Austin ISD Instructional Planning Guide – Social Studies
©2009-2010 Austin Independent School District
Fourth Nine Weeks
Matrix Strand
Matrix
TAKS
TEKS Knowledge and Skill
Time/Pace
#
Obj.
Student Expectation
Fifth Grade
Suggested Student Work
Products
Suggested Assessment
Twentieth Century
102
History-The concept of time
Create and interpret timelines. (L)
T5*
103
History-Periods, eras, and points of reference
Identify the major eras in U.S. history and apply absolute and relative chronology
through the sequencing of significant time periods. (L) B <Gr.8,11>
T1
108
History-Sequence events in history
Apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods. (L) B
T1
History-Notable individuals
Identify the accomplishments of notable individuals such as Carrie Chapman Catt,
Dwight Eisenhower, Martin Luther King, Jr., Rosa Parks, Colin Powell, and Franklin D.
Roosevelt who have made contributions to society in the areas of civil rights, women’s
rights, military actions and politics. (5B) B
T3*
124
History-Figures contribute to society in the area of civil and equal rights
Identify the accomplishments of notable individuals such as Carrie Chapman Catt,
Dwight Eisenhower, Martin Luther King, Jr., Rosa Parks, Colin Powell, and Franklin D.
Roosevelt who have made contributions to society in the areas of civil rights, women’s
rights, military actions and politics. (5B) B
T3*
129
History-Events that shape history
Analyze various issues and events of the 20th century such as urbanization,
industrialization, increased use of oil and gas, world wars, and the Great Depression.
(5A) B
T1
163
History-Historical development of the civil rights movement
Explain the reasons for and rights provided by the 13th, 14th, and 15th amendments to
the U.S. Constitution. (4E) B <Gr.11>
T4*
214
Geography-Translate and analyze geographic data
Translate geographic data into a variety of formats such as raw data to graphs and
maps. (6B) B
T2
218
Geography-Concept of regions
Describe a variety of regions in the United States such as political, population, and
economic regions that result from patterns of human activity. (7A) B
T2
115
1 Week
B
NOTE: Many of the matrix items can be covered simultaneously
TEKS = (##); Local Objective = (L); Benchmark = B; TAKS = T
L=Local Expectations; Italics = Local Specificity
<>TAKS support for specific grade(s) and not all three grades
* TELS Strands matches different TAKS Objective
Living in the
Twentieth Century
and Twenty-First
Century
Preview:
What do you think has been
the most important event,
person, or invention of the
20th century? Why?
(students answer in
Interactive Student
Notebook)
Create a criteria chart and
rubrics for Living in the
Twentieth and Twenty-First
Century (see 5th Grade site for
project overview)
Harcourt Horizons: TAKS For
Reading and Writing with
Social Studies content.
Either individually or in small
groups, students create
movies (slideshows) to
show what they learn (In
Unit 7) about living in the
twentieth century.
Start the Unit Project
Have the class create
newspaper about the 20th
century. As you read the
unit have the students make
a list of key people, places
and events. Then have the
students determine from the
list which people, places
and events they want to
feature in their newspaper.
Parts of the newspaper
could include:

Feature articles

Front page
articles

Sports articles

Business articles

Editorial cartoons
Teacher and student created
rubric for elements of a
newspaper.
Students can use a graphic
organizer like the one
illustrated on p. 521TE to help
them organize the layout of
their newspaper
1
Austin ISD Instructional Planning Guide – Social Studies
©2009-2010 Austin Independent School District
Fourth Nine Weeks
Matrix Strand
Matrix
TAKS
TEKS Knowledge and Skill
Time/Pace
#
Obj.
Student Expectation
Fifth Grade
Suggested Student Work
Products
Suggested Assessment
Twentieth Century
219
Geography-How one area is similar to, and different from, another area
Compare places and regions of the United States in terms of physical and human
characteristics. (L) B
T2
220
Geography-Physical environment affects and interacts with the human environment
Explain the geographic factors such as climate, land use, vegetation, and water
sources that influence patterns of settlement and the distribution of population in the
United States, past and present. (8D) B
T2
223
Geography-How humans have adapted to, and modified, the physical environment
Analyze the consequences of human modification of the environment in the United
States, past and present, such as farming and the Dust Bowl as well as the effects of
deforestation and industrialization. (9C) B
T5*
224
Geography-How humans have adapted to, and modified, the physical environment
Describe ways people have adapted to and modified their environment in the United
States, past and present. (9A) B <WG8G>
T5*
225
Geography-How humans have adapted to, and modified, the physical environment
Identify reasons people have adapted to and modified their environment in the United
States, past and present, such as the use of human resources to meet basic needs.
(9B) B
T5*
230
Geography-How population is distributed
Analyze the location of cities in the United States, including capital cities, and explain
their distribution of population in the United States, past and present. (8C)
B
T2
335
Economics-Geographic and historic factors that influence a society’s economy
Analyze the effects of immigration, migration, and limited resources on the economic
development and growth of the United States. (14C) B
T3
338
Economics-Technology, transportation and communication influence a society’s
economy
Analyze how developments in transportation and communication have influenced
economic activities in the United States. (14E) B <Gr.8.28B>
T3
512
Citizenship-Characteristics of good citizenship
Identify significant individuals such as Cesar Chavez and Benjamin Franklin who
modeled active participation in the democratic process. (19C) B
T3*
2 Weeks
NOTE: Many of the matrix items can be covered simultaneously
TEKS = (##); Local Objective = (L); Benchmark = B; TAKS = T
L=Local Expectations; Italics = Local Specificity
<>TAKS support for specific grade(s) and not all three grades
* TELS Strands matches different TAKS Objective
Learning Extension: Activity
Book, p 136
Students will create a poster
encouraging people to
support women’s suffrage.
They should develop their
own slogans. Remind them
that rhymes are common in
slogans. Posters will be
discussed and displayed.
Performance: Have students
deliver a speech by imagine
that they are taking part in
the first Labor Day parade.
They should write a speech
about why people should
participate in this national
celebration. TE p. 536
Performance Assessment
Guidelines: Speeches should
be well written and clearly
spoken with convincing
reasons for people to celebrate
Labor Day. (TE p. 536)
2
Austin ISD Instructional Planning Guide – Social Studies
©2009-2010 Austin Independent School District
Fourth Nine Weeks
Matrix Strand
Matrix
TAKS
TEKS Knowledge and Skill
Time/Pace
#
Obj.
Student Expectation
Fifth Grade
Suggested Student Work
Products
Suggested Assessment
Twentieth Century
519
Citizenship-Fundamental rights in a constitutional government
Describe important individual rights including freedom of religion, speech and press
and the right to assemble and petition the government. (21B) B
T4*
616
Culture-Individuals and groups shape a society’s culture
Identify the political, social, and economic contributions of women to American
society. (L) B
T3*
618
Culture-Individuals and groups shape a society’s culture
Evaluate the impact of reform movements including public education, temperance,
women’s rights, [prison reform, and care of the disabled.] (L) B
T3*
619
Culture-Contributions and effects of ethnic and racial groups
Summarize the contributions of people of selected racial, ethnic, and religious groups
to our national identity. (23C)
B
T3*
702
Science, Technology & Society-How technology has affected daily lives
Describe how scientific ideas influenced technological developments during different
periods in U.S. history. (L) B
T3*
707
Science, Technology & Society-Impact of technology on the economic development
Identify how scientific discoveries and technological innovations such as the
transcontinental railroad, the discovery of oil, and the rapid growth of technology
industries have advanced the economic development of the United States. (24B) B
T3*
708
Science, Technology & Society-Impact of technology on the economic development
Analyze how technological innovations changed the way goods were manufactured
and marketed, nationally [and internationally.] (L) B
T3*
711
Science, Technology & Society-Impact of technology on cultural development
Explain how scientific discoveries and technological innovations in the fields of
medicine, communication, and transportation have benefited individuals and society
in the United States. (24C) B
T2*
715
Science, Technology & Society-Technology and human modifications on the physical
environment
Analyze environmental changes brought about by scientific discoveries and
technological innovations such as air conditioning and fertilizers. (24D) B
T2*
807
Social Studies Skills-Organize and interpret information
Organize and interpret information in outlines, reports, databases, and visuals
including graphs, charts, timelines, and maps. (25C) B
T5
2 Weeks
(continued)
Rubric for elements of a
timeline
Simulation: Divide the class
into two groups with one
group representing the
United States and the other
group representing the other
Allied Powers. Give
students time to prepared
and then simulate a debate
that might have taken place
between the countries at the
peace talks in Paris. Design
score sheets or note sheets
for any audience members
to score “points” for each
side as determine at the end
which side made the
strongest case in the
debate.
Scoring guide for debates.
Social Studies EOY Benchmark
NOTE: Many of the matrix items can be covered simultaneously
TEKS = (##); Local Objective = (L); Benchmark = B; TAKS = T
L=Local Expectations; Italics = Local Specificity
<>TAKS support for specific grade(s) and not all three grades
* TELS Strands matches different TAKS Objective
The Great War: Have
students divided into small
groups. Each group will
make a timeline of the main
events of WWI. Have the
groups share and discuss
their completed timelines.
Students in Grades 4-7 and World Geography
will take the End of the Year Benchmark in
Social Studies. Testing will be from April 28 to
May 23, 2007. The deadline for scanning all
information will be May 23, 2007.
3
Austin ISD Instructional Planning Guide – Social Studies
©2009-2010 Austin Independent School District
Fourth Nine Weeks
Matrix Strand
Matrix
TAKS
TEKS Knowledge and Skill
Time/Pace
#
Obj.
Student Expectation
Fifth Grade
Suggested Student Work
Products
Suggested Assessment
Twentieth Century
818
Social Studies Skills-Identify and support different historic points of view
Identify different points of view about an issue or topic. (25D) B
T5
823
Social Studies Skills-Apply critical thinking skills to gather and analyze social studies
information
Analyze information by sequencing, categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the main ideas, summarizing, making
generalizations and predictions, and drawing references and conclusions. (25B) B
T5
304
Economics-Concept of how people earn a living
Analyze how people in different parts of the United States earn a living, past and present.
(14A)
315
Economics-Free enterprise system
Describe how the free enterprise system works in the United States. (12B)
316
Economics-Free enterprise system
Give examples of the benefits of the free enterprise system in the United States. (12C)
336
Economics-Political factors influence a society’s economy
Explain the impact of American ideas about progress and equality of opportunity on the
economic development and growth of the United States. (14F)
525
Citizenship-Individual and group participation in the democratic process
Explain how to contact elected and appointed leaders in the national government. (19D)
528
Citizenship-Different points of view in a democratic society
Express and defend a point of view on an issue of historical or contemporary interest in the
United States. (L)
603
Culture-How people and cultures are similar to, and different
Identify the similarities and differences within and among selected racial, ethnic, and religious
groups in the United States. (23A)
621
Culture-Relationship between art and literature and the societies
Identify significant examples of art, music, and literature from various periods in U.S. history.
(22A)
622
Culture-Relationship between art and literature and the societies
Explain how examples of art, music, and literature reflect the times during which they were
created. (22B)
2 Weeks
(continued)
NOTE: Many of the matrix items can be covered simultaneously
TEKS = (##); Local Objective = (L); Benchmark = B; TAKS = T
L=Local Expectations; Italics = Local Specificity
<>TAKS support for specific grade(s) and not all three grades
* TELS Strands matches different TAKS Objective
Read a Biography: (Wax
Museum presentation)
Encourage students to
choose from this lesson a
famous figure of the 1920s,
such as Charles Lindbergh,
Clarence Birdseye, Henry
ford, the Wright brothers,
George Washington Carver,
Duke Ellington, Louis
Armstrong, Langston
Hughes, Frank Lloyd Wright,
Georgia O’ Keefe, or Charlie
Chaplin. Have each student
write a brief summary about
the person they read about.
Next have the students
present their person to the
class in the format of a “Wax
Museum”. Students should
come dressed in costume
as if they were the person
they read about and they
should include appropriate
props. They will present
their person in the format of
a “classroom wax museum”.
Students will strike poses
acting like they are the
person they read about.
There will be an imaginary
button that when pushed the
student will begin speaking
as if they were their person.
They can use their summary
to help them tell the story of
their person’s life.
Rubrics for :
Written summary
Presentation and costume
4
Austin ISD Instructional Planning Guide – Social Studies
©2009-2010 Austin Independent School District
Fourth Nine Weeks
Matrix Strand
Matrix
TAKS
TEKS Knowledge and Skill
Time/Pace
#
Obj.
Student Expectation
Fifth Grade
Suggested Student Work
Products
Suggested Assessment
Twentieth Century
701
Science, Technology & Society-How technology has affected daily lives
Predict how future scientific discoveries and technological innovations could affect life in the
United States. (24E)
705
Science, Technology & Society-Individuals have created or invented technology
Describe the contributions of famous inventors and scientists such as Neil Armstrong, John J.
Audobon, Benjamin Banneker, Clarence Birdseye, George Washington Carver, Thomas
Edison, and Carl Sagan. (24A)
801
Social Studies Skills-Use social studies terminology
Use social studies terminology correctly. (26A)
802
Social Studies Skills-Use social studies terminology
Use geographic terminology correctly. (L)
803
Social Studies Skills-Use standard grammar
Use standard grammar, spelling, sentence structure, and punctuation. (26E)
805
Social Studies Skills-Interpret and use sources of evidence
Use various parts of a source, including the table of contents, glossary, and index, as well as
keyword computer searches, to locate information. (L)
806
Social Studies Skills-Interpret and use sources of evidence
Use the process of historical inquiry to research, interpret, and use multiple sources of
evidence. (L)
808
Social Studies Skills-Obtain information using a variety of oral sources
Obtain information about a topic using a variety of oral sources such as conversations,
interviews and music. (L)
809
Social Studies Skills-Obtain information using a variety of visual resources
Obtain information, including historical and geographic data about using a variety or print,
oral, visual and computer sources. (L)
810
Social Studies Skills-Transfer information from one medium to another
Transfer information from one medium to another, including written or visual and statistical to
written or visual, using computer software as appropriate. (L)
811
Social Studies Skills-Create visual and written materials
Create written and visual material such as journal entries, reports, graphic organizers,
outlines, and bibliographies. (26D)
2 Weeks
(continued)
NOTE: Many of the matrix items can be covered simultaneously
TEKS = (##); Local Objective = (L); Benchmark = B; TAKS = T
L=Local Expectations; Italics = Local Specificity
<>TAKS support for specific grade(s) and not all three grades
* TELS Strands matches different TAKS Objective
News Writing: Students will
imagine that they are radio
reporters in 1927. At 10:22
p.m. on May 21, 1927, they
hear that Charles Lindbergh
has landed in Paris,
completing the first solo
flight across the Atlantic
Ocean. Ask students to
write their broadcasts of the
event, describing
Lindbergh’s arrival in Paris,
the crowd’s reaction, and
possibly an interview with
Lindbergh. Students can
present their broadcasts to
the class as if “they were
there”, or they could record
their broadcasts and then
play them for the class.
Teacher Rubrics for:

written portion of the
broadcast

oral performance of
the broadcast
After studying the “Good
times and Hard Times”,
students will compare life in
the 1920s to life in the
1930s. Students will divide
into small groups and create
T-charts listing differences
between the two.
Student and Teacher created
criteria chart that lists
components of “quality”
compare/contrast T-charts
Compose a story: Ask
students to imagine that
they were successful
bankers who lost all of their
money in the stock market
crash of 1929. Ask the to
write short stories about
what they did after they lost
all of their money. Stories
can be shared with the
class.
Written work rubric.
5
Austin ISD Instructional Planning Guide – Social Studies
©2009-2010 Austin Independent School District
Fourth Nine Weeks
Matrix Strand
Matrix
TAKS
TEKS Knowledge and Skill
Time/Pace
#
Obj.
Student Expectation
Fifth Grade
Suggested Student Work
Products
Suggested Assessment
Twentieth Century
814
Social Studies Skills-Use appropriate mathematical skills
Use appropriate mathematical skills to interpret social studies information such as maps and
graphs. (25F)
819
Social Studies Skills-Identify and support different historic points of view
Identify the elements of frame of reference that influenced the participants in an event. (25E)
824
Social Studies Skills-Identify and interpret main ideas
Incorporate main and supporting ideas in verbal and written communication. (26B)
825
Social Studies Skills-Apply critical thinking skills to identify a social studies problem
Use a problem-solving process to identify a problem, gather information, list and consider
options, consider advantages and disadvantages, choose and implement a solution, and
evaluate the effectiveness of the solution. (27A)
828
Social Studies Skills-How to work with other students
Plan, organize and complete a group research project. (L)
829
Social Studies Skills-How to evaluate social studies data
Use historical, geographic, and statistical information from a variety of sources to answer
questions and make inferences about relationships in social studies. (L)
2 Weeks
Austin Past and Present:
Integration in Austin
Austin Past and Present is a multimedia digital program that explores the history of Austin from its geological
formation to its current urban setting. Austin Past and Present explores Austin in over 300 multimedia stories and is
the first comprehensive, interactive exploration of Austin’s history. Copies of the Austin Past and Present curriculum
are available on campus libraries, and the multimedia project can be accessed from your school’s server.
Recommended Activity:
Students will use the East Austin Geo-Tour section of the Austin Past and Present program to learn about Old
Anderson High School and the impact that desegregation had on this campus and the East Austin community. Using
the images from this part of the program and the Austin American Statesman article on student reactions to the closing
of Old Anderson High School, students will play the roles of Anderson students and answer questions regarding the
closing of their high school. Refer to the curriculum materials for a more detailed lesson plan on this activity.
Lesson plans developed by Carol Belmont, Odom Elementary, and Emily Foley, Blackshear Elementary.
NOTE: Many of the matrix items can be covered simultaneously
TEKS = (##); Local Objective = (L); Benchmark = B; TAKS = T
L=Local Expectations; Italics = Local Specificity
<>TAKS support for specific grade(s) and not all three grades
* TELS Strands matches different TAKS Objective
Performance: Write a News
Story
Have students imagine they
are a newspaper reporter in
1933. They have just
interviewed President
Roosevelt. Have them write a
news story about Roosevelt’s
plans to end the Great
Depression. They can read or
present their news story to the
class. Students might want to
include photographs depicting
the Great Depression
Teacher created rubrics for
performance assessment and
written component.
Guidelines for news stories
should include:

it should be well written

it should contain facts
about Roosevelt’s plan to
end the Great Depression
(TE p. 549)
World War II Illustrated
Timeline
Civil Rights Poster:
Ask students to imagine that
they are working for civil rights
in the 1950s. They should
draw a poster supporting the
end of school segregation or
the bus boycott in Alabama.
They will present their posters
to the class.
Multiple Intelligence Activity:
Review the key events of the
20th century that you have
studied. Think about the ways
in which these events have
had an effect on your life
today. In your interactive
notebook, create a cartoon
strip of four boxes showing
how these events have
impacted your life.
Rubric for visual displays
created by teacher.
Rubric for Multiple Intelligence
Activity:
Each cartoon should:

Have an appropriate
title.

Show four ways that
your life has been
affected by four of
the key events of the
20th century.

Include voice and
thought bubbles.
6
Austin ISD Instructional Planning Guide – Social Studies
©2009-2010 Austin Independent School District
Fourth Nine Weeks
Matrix Strand
Matrix
TAKS
TEKS Knowledge and Skill
Time/Pace
#
Obj.
Student Expectation
Fifth Grade
Suggested Student Work
Products
Suggested Assessment
Twentieth Century
It’s a Small World
After All
103
History-Periods, eras, and points of reference
Identify the major eras in U.S. history and apply absolute and relative chronology
through the sequencing of significant time periods. (L) B <Gr.8,11>
T1
108
History-Sequence events
Apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods. (L) B
T1
(See Attachment)
History-Events that shape history
Analyze various issues and events of the 20th century such as urbanization,
industrialization, increased use of oil and gas, world wars, and the Great Depression.
(5A) B
T1
As a class, students create
a giant map to show what
they learn about the United
States as part of an entire
world.
History-Historical development of economic policies
Explain how industry and the mechanization of agriculture changed the American way
of life. (4F) B
T3*
214
Geography-Translate and analyze geographic data
Translate geographic data into a variety of formats such as raw data to graphs and
maps. (6B) B
T2
218
Geography-Concept of regions
Describe a variety of regions in the United States such as political, population, and
economic regions that result from patterns of human activity. (7A) B
T2
333
Economics-Geographic and historic factors that influence a society’s economy
Analyze the effects of immigration, migration, and limited resources on the economic
development and growth of the United States. (14C) B
T3
619
Culture-Contributions and effects of ethnic and racial groups
Summarize the contributions of people of selected racial, ethnic, and religious groups
to our national identity. (23C) B
T3*
702
Science, Technology, & Society-How technology has affected daily lives
Describe how scientific ideas influenced technological developments during different
periods in U.S. history. (L) B
T3*
707
Science, Technology, & Society-Impact of technology on the economic development
Identify how scientific discoveries and technological innovations such as the
transcontinental railroad, the discovery of oil, and the rapid growth of technology
industries have advanced the economic development of the United States. (24B) B
T3*
129
177
2 Weeks
NOTE: Many of the matrix items can be covered simultaneously
TEKS = (##); Local Objective = (L); Benchmark = B; TAKS = T
L=Local Expectations; Italics = Local Specificity
<>TAKS support for specific grade(s) and not all three grades
* TELS Strands matches different TAKS Objective
Story Cloths: Ask students
to draw a story cloth
depicting some event or
events in their life. Suggest
they choose a special event.
Tell them to study the story
clothes in “Dia’s Story Cloth”
(p. 614) for ideas. They can
draw their story on a piece
of paper or on actual cloth.
The project should include a
summary of the story of
what their cloth is saying.
Students will present their
cloth and story to the class.
Make Historical Cartograms:
Have students work in
groups to use an almanac or
the Internet to research the
populations of their own
state and the states
bordering it for each decade
over the last fiity years.
Then have students make 5
population cartograms, one
for each decade. Have the
student present them to the
class.
Create a Criteria Chart and
rubrics for It’s a Small World
After All
(Attachment)
Harcourt Horizons: TAKS for
Reading and Writing with
Social Studies Context.
Harcourt Horizons: Activity
Book
Teacher created rubric for the
story cloth as well as the
summary.
Teacher created criteria charts
for what a cartogram should
contain.
7
Austin ISD Instructional Planning Guide – Social Studies
©2009-2010 Austin Independent School District
Fourth Nine Weeks
Matrix Strand
Matrix
TAKS
TEKS Knowledge and Skill
Time/Pace
#
Obj.
Student Expectation
Fifth Grade
Suggested Student Work
Products
Suggested Assessment
Twentieth Century
132
History-Historic origins of customs and traditions
Identify and explain the significance of various community, state, and national landmarks
such as the county courthouse and state and national capitol buildings. (L)
133
History-Historic origins of customs and traditions
Identify anthems and mottos of the United States and Texas.
2 Weeks
(continued)
(L)
304
Economics-Concept of how people earn a living
Analyze how people in different parts of the United States earn a living, past and present.
(14A)
315
Economics-Free enterprise system
Describe how the free enterprise system works in the United States. (12B)
316
Economics-Free enterprise system
Give examples of the benefits of the free enterprise system in the United States. (12C)
336
Economics-Political factors influence a society’s economy
Explain the impact of American ideas about progress and equality of opportunity on the
economic development and growth of the United States. (14F)
510
Citizenship-Rights and responsibilities of good citizenship
Explain how the rights and responsibilities of U.S. citizens reflect our national identity.
(L)
603
Culture-How people and cultures are similar to, and different
Identify the similarities and differences within and among selected racial, ethnic, and religious
groups in the United States. (23A)
621
Culture-Relationship between art and literature and the societies
Identify significant examples of art, music, and literature from various periods in U.S. history.
(22A)
701
Science, Technology, & Society-How technology has affected daily lives
Predict how future scientific discoveries and technological innovations could affect life in the
United States. (24E)
NOTE: Many of the matrix items can be covered simultaneously
TEKS = (##); Local Objective = (L); Benchmark = B; TAKS = T
L=Local Expectations; Italics = Local Specificity
<>TAKS support for specific grade(s) and not all three grades
* TELS Strands matches different TAKS Objective
Round Table Discussion:
Arrange students into tow
teams. One team should
research and form ideas
about the benefits of urban
growth. The other should
research and generate
ideas about the need for
protecting the environment.
Then have students from
each team meet with those
of the opposing view to
discuss how urban growth
can be accomplished
without harming the
environment. Have the
students return to their
desks where they will
independently write a short
persuasive paper on what
solution they think would
work best to protect the
environment.
Teacher created rubric for
persuasive paper.
Citizenship Pamphlet:
have students work in small
groups to prepare a
pamphlet that explains the
responsibilities and duties of
a good citizen. Students
may use the information in
Chapter (17) as well as
other sources. Students
should include illustrations,
either hand drawn, cut from
magazines or clip art from
the computer.
Teacher created rubric on
visual projects. Included
should be criteria listing what
information must be included in
the pamphlet as well as
required illustrations.
8
Austin ISD Instructional Planning Guide – Social Studies
©2009-2010 Austin Independent School District
Fourth Nine Weeks
Matrix Strand
Matrix
TAKS
TEKS Knowledge and Skill
Time/Pace
#
Obj.
Student Expectation
Fifth Grade
Suggested Student Work
Products
Suggested Assessment
Twentieth Century
Resources
Harcourt Horizons: U.S. History Unit 7 [pages 515 – 610]
Harcourt Horizons: Activity Book pages 132 - 159
History Alive! Lesson 20 Industrialization and Modern America
Austin Past and Present DVD program
Teacher Notes
Vocabulary:
armistice, assembly line, aviation, bureaucracy, civil rights, commission, conservation,
consumer goods, depression, division of labor, imperialism, industrialization, isolation, merit
system, military draft, progressive, ration, reform, settlement house, stock market, suffrage,
unemployment, urbanization, civilian, Cold War, communism, concentration camp, D Day,
dictatorship, free world, front, Holocaust, interest, island-hopping, opportunity cost, parallel
timeline, rationing, recycle, refugee, trade-off, airlift, arms control, arms race, cease-fire,
deficit, détente, editorial cartoon, hijack, integration, migrant worker, nonviolence, population
density, satellite, scandal, superpower, terrorism, Watergate
“Time for Kids” Readers:
“Meet a Weather Forecaster”
“The Mighty Mississippi”
“The Surprising Mr. Birdseye”
“The Berlin Airlift”
“A Certain Courage”
“The Pride of Puerto Ricans”
“Visit Vancouver”
Harcourt Horizons: U.S. History Chapter 13
Harcourt Horizons: U.S. History Activity Book pages 122 - 131
Harcourt Horizons: U.S. History Assessment Book pages 99 – 102
Literature Connections:
• The Story of Ruby Bridges by Robert Coles
• Things Will Never Be the Same by Tomie DePaola
• Bud, Not Buddy by Christopher Paul Curtis
Illustrated encyclopedias
www.nationalgeographic.com/mapmachine
Resources
The Great Depression Begins
(01:16)
World War II (54:00)
World War I: The War in Europe
A virtual tour of America’s Civil Right’s Museums:
http://www.black-collegian.com/african/museumtours1199.shtml(30:00)
Carver Museum site
http://www.cityofaustin.org/carver/
Principles of Learning,
It is important to be Clear Expectations:
Because many of the projects require analysis and explanations, this is a good
time to help the students develop their social work skills. Socializing
Intelligence can be developed naturally through this whole class project. As
the class reads (aloud or in small groups) from the textbook, sections should be
summarized [great opportunity to practice this reading skill] together and the
main ideas developed. Through clear communication, Accountable Talk, and
cooperation, the class will make group decisions about what will go onto the
class bulletin board (or big book).
The flexibility of choice allows students to choose projects that fit their own
learning style, but any combination, as long as teachers expect each individual
student’s best will guarantee an environment of Academic Rigor.
NOTE: Many of the matrix items can be covered simultaneously
TEKS = (##); Local Objective = (L); Benchmark = B; TAKS = T
L=Local Expectations; Italics = Local Specificity
<>TAKS support for specific grade(s) and not all three grades
* TELS Strands matches different TAKS Objective
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