©2005-2006 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 Texas History
Suggested Assessment
Twentieth Century Events
108
History-Sequence events
Apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods. (1B) B
T1
124
History-Figures contribute to society in civil and equal rights
…Identify key leaders in the civil and equal rights movements,
including James Farmer, Hector P. Garcia, Oveta Culp Hobby, Lyndon
B. Johnson and Jane McCallum. (7C) B
T3*
149
History-Impact of wars on history
Analyze the political, economic, and social impact of major wars,
including World War I and World War II, on the history of Texas. (7D) B
T1
219
Geography-One area is similar to, and different from, another area
Compare places and regions of Texas in terms of physical and human
characteristics. (9B) B
T2
220
Geography-Physical environment affects and interacts with the human
environment
Analyze the effects of physical and human factors such as climate,
weather, landforms, irrigation, transportation, and communication on
major events such as hurricanes, the Dust Bowl, and the Intercoastal
Canal in Texas. (9C) B
T2
Geography-How population is distributed
Analyze the effects of the changing population distribution in Texas
during the 20th Century. (11C) B
T2
Geography-How population is distributed
Describe the structure of the population in Texas using demographic
concepts such as growth rate and age distribution. (11D) B
T2
Economics-Production of goods and services
Analyze the impact of national and international markets and events on
the production of goods and services in Texas. (13A) B
T3
Economics-Types of industries found in different societies
Trace the development of major industries that led to the urbanization
of Texas such as automobiles, petroleum production, railroads, the
Intercoastal Canal, the Houston Ship Channel, and high tech. (12B) B
T3
229
230
301
319
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
Please see
the Teacher
Notes
section for
an
explanation
of the
time/pace
for this
unit.
This 20th Century unit has been designed in
a flexible way to allow teachers flexibility
with how they handle the research aspect.
The suggested way to do this 20th Century
unit is with a major research project done in
groups (it could be done individually at the
discretion of the teacher).
As the teacher and students do an overview
of the 20th Century, have students create a
20th Century timeline on the walls of the
classroom. Students make icons (or write
short paragraphs) and display them in
chronological order around the classroom
(or hallway if you have that available).
After the overview is complete, divide the
students into groups and assign a decade to
each group. If you have a small class, you
could merge decades. For larger class
more than 1 group could cover each decade
or you could divide decades with lots of
events (40s, 60s) into smaller chunks.
Each group is responsible for creating a
museum-style display about their decade
and then teaching the rest of the class.
Each group could be given a list of the
following activities and asked to choose two
or three of them to complete as part of their
display.
Personal Reflection – After the unit,
students could write a reflection piece on
what they have learned and how it has
added to their perceptions of Texas.
Indicates differentiation from the IPG. The APGs are colorused.
GREEN = Modifications addressing depth/complexity,
RED = Substitutions, PURPLE = Additions
NOTE: Many ofcoded
the matrix
items canthe
be type
covered
to explain
of simultaneously
differentiation
Color-coded APGs are available on the AISD GT website at:
http://www.austinisd.org/academics/curriculum/gt/apg.phtml
Chronology/ Event
Significance Test: Identify 2030 key events from the 20th
Century and ask students to
list them in chronological order.
Then have students put them
in order of significance for the
20th Century. To determine the
order students should consider
the following questions:
 How many Texans
during this time period
were impacted
(positively or negatively)
by this event?
 How many Texans are
still impacted by this
event in the early 21st
Century?
The project will require a series
of checklists and rubrics to make
sure that students remain on
task and complete required
elements. Students have spent
the year using the Glencoe
generated rubrics so they may
want to pick which ones they
think will work to assess their
projects. Have students take
part in creating the rubrics for
each element of the project as
well as for the presentations.
Headline Quiz – Another way to
check comprehension of 20th
Century events would be to
either create fictitious headlines
or find actual newspaper reports.
Have students match the
headline or quote from a primary
source to the event.
1
©2005-2006 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 Texas History
Suggested Assessment
Twentieth Century Events
Economics-Geographic and historic factors that influence a society’s
economy.
Explain the economic factors that led to the urbanization of Texas, such
as the railroad, petroleum production, the Intercoastal Canal, the
Houston Ship Channel, and high tech. (12A) B
T3
512
Citizenship-Impact of individuals and groups on the democratic
process
Analyze the contributions of Texas leaders such as Henry B. Gonzalez,
Phil Gramm, Barbara Jordan, and Sam Rayburn. (18B) B
T3*
516
Citizenship-Effective leadership in a democratic society
Identify the leadership qualities of elected and appointed leaders of
Texas, past and present, including Texans who have been President of
the United States. (18A) B
T4*
701
Science, Technology & Society-How technology has affected daily lives
Compare types and uses of technology, past and present. (20A) B
T3*
807
Social Studies Skills-Organize and interpret information
Organize and interpret information in outlines, reports, databases, and
visuals including graphs, charts, timelines and maps. (21C) B
T5
812
Social Studies Skills-Create visual and written materials
Interpret and create databases, research outlines, bibliographies, and
visuals including graphs, charts, timelines, and maps. (L) B
T5
333
815
Social Studies Skills-Locate, differentiate, and use primary and
secondary sources
Differentiate between locate, and use primary and secondary sources
such as computer software; interviews; biographies; oral, print, and
visual material; and artifacts to acquire information about Texas.
(21A) B
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 that influenced the participants. (21D) B
T5
T5
Week 1-6
ongoing
Memorable Events Interviews:
Brainstorm a list of memorable events from
each decade (the more recent ones will
work best, but you might be surprised at
who the students have access to) and have
students create a list of questions to ask
someone who lived through them. Interview
the subject and incorporate their answers
into the museum display. If students do not
have access to someone who lived through
an event from their decade, they could
answer the questions themselves assuming
the persona of someone who was alive.
Then and Now:
Teachers will assign a
decade to students beginning with the early
1900’s to the 1980’s. Have students pick 23 events/ideas that are characteristic of their
decade and create a visual that compares
them to the same event/idea in today’s
modern society. Suggestions can be:
transportation, recreation, educational
opportunities, career opportunities.
Students should consider how women and
minority groups were impacted by this
event/idea.
For the comparison, students should focus
on the questions in the Suggested
Assessment section to help them infuse
Depth and Complexity into the visual
comparison.
Principles of Learning, Accountable Talk:
Students synthesize several sources of
information. You may wish to end the year
with a study of Austin history. Students can
use their own experiences, interviews with
community leaders and resources from the
Austin History Center to create a project
showing the history of their community.
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
Six Weeks Exam
EOY Benchmark Test
Then and Now Questions:
PATTERNS:

What elements,
events, ideas, are
repeated over time?
ETHICS:

What elements can be
identified that reflect
bias, prejudice, and
discrimination?
OVER TIME:

How are the ideas
related between the
past, present, future?

How are these ideas
related within or
during a particular
time period?

How has time affected
the information?

How and why do
things change or
remain the same?
BIG IDEAS:

What overarching
statement best
describes what is
being studied?
2
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six weeks
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP Texas History
Suggested Assessment
Twentieth Century Events
820
Social Studies Skills-Identify bias in a variety of sources
Identify bias in written oral and visual material. (21F) B
T5
823
Social Studies Skills-Apply critical thinking skills to gather and analyze
social studies information
Analyze information by sequencing, categorizing, identifying, causeand-effect relationships, comparing, contrasting, finding the main idea,
summarizing, making generalizations and predictions, and drawing
inferences and conclusions. (21B) B
T5
157
History-Historical development of political issues
Trace the emergence of the two-party system in Texas during the second
half of the 20th century. (7E)
305
Economics-Concept of how people earn a living
Explain the changes in the types of jobs and occupations that have resulted
from the urbanization of Texas. (12C)
317
Economics-Different economic systems
Analyze the impact of significant industries in Texas such as oil and gas,
aerospace, and medical technology on local, national, and international
markets. (13C)
705
Science, Technology & Society-Individuals have created or invented
technology
Identify Texas leaders in science and technology such as Roy Bedichek,
Walter Cunningham, Michael DeBakey, and C.M. “Dad” Joiner. (20B)
801
Social Studies Skills-Use social studies terminology
Use social studies terminology correctly. (22A)
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. (22B)
804
Social Studies Skills-Express ideas orally
Express ideas orally based on research and experiences. (L)
TAKS
Connection:
Use the Daily Focus
Transparencies to
reinforce skills needed for
mastery on the 8th grade
TAKS test. All of these
skills support TAKS
Objective 5: The student
will use critical-thinking
skills to analyze social
studies information.
Specific Daily Focus
Transparencies are cited
throughout the APG.
Decade Newspapers: Gather free
copies of The University of Texas student
newspaper “The Daily Texan” and have
students briefly read the newspaper. Tell
the students that the newspaper began in
the year 1900, so it served the students of
UT for the entire 20th Century. Have
students recreate the front page of The
Daily Texas for several important events fir
an assigned decade of the 20th Century.
They should include important headlines,
articles, and can even include photos or
drawing and advertisements. Students
need to remember to take on the
perspective of a college student as they
create the newspaper.
Websites for rubrics. These
rubrics will need some
modification.
Mr. or Ms. Decade: Pick one Texan who
personifies the decade and write a short
biographical sketch. Explain why that
person could be called Mr. or Ms. ______.
For example, Lyndon B. Johnson could be
called Mr. 1960s for his work on Civil Rights.
An alternate assignment for this would be to
make large character collages. Have
students trace the outline of a person on a
large piece of butcher paper. Fill up the
outline with things that represent that
person. For example, a character collage of
George W. Bush might include a picture of a
baseball glove, a quote from this post
September 11th speech, the Tale mascot
and other items that represent his life and
career.
HyperStudio or Powerpoint
http://rubistar.4teachers.org/ind
ex.php?scfeen+ShowRubric&
module+Rubistar&rubric_id…
Decades Research Project
http://www.myschoolonline.co
m/page/0,1871,12310-20519615-48524,00.html
Poster
http://rubistar.4teachers.org/ind
ex.php?screen+ShowRubric&r
ubric_id+1046893&
A Walk Through the 20th
Century
http://www.educationworld.com/a_tsl/archives/001/lesson0010.shtml
Graph the Decade: Have students use the
atlas and internet sources to determine
various demographic aspects of the decade
(population, ethnic breakdown, literacy rate,
birth rate) and create a series of charts or
graphs to illustrate this information.
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
General
http://rubistar.4teachers.org
3
©2005-2006 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 Texas History
Suggested Student Work Products
Suggested Assessment
Traditional Museum Board Display:
Using the three sided project boards or a
piece of poster board, have students create
an informative collage of information and
pictures illustrating the decade.
Diary Entry Rubric
http://wwwreadwritethink.org/le
ssion_images/lesson269/rubric
_diary.pdf
Twentieth Century Events
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
809
810
Social Studies Skills-Obtain information using a variety of oral
resources
Obtain information about a topic using a variety of oral sources such as
conversations, interviews, and music. (L)
When it is time for students to teach the rest
of the class, they should show off their
products and discuss the highlights of the
decade. One way to focus the
presentations would be to use the TEKS
areas:
Social Studies Skills-Obtain information using a variety of visual
resources
Obtain information, including historical and geographic data about using a
variety of print, oral, visual, and computer sources. (L)
History, Geography, Economics,
Government, Culture and Science and
Technology. Have students make charts to
take notes during the presentations.
Social Studies Skills-Transfer information from one medium to another
Transfer information from one medium to another, including written to visual
and statistical to written or visual, using computer software as appropriate.
(22C)
811
Social Studies Skills-Create visual and written materials
Create written, oral, and visual presentations of social studies information.
(22D)
814
Social Studies Skills-Use appropriate mathematical skills
Use appropriate mathematical skills to interpret social studies information
such as maps and graphs. (21H)
819
Social Studies Skills-Identify and support different historic points of
view
Support a view on a social studies issue or event. (21E)
822
Social Studies Skills-Evaluate the validity of a source
Evaluate the validity of a source based on language, corroboration with other
sources, and information about the author. (21G)
Consider having a decade day where
students come dressed as people living in
their decade. You could play period music.
Students could mingle using phrases and
slang appropriate to their decade (“Neato”,
“Groovy”, “Tight”)
If you would rather teach this traditionally,
you can insert one or two of the activities
listed above into your learning. For
example, students could make WWII
newspapers, interview people who
remember Vietnam and/or make posters
about the Civil Rights movement.
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
Oral Presentation Rubric
http://glef.org/reeder/images/st
udent.pdf
Writing Rubric
http://www.makeworksheets.co
m/tools/rubric1.html
Museum Display Rubric:
http://www.cesa8.k12.w.us/bm
w/unit/witt/Berndt/indexberndt.
htm
htttp://ctap295.ctaponline.org/~
suzic/teacher.html
http://oswego.org/staff/jdeloren
/coldwar_2/rubric.html
http://ww.isb.ac.th/ReasearchT
ools/Souza799/EgyptologistsR
ubric.htm
http://warrensburg.k12.mo.us/i
adventure/nativeam/conclusion
.html
http://www.umeedu.maine.edu/
coehd/cultureart/rubric.htm
4
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six weeks
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP Texas History
Suggested Assessment
Twentieth Century Events
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. (23A)
827
Social Studies Skills-Apply critical thinking skills to the decision
making process
Use a decision-making process to identify a situation that requires a decision,
gather information, identify options, predict consequences, and take action to
implement a decision. (23B)
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)
830
Social Studies Skills-How to evaluate social studies data
Apply basic statistical concepts and analytical methods such as computerbased spreadsheets and statistical software to analyze social studies data.
(L)
TAKS Skills Taught in This Unit
Using The Daily Focus Transparencies (DFT) and practice questions in the text, students can
practice the following TAKS skills:

Identifying points of view (DFT 21.1, 26.2)

Interpreting graphics (DFT 21.2, 22.2, 23.1, 27.1)

Interpreting timelines (DFT 21.3, 24.2)

Making Inferences (DFT 22.1, 25.2)

Analyzing Cause and Effect (DFT 22.3, 23.2, 24.1)

Making Predictions (DFT 25.3)

Drawing conclusions (DFT 26.1)

Distinguishing fact from non-fact (DTF 27.1)
TAKS Mini-Lesson: Reading Graphs




Review what a graph is and where students may find them in daily life.
Conduct a quick poll about something like favorite movie or American Idol contestant
Have students read the Skillbuilder on page 503 and on 525
Have students complete the TAKS practice activity on page 513 and on 531
TAKS Objective 5: The student will use critical-thinking skills to analyze social studies
information.
TAKS Connection:
Use the TAKS Skills Practice Workbook to reinforce skills needed
for mastery on the 8th grade TAKS test. All of these skills support
TAKS Objective 5: The student will use critical-thinking skills to
analyze social studies information. Specific TAKS Skills Practice
activities are cited throughout the IPG.
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
5
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six weeks
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
TAKS
Obj.
Time/Pace
Pre-AP Texas History
Suggested Student Work Products
Suggested Assessment
Teacher Notes
Texas and Texans Chapters 21-27 (World War I – Texas Today)
Time/Pace Suggestions
Additional resources are listed thematically.
Teachers can either choose to teach this project as a massive research project or in a more traditional
manner.
World Wars
Local veterans association, Nimitz Museum, Fredericksburg
Traditional Teacher Model
Depression and New Deal –
Spend 2-3 days on each decade. Depending on the areas you choose to focus on, some may take only 1 day
and others (for example, the Civil Rights Movement and the 60s) may take up to 1 week.
Texas and the Great Depression
http://www.rra.dst.tx.us/c_t/History1/GREAT%20DEPRESSION.cfm
WPA Projects in Texas
http://www.rra.dst.tx.us/c_t/History1/WORK%20PROJECTS%20ADMINISTRATION.cfm
Civil Rights and Urban Growth –
Civil Rights in Texas
http://www.rra.dst.tx.us/c_t/History1/WORK%20PROJECTS%20ADMINISTRATION.cfm
Awesome list of links to various organizations (LULAC, CORE, etc.)
http://www.celebratingtexas.com/24-6.html
Because of the vast array of topics that could be chosen to focus on, it is suggested that
students learn how to use two valuable resources. Teachers can also use these to find
any topic with ease.
The Handbook of Texas Online
http://www.tsha.utexas.edu/handbook/online/index.html
Project Model
Initial overview of the 20th Century and creation of class timeline – 2 weeks
Students prepare projects – 2 weeks
Students present projects – 1 week
Debrief and assessment – 1 week
Non-Negotiables
SELECT LESSON PLAN
The TEKS and AISD Matrix list certain events, people and organizations that must be covered. You may want
to assign these to your decade groups as items that MUST be covered in their museum displays. They are
organized here by decade (though you may want to move them…the determination of decade was made by
where they fall in the textbook, but several of these could easily fall in several time periods). You will, of
course want to add other events to these lists. These are just the ones that we MUST cover. Also included
are the 20th century topics from the 5th six weeks in case you want to do some overlap/reteaching.
1900s
Galveston
Hurricane
1910s
WWI
Sam Rayburn
1920s
Petticoat Lobby
Jane McCallum
Roy Bedichek
1930s
LULAC
Dust Bowl
Michael DeBakey
C.M. “Dad” Joiner
1950s
Civil Rights
Henry Gonzalez
1960s
Civil Rights
CORE
Henry Gonzalez
Walter Cunningham
Lyndon B. Johnson
Aerospace Industry
1970s
Women’s
Movement
Barbara Jordan
1980s
“Boom and Bust”
George H.W. Bush
Phil Gramm
Google Search Engine – www.google.com
Current Events Rubric:
http://www2.edgate.com/summergames/lesson_plans/CurrentEvents-Rubric.php
http://www.persucsd.org/dtwood/current_events_rubric.htm
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
1940s
American GI Forum
WWII
Intercoastal Canal
Hector Garcia
Oveta Culp Hobby
1990-Present
George W. Bush
6
©2005-2006 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.
Principles of Learning Connection
Academic Rigor in a Thinking Curriculum – Active Use of Knowledge:
Have students think about how their times will be defined by historians in
the future. Ask them to create a chapter from a textbook from the future.
Time/Pace
Suggested Student Work Products
Pre-AP Texas History
Suggested Assessment
Current Event Fridays
Because history continues to happen, you may want to institute a current event day.
One suggestion is to have students find an article that relates to Texas and do the following activities:
Highlight and define 3 vocabulary words from the article.
Write a summary.
Write a statement that connects the article to S.S. TEKS strands.
Write a statement of how the article relates on a personal level.
Each week, randomly pick 3 or 4 students to present/discuss their articles.
Current Event Rubrics
Principles of Learning Connection
Accountable Talk – Clarifying or expanding a proposition.
Equality is one of the basic rights guaranteed by the Constitution. After
the study of the Civil Rights movement, have students debate how “equal”
people in this country are today. Before the debate, outline clear
expectations for speaking and listening.
http://www.makeworksheets.com/tools/rubric!.html
http://www.perucsd.org/datwood/current_events/curr_events_rubric.htm
http://www2.edgate.com/summergames/lesson_plans/CurrentEvents-Rubric.php
Novels
Some teachers prefer to teach a Texas novel during the last few weeks of the year because textbooks and
other materials must be turned in. This is a list of novels that works particularly well for that purpose:
Where the Broken Heart Still Beats – Carolyn Meyer
Hill Country – Janice Woods Widdle (for G/T/ or IB students)
Old Yeller – Fred Gipson
Whistle Punk – Alice, Kent and Chapin Ross
Boomer’s Kids – Ruby C. Tolliver
Search for the Shadowman – Joan Lowery Nixon (this one is actually liked by the kids)
Book Report Websites
http://www.theideabox.com/ideas.nsf/7c642809039a3f9986256616000ea970/b3ecf9e2fo8
http://www.abcteach.com/bookreports/genbookreport.htm
6 Weeks Available Resources
History in Focus:
History in Focus:
History in Focus:
History in Focus:
History in Focus:
History in Focus:
History in Focus:
1900-1909 (29:32)
1910-1919 (30:41)
1920-1929 (28:04)
1930-1939 (29:31)
1940-1949 (28.11)
1950-1959 (54:28)
1960-1969 (57:11)
Compare and Contrast Essay Rubric
http://www.tnellen.com/cybereng/rubric/c&c.htm
Timeline Rubric
http://www.lausd.k12.ca.us/lausd/offices/di/Burleson/Lessons.WW2/rubric.htm
Cause and Effect Essay Rubric
http://www.phschool.com/atschool/writing_graybma/gold/scored_model-essays/pdf./o9na0213pdf
Project Rubric
http://www.cis2.cuyamaca.net/jreedfp/cis212/assignments/final_project/rubric.html
http://www.warrensburg.k12.mo.us/iadventure/nativeam/conclusion.html
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
7
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six weeks
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
TAKS
Obj.
Websites for rubrics. These rubrics will need some modification.
Time/Pace
Suggested Student Work Products
Pre-AP Texas History
Suggested Assessment
Weeks 1-6
Ongoing
General:
http://rubistar.4teachers.org
Decades Research Project
http://www.myschoolonline.com/page/0,1871,12310-205196-15-48524,00.html
Poster
http://rubistar.4teachers.org/index.php?screen+ShowRubric&rubric_id+1046893&
HyperStudio or Powerpoint
http://rubistar.4teachers.org/index.php?scfeen+ShowRubric&module+Rubistar&rubric_id…
A Walk Through the 20th Century
http://www.education-world.com/a_tsl/archives/00-1/lesson0010.shtml
Diary Entry Rubric
http://wwwreadwritethink.org/lession_images/lesson269/rubric_diary.pdf
Oral Presentation Rubric
http://glef.org/reeder/images/student.pdf
Writing Rubric
http://www.makeworksheets.com/tools/rubric1.html
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
8