Austin ISD Advanced Planning Guide – Social Studies
©2005-2006 Austin Independent School District
Third Six Weeks
Matrix Strand
Matrix
TAKS
TEKS Knowledge and Skill
Time/Pace
#
Obj.
Student Expectation
111
History-Present relates to the past
T2*
1 week
Describe characteristics of selected contemporary societies such as Bosnia and
Northern Ireland that resulted from historical events or factors such as invasion,
conquests, colonization, immigration, and trade. (1A)
B <Gr.10,11>
T3*
116
History-Individualism and inventiveness and reform
Explain the significance of individuals from selected societies, past and present.
(2A) B
127
History-Historical groups from selected societies and their contributions
Describe the influence of…group achievement on selected historical or contemporary
societies. (2B)
B
138
608
629
T3*
History-Connection between history and international relationships
Summarize the major political, economic, and cultural developments of civilizations in China,
India, and Japan. (L)
Culture-Relationships between and among cultures
Identify and explain examples of conflict and cooperation between and among
cultures within selected societies such as Belgium, Canada, and Rwanda. (15D)
Culture-Impact of fundamental institutions and ideas on societies
Explain the impact of political boundaries that cut across culture regions. (17B)
Resources
Pre-AP 6th grade Social Studies
Suggested Student Work
Products
Geo Lab Activity 5 -Unit
5 Resources, pg. 43
Caste system journal
Students will create a
Venn diagram highlighting
the contributions to the
concept of non-violence
made by both Gandhi and
M. L. King Jr. Using the
Venn diagram, students will
write a speech on the
following topic: “Achieving
Success in Today’s World
without Using Violence” that
includes facts/quotes from
both individuals.
Reading activity – World
Literature Activity 3
Principles of Learning,
Clear Expectations:
Student-generated rubrics for
Venn diagram, journal, and
pie graph
Suggested Assessment
Geo- Quiz – Geo Quiz,
Transparency 5 – 1
Rubric, p. 38 in Performance
Assessment booklet
Rubric, p. 40 in Performance
Assessment booklet.
Graded activity sheets
Teacher created Test on South
Asia
Rubric, p. 40 in
Performance Assessment
booklet
Read and discuss
The Indus River, the Aryans,
Hinduism, & the Caste
System on p. 146-147 in
textbook. Students can
follow up the discussion by
creating brief plays that
highlight the topics to share
with the class.
Our World Today: pp. 142 – 159 (Chapter 5); appropriate ancillary materials
Teacher Notes
Vocabulary: subcontinent, monsoons, green revolution, cottage industry, prime minister,
pesticides, caste, reincarnation, cyclone, partition (use dictionary)
www.colleges.org/~village (virtual tour of a rural Indian village)
www.mkgandhi.org (life of Gandhi)
www.AskAsia.org (general information about Asian countries)
www. maps101.com (area maps and lesson plans)
India Topics: Caste System, Gandhi, Colonization
Pakistan and other South Asia countries, Hinduism, Buddhism
Indicates differentiation from the IPG. The APGs are color-coded to explain the type of differentiation used.
GREEN = Modifications addressing depth/complexity, RED = Substitutions, PURPLE = Additions
Color-coded APGs are available on the AISD GT website at: http://www.austinisd.org/academics/curriculum/gt/apg.phtml
NOTE: Many of the matrix items can be covered simultaneously
(TEKS);T=TAKS; B=Benchmark; [ ]=not tested on TAKS
L=Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade(s) and not all three grades
* TEKS Strand matches different TAKS Objective
1
Austin ISD Advanced Planning Guide – Social Studies
©2005-2006 Austin Independent School District
Third Six Weeks
Matrix Strand
Matrix
TAKS
TEKS Knowledge and Skill
Time/Pace
#
Obj.
Student Expectation
112
History-Present relates to the past
T1
5 weeks
Analyze the historical background of selected contemporary societies to evaluate
relationships between past conflicts and current conditions, such as those in
Southwest Asia and North Africa, North and South Korea, and South Africa .
(1B)
B
<Gr.10, 11>
201
214
219
223
224
Geography-Concept of location
Locate major historical and contemporary societies on maps and globes.
Pre-AP 6th grade Social Studies
Suggested Student Work
Products
Suggested Assessment
Critical Thinking Skills,
Activity 6, p. 65 – 66
“Recognizing Stereotypes”
T2
(4A)
B
Geography-Translate and analyze geographic data
Pose and answer questions about geographic distributions and patterns for selected
world regions and countries shown on maps, graphs, charts, models, and databases.
(3B)
B
T2
Geography-One area is similar to, and different from, another area
Compare selected world regions and countries using data from maps, graphs, charts,
databases, and models. (3C)
B
T2
Geography-Humans have adapted to, and modified, the physical environment
Identify and analyze ways people have adapted to the physical environment in
selected places and regions.
(7A)
B
T5*
Geography-Humans have adapted to, and modified, the physical environment
Identify and analyze ways people have modified the physical environment, such as the
Amazon River Basin, the Aswan and Three Gorges Dams, and the Nile River Valley.
(7B)
B <WG.8.G>
T5*
138
History-Connection between history and international relationships
Summarize the major political, economic, and cultural developments of civilizations in China,
India and Japan. (L)
158
History-Historical development of political issues
Identify examples of world superpowers, such as the United States, Russia, China and
Japan. (L)
222
Geography-Humans rely on natural resources
Describe and explain the physical processes that produce renewable and nonrenewable
natural resources such as fossil fuels, fertile soils, and timber. (6B)
Create physical, political
and thematic maps of
China, Mongolia, and
Taiwan
Graded Activity Sheets
Time Reports (Our World
Today, p. 174)
Create an illustrated
timeline of ancient Chinese
dynasties and their
accomplishments. Compare
this with a timeline from
another region of the world,
such as Egypt, and
formulate hypotheses
about the reasons
and/or causes for the rise
and fall of each culture and
about the impact these
cultures have on today’s
American society.
Map rubric: See p. 42 in the
Performance Assessment
Booklet.
Criteria chart for timeline.
.
History Alive: Activity 2
Designing Character
Collages of Buddha,
Confucius, and Laozi
NOTE: Many of the matrix items can be covered simultaneously
(TEKS);T=TAKS; B=Benchmark; [ ]=not tested on TAKS
L=Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade(s) and not all three grades
* TEKS Strand matches different TAKS Objective
2
Austin ISD Advanced Planning Guide – Social Studies
©2005-2006 Austin Independent School District
Third Six Weeks
Matrix Strand
Matrix
TAKS
TEKS Knowledge and Skill
Time/Pace
#
Obj.
Student Expectation
227
Geography-Location and patterns of settlement in different areas of the world
T2
5 weeks
Identify and explain the geographic factors, such as climate, land use, vegetation and
(continued)
water resources responsible for patterns of population in places and regions.
(4B)
B
314
Economics-Free enterprise system
Identify and differentiate among traditional, market, and command economics in
selected contemporary societies, including the benefits of the U.S. free enterprise
system. (8B)
B
T3
321
Economics-Problems encountered by different societies
Identify problems and issues that may arise when one or more of the factors of
production is in relatively short supply, such as overdependence on other nations or
trade deficits. (9B)
B
T3
415
Government-Comparisons between different types of governments
Compare limited and unlimited governments. (11D)
B <Gr.8.16D>
T3
403
Government-Role, selection, and responsibilities of authority figures
Identify national government officials of contemporary societies. (L)
407
Government-Structure of governments
Describe the structure and functions of different types of selected governments in different
regions of the world. (L)
511
Citizenship-Characteristics of good citizenship
Explain the importance of personal responsibilities such as accepting responsibility for one’s
behavior and supporting one’s family. (L)
Pre-AP 6th grade Social Studies
Suggested Student Work
Products
Suggested Assessment
Physical, political, thematic
maps of Japan and Korea
Rubric for map on p. 42 in
Performance Assessment
Booklet.
Our World Today, TE,
p. f193, Create a Display –
“Life in the Ring of Fire”
Rubric for display on p. 36 of
Performance Assessment
Booklet.
History Alive! China
and Japan, Activity 5 - Land
and Population: An insight
into the Effects of
Geography on Japanese
Culture
NOTE: Many of the matrix items can be covered simultaneously
(TEKS);T=TAKS; B=Benchmark; [ ]=not tested on TAKS
L=Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade(s) and not all three grades
* TEKS Strand matches different TAKS Objective
3
Austin ISD Advanced Planning Guide – Social Studies
©2005-2006 Austin Independent School District
Third Six Weeks
Matrix Strand
Matrix
TAKS
TEKS Knowledge and Skill
Time/Pace
#
Obj.
Student Expectation
611
Culture-How cultures change over time
T3*
5 weeks
Relate ways in which contemporary expressions of culture have been influenced by
(continued)
the past. (18B)
B
711
Science, Technology & Society-Impact of technology on cultural development
Explain how resources, belief systems, economic factors, and political decisions have
affected the use of technology from place to place, culture to culture, and society to
society. (20B)
B
523
Citizenship-Individual and group participation in the democratic process
Explain how opportunities for citizens to participate in and influence the political process vary
among selected contemporary societies. (13B)
605
621
622
629
T2*
Culture-How people learn about themselves
Explain the significance of religious holidays and observances such as Christmas and
Easter, Ramadan, and Yom Kippur and Rosh Hashanah in selected contemporary societies.
(19B)
Culture-Relationship between art and literature and societies
Explain the relationships that exist between societies and their architecture, art, music, and
literature. (18A)
Culture-Relationship between art and literature and societies
Describe ways in which societal issues influence creative expressions.
Culture-Impact of fundamental institutions and ideas on societies
Explain the impact of political boundaries that cut across culture regions.
(18C)
(17B)
630
Culture-Impact of fundamental institutions and ideas on societies
Identify institutions basic to all societies, including government, economic, educational, and
religious institutions. (16A)
814
Social Studies Skills-Use appropriate mathematical skills
Use appropriate mathematical skills to interpret social studies information such as maps and
graphs. (21F)
Pre-AP 6th grade Social Studies
Suggested Student Work
Products
“Three Gorges Dam” article,
Our World Today, p. 167;
“Making Connections”, 1-3
Suggested Assessment
Graded activity sheets.
Time Reports: Focus on
World Issues – “Will Good
Times Set China Free?” Our
World Today, TE, pp. 173178
“Silk Road” lesson plan
activities (see attached
lesson plan)
Test on China and Its
Neighbors, Japan and the
Koreas
History Alive!, “China
and Japan” Activity 3:
Encountering Traditions in
Modern Chinese Family Life
History Alive!, “China
and Japan” Activity 4:
Writing Journals About Life
in a Chinese Village
History Alive!, “China
and Japan” Activity7: The
Student Perspective :
Reporting on Japanese
Education
Can Korea be
Reunited? Essay or Debate
(see complete lesson
description in Teacher
Notes section, along with an
attachment at the end of the
APG document.)
Principles of
Learning,
Accountable Talk:
Critical Thinking
Activity, p. 176, Time
Reports
Student created Rubric
NOTE: Many of the matrix items can be covered simultaneously
(TEKS);T=TAKS; B=Benchmark; [ ]=not tested on TAKS
L=Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade(s) and not all three grades
* TEKS Strand matches different TAKS Objective
4
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
Our World Today: p. 160 – 207 (chapters 6 and 7)
Our World Today: Ancillary materials
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
Suggested resource: History Alive!, “China and Japan”, Activities 2, 3, 5, and 7
6 Weeks Available Resources
Men of Our Time: Gandhi (38:03)
Destiny Determined: Power and Ritual in Asia (54:00)
Stories from China: Land and People (25:00)
Landmarks of Civilization: The Great Wall of China (8:29)
Religions of the World: Buddhism (28:10)
TAKS
Obj.
Time/Pace
Pre-AP 6th grade Social Studies
Suggested Student Work
Products
Suggested Assessment
Teacher Notes
Vocabulary: fault, communist state, free enterprise system, invest, consumer goods,
“one country – two systems” pledge, dynasty, human rights, exile, pagodas, technology
industries, empire, nomads, steppes, yurts, tsunamis, archipelago, intensive cultivation, clans,
samurai, constitutional monarchy, megalopolis, dynasties, monsoon, famines
Uniting Forces & Dividing Forces
China: Basic Geography, History: Great Wall, Dynasties, Silk Road, contemporary religion,
communist government, economics, market economy
Japan: Basic Geography, History, feudalism, World War II (Pearl Harbor, atomic bomb),
contemporary religion, government, economics
Koreas and Southeast Asia: Basic Geography,
Korea: division and conflict
Southeast Asia: mainland and islands
Can Korea be Reunited?
Begin by discussing the definitions of Uniting Forces and Dividing Forces.
Students should research possible reasons for both forces using the following topics:
-Language
- History
-Religion
- Economy
-Government
- Physical Geography
-Core Area
Celebrate Freedom Week: House Bill 1776 requires that
students in the state of Texas recite and study the following text from
the Declaration of Independence during Celebrate Freedom Week, the
week of November 11:
“WE hold these Truths to be self-evident, that all Men are
created equal, that they are endowed by their Creator with certain
unalienable Rights, that among these are Life, Liberty and the Pursuit
of Happiness. That to secure these Rights, Governments are instituted
among Men, deriving their just Powers from the Consent of the
Governed . . .”
Sample lessons may be found of the following web sites:
http://www.tea.state.tx.us/ssc/whatsnew/freedom/hb1776_text.htm
http://www.texaslre.org/
Example for Language: The fact that practically everyone in France speaks the French
language ties the French people and their country together. Indonesians, however,
speak about 250 different languages and this is a factor that tends to divide the
Indonesian people. (adapted from Geography for Life Activities, Holt, Rinehart and Winston.)
Students can work in groups to fill in the information data chart on North and South
Korea (see attachment). This information can be found using the textbook, the
internet, and other reference materials.
Once the data is complete, students can write an essay or a debate explaining their
decision fully, “Can Korea be Reunited?”
NOTE: Many of the matrix items can be covered simultaneously
(TEKS);T=TAKS; B=Benchmark; [ ]=not tested on TAKS
L=Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade(s) and not all three grades
* TEKS Strand matches different TAKS Objective
5