©2006-07 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/
Pace
Pre-AP World History
Suggested Student Work Products
Suggested Assessment
Restructuring the Postwar World (1945-present)
114
History-Turning points
Identify changes that resulted from
important turning points in world history
such as the…political revolutions and world
wars of the 20th century. (1B) B
T3*
214
Geography-Translate and analyze
geographic data
Answer questions about geographic
distributions and patterns shown on maps,
graphs, and charts. (8.10B) B
T2
216
Geography-Translate and analyze
geographic data
Pose and answer questions about
geographic distributions and patterns in
world history shown on maps, graphs,
charts, models, and databases. (11B) B
T2
220
Geography–The physical environment
affects and interacts with the human
environment
Analyze the effects of physical and human
geographic factors on major events in world
history…(12B) B
T2
611
Culture-How cultures change over time
Describe the impact of general processes
such as migration, war, trade, independent
inventions, and diffusion of ideas and
motivations on cultural change.
(WG 18A) B
T3*
Science, Technology, & Society-Impact of
technology on cultural development
Give examples of [major mathematical and
scientific discoveries and] technological
innovations that occurred at different
periods in history and describe the changes
produced by these discoveries and
innovations. (23A) B
T2*
711
(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
Weeks
1&2
McDougal Littell Patterns of Interaction TE,
Literature of the Cold War, p. 857: With the
advent of the Cold War, espionage novels and
science fiction took on new dimensions as
writers reflected the realities of the Cold War.
Spy novels, such as John Le Carré’s The Spy
Who Came in from the Cold or one of Ian
Fleming’s James Bond novels include agents
with double agendas and sophisticated
technology. Science fiction works such as Ray
Bradbury’s The Martian Chronicles and Jack
Finney’s The Body Snatchers explore what the
world might be like if Cold War trends in
nuclear weapons and pervasive fear continued.
Have students read one of these books and
write a report that addresses how realistic it
seems in today’s world.
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
McDougal Littell Patterns of Interaction TE,
Connections Across Time and Place, p. 856:
Have students use a chart like the one found
on page 856 of the TE to compare and contrast
the United Nations with the League of Nations.
Ask them to consider why the League failed
and the United Nations has endured and been
somewhat successful in promoting world
peace.
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
McDougal Littell Patterns of Interaction TE,
Writing a Memo to President Truman,
p. 856: Divide the class into small groups,
each of which will act as consultants to
President Truman as he faces the decision
about developing a thermonuclear weapon.
Suggest that each group analyze the positive
and negative consequences of developing the
hydrogen bomb. Groups should then construct
an argument supporting their recommendation.
Have them write a memo urging the president
to either authorize or to abandon development
of the H-bomb.
Principles of Learning Connection,
Academic Rigor – Active Use of Knowledge:
The book report on a literary work from the Cold
War requires that students use out-of-school
knowledge as they learn about the realities
associated with the Cold War.
Integrated Assessment Booklet, “Standards for Evaluating a
Cooperative Activity”, p. 5
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
Memos should:

Make a clear recommendation

Support the recommendation with logical reasons

Reflect an accurate understanding of the issues
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
NOTE: Many
of the
matrix items can
be covered
simultaneously
Color-coded APGs are available on the AISD GT website at:
http://www.austinisd.org/academics/curriculum/gt/apg.phtml
1
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
©2006-07 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
TAKS
Obj.
Time/
Pace
Pre-AP World History
Suggested Student Work Products
Suggested Assessment
Restructuring the Postwar World (1945-present) (continued)
811
818
823
103
108
125
Social Studies Skills-Create visual and
written materials
Interpret [and create databases, research
outlines, bibliographies, and] visuals
including graphs, charts, timelines, and
maps. (26C) B
T5
Social Studies Skills-Identify and support
different historic points of view
Identify points of view from the historical
context surrounding an event and the frame
of reference which influenced the
participants. (8.30D) B
T5
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 idea, summarizing, making
generalizations [and predictions] and
drawing inferences and conclusions.
(25C) B
T5
History-Major periods and eras
Identify the major eras in world history and
describe their defining characteristics. (1A)
History-Sequencing events
Apply absolute and relative chronology through
the sequencing of significant individuals, events,
and time periods. (1C)
History-Historical figures shape the state
and nation
Analyze the influence of significant individuals
such as Mao Zedong on political events of the
20th century. (10A)
(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
Weeks
1&2
(cont.)
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
McDougal Littell Patterns of
Interaction TE, Technology in the
Classroom a www.classzone.com:
Develop five or six questions about Sputnik
and Soviet-American relations that are not
addressed in the textbook and a list of Web
sites where the answers can be found.
Sample questions include:

What was the reaction of American
scientists to news of Sputnik’s weight?

How did Soviet leaders relate the
launching of Sputnik to socialism?

What role did the launch of Sputnik play in
the 1959 “kitchen debate” between Vice
President Richard M. Nixon and Soviet
Premier Nikita S. Khrushchev?

How did the United States react to the
launch of Sputnk?
McDougal Littell Patterns of Interaction TE,
Venn Diagram, p. 863: Using the chart on
page 863 and the text in Section Two, students
will create a Venn diagram comparing and
contrasting Nationalist and Communist China.
Afterwards, students should use this chart to
develop conclusions that show how the conflict
in China was part of the Cold War and that
Nationalist and Communist Chinese were in
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
Students should refer to the following Web sites to find information
on Sputnik:

CNN: The Cold War at
http://www.cnn.com/SPECIALS/cold.war/

The Cold War Museum at http://www.coldwar.org/index.html

The National Archives of the United Kingdom at
http://www.learningcurve.gov.uk/coldwar/

Smithsonian National Air and Space Museum at
http://www.nasm.si.edu/

Smithsonian National Museum of American History at
http://americanhistory.si.edu/

National Aeronautics and Space Administration (NASA) at
http://www.nasa.gov/externalflash/Anniversary_VisMar/index_
noaccess.html
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
direct opposition to one another.
Have
students imagine they are living in Nationalist
China and their best friend is living in
Communist China during this time. Have them
write a detailed letter to their friend describing
their life and then they will write a return letter
from their best friend that details the difference
in his/her life.
NOTE: Many of the matrix items can be covered simultaneously
2
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
©2006-07 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
TAKS
Obj.
Time/
Pace
Pre-AP World History
Suggested Student Work Products
Suggested Assessment
Restructuring the Postwar World (1945-present) (continued)
143
History-Causes and effects of political
revolutions.
Summarize the significant events related to the
spread and fall of communism, including
worldwide political and economic effects. (8D)
149
History-Impact of wars on history
Identify and explain…effects of World II,
including…the Cold War. (9A)
159
History-Development of political issues
Analyze the nature of totalitarian regimes in
China…and the Soviet Union. (9B)
327
444
529
Economics-Economic differences between
different societies.
Compare the relationships between and among
contemporary countries with differing economic
systems. (14C)
Government-Impact of foreign relations on
political issues
Explain the impact of American political ideas on
significant world political developments, in
regions of the world such as former British
Colonies, post World War II Japan, Latin
America, and the Middle East. (15C)
Citizenship-Impact of political decisions on
citizens
Identify examples of political, economic, and
social oppression and violations of human
rights, including…politically-motivated mass
murders in Cambodia, China, and the Soviet
Union. (18C)
(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
Weeks
1&2
(cont.)
McDougal Littell Patterns of Interaction TE,
Creating a Chinese News Magazine, p. 864:
Provide students with a list of components found
in a news magazine including a factual news
report, an analysis of the event’s effects on the
world, a human-interest story, an editorial, a letter
to the editor, and a political cartoon. Have each
group take one of these components to develop
as part of a class magazine covering the
Communist takeover of China.
Integrated Assessment Booklet, “Standards for Evaluating a
Cooperative Activity”, p. 5
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
News magazines should:

Include historically accurate information

Present various viewpoints on the Communist victory

Exhibit lively journalistic style
McDougal Littell Patterns of Interaction TE,
Literature about the Vietnam War, p. 869:
Have students read a book about the Vietnam
War such as Fallen Angels by Walter Dean Myers,
The Things They Carried by Tim O’Brien, and
Dear America: Letters Home from Vietnam edited
by Bernard Edelman. Have them create a chart
that gives a plot summary, a list and short
description of the main characters, and the overall
message of each work. Then ask students to rate
the works based on the accuracy of their historical
facts, the believability of the characters, and the
impact of their message. Have them generate a
list of generalizations that they can make about
the attitudes of Americans toward the Vietnam
War.
McDougal Littell Patterns of
Interaction TE, Internet Activity at
www.classzone.com:
Have students create an electronic timeline of
important events in Fidel Castro’s rule of Cuba.
Students will use the timeline to answer the
following questions:
1. Which events/decisions have affected
the people of Cuba positively and
negatively?
2. How has time affected his leadership
decisions today versus the decisions he
made in his early years as the leader of
Cuba?
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
Principles of Learning Connection,
Academic Rigor – Active Use of Knowledge:
The book report on a literary work from the Vietnam War
requires that students use out-of-school knowledge as
they learn about the realities associated with this war.
Creating the chart challenges them to construct
explanations and test their understanding of concepts by
applying and discussing them.
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
Students should use the following Web sites for the timeline:

PBS 90 Miles: Fidel Castro and the Cuban Revolution at
http://www.pbs.org/pov/pov2003/90miles/resources_02.html

Creating a Timeline in Microsoft Excel at
http://www.microsoft.com/education/CreateTimeline.aspx
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
NOTE: Many of the matrix items can be covered simultaneously
3
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
©2006-07 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
TAKS
Obj.
Time/
Pace
Pre-AP World History
Suggested Student Work Products
Suggested Assessment
Restructuring the Postwar World (1945-present) (continued)
816
817
Social Studies Skills-Locate, differentiate,
and use primary and secondary sources
Locate and use primary and secondary sources
such as computer software, databases, media
and news services, biographies, interviews, and
artifacts to acquire information. (25B)
Social Studies Skills-Locate, differentiate,
and use primary and secondary sources
Explain and apply different methods that
historians use to interpret the past, including the
use of primary and secondary sources, points of
view, frames of reference, and historical context.
(25D)
TAKS Mini-Lesson
Page 851D
Ask students to read about technological
advances during the space race on
page 861. Discuss the “Connect to
Today” question on how space might
help achieve world peace/ change the
way wars are waged.
TAKS Obj. 2 (WH 23A)
McDougal Littell Patterns of Interaction TE,
Making a Cold War Temperature Chart,
p. 873: Have students brainstorm ways of
tracking the rise and fall of Cold War tensions.
They should consider a scale and assign a
number to each confrontation or avoidance of
confrontation between the superpowers. Then
have small groups each choose a Cold War
incident, write a short description of their incident,
and assign it a rating on the crisis scale. Finally,
have the groups plot their individual incidents on a
crisis temperature scale.
Integrated Assessment Booklet, “Standards for Evaluating a
Cooperative Activity”, p. 5
McDougal Littell Patterns of Interaction TE,
Honoring Cold War Heroes, p. 879:
Working in small groups, students will choose a
Cold War hero such as Imre Nagy and
Criteria chart and rubric in which testimonial statements:

Identify the hero

Indicate the person’s involvement with the Cold War

Convey the person’s personality and achievements
create a lifetime achievement award for that
person that honors that person’s contributions to
history. The students should come up with a
creative name for the award and write a detailed
explanation on why this person was chosen for
this particular award.
Recommended activities from History Alive!:
History Alive! Western Europe in the Modern
World, Activity 4.4 Artistic Reactions to War
and the Modern World: – Students will analyze
postwar paintings and create their own analysis of
the artists’ responses to the contemporary world.
History Alive! The Rise and Fall of the Soviet
Union, Activity 3.2 Exploring Events of the
Cold War in Europe: – Students will illustrate a
map and annotated timeline to analyze events
during the Cold War in Europe.
History Alive! Communist China and Modern
Japan, Activity 1.5 Liu Ling: Writing Journals
About Life in a Chinese Village: – Students will
assume the role of a villager in Liu Ling and write
a journal of life in China after the Communist
Revolution.
(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
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
Integrated Assessment Booklet, “Standards for Evaluating a
Cooperative Activity”, p. 5
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
NOTE: Many of the matrix items can be covered simultaneously
4
©2006-07 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Resources
Teacher Notes
McDougal Littell, World History: Patterns of Interaction, Chapter 33,
“Restructuring the Postwar World, 1945-Present”
Vocabulary:

On-line edition at www.classzone.com
Ancillary Materials:

In-Depth Resources: “Perspectives on the Present,” Unit 8
o
Guided Reading, pp. 1-5
o
Skillbuilder Practice, Interpreting Charts, p. 6
o
Primary Sources

from No Tears for Mao, p. 9

from When Heaven and Earth Changed Places,
p. 10

The Cuban Missile Crisis (JFK Speech), p. 11

Political Cartoon, p. 12
o
History Makers

Ho Chi MInh, p. 16

Ruholla Khomeini, p. 17
o
Geography Application

The Cuban Missile Crisis, p. 7
o
Literature

from The Nuclear Age, p. 13
o
Connections Across Time and Cultures

Restoring the Peace, p. 18
o
Science and Technology

Super Spy Plane, p. 19

Telescoping the Times, Chapter Summary, pp. 129-131

Electronic Library of Primary Sources
o
from Peace Without Conquest
o
from 444 Days: The Hostages Remembered
o
Speech on Stalin by Nikita Khrushchev
o
from A Student’s Diary

Geography Transparencies
o
GT33 The Berlin Airlift, 1948-1949

Critical Thinking Transparencies
o
CT33 Global Superpowers Face Off
o
CT69 Chapter 33 Visual Summary

World Art and Cultures Transparencies
o
AT72 Spring Walk to the Chi-Ch’ang Park
o
AT73 Laying a Road

TAKS Practice Transparencies TT127 – TT131
(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




Pre-AP World History
Suggested Assessment
United Nations, iron curtain, containment, Truman Doctrine, Marshall Plan, Cold War, NATO, Warsaw Pact,
brinksmanship, U-2 incident (Text, Chapter 33, Section One)
Mao Zedong, Jiang Jieshi, commune, Red Guards, Cultural Revolution (Text, Chapter 33, Section Two)
38th parallel, Douglas MacArthur, Ho Chi Minh, domino theory, Ngo Dinh Diem, Vietcong, Vietnamization, Khmer
Rouge (Text, Chapter 33, Section Three)
Third World, nonaligned nations, Fidel Castro, Anastasio Somoza, Daniel Ortega, Shah Mohammed Reza Pahlavi,
Ayatollah Ruholla Khomeini (Text, Chapter 33, Section Four)
Nikita Khrushchev, destalinization, Leonoid Brezhnev, John F. Kennedy, Lyndon Johnson, détente, Richard Nixon,
SALT, Ronald Reagan, Star Wars (Text, Chapter 33, Section Five)
Recommended Resources:

History Alive! Western Europe in the Modern World

History Alive! The Rise and Fall of the Soviet Union

History Alive! Communist China and Modern Japan

History Alive! The Modern Middle East
TAKS Practice Transparencies
TT127 Circle Graph – UN Membership, Objective 5 – WH 26C
TT128 Graphs – Selected Retail Stores in China, Objective 3 – WG 10C
TT129 Memorandum – The Vietnam War, Objective 5 – 8.30A
TT130 Drawing Conclusions – Cuban Missile Crisis, Objective 2 – WH 12B
TT131 Newspaper Headlines from the Cold War, Objective 5 – WH 25C
NOTE: Many of the matrix items can be covered simultaneously
5
©2006-07 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/
Pace
Resources
Suggested Assessment
Teacher Notes
McDougal Littell, World History: Patterns of Interaction, Chapter 33,
“Restructuring the Postwar World, 1945-Present”
On-line edition at www.classzone.com
Specific Web sites on The Cold War:

CNN: The Cold War: http://cnn.com/SPECIALS/cold.war

Cold War International History Project:
http://wwics.si.edu/index.cfm?topic_id=1409&fuseaction=topics.home

Cold War Policies 1945-1991:
http://history.acusd.edu/gen/20th/coldwar0.html

The Cold War Museum at http://www.coldwar.org/index.html

The National Archives of the United Kingdom at
http://www.learningcurve.gov.uk/coldwar/

Smithsonian National Air and Space Museum at http://www.nasm.si.edu/

Smithsonian National Museum of American History at
http://americanhistory.si.edu/

National Aeronautics and Space Administration (NASA) at
http://www.nasa.gov/externalflash/Anniversary_VisMar/index_noaccess.ht
ml

PBS 90 Miles: Fidel Castro and the Cuban Revolution at
http://www.pbs.org/pov/pov2003/90miles/resources_02.html

Creating a Timeline in Microsoft Excel at
http://www.microsoft.com/education/CreateTimeline.aspx

United Nations Homepage at http://www.un.org/

NATO Official Homepage at http://www.nato.int/

National Archives: The Marshall Plan at
http://www.archives.gov/exhibit_hall/featured_documents/marshall_plan/in
dex.html

The Truman Presidential Museum and Library at
http://www.trumanlibrary.org/educatio.htm

International Institute of Social History: The Chairman Smiles at
http://www.iisg.nl/exhibitions/chairman/chnintro2.html

Workers’ World: The End of the Revolutionary Mao Era at
http://www.workers.org/marcy/china/index.html
(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
Suggested Student Work Products
Pre-AP World History
Suggested Videos from United Video Streaming at www.unitedstreaming.com:

Events of the 20th Century: Events of the Twentieth Century: Return To Vietnam (18:22 minutes)

Events of the 20th Century: Events of the Twentieth Century: The Cuban Missile Crisis (14:59 minutes)

Iran: Behind the Veil (25:30 minutes)

History in Focus: 1940-1949 (28:11 minutes)

History in Focus: 1950-1959: Events of the Decade (54:28 minutes)

History in Focus: 1960-1969 (57:11 minutes)

Archives of War: The Cold War (2:00 hours)

Speeches from History: Dwight Eisenhower (42:48 minutes)

Speeches from History: Harry Truman (32:30 minutes)

Speeches from History: Winston Churchill: Addressing the Condition of Europe (5:18 minutes)

Speeches from History: John F. Kennedy: Addressing the Cuban Missile Crisis (51 seconds)

Video Yearbook Collection: 1945-1967 (Each year is addressed in a separate video)

Video Yearbook Collection: Korea: America's Forgotten War (52:15)
Video Connection - United Streaming
Download clips of videos connected to World History. Go to www.unitedstreaming.com to locate
videos. Videos can be downloaded to your computer and projected on a screen with your EZPro projector. An entire video or clips of it can be shown. The United Streaming titles listed on
the IPG provide a direct electronic link to the video. Electronic access to the IPGs can be
obtained by typing in “matrix” on an AISD computer. Contact your department chair for
password information for United Streaming..
NOTE: Many of the matrix items can be covered simultaneously
6
©2006-07 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/
Pace
Pre-AP World History
Suggested Student Work Products
Suggested Assessment
The Colonies Become New Nations (1945 – present)
113
History-Turning points
Identify changes that resulted from
important turning points in world history
such as the…political revolutions and world
wars of the 20th century. (1B) B
T3*
214
Geography-Translate and analyze
geographic data
Answer questions about geographic
distributions and patterns shown on maps,
graphs, and charts. (8.10B) B
T2
215
Geography-Translate and analyze
geographic data
Analyze political, economic,, social, and
demographic data to determine the level of
development and standards of living in
nations. (WG 5B) B
T3*
216
Geography-Translate and analyze
geographic data
Pose and answer questions about
geographic distributions and patterns in
world history shown on maps, graphs,
charts, models, and databases. (11B) B
T2
220
Geography–The physical environment
affects and interacts with the human
environment
Analyze the effects of physical and human
geographic factors on major events in world
history…(12B) B
T2
Culture-How cultures change over time
Describe the impact of general processes
such as migration, war, trade, independent
inventions, and diffusion of ideas and
motivations on cultural change.
(WG 18A) B
T3*
611
(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
Week
3
McDougal Littell Patterns of Interaction TE,
Analyzing a Timeline, pp. 850-851:
Examine the Unit 6 timeline on pp. 850-851.
Have students develop charts with three to four
categories in which they detect general
patterns such as war and revolution,
decolonizations, assassinations, China, South
Africa, Middle East, India and Pakistan.
Students should list events grouped under each
topic in chronological order. After completing
the charts, students should create one
generalization for each category and be
prepared to explain the process by which they
drew their general statements from the
information listed in the charts.
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
McDougal Littell Patterns of Interaction TE,
Writing Indian Political Statements,
p. 886: Divide the class into four groups
representing the Indian National Congress, the
Muslim League, the British government, and
followers of Gandhi. Have each group
research and write a political statement on the
partition of India that might have been written
by a leader or significant member of the group
represented.
Integrated Assessment Booklet, “Standards for Evaluating a
Cooperative Activity”, p. 5
McDougal Littell Patterns of Interaction TE,
Making a Chart, p. 889:
Have students create a chart listing the
countries of South Asia (India, Pakistan,
Bangladesh, and Sri Lanka), their date of
independence, former colonizer, prominent
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
leaders, and major events.
Students will
use the chart to answer the following questions:
1. (PATTERNS) What elements, events,
ideas, are repeated for these countries
as they won their independence?
2. (TRENDS) What ongoing factors
affected the independence movement in
South Asia?
NOTE: Many of the matrix items can be covered simultaneously
7
©2006-07 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/
Pace
Pre-AP World History
Suggested Student Work Products
Suggested Assessment
The Colonies Become New Nations (1945 – present) (continued)
811
818
823
103
Social Studies Skills-Create visual and
written materials
Interpret [and create databases, research
outlines, bibliographies, and] visuals
including graphs, charts, timelines, and
maps. (26C) B
T5
Social Studies Skills-Identify and support
different historic points of view
Identify points of view from the historical
context surrounding an event and the frame
of reference which influenced the
participants. (8.30D) B
T5
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 idea, summarizing, making
generalizations [and predictions] and
drawing inferences and conclusions.
(25C) B
T5
History- Major periods and eras
Identify the major eras in world history and
describe their defining characteristics. (1A)
108
History-Sequencing events
Apply absolute and relative chronology through
the sequencing of significant individuals, events,
and time periods. (1C)
113
History–How the present relates to the past
Describe variables in a contemporary situation
that could result in different outcomes. (2B)
115
History-Notable individuals
Analyze the influence of significant social and/or
religious leaders such as Mohandas
Gandhi…on events of the 20th century. (10B)
(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
Week
3
(cont.)
McDougal Littell Patterns of Interaction TE,
Cooperative Activity – Researching West
Bank Settlements, p. 903:
Students will form groups of three and research
the issue of Israeli settlements on the West
Bank and their effect on the Palestinian
population and the prospects for peace in the
region. Have each group research the various
positions and list the arguments for each
position.
Integrated Assessment Booklet, “Standards for Evaluating a
Cooperative Activity”, p. 5
McDougal Littell Patterns of Interaction TE,
Teacher Tested Activities at
www.classzone.com: Students will select one
of the leaders mentioned in this chapter and will
either use Internet or library materials to
conduct research. They will then write a threeparagraph biographical sketch that includes the
most important leadership characteristics and
strategies employed by that leader. They will
then write a letter to the leader they chose
bringing him up to date as to the impact that his
actions and policies have had on the course of
development in his country. (Extension
Activity at www.classzone.com)
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
McDougal Littell Patterns of
Interaction TE, Internet Activity at
www.classzone.com:
Have students research the history of
government formation in former colonies after
World War II. Divide students into groups and
assign each group a newly independent
country. Give each group a brief description of
their country, including economy, population,
and regional threats. These descriptions
should be based on actual descriptions.
Groups should develop profiles for five fictional
political leaders in their country. Each group
must also create an electronic presentation on
their country and their form of government.
Use the decolonization Web sites in the
Resource section as additional references.
Integrated Assessment Booklet, “Standards for Evaluating a
Cooperative Activity”, p. 5
Completed lists should:

Clearly convey the various sides of the issue

List an equal number of arguments for all sides

Be fair and impartial
Principles of Learning Connection,
Academic Rigor – Active Use of Knowledge:
Writing the letter to the post-colonial leader after
completing research and the essay requires that
students test their understanding of concepts by
applying how each specific leader’s policies
have impacted his country today.
Presentations should describe the government structure, official
languages or religions, and any rights reserved to individuals or
groups in society.
Technology Tips:

The U.S. Central Intelligence Agency’s online World Factbook
provides profiles of every country in the world including
population and economic date and a historical synopsis.

The British Commonwealth provides online data on former
British colonies and links to their official government Web
sites. Keyword: Commonwealth secretariat.
NOTE: Many of the matrix items can be covered simultaneously
8
©2006-07 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/
Pace
Pre-AP World History
Suggested Student Work Products
Suggested Assessment
The Colonies Become New Nations (1945 – present) (continued)
138
149
412
444
History-Connection between history and
international relationships
Summarize the major political, economic, and
cultural developments of civilizations in China,
India, and Japan. (6C)
History-Impact of wars on history
Identify and explain…effects of World II,
including…the Cold War. (9A)
Government–Different political system in
societies, past and present
Define and give examples of different political
systems, past and present, such
as…communism, dictatorship, direct and
indirect democracies, and socialism…(15B)
Government-Impact of foreign relations on
political issues
Explain the impact of American political ideas on
significant world political developments, in
regions of the world such as former British
Colonies, post World War II Japan, Latin
America, and the Middle East. (15C)
Week
3
(cont.)
Recommended Activities from History Alive!
The Modern Middle East:
Activity 2.2 Key Events in the Formation of
States: Students will annotate visual
metaphors for six major events in the formation
of states in the modern Middle East.
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
Activity 3.1 Jews and Palestinians: Claims
on Palestine: Students will assume the roles
of Jews and Palestinians to understand how
Jewish immigration affected each group.
Integrated Assessment Booklet, “Standards for Evaluating a
Cooperative Activity”, p. 5
Activity 3.2 United Nations Responses to
the Arab-Israeli Conflict: Students will act as
U.N. representatives to respond to key events
in the Arab-Israeli conflict.
Integrated Assessment Booklet, “Standards for Evaluating a
Cooperative Activity”, p. 5
Activity 3.3 Attending a Conference on the
Israeli-Palestinian Conflict: Students will
debate what type of political state should exist
in the land of Israel/Palestine.
Integrated Assessment Booklet, “Standards for Evaluating a
Cooperative Activity”, p. 5
TAKS Mini-Lesson
506
510
Citizenship-Developments of political
concepts
Evaluate political choices and decisions that
individuals, groups, and nations have made in
the past, taking into account historical context,
and apply this knowledge to the analysis of
choices and decisions faced by contemporary
societies. (17A)
Citizenship–Rights and responsibilities of
good citizenship
Assess the degree to which human rights and
democratic ideals and practices have been
advanced throughout the world during the 20th
century. (18D)
(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
Page 881D
Ask students to read page 902 – 903
and to look at the map of the Middle
East, 1947-2000. Have them give
examples of some geographical
conditions that influenced events in
the region during the time of the
conflicts they have read about.
Principles of Learning Connection,
Accountable Talk: Accountability to the Learning
Activity
History Alive! activities in this unit allow students to
actively participate in classroom talk and build upon each
others’ ideas and contributions.
Objective 2 (WG 1B)
NOTE: Many of the matrix items can be covered simultaneously
9
©2006-07 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World History
Suggested Assessment
Resources
Teacher Notes
World History: Patterns of Interaction, Chapter 34 “The Colonies Become
New Nations, 1945 - Present”
Vocabulary:
 Congress Party, Muslim League, Muhammad Ali Jinnah, Lord Mountbatten, partition, Jawaharlal Nehru, Indira
Gandhi, Rajiv Gandhi, Benazir Bhutto (Text, Chapter 34, Section One)
 Ferdinand Marcos, Corazón Aquino, Aung San, Aung San Suu Kyi, Sukarno, Suharto (Text, Chapter 34, Section
Two)
 Negritude movement, Kwame Nkrumah, Jomo Kenyatta, Mau Mau, Mobutu Sese Seko, FLN, Ahmed Ben Bella
(Text, Chapter 34, Section Three)
 Balfour Declaration, Suez Crisis, Six-Day War, Anwar Sadat, Golda Meir, Menachem Begin, Camp David Accords,
Hosni Mubarak, PLO (Text, Chapter 34, Section Four)
On-line edition at www.classzone.com
Ancillary Materials:

In-Depth Resources: “Perspectives on the Present,” Unit 8
o
Guided Reading, pp. 20-23
o
Skillbuilder Practice, Evaluating Decisions, p. 24
o
Primary Sources

from “First Servant of the Indian People,” p. 27

Call to Boycott Presidential Election, p. 28

Farewell Without Tears, p. 29

The Balfour Declaration, p. 30
o
History Makers

Jomo Kenyatta, p. 34

Golda Meir, p. 35
o
Geography Application

The Congo Gains Independence, p. 25
o
Literature

from The Year of Living Dangerously, p. 31

Négritude poems, p. 32
o
Connections Across Time and Cultures, p. 36

Telescoping the Times, Chapter Summary, pp. 133-135

Electronic Library of Primary Sources
o
from Radio Address from New Delhi
o
“The Fall of President Marcos”
o
“Enough of Blood and Tears”

Geography Transparencies
o
GT34 Indonesia and Malaysia, 1945-1976

Critical Thinking Transparencies
o
CT34 Time Machine: The Middle East Conflict
o
CT70 Chapter 34 Visual Summary

World Art and Cultures Transparencies
o
AT74 Vene, Vidi, Vici
o
AT76 After the Storm

TAKS Practice Transparencies TT132 – TT135
(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
Recommended Resources:

History Alive! The Modern Middle East
Suggested Videos from United Video Streaming at www.unitedstreaming.com:

Men of Our Time: Gandhi (38:03 minutes)

Video Yearbook Collection: 1948: Palestine, New Jewish State Formed Amidst Strife (2:04 minutes)

Video Yearbook Collection: 1960: News in Brief-Troops Pour Into the Congo (1:06 minutes)

Africa in Focus: Kenya (20:15 minutes)

Africa in Focus: South Africa: A Land Apart (20:00 minutes)

Journey to Understanding: Facing the Future (Modern African problems – 16:48 minutes)
NOTE: Many of the matrix items can be covered simultaneously
10
©2006-07 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/
Pace
Resources
Suggested Student Work Products
Pre-AP World History
Suggested Assessment
Teacher Notes
World History: Patterns of Interaction, Chapter 34 “The Colonies Become
New Nations”
On-line edition at www.classzone.com
Content-Specific Websites on the Post-colonial Era:
 BBC World Service – The Story of African Independence website:
http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/index_sectio
n14.shtml
 Cornell University Library – Middle East and Islamic Studies Collection:
Modern History of the Middle East website:
http://www.library.cornell.edu/colldev/mideast/histmod.htm#Israel-Arab
 United Nations Web site – The Great Debate on Decolonization at
http://www.un.int/chile/Statements/speech19991007
 Northpark University – Chicago: Notes on Decolonization at
http://campus.northpark.edu/history/Koeller/TII/Decolonization.N.html
 Northpark University – Chicago: Decolonization Timeline, 1917-1970 at
http://campus.northpark.edu/history/WebChron/World/Decolonization.html
 CNN: The Philippines - A Struggle for Democracy at
http://edition.cnn.com/SPECIALS/2001/estrada/
 Sapra India Homepage – The 1971 India-Pakistan War at
http://www.subcontinent.com/1971war/1971war_index.html
 PBS: Commanding Heights – The Battle for the World Economy:
Jawaharlal Nehru at
http://www.pbs.org/wgbh/commandingheights/shared/minitextlo/prof_jawaha
rlalnehru.html
 Time Magazine: 1986 Woman of the Year – Corazón Aquino at
http://www.time.com/time/poy2001/photo/aquino.html
 PBS The American Experience: Vietnam On-Line at
http://www.pbs.org/wgbh/amex/vietnam/time/tl1-noframes.html
 CNN: Conflict in Zaire – Anatomy of a Rebellion at
http://www.cnn.com/WORLD/9704/zaire.focus/index.html
 PBS The American Experience: Marcus Garvey – Look for Me in the
Whirlwind at http://www.pbs.org/wgbh/amex/garvey/sfeature/sf_impact.html
(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
Content-Specific Websites on the Post-colonial Era:
 CNN: Struggle for Peace at http://www.cnn.com/WORLD/struggle_for_peace/index.html
 Mid East Web Gateway at http://www.mideastweb.org/misraeldetail.htm
 Time Asia at http://www.time.com/time/asia/index.html
 Africa Within: Jomo Kenyatta at http://www.africawithin.com/bios/jomo_kenyatta.htm
 Kenya Statehouse: Mzee Jomo Kenyatta at http://www.statehousekenya.go.ke/presidents/kenyatta/profile.htm
TAKS Practice Transparencies
TT132 Circle Graph – Religions of India, Objective 2 – WG 6A
TT133 Bar Graphs – Personal Computers in Southeast Asia, Objective 3 –
WG 5B
TT134 Making Generalizations– Population Growth in Africa, Objective 4 –
8.20B
TT135 Outline Map – Africa and Southwest Asia, Objective 2 – WH 12
NOTE: Many of the matrix items can be covered simultaneously
11
©2006-07 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/
Pace
Pre-AP World History
Suggested Student Work Products
Suggested Assessment
Struggles for Democracy (1945-Present)
214
215
220
519
611
811
Geography-Translate and analyze
geographic data
Answer questions about geographic
distributions and patterns shown on maps,
graphs, and charts. (8.10B) B
T2
Geography-Translate and analyze
geographic data
Analyze political, economic,, social, and
demographic data to determine the level of
development and standards of living in
nations. (WG 5B) B
T3*
Geography–The physical environment
affects and interacts with the human
environment
Analyze the effects of physical and human
geographic factors on major events in world
history…(12B) B
T2
Citizenship-Fundamental rights in a
constitutional government
Describe the importance of free speech and
press in a democratic society. (8.22B) B
T4*
Culture-How cultures change over time
Describe the impact of general processes
such as migration, war, trade, independent
inventions, and diffusion of ideas and
motivations on cultural change.
(WG 18A) B
T3*
Social Studies Skills-Create visual and
written materials
Interpret [and create databases, research
outlines, bibliographies, and] visuals
including graphs, charts, timelines, and
maps. (26C) B
T5
(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
Week
4
McDougal Littell Patterns of Interaction TE,
Writing a Protest Song, p. 912: In Brazil,
musicians have challenged censorship laws
with songs of social and political protest. Using
Brazil by John Updike from the Unit 8 In-depth
Literature resources and additional materials,
students will write their own song protesting
conditions in the Brazilian favelas (urban
slums).
McDougal Littell Patterns of Interaction TE,
Creating a Chart, p. 915:
Students will create a chart recording the steps
that Brazil, Mexico, and Argentina have taken
toward establishing democracy in the post
World War II era.
Students will use the
chart to answer the following questions:
1. How does the state of a nation’s
economy affect its democratic progress?
2. What role does the military play when a
country establishes a Democratic
Government?
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
TAKS Mini-Lesson
Page 907D
Have students read the Brazil case study on pages 911-912.
Ask them to make conclusions on why democracy needs
free speech and press.
TAKS Objective 4 (8.22B)
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
McDougal Littell Patterns of Interaction TE,
Connections Across Time and Place, p. 918:
Ask students to construct a chart comparing
and contrasting the civil rights struggles in
South Africa and the United States. The
following areas should be addressed in their
charts:

Time frames of the civil rights movement

Major racial policies established by white
rulers

Key civil rights organizations and leaders

Major protest events

Important civil rights legislation passed
and racial policies eliminated

Current situations in each country
Principles of Learning Connection,
Academic Rigor – Active Use of Knowledge:
The chart comparing and contrasting the civil rights
movements in South Africa and the United States requires
that students use out-of-school knowledge as they learn
about the realities associated with these struggles.
Creating the chart challenges them to construct
explanations and test their understanding of concepts by
applying and discussing them.
NOTE: Many of the matrix items can be covered simultaneously
12
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
©2006-07 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
TAKS
Obj.
Time/
Pace
Pre-AP World History
Suggested Student Work Products
Suggested Assessment
Struggles for Democracy (1945-Present) (Continued)
818
Social Studies Skills-Identify and support
different historic points of view
Identify points of view from the historical
context surrounding an event and the frame
of reference which influenced the
participants. (8.30D) 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 idea, summarizing, making
generalizations [and predictions] and
drawing inferences and conclusions.
(25C) B
T5
108
History-Sequencing events
Apply absolute and relative chronology through
the sequencing of significant individuals, events,
and time periods. (1C)
115
History-Notable individuals
Analyze the influence of significant social and/or
religious leaders such as… Desmond Tutu on
events of the 20th century. (10B)
125
History-Historical figures shape the state
and nation
Analyze the influence of significant individuals
such as Mao Zedong on political events of the
20th century. (10A)
136
History-Connection between history and
international relationships
Summarize the major political and cultural
developments of the civilizations of sub-Saharan
Africa. (6A)
(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
Week
4
(cont.)
McDougal Littell Patterns of Interaction TE,
Comparing Mandela and de Klerk, p. 919:
Students will develop Venn diagrams to
compare and contrast the personalities and
policies of Nelson Mandela and F.W. de Klerk
in South Africa. Afterwards, they will write a
report in which the compare the two leaders on
the following: motivation for seeking change,
personal strengths and characteristics as a
leader, position each man held in his
community, risk and obstacles overcome, and
final results of each one’s efforts.
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
McDougal Littell Patterns of Interaction TE,
Designing a Poster, p. 922: Have students
create a poster that urges Soviet citizens to
support Gorbachev’s reforms. Posters may
focus on specific reforms, such as glasnost or
perestroika, or on the whole reform movement.
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
McDougal Littell Patterns of Interaction TE,
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
Creating a Storyboard, p. 923:
After
conducting research, groups of students will
create a story board to help them in writing a
monologue dramatizing events such as the fall
of the Berlin Wall that illustrate the collapse of
communism in the Soviet bloc. Poems/songs
may either be purely factual or may contain
fictional characters as long as they accurately
portray the historical incidents addressed.
McDougal Littell Patterns of Interaction TE,
Creating an Eyewitness Account, p. 932:
Students will work in small groups to research
the protest in Tiananmen Square. They will
create eyewitness accounts as either
participants or observers of specific events
such as the creation of the “Goddess of
Democracy”, the decision of students to remain
on the square, or the army’s attack on
protesters.
Criteria chart and rubric for storyboard should address:

Dramatization of specific events of the period

Presentation of strong characters and good storylines
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
Criteria chart and rubric for eyewitness accounts should address:

A description of the chosen event

What the writer feels and observes

A demonstration of students’ knowledge of the issues
NOTE: Many of the matrix items can be covered simultaneously
13
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
©2006-07 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
TAKS
Obj.
Time/
Pace
Pre-AP World History
Suggested Student Work Products
Suggested Assessment
Struggles for Democracy (1945-Present) (Continued)
137
History-Connection between history and
international relationships
Summarize the major political, economic, and
cultural developments of civilizations in
Mesoamerica and Andean South America. (6B)
138
History-Connection between history and
international relationships
Summarize the major political, economic, and
cultural developments of civilizations in China,
India, and Japan. (6C)
143
History-Causes and effects of political
revolutions.
Summarize the significant events related to the
spread and fall of communism, including
worldwide political and economic effects. (8D)
412
Government-Different political systems in
societies, past and present
Define and give examples of different political
systems, past and present, such
as…communism, dictatorship, direct and
indirect democracies, and socialism…(15B)
413
Government-Different political systems in
societies, past and present
Apply knowledge of political systems to make
decisions about contemporary issues and
events. (15D)
444
Government-Impact of foreign relations on
political issues
Explain the impact of American political ideas on
significant world political developments in
regions of the world such as former British
colonies…and Latin America. (15C)
(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
Week
4
(cont.)
McDougal Littell Patterns of Interaction
TE, Extension Activity at
www.classzone.com: Students will
create timelines of the first Russian
Revolution of 1917 and the revolutionary
events of 1985 to 1991. They will then write a
paragraph about the impact of the second
revolution on Russia today. As students write
the paragraph, they should address the
following questions: Is there still a
Communist party? Is it trying to undo
democratic reforms? in addition to evaluating
how successful the second Russian Revolution
was. Timelines should be illustrated with
visuals.
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
McDougal Littell Patterns of
Interaction TE, Technology in the
Classroom at www.classzone.com:
Students will create a spreadsheet to compare
democratic and undemocratic countries in
terms of various demographic characteristics.
Students should first go the World Audit of
Democracy and Human Rights Web site at
http://www.worldaudit.org/ and the Freedom
House Web site at
http://www.freedomhouse.org/ and use the
information found here to choose five highly
democratic countries and five highly
undemocratic countries from diverse parts of
the globe. They should then select five or more
demographic characteristics to compare these
countries. Students should then create a
spreadsheet showing this information for each
country. Have students sort their spreadsheets
using the various column headings to identify
common characteristics shared by democratic
countries and highly undemocratic countries.
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
Students should use the following Web sites to do research:

BBC News, Analysis: Communism’s Enduring Appeal, March
27, 2000 at
http://news.bbc.co.uk/1/hi/world/europe/692449.stm

BBC News: Russia – A Decade of Democracy at
http://news.bbc.co.uk/hi/english/static/in_depth/europe/2000/ru
ssian_elections/slideshow/default.stm

CNN, Soviet Legacy: From Communism to Chaos at
http://www.cnn.com/SPECIALS/2001/russia/stories/overview/
Technology Tips:

UNICEF, the United Nations Human Development report, and
the World Bank each provide extensive online demographic
data by country.

The U.S. Central Intelligence Agency’s online World Factbook
provides profiles of every country in the world, including
population and economic data.
NOTE: Many of the matrix items can be covered simultaneously
14
©2006-07 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/
Pace
Pre-AP World History
Suggested Student Work Products
Suggested Assessment
Struggles for Democracy (1945-Present) (Continued)
506
Citizenship-Developments of political
concepts
Evaluate political choices and decisions that
individuals, groups, and nations have made in
the past, taking into account historical context,
and apply this knowledge to the analysis of
choices and decisions faced by contemporary
societies. (17A)
507
Citizenship-Developments of political
concepts
Trace the historical development of the rule of
law and rights and responsibilities…(18A)
510
Citizenship-Rights and responsibilities of
good citizenship
Assess the degree to which human rights and
democratic ideals and practices have been
advanced throughout the world during the 20th
century. (18D)
529
623
Citizenship-Impact of political decisions on
citizens
Identify examples of political, economic, and
social oppression and violations of human
rights, including…politically-motivated mass
murders in Cambodia, China, and the Soviet
Union. (18C)
Culture-Relationship between art and
literature and the societies that produced
them
Identify examples of art, music, and literature
that transcend the cultures in which they were
created and convey universal themes. (20C)
(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
Week
4
(cont.)
Recommended Activities from History Alive!
Modern Africa:
Activity 2.1 Creating Illustrated Spoke
Diagrams of Precolonial Nigeria: Students
will create illustrated spoke diagrams depicting
aspects of life of three prominent ethnic groups.
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
Activity 2.2 Facing Colonialism: How Would
You Respond?: Students will assume the role
of Nigerians to determine how to respond to
various events during colonial rule.
Integrated Assessment Booklet, “Standards for Evaluating a
Cooperative Activity”, p. 5
Activity 2.3 A Conference on Independence:
Planning Nigeria’s Future: Students will
design a political map, national flag, and pledge
of allegiance for a newly independent Nigeria.
Integrated Assessment Booklet, “Standards for Evaluating a
Cooperative Activity”, p. 5
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
Activity 2.4 Analyzing Three Types of
Nigerian Art: Students will identify and
compare traditional, urban, and international art
to learn more about art in modern Nigeria.
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
Activity 3.1 Understanding the System of
Apartheid: Students will experience aspects
of apartheid by participating in an activity that
favors a small group of students.
Integrated Assessment Booklet, “Standards for Evaluating a
Cooperative Activity”, p. 5
Activity 3.2 Discovering the Roots of
Apartheid in South African History:
Students will examine major events in the
history of South Africa to learn how the system
of apartheid developed.
Integrated Assessment Booklet, “Standards for Evaluating a
Cooperative Activity”, p. 5
Activity 3.3 Writing Songs of Resistance to
Apartheid: Students will assume the role of
South Africans to compose songs of resistance
to apartheid.
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
NOTE: Many of the matrix items can be covered simultaneously
15
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
©2006-07 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
TAKS
Obj.
Time/
Pace
Pre-AP World History
Suggested Student Work Products
Suggested Assessment
Struggles for Democracy (1945-Present) (Continued)
814
816
Social Studies Skills-Use appropriate
mathematical skills
Use appropriate mathematical skills to interpret
social studies information such as maps and
graphs. (25I)
Social Studies Skills-Locate, differentiate,
and use primary and secondary sources
Locate and use primary and secondary sources
such as computer software, databases, media
and news services, biographies, interviews, and
artifacts to acquire information. (25B)
Week
4
(cont.)
Recommended Activities from History Alive!
The Rise and Fall of the Soviet Union:
Activity 4.1 Interpreting Underground Soviet
Art: Students will create poetic or graphic
interpretations of an underground Soviet
painting, poem, or song.
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
Activity 4.2 The Unraveling of the Soviet
Economy: Students will experience the
failures of the Soviet economy that led to
reforms under Gorbachev in the 1980s.
Integrated Assessment Booklet, “Standards for Evaluating a
Cooperative Activity”, p. 5
Activity 4.3 Independence Movements: A
Photographic Exhibit: Students will tour a
photographic exhibit of independence
movements in East European countries.
Integrated Assessment Booklet, “Standards for Evaluating a
Cooperative Activity”, p. 5
Recommended Activities from History Alive!
Communist China and Modern Japan:
Activity 1.3 Shifting Winds of Communist
Policies: Students will experience the “shifting
winds” as the teacher erratically changes
directives during a class debate.
Integrated Assessment Booklet, “Standards for Evaluating a
Cooperative Activity”, p. 5
Activity 1.4 Communist Rule in Modern
China: Students will explore a series of slides
depicting major political events in 20th century
China.
Integrated Assessment Booklet, “Standards for Evaluating a
Cooperative Activity”, p. 5
McDougal Littell Patterns of Interaction,
Patterns of Interaction Video Series,
Struggling Toward Democracy: Revolutions
in Latin America and South Africa, pp. 4452: After viewing the section on South Africa
on the video, students will analyze the primary
source excerpts and political cartoons about
Nelson Mandela.
(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
Principles of Learning Connection,
Accountable Talk: Accountability to the Learning
Activity
History Alive! activities in this unit allow students to
actively participate in classroom talk and build upon each
others’ ideas and contributions.
NOTE: Many of the matrix items can be covered simultaneously
16
©2006-07 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World History
Suggested Assessment
Resources
Teacher Notes
World History: Patterns of Interaction, Chapter 35 “Struggles for Democracy,
1945-Present”
Vocabulary:
 Brasília, land reform, standard of living, recession , PRI (Text, Chapter 35, Section One)
 federal system, martial law, dissident, apartheid, Nelson Mandela (Text, Chapter 35, Section Two)
 Politburo, Mikhail Gorbachev, glasnost, perestroika, Solidarity, Lech Walesa, reunification (Text, Chapter 35,
Section Three)
 Boris Yeltsin, CIS, “shock therapy”, ethnic cleansing (Text, Chapter 35, Section Four)
 Zhou Enlai, Deng Xiaoping, Four Modernizations, Tiananmen Square, Hong Kong (Text, Chapter 35, Section Five)
On-line edition at www.classzone.com
Ancillary Materials:

In-Depth Resources: “Perspectives on the Present,” Unit 8
o
Guided Reading, pp. 38-41
o
Skillbuilder Practice, Analyzing Primary Sources, p. 42
o
Primary Sources

from Kaffir Boy, p. 45

Mandela’s Inaugural Address, p. 46

Political Cartoon, p. 47

The Road to Marjača, p. 48
o
History Makers

Juan and Eva Perón, p. 52

Nelson Mandela, p. 53
o
Geography Application

Democracy in Central and South America, p. 43
o
Literature

from Brazil, p. 49

Telescoping the Times, Chapter Summary, pp. 137-139

Electronic Library of Primary Sources
o
from “Masakhane – Let Us Build Together”
o
Destruction of the Berlin Wall
o
“Will I Ever Get Home Again?”
o
“The Massacre in Tiananmen Square”

Patterns of Interaction Video Series
o
Struggling Toward Democracy: Revolutions in Latin America
and South Africa

Geography Transparencies
o
GT35 Germany, Post World War I - Present

Critical Thinking Transparencies
o
CT35 Democratic Struggles Around the Globe
o
CT71 Chapter 35 Visual Summary

World Art and Cultures Transparencies
o
AT77 Multiple-Mask Headdress
o
AT78 Burning Rods

TAKS Practice Transparencies TT136 – TT140
(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
Recommended Resources:

History Alive! Modern Africa

History Alive! The Rise and Fall of the Soviet Union

History Alive! Communist China and Modern Japan
Suggested Videos from United Video Streaming at www.unitedstreaming.com:

Africa in Focus: South Africa: A Land Apart (20:00 minutes)

Journey to Understanding: Facing the Future (Modern African problems – 16:48 minutes)

South America Today: Brazil (20:21 minutes)

Archives of War: The Cold War: The Cultural Revolution of China (1966-1976) (5:22 minutes)

Events of the Twentieth Century: Chernobyl: Lessons Learned
(18:25 minutes)

History in the Making: 1989 – Dissent in China (5:16 minutes); De Klerk and South African Reforms (1:45
minutes); Crisis Within the USSR (2:24 minutes); Changes Within Soviet Bloc Countries (4:23 mintues)

Speeches from History: Nelson Mandela (12:53 minutes)

Speeches from History: Ronald Reagan and the Soviet Union (15:00 minutes)
Berlin
NOTE: Many of the matrix items can be covered simultaneously
17
©2006-07 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World History
Suggested Assessment
Resources
Teacher Notes
World History: Patterns of Interaction, Chapter 35 “Struggles for Democracy,
1945-Present”
Content-Specific Websites on Struggles for Democracy:

BBC: The Soviet Union’s Last Stand at http://www.bbc.co.uk/history/war/coldwar/soviet_stand_01.shtml

Christus Rex: Tiananmen – 1989 at http://www.christusrex.org/www1/sdc/tiananmen.html

Hong Kong Transition Project at http://www.hkbu.edu.hk/%7Ehktp/

Chaos @ The University of Maryland: China and the Four Modernizations at http://wwwchaos.umd.edu/history/prc4.html#fourmodern

Encyclopedia.com – Zhou Enlai at http://www.encyclopedia.com/html/z/zhoue1nla.asp

PBS On-line Focus: Remembering Deng at http://www.pbs.org/newshour/bb/asia/february97/deng_2-19.html
On-line edition at www.classzone.com
Content-Specific Websites on Struggles for Democracy:

Facts on File: South Africa during the Apartheid Era website:
www.facts.com/cd/o94317.htm

BBC News, Analysis: Communism’s Enduring Appeal, March 27, 2000 at
http://news.bbc.co.uk/1/hi/world/europe/692449.stm

BBC News: Russia – A Decade of Democracy at
http://news.bbc.co.uk/hi/english/static/in_depth/europe/2000/russian_electi
ons/slideshow/default.stm

CNN, Soviet Legacy: From Communism to Chaos at
http://www.cnn.com/SPECIALS/2001/russia/stories/overview/

World Audit of Democracy and Human Rights Web site at
http://www.worldaudit.org/

Freedom House Web site at http://www.freedomhouse.org/

Info Brasília: The History of Brasília at
http://www.infobrasilia.com.br/bsb_hi.htm

Evita Perón Historical Foundation at http://www.evitaperon.org/

Westminster Abbey: Oscar Romero at http://www.westminsterabbey.org/tour/martyrs/6_or.htm

Long Walk to Freedom: The Autobiography of Nelson Mandela at
http://archives.obs-us.com/obs/english/books/Mandela/Mandela.html

PBS Hopes on the Horizon: Africa in the 1990s at
http://www.pbs.org/hopes/

The History Guide: Lectures on Twentieth Century Europe – Mikhail
Gorbachev at http://www.historyguide.org/europe/gorbachev.html

The Triumph of Solidarity at
http://history.acusd.edu/gen/20th/coldwar8.html

Deutsches Historisches Museum Berlin: A Concrete Curtain – The Life
and Death of the Berlin Wall at http://www.wall-berlin.org/gb/berlin.htm

Southern Poverty Law Center at http://www.splcenter.org/index.jsp

Washington Post: Balkans Special Report at
http://www.washingtonpost.com/wpsrv/inatl/longterm/balkans/contents.htm
(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
TAKS Practice Transparencies
TT136 Cartogram: Purchasing Power in North and South America,
Objective 3 – WG 5B
TT137 Primary Source: South African Bill of Rights, Objective 4 – 8.20B
TT138 Essay Question – Gorbachev’s Reforms in the Soviet Union,
Objective 4 – 8.22B
TT139 Line Graph – Per Capita GNP of Former Soviet Republics,
Objective 2 – 8.10B
TT140 Population Density Map of China, Objective 2 – WH 6A
NOTE: Many of the matrix items can be covered simultaneously
18
©2006-07 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/
Pace
Pre-AP World History
Suggested Student Work Products
Suggested Assessment
Globalization and the Future (1960 – present)
206
Geography-Construct and interpret maps
and other graphics
Interpret historical [and contemporary] maps
to identify and explain geographic
factors…(12C) B
T2
215
Geography-Translate and analyze
geographic data
Analyze political, economic,, social, and
demographic data to determine the level of
development and standards of living in
nations. (WG 5B) B
T3*
Geography-Translate and analyze
geographic data
Pose and answer questions about
geographic distributions and patterns in
world history shown on maps, graphs,
charts, models, and databases. (11B) B
T2
Economy-Production of goods and services
Compare the ways people satisfy their basic
needs through the production of goods and
services such as subsistence agriculture
versus market-oriented agriculture or
cottage industries versus commercial
industries. (WG 10C)
T3
Economy-Economic differences between
different societies.
Compare the relationships between and
among contemporary countries with
differing economic systems. (14C) B
T3
Culture-How cultures change over time
Describe the impact of general processes
such as migration, war, trade, independent
inventions, and diffusion of ideas and
motivations on cultural change.
(WG 18A) B
T3*
216
301
327
611
(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
Weeks
5&6
McDougal Littell Patterns of Interaction TE,
Dramatizing Space Travel, p. 942: Divide the
class into four groups, each of which will
research a particular period: 1950-1967, 19681978, 1979-1989, and 1990-present. Have
students use library and Internet resources to
gather first-hand and eyewitness reports of
events such as the first moonwalk in 1969 and
the Challenger explosion in 1986. After each
group collects two or three accounts, have the
groups meet as a class and select one account
Integrated Assessment Booklet, “Standards for Evaluating a
Cooperative Activity”, p. 5
from each group.
Students will then create
a visual or a skit explaining the following:
1. (PATTERNS) What elements, events,
ideas, are repeated for each account?
2. (DIFFERENT VIEWPOINTS) How did
different groups of people see/interpret
this event or situation during this time?
3.
(OVER TIME) How has time affected the
way space travel is viewed by people
today compared to the viewpoints of
people during these time periods?
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
McDougal Littell Patterns of Interaction TE,
Teacher Tested Activities at
www.classzone.com: Have students visit a
NASA Web site with the purpose of discovering
three new inventions or technologies from the
space program that are used in daily life. After
students have found these items, have them
choose one to research further and either make
a handmade display or multimedia presentation
of the their findings.
Integrated Assessment Booklet, “Standards for Evaluating a
Cooperative Activity”, p. 5
Criteria charts and rubrics developed with student input in which
speech outlines:

Clearly express the honoree’s philosophy and motivations

Reflect the person’s contributions to peace and human rights

Indicate future directions for peace initiatives
NOTE: Many of the matrix items can be covered simultaneously
19
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
©2006-07 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
TAKS
Obj.
Time/
Pace
Pre-AP World History
Suggested Student Work Products
Suggested Assessment
Globalization and the Future (1960 – present) (Continued)
711
Science, Technology, and Society-Impact of
technology on cultural development
Give examples of [major mathematical and
scientific discoveries and] technological
innovations that occurred at different
periods in history and describe the changes
produced by these discoveries and
innovations. (23A) B
T2*
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 idea, summarizing, making
generalizations [and predictions] and
drawing inferences and conclusions.
(25C) B
T5*
115
510
529
History–Notable individuals
Analyze the influence of significant social and/or
religious leaders such as…Pope John Paul II,
Mother Theresa, and Desmond Tutu on events
of the 20th century. (10B)
Citizenship-Rights and responsibilities of
good citizenship
Assess the degree to which human rights and
democratic ideals and practices have been
advanced throughout the world during the 20th
century. (18D)
Citizenship-Impact of political decisions on
citizens
Identify examples of political, economic, and
social oppression and violations of human
rights, including…politically-motivated mass
murders in Cambodia, China, and the Soviet
Union. (18C)
(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
Weeks
5&6
(cont.)
McDougal Littell Patterns of Interaction TE,
Cooperative Activity, p. 954:
Students will research a Nobel Prize winner
such as Mother Theresa, Desmond Tutu, Lech
Walesa, Aung San Suu Kyi, Martin Luther King,
Jr., Rigoberta Menchú, or the Dalai Lama.
Groups should work together on outlining a
Nobel Prize acceptance speech, and one
student should present the speech to the class.
McDougal Littell Patterns of Interaction TE,
Creating Cultural Self-Portraits, p. 958:
Have students create life-size outline drawings
of themselves. They can either produce their
own realistic or impressionistic images or ask a
partner to trace their outline on a sheet of
butcher paper. Have them fill in their outlines
with drawings, words, or objects that express
the cultural interactions that make them who
they are. Create a display of the self-portraits.
McDougal Littell Patterns of Interaction TE,
Analyzing Issues, p. 961: Students should
pretend that they have just immigrated to the
United States and are anxious to “fit in” but, at
the same time, don’t want to lose aspects of
their former culture. Students should write a
reflection paper in which they decide what to
accept about their new culture and what to
retain from their birth culture. Students should
think about practical and day-to-day concerns
in addition to feelings about their identities.
They should include illustrations with their
paper.
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
Students should use the following Web sites to complete their
scrapbooks:

The Official Site of Major League Baseball at
http://mlb.mlb.com/NASApp/mlb/index.jsp

Latino Sports Legends: Latinos in the Major League at
http://www.latinosportslegends.com/LatinsinMLB_2000.htm

Creating Scrapbooks at
http://scrapbooking.about.com/od/simplescrapbooks/
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
TAKS Mini-Lesson
Page 937D
Ask students to read pages 949-950 and 961, and look
at the picture on page 961. Have the students work in
groups or as a class to create a chart comparing the
ways nations are adapting to global development.
TAKS Obj. 5 (WG8B)
NOTE: Many of the matrix items can be covered simultaneously
20
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
©2006-07 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
TAKS
Obj.
Time/
Pace
Pre-AP World History
Suggested Student Work Products
Suggested Assessment
Globalization and the Future (1960 – present) (Continued)
621
Culture-Relationship between art and
literature and the societies that produced
them
Analyze examples of how art, architecture,
literature, music, and drama reflect the history of
cultures in which they are produced. (20B)
623
Culture- Relationship between art and
literature and the societies that produced
them
Identify examples of art, music, and literature
that transcend the cultures in which they were
created and convey universal themes. (20C)
627
Culture–Impact of religion on societies
Identify examples of religious influence in
historic and contemporary world events. (19B)
714
Science, Technology, and Society-Impact of
technology on cultural development
Describe the connection between scientific
discoveries and technological innovations and
new patterns of social and cultural life in the 20th
century, such as developments in transportation
and communication that affected social mobility.
(24B)
814
Social Studies Skills-Use appropriate
mathematical skills
Use appropriate mathematical skills to interpret
social studies information such as maps and
graphs. (25I)
Weeks
5&6
(cont.)
McDougal Littell Patterns of Interaction,
Patterns of Interaction Video Series,
Cultural Crossroads, pp. 73-81: After viewing
and discussing the video on the
interconnections between American cultures
and other cultures, students will complete the
graphic organizer, map and primary source
activities that are part of this ancillary collection.
McDougal Littell Patterns of Interaction,
NetExplorations at www.classzone.com,
The Environment: Students will use the
article “New Kinds of Cars” and Internet images
to create a multimedia presentation on
environmentally friendly cars. They should
include a caption describing each technology
and a table showing the advantages and
disadvantages of each technology.
Integrated Assessment Booklet, “Standards for Evaluating a
Product or Performance”, p. 16
Principles of Learning Connection,
Accountable Talk: Accountability to Knowledge:
Students make use of specific and accurate knowledge
obtained from the video to relate the topic of cultural diffusion
to present-day concerns.
Integrated Assessment Booklet, “Standards for Evaluating a
Cooperative Activity”, p. 5
Recommended Activities from History Alive!
Modern Latin America:
Activities 3.1 and 3.2, A Conference on the
Fate of the Brazilian Rainforest and Writing
a Proposal for Resources: Students assume
the roles of representatives of various interest
groups to debate the use of rainforest
resources and then draft a proposal to a
Brazilian government advisory board on how to
resolve resource conflicts.
Integrated Assessment Booklet, “Standards for Evaluating a
Cooperative Activity”, p. 5
Recommended Activities from History Alive!
The Modern Middle East:
Activity 2.3 Negotiating for Oil: Who Will
Profit?: Students will participate in an
experiential exercise where they assume the
role of either western or Middle Eastern
businessmen and meet to negotiate oil
concessions.
(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
Principles of Learning Connection,
Academic Rigor in a Thinking Curriculum – HighThinking Demand:
The History Alive! activities on the Rainforest Summit and
the oil negotiations are high-level assignments that challenge
students to raise questions, solve problems, construct
explanations, and justify arguments.
NOTE: Many of the matrix items can be covered simultaneously
21
©2006-07 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/
Pace
Resources
Suggested Assessment
Teacher Notes
World History: Patterns of Interaction, Chapter 36 “Global Interdependence,
1960-Present”
On-line edition at www.classzone.com
Ancillary Materials:

In-Depth Resources: “Perspectives on the Present,” Unit 8
o
Guided Reading, pp. 55-58
o
Skillbuilder Practice, Analyzing Assumptions, p. 59
o
Primary Sources

from “Down to Earth,” p. 62

Recycling Symbol, p. 63

The Universal Declaration of Human Rights, p. 64

Cupid’s a Korean Computer, Making Wise Matches,
p. 65
o
History Makers

Kofi Annan, p. 69

Mother Teresa, p. 70
o
Geography Application

Deforestation in Brazil, p. 60
o
Literature

“Paper”, p. 66

Telescoping the Times, Chapter Summary, pp. 141-143

Electronic Library of Primary Sources
o
“Tackling the Menace of Space Junk”
o
“The Making of a Terrorist”
o
“Un-American Ugly Americans”
o
“Television is Defying Borders”

Patterns of Interaction Video Series
o
Technology Transforms an Age: The Industrial and Electronic
Revolutions
o
Trade Connects the World
o
Cultural Crossroads

Geography Transparencies
o
GT36 World Per Capita Income, 1990s

Critical Thinking Transparencies
o
CT36 Patterns of Refugee Movement
o
CT72 Chapter 36 Visual Summary

World Art and Cultures Transparencies
o
AT79 Time Goes By
o
AT80 Technology (Korean video sculpture)

TAKS Practice Transparencies TT141-TT144
(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
Suggested Student Work Products
Pre-AP World History
Vocabulary
 Hubble Space Telescope, Internet, genetic engineering, cloning, green revolution (Text, Chapter 36, Section One)
 developed nation, developing nation, global economy, multinational corporation, free trade, Gulf War, ozone layer,
sustainable development (Text, Chapter 36, Section Two)
 Nuclear Non-Proliferation Treaty, proliferation, terrorism, fundamentalism, Universal Declaration of Human Rights,
civil rights movement (Text, Chapter 36, Section Three)
 popular culture, materialism, accommodation (Text, Chapter 36, Section Four)
Recommended Resources:

History Alive! The Modern Middle East

History Alive! Modern Latin America
Content-specific Web sites on Globalization and the Future:
 World’s Political Hot Spots Web site:
www.audioclassics.net/html/hot_files/hot.htm
 Institute of International Education: Teaching About World Conflict and Peace Education website:
http://www2.milwaukee.k12.wi.us/multirc/pages/Global/global.html
 Institute for Global Communications at http://www.igc.org/
 CNN, Lost: Space Shuttle Columbia at http://www.cnn.com/SPECIALS/2003/shuttle/
 PBS Frontline: The Gulf War at http://www.cnn.com/SPECIALS/2003/shuttle/
 United Nations Environmental Programme: The Ozone Secretariat at http://www.unep.ch/ozone/index.asp
 World Trade Organization at http://www.wto.org/
 Global Exchange: The World Trade Organization at http://www.globalexchange.org/campaigns/wto/
 Amnesty International at http://www.amnesty.org/
 The Eisenhower Institute: Safeguarding the Atom at
http://www.eisenhowerinstitute.org/programs/globalpartnerships/safeguarding/mcnamara1.htm
 Mr. Pop History at http://www.pophistorynow.com/
 Washington State University: Popular Culture Resources for Critical Analysis at
http://www.wsu.edu:8080/%7Eamerstu/pop/tvrguide.html
 Rock & Roll Hall of Fame and Museum at http://www.rockhall.com/
 The Rough Guide to Rock at http://www.roughguides.com/store/details.html?ProductID=252
 About.com: Globalization Issues at http://globalization.about.com/
 Emory University Department of Sociology: Globalization Web site at
http://www.sociology.emory.edu/globalization/
NOTE: Many of the matrix items can be covered simultaneously
22
©2006-07 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/
Pace
Resources
Suggested Student Work Products
Pre-AP World History
Suggested Assessment
Teacher Notes
World History: Patterns of Interaction, Chapter 36 “Global Interdependence,
1960-Present”
TAKS Practice Transparencies
On-line edition at www.classzone.com
Content-specific Web sites on Globalization and the Future:
 Nobel Prize Home Page: Mother Teresa at
http://nobelprize.org/peace/laureates/1979/teresa-bio.html
 CNN: A Tribute to “The Saint of the Gutters” at
http://www.cnn.com/WORLD/9709/mother.teresa/
 The Official Site of Major League Baseball at
http://mlb.mlb.com/NASApp/mlb/index.jsp
 Latino Legends in Sports: Latinos in the Major Leagues at
http://www.latinosportslegends.com/LatinsinMLB_2000.htm
 PBS: A Science Odyssey at http://www.pbs.org/wgbh/aso/
 BBC News: Science & Nature at
http://news.bbc.co.uk/1/hi/sci/tech/default.stm
 CNN: Science and Technology Resources at http://www.cnn.com/TECH/
 National Renewable Energy Laboratory: Hybrid Vehicle Propulsion
Program at http://www.nrel.gov/vehiclesandfuels/hev/
 Massachusetts Institute of Technology: Solar Vehicle Team at
http://www.mit.edu:8001/activities/solar-cars/index.html
 The Field Museum (Chicago) at http://www.fieldmuseum.org/
(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
TT141 Table and Graph: HIV/AIDS Worldwide Population, Objective 2 – WH 23A
TT142 Political Cartoon: Recycling, Objective 5 – WG 8B
TT143 Comparing Two Maps: U.S. Immigration, Objective 2 – WG 1A
TT144 Comparing Graphs: Olympic Participation, Objective 2 – WG 1B
NOTE: Many of the matrix items can be covered simultaneously
23