

1. 01

   Have groups sort cards labeled belief, observance, practice, and community effect, then build and explain accurate four-card chains.

2. 02

   Students write how one observance expresses beliefs and shapes family, school, or community routines, using two named examples.

3. 03

   Run a matching relay with observance, religion, meaning, practice, and calendar cards, then review matches that could have more than one answer.

4. 04

   Compare school calendars and workplace accommodation notices, then identify how religious observances influence schedules without assuming everyone participates.

• 6.15

  The student understands relationships that exist among world cultures

• 6.13

  The student understands the similarities and differences within and among cultures in various world societies

• 8.25

  Culture. The student understands the impact of religion on the American way of life. The student is expected to: