Austin ISD Instructional Planning Guide
Social Studies
United States History
(1865 –Present)
Third Six Weeks
Teachers will find the following components provided in this document useful in their professional planning:
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Student Expectations (TEKS)
Recommended Pacing Schedule
Suggested Student Work Products
Suggested Assessments
Compendium of Recommended Resources
Suggested Accommodations for Students with Special Needs
Questions about the information found within the Instructional Planning Guides
can be directed to the Austin ISD Bureau of Curriculum’s Social Studies Department.
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
United States History
Suggested Assessment
The Great Depression
103
History-Major periods, eras, and points of reference in history
Identify the major eras in U.S. History from 1877 to the present
and describe their defining characteristics. (1A) B
T1
108
History-Sequence events in history
Apply absolute and relative chronology through the sequencing
of significant individuals, events, and time periods. (1B) B
T1
107
History–Significant dates in history
Explain the significance of the following date: 1929. (1C) B
111
124
History-The present relates to the past
Analyze the effects of physical and human geographic patterns
and processes on events in the past…(WG 1A) B
History-Historical figures contribute to society in the area of
civil and equal rights
Identify significant leaders of the civil rights movement, such as
Mary McLeod Bethune. (7B) B
10 days
Organize students into groups of four and
have them discuss how they would
economize if their families’ incomes were
drastically reduced and there was no aid
available.
T1
Principles of Learning Connection,
Accountable Talk – Accountability to
the Learning Community:
The discussion groups on economizing
family incomes allows students to actively
participate in classroom talk with each
other. They should listen attentively to
each other’s responses, elaborate and
build upon their ideas and contributions
and work on clarifying or
expanding propositions on
developing their incomes.
T2*
T3*
130
History-Events that shape history
Analyze causes and effects of significant issues such as
immigration, the Red Scare, Prohibition, and the changing role
of women. (5A) B
T1
163
History-Historical developments of the civil rights movement
Trace the historical development of the civil rights movement in
the … 20th century, including the 13th, 14th, 15th amendments.
(7A) B
T4*
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 shown on maps, graphs, charts, models, [and
databases]. (8B)
B
T2
Students will write an article for a financial
magazine explaining the rapid decline of
the stock market in 1929 and the reasons
for the Black Tuesday crash.
Have students create a rubric for their article or
modify the one found in Performance
Assessment Activities and Rubrics.
As a veteran of World War I, each student
will write a letter to members of Congress
explaining his circumstances and asking
them to give an early bonus.
Student or teacher developed rubric for writing
a persuasive letter.
Students will create a dictionary of words
and phrases that grew out of the Great
Depression. If possible include pictures or
photographs that illustrate the entries.
Criteria charts and rubrics developed with
student input.
Before students learn about actual New
Deal programs, organize them into groups
of four or five. Each group would tackle a
different issue, such as creating jobs,
providing emergency relief, bolstering
business, or safeguarding bank deposits.
After review or refinement, have the
groups present their ideas to the class.
Have the class compare their ideas to the
actual New Deal programs that were
created.
Use the rubric for a cooperative group
management plan on pages 71 –72 in the
Performance Assessment Activities and
Rubrics booklet.
There are more than enough
activities for this grading period. While the
TEKS should be met within the 6 weeks, not
all activities will be completed. Teachers
should select those activities that best fit the
needs of their students.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
1
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
United States History
Suggested Assessment
The Great Depression (continued)
220
Geography–How the physical environment affects and interacts
with the human environment
Analyze the effects of physical and human geographic factors
on major events such as the Dust Bowl. (9A) B
T2
223
Geography-Humans have adapted to, and modified, the
physical environment
Compare ways that humans depend on, adapt to, and modify
the physical environment, such as coastal fishing, farming and
ranching, industrialization, irrigation, timber and urbanization
using state, national, and international human activities in a
variety of cultural and technological contexts. (WG 8B) B
T5*
321
Economics–Economic problems encountered by different
societies
Analyze the causes of the Great Depression, including the
decline in worldwide trade, the stock market crash, and bank
failures. (13B) B
T3
322
Economics–Economic problems encountered by different
societies
Analyze the effects of the Great Depression on the U.S.
economy and government. (13C) B
T3
325
Economics-Economic patterns of different societies, past and
present
Analyze causes of economic growth and prosperity in the
1920s, such investment in the stock market. (13A) B
T3
337
Economics–Political factors influence a society’s economy
Analyze how various New Deal agencies and programs such as
the Federal Deposit Insurance Corporation, [the Securities and
Exchange Commission,] and Social Security continue to affect
the lives of U.S. citizens. (13E) B
T3
434
Government–Impact of political decisions
Analyze the effects of 20th Century landmark U.S. Supreme
Court decisions such as NLRB vs. Jones and Laughlin Steel.
(17A) B
T4
10 days
(continued)
Organize the class into small groups and
ask them to create a visual aid about the
life of Franklin Delano Roosevelt. Each
team member should concentrate on one
of the following tasks:

Collecting images

Creating a list of
accomplishments
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Choosing excerpts from
speeches
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Creating a timeline

Collecting anecdotes
The group should work together to
organize the information into an effective
visual aid, such as a poster, display or
multimedia presentation.
Use the rubric for creating visuals on pages
65–66 in the Performance Assessment
Activities and Rubrics to evaluate the visual aid.
Have student write a persuasive speech
that Franklin Roosevelt could have used
during the Hundred Days to promote his
solutions to the banking crisis or to defend
his emergency relief measures. Students
may want to study transcripts or
recordings of some of Roosevelt’s
speeches to get a sense of his speaking
style. Students should also identify
characteristics of the audience and write a
speech targeted to those characteristics.
Student or teacher developed rubric for writing
a persuasive speech.
Have students work in pairs to create a
diagram showing how the banking system
worked before and after the GlassSteagall Act and the creation of the
Federal Deposit Insurance Corporation.
Suggest that students use visuals such as
play money to make their diagrams
visually appealing.
Use the rubric for creating visuals on pages
65–66 in the Performance Assessment
Activities and Rubrics to evaluate the visual aid.
Use the rubric for a cooperative group
management plan on pages 71 –72 in the
Performance Assessment Activities and
Rubrics booklet to evaluate student group work.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
2
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
United States History
Suggested Assessment
The Great Depression (continued)
Culture-Individuals and groups shape a society’s culture.
Identify the political, social, and economic contributions of
women to American society. (21D) B
T3*
701
Science, Technology & Society-Technology has affected daily
lives, past and present.
Explain the effects of scientific discoveries and technological
innovations such as Hoover Dam on the development of the
United States. (22A)
B
T3*
711
Science, Technology & Society-Impact of technology on
cultural development
Give examples of…technological innovations that occurred at
different periods in history and describe the changes produced
by these discoveries and innovations.
(WH 23A) B
T3*
811
Social Studies Skills-Create visual and written materials
Interpret visuals including graphs, charts, timelines, and maps.
(WH 26C) B
T5
812
Social Studies Skills-Create visual and written materials
…Interpret maps to answer geographic questions, infer
geographic relationships, and analyze geographic change.
(WG 21C) B
T5
816
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. (24C) 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.
(24B) B
T5
616
10 days
(continued)
Show Video Program 18: Brother Can You
Spare a Dime from the ancillary materials.
Have students respond to the question How
would you compare life during the Great
Depression to your life now? Use the
questions in the Viewer’s Guide to structure
discussion. Have students research
programs that were put in place during the
Great Depression to alleviate the suffering
of many and guide them to see that some of
them were forerunners of federal programs
that are in place today to help the
unemployed and poor.
Show Video Program 19: Franklin D.
Roosevelt and the New Deal from the
ancillary materials. Have students respond
to the question What role should the
government play in times of national
need? Discuss the questions in the
Viewers’ Guide and then divide the class
into pairs to research and debate a
particular New Deal program with each side
taking either a pro or con stand. Set up a
news conference format where the rest of
the class can ask questions after each side
is presented.
Principles of Learning Connection,
Accountable Talk: Accountability to
Knowledge:
Researching current federal assistance
programs that originated during the
Great Depression requires students to
identify knowledge that may not yet be
available in class but is needed to
address the issue of these programs.
Accountability to Rigorous Thinking:
The debate and news conference
requires students to synthesize several
sources of information then test their
own understanding of New Deal
programs through the construction of
explanations, conjectures, and
hypotheses.
Refer to pages 39-40 of the Performance
Assessments: Activities and Rubrics
ancillary booklet. Students will create a
photo essay of life during the Great
Depression. They will create a title for each
photo and write a brief description of the
photo in a summary paragraph. Use the
photographs and summary paragraphs to
create a classroom display.
Use the rubric for a photo essay on pages 81–
82 in the Performance Assessment Activities
and Rubrics.
Refer to pages 41-42 of the Performance
Assessments: Activities and Rubrics
ancillary booklet. Students will write a
tribute to Franklin D. Roosevelt that includes
both his challenges and accomplishments at
the end of his first one hundred days as
President.
Modify the rubric for creating a book review,
research report, or position paper on pages 79
–80 in the Performance Assessment Activities
and Rubrics.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
3
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
United States History
Suggested Assessment
The Great Depression (continued)
332
Economics-Geographic and historic factors that influence a
society’s economy
Describe the economic effects of international military conflicts …on
the United States. (12E)
336
Economics–Political factors influence a society’s economy
Evaluate the effectiveness of New Deal measures in ending the
Great Depression. (13D)
407
Government–Structure of government
Evaluate the impact of events, including Franklin Roosevelt’s attempt
to increase the number of U.S. Supreme Court justices, on the
relationships among the legislative, executive, and judicial branches
of government. (16B)
418
Government-Historic origins and developments in government
Evaluate the impact of New Deal legislation on the historical roles of
state and federal governments. (15A)
512
Citizenship–Characteristics of good citizenship
Evaluate the contributions of significant political and social leaders in
the United States such as…Franklin D. Roosevelt. (19B)
517
Citizenship-Importance of effective leadership in a democratic
society
Describe qualities of effective leadership. (19A)
622
Culture-Relationship between art and literature and the
societies that produced them
Describe how the characteristics and issues of various eras in U.S.
History have been reflected in works of art, music, and literature
such as...John Steinbeck’s The Grapes of Wrath. (20A)
629
Culture-Impact of fundamental institutions and ideas on
societies, past and present.
Analyze the relationship between culture and the economy and
identify examples such as the impact of the entertainment industry
on the U.S. economy. (20D)
10 days
(continued)
Internet Activity – The Hobo Life:
Direct students to the PBS Web
site for the American
Experience episode “Riding the
Rails” at
http://www.pbs.org/wgbh/amex/rails/. Go
to the Special Features section and listen
to the songs in the “Striking a Chord”
section. Students will then write their own
song lyrics from the point of view of a
teenager who is riding the rails during the
1930s.
Internet Activity – Dr. Mary
McLeod Bethune: Direct
students to the BethuneCookman College Web site at
http://www.cookman.edu/Welcome/Found
er/Default.html. After reading the on-line
biography of Mary McLeod Bethune, they
will write a short monologue that
summarizes her contributions to the
struggles for equal rights and how she
challenged traditional views of African
Americans and women.
Recommended Activities from History
Alive! The Roaring Twenties and the
Great Depression (Because of time
constraints, teachers should choose the
activities best suited for the classes.)
Activity 2.2 The Pain of a Failing
Economy: After the teacher “pretends” to
lose several students’ quizzes and refuses
to give them credit to introduce them to
the emotions associated with the bank
failures, students will connect their
experience to history and read about the
human impact of the Great Depression.
Modify the rubric for creating an oral
presentation, monologue, song, or skit on
pages 67 –68 in the Performance Assessment
Activities and Rubrics.
Modify the rubric for creating an oral
presentation, monologue, song, or skit on
pages 67 –68 in the Performance Assessment
Activities and Rubrics.
Principles of Learning Connection,
Academic Rigor in a Thinking Curriculum
– High-Thinking Demand: Through the
experiential exercise on bank failures,
students are expected to raise questions,
solve problems, and to think and to reason.
The organization of this activity also supports
reflection on learning processes
and strategies.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
4
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
United States History
Suggested Assessment
The Great Depression (continued)
10 days
(continued)
801
Social Studies Skills-Use social studies terminology
Use social studies terminology correctly. (25A)
810
Social Studies Skills-Transfer information from one medium to
another.
Transfer information from one medium to another, including written
or visual and statistical to written or visual, using computer software
as appropriate. (25C)
813
Social Studies Skills-Create visual and written materials
Create written, oral, and visual presentations of social studies
information. (25D)
814
Social Studies Skills-Use appropriate mathematical skills
Use appropriate mathematical skills to interpret social studies
information such as maps and graphs. (24H)
819
Social Studies Skills-Identify and support different historic
points of view
Support a point of view on a social studies issue or event. (24G)
TAKS Connection – TAKS Skill
Practice Workbook: Activity 17
Identifying and Evaluating
Evidence (page 35)
Students will read an expository passage
on the Dust Bowl as well as a passage
from The Grapes of Wrath. They will then
cite evidence that the Dust Bowl was an
ecological and human catastrophe.
TAKS Obj. 2 (8.10B, WG 1A, WG 1B,
WH 12C)
Recommended Activities from
History Alive! The Roaring Twenties
and the Great Depression (continued):
Activity 2.3 Graphing Economic Data
on the Great Depression: Students work
in pairs to graph and analyze economic
data to understand the causes and effects
of the Great Depression.
Activity 3.2 Empathizing with Victims of
the Great Depression: Students assume
the roles of photographers doing field
research on victims of the Great
Depression to view and take notes on four
Dorothea Lange photographs. They will
then use their notes to write a letter to
President Roosevelt about the hardships
faced by Americans living in the 1930s.
Activity 4.1 My Deal: What Should Be
Done About the Great Depression: In
this response group activity, students
assume the role of economists advising
Congress to respond to four key economic
problems during the Great Depression.
They will also learn and read about
economic philosophies of the 1930s,
President Hoover’s conservatism, and the
public’s response to it.
Graded evaluation of student responses.
Principles of Learning Connection,
Accountable Talk - Accountability to
Rigorous Thinking: Response groups like
Activity 4.1 allow students to construct
explanations and formulate conjectures and
hypotheses. They test their understanding of
Student or teacher developed rubric for writing
concepts and challenge the quality of each
a persuasive letter.
other’s evidence and reasoning.
Use the rubric on pages 77-78 for creating a
political cartoon, pamphlet, or handbill in the
Performance Assessment Activities and
Rubrics.
Activity 4.3 Discovering the Legacy of
the New Deal: Students learn about
various New Deal programs and
understand how the New Deal affected
the Great Depression and has influenced
contemporary American society. Students
will then create a political cartoon showing
how life would be different today if New
Deal programs had never existed. Use
political cartoons 23 and 24 from
Interpreting Political Cartoons as a source
of discussion for an introduction to the
student-created cartoon.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
5
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
United States History
Suggested Assessment
The Great Depression (continued)
Resources
Teacher Notes

Chapter 17 “The Great Depression Begins” Vocabulary:

Section One: Herbert Hoover, Alfred E. Smith, stock market, bull market, margin, margin call, speculation, Black
Thursday, Black Tuesday, installment plan, Hawley-Smoot Tariff

Section Two: Great Depression, bread lines, soup kitchens, bailiffs, shantytowns, Hoovervilles, hobos, “Dust
Bowl”, Marlene Dietrich, Greta Garbo, Walt Disney, soap opera, Thomas Hart Benton, Grant Wood, John
Steinbeck, The Grapes of Wrath, William Faulkner, Margaret Bourke-White, Hoover Dam

Section Three: public works, Reconstruction Finance Corporation, relief, foreclose, Bonus Army

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The American Republic: Since 1877, Chapter 17 - “The Great Depression
Begins”; Chapter 18 – “Roosevelt and the New Deal”
Reproducible Lesson Plans booklet
Inclusion Strategies booklet
Unit 5 Boom or Bust Resource Guide
Interpreting Political Cartoons #23 and 24
TAKS Skill Practice Workbook, Activity 17
Performance Assessments: Activities and Rubrics, Activities 17 and 18
Video Program 17: Brother Can You Spare a Dime?
Video Program 18: Franklin D. Roosevelt and the New Deal
Recommended Resource:

History Alive! The Roaring Twenties and the Great Depression
Specific Web Sites on the Great Depression:

New Deal Network at http://newdeal.feri.org/

The Great Depression Gallery at
http://www.sos.state.mi.us/history/museum/explore/museums/hismus/1900
-75/depressn/labnews2.html

“We Made Do” – Oral Histories Recalling the Great Depression at
http://www.mcsc.k12.in.us/madedo/

Franklin D. Roosevelt Presidential Library and Museum at
http://www.fdrlibrary.marist.edu/

PBS The American Experience: Riding the Rails at
http://www.pbs.org/wgbh/amex/rails/.

Bethune-Cookman College: Dr. Mary McLeod Bethune at
http://www.cookman.edu/Welcome/Founder/Default.html.

Audio and video of Franklin D. Roosevelt’s First Inaugural Address at
http://www.pbs.org/greatspeeches/timeline/f_roosevelt_v.html

Eleanor Roosevelt National Historic Site at http://www.nps.gov/elro/

The White House: Biography of Eleanor Roosevelt at
http://www.whitehouse.gov/history/firstladies/ar32.html

The White House: Biography of Franklin D. Roosevelt at
http://www.whitehouse.gov/history/presidents/fr32.html
Chapter 18 “ Roosevelt and the New Deal” Vocabulary:

Section One: Franklin D. Roosevelt, New Deal, Eleanor Roosevelt, polio, gold standard, bank holiday

Section Two: Hundred Days, Emergency Banking Relief Act, “fireside chats”, Securities Act of 1933, GlassSteagall Act, Securities and Exchange Commission, Federal Deposit Insurance Corporation, Henry Wallace,
Agricultural Adjustment Administration, National Industrial Recovery Act, National Recovery Administration, Home
Owners’ Loan Corporation, Farm Credit Administration, Civilian Conservation Corps, Federal Emergency Relief
Administration, Public Works Administration, Civil Works Administration, Harry Hopkins

Section Three: deficit spending, American Liberty League, Huey Long, Father Charles Coughlin, Dr. Francis
Townsend, Second New Deal, Works Progress Administration, Schechter v. United States, National Labor
Relations Act, Committee for Industrial Organization, John L. Lewis, sit-down strike, Social Security Act

Section Four: Mary McLeod Bethune, Frances Perkins, Alfred Landon, Union Party, court-packing plan, Henry
Morgenthau, Harold Ickes, John Maynard Keynes, Roosevelt Recession, National Housing Act, Farm Security
Administration, Fair Labor Standards Act, NLRB v. Jones and Laughlin Steel, Wicker v. Filburn, broker state,
safety net
Recommended Videos from http://streaming.discoveryeducation.com/

America in the 20th Century: The Great Depression (30:00 minutes)

History in Focus: 1930-1939 (30:31 minutes)

Men of Our Time: Franklin D. Roosevelt (41:55 minutes)

Video Yearbook Collection Series: 1930 – 1939 (Each video has a different running time)
Video Connection-United Streaming:
Download clips of videos connected to U.S. History. Go to
http://streaming.discoveryeducation.com/to locate videos. Videos can be downloaded
to your computer and projected on a screen with your EZ-Pro 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. Contact your department chair for password information
for United Streaming.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
6
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
United States History
Suggested Assessment
Beginnings of World War II
103
History-Major periods, eras, and points of reference in history
Identify the major eras in U.S. History from 1877 to the present
and describe their defining characteristics. (1A) B
T1
108
History-Sequence events in history
Apply absolute and relative chronology through the sequencing
of significant individuals, events, and time periods. (1B) B
T1
111
History-The present relates to the past
Analyze the effects of physical and human geographic patterns
and processes on events in the past…(WG 1A) B
T2*
151
History–Impact of wars on history
Identify reasons for U.S. involvement in World War II, including
the growth of dictatorships and the attack on Pearl Harbor.
(6A) B
T1
152
History–Impact of wars on history
Analyze major issues and events of World War II such as…the
Holocaust…(6B) B
T1
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 shown on maps, graphs, charts, models, [and
databases]. (8B)
B
T2
Social Studies Skills-Create visual and written materials
Interpret visuals including graphs, charts, timelines, and maps.
(WH 26C) B
T5
Social Studies Skills-Create visual and written materials
…Interpret maps to answer geographic questions, infer
geographic relationships, and analyze geographic change.
(WG 21C) B
T5
811
812
10 days
Students create a resume that includes
pertinent details of a pre-World War II
leader’s education, career experience,
political offices held, and major events in
which the person participated. Also they
should include any skill, activities, and
memberships that might present a fuller
picture of the person. Suggestions for
research include: Adolf Hitler Benito
Mussolini, Joseph Stalin, Hideki Tojo,
Winston Churchill, Franklin Roosevelt,
Francisco Franco.
Student or teacher developed criteria chart and
rubric for writing a resume.
In small groups, the students will create a
brief television news broadcast covering
one of the following events: the Austrian
Anschluss, the Munich conference, the
Nazi-Soviet Nonaggression Pact, the
invasion of Poland, the invasion of
France, and the evacuation of Dunkirk.
If possible, the students should be
videotaped and the stories shown in
chronological order to the entire class.
Use the rubric for a cooperative group
management plan on pages 71 –72 in the
Performance Assessment Activities and
Rubrics booklet to evaluate student group work.
Write a letter to the editor of a newspaper
dated September 1939 taking the position
of whether the United States should
remain neutral or become involved in
World War II.
Student or teacher developed rubric for writing
a persuasive letter.
Help students organize events by having
them make four columns on a sheet of
paper and labeling them Allied Powers,
Axis Powers, Axis-controlled
Countries, and Neutral Countries.
Students should then use the text,
including maps, to identify and list the
countries under the appropriate headings.
TAKS Connection – TAKS Skill Practice
Workbook: Activity 19 Interpreting
Charts and Tables
Students will analyze a chart on
Japanese American internment camps of
World War II.
TAKS Obj. 1 (6B)
TAKS Obj. 5 (24B)
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
7
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
United States History
Suggested Assessment
Beginnings of World War II (continued)
815
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
about the United States. (24A) 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.
(24B) B
T5
233
Geography-Geographic factors influence political development
Identify and explain reasons for changes in political boundaries such
as those resulting from statehood and international conflicts. (9B)
512
Citizenship–Characteristics of good citizenship
Evaluate the contributions of significant political and social leaders in
the United States such as…Franklin D. Roosevelt. (19B)
517
Citizenship-Importance of effective leadership in a democratic
society
Describe qualities of effective leadership. (19A)
801
Social Studies Skills–Use social studies terminology
Use social studies terminology correctly. (25A)
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. (24D)
10 days
(continued)
Show Video Program 19: Holocaust
Stories from the ancillary materials. Have
students respond to the question Do you
think it is possible that a Holocaust
could ever happen again? Why or why
not? Using the Viewer’s Guide to the
discussion questions and excerpts from
either The Diary of Anne Frank or Elie
Wiesel’s Night, have students compare
these authors’ experiences to those of
Lisa Derman or Aaron Elster, who are
featured in the video.
Refer to the Performance Assessments:
Activities and Rubrics ancillary booklet
and review the information on Pearl
Harbor found in Activity 19 on pages 4344. Have students write a script for a
radio announcement about the attack that
include periodic updates and emergency
procedures for the civilian population of
Pearl Harbor.
Internet Activity – “ A Date
Which Will Live In Infamy”:
Direct students to the National
Geographic Web site on Pearl
Principles of Learning Connection,
Academic Rigor in a Thinking Curriculum
– Active Use of Knowledge: By using the
excerpts from Anne Frank and Elie Wiesel,
students are required to synthesize several
sources of information in order to construct
explanations and test their understanding of
issues connected to the Holocaust.
Modify the rubric for an oral presentation,
monologue, song, or skit on pages 67 –68 in
the Performance Assessment Activities and
Rubrics booklet to evaluate the radio
announcement.
Use the rubric on pages 69-70 for creating a
diary, short story, memorandum, or letter in the
Performance Assessment Activities and
Rubrics booklet.
Harbor at
http://plasma.nationalgeographic.com/pea
rlharbor/. After completing the Guiding
Questions, they are to imagine that they
are survivors recuperating in a hospital
after the attack on Pearl Harbor. They are
to write a letter to President Roosevelt
expressing their thoughts about the
decision to declare war on Japan. Their
letter should include details and imagery
that describes what American participants
experienced at Pearl Harbor on December
7, 1941.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
8
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
United States History
Suggested Assessment
Beginnings of World War II (continued)
810
Social Studies Skills-Transfer information from one medium to
another.
Transfer information from one medium to another, including written
or visual and statistical to written or visual, using computer software
as appropriate. (25C)
813
Social Studies Skills–Create written and visual materials
Create written, oral, and visual presentations of social studies
information. (25D)
814
Social Studies Skills–Use appropriate mathematical skills
Use appropriate mathematical skills to interpret social studies
information such as maps and graphs. (24H)
819
Social Studies Skills–Identify and support different historic
points of view
Support a point of view on social studies issue or event.
(24G)
10 days
(continued)
Recommended Activities from History
Alive! The United States in World War
II (Because of time constraints, teachers
should choose the activities best suited for
the classes.)
Activity 1.1 Bringing World War II
Terms to Life: Students create and
present skits and pictowords that
demonstrate the meaning of one of eight
key World War II terms, such as
appeasement, fascism, and isolationism.
Use the rubric for a cooperative group
management plan on pages 71 –72 in the
Performance Assessment Activities and
Rubrics booklet to evaluate student group work.
Activity 1.2 From Versailles to Pearl
Harbor: Students will analyze images of
events that led to the outbreak of World
War II and the U.S. response to them.
Students will then use this information to
create and annotate a visual metaphor
representing the Allies appeasement of
the Axis powers during the 1930s.
Use the rubric for creating visuals on pages
65–66 in the Performance Assessment
Activities and Rubrics to evaluate the visual
aid.
Activity 1.3 Using Historical Hindsight
to Prevent World War: Students will
write a memorandum to the fictitious
World Peace Archive explaining actions
the United States and its European allies
could have taken to prevent the outbreak
of World War II.
Student or teacher developed criteria chart and
rubric for writing the memorandum.
Principles of Learning Connection,
Academic Rigor in a Thinking
Curriculum – Commitment to a
Knowledge Core: History Alive! provides
for an articulated curriculum in social
studies that avoids needless repetition and
progressively deepens understanding of
core concepts. Curriculum and instruction
are clearly organized around major
concepts specified in the TEKS, and
teaching and assessment focus
on students’ mastery
of these core concepts.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
9
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
United States History
Suggested Assessment
Beginnings of World War II (continued)
Resources
Teacher Notes









Chapter 19 “A World in Flames” Vocabulary:

Section One: Benito Mussolini, fascism, Vladimir Lenin, Bolshevik, USSR, Joseph Stalin, Adolf Hitler, Nazi
Party, Mein Kampf, Reichstag, Manchuria, Nye Committee, Neutrality Act of 1935, Francisco Franco, Spanish
Civil War, Anti-Comintern Pact, Axis Powers, Neutrality Act of 1937, internationalism

Section Two: Anschluss, Czechoslovakia, Munich Conference, Sudentenland, Neville Chamberlain,
appeasement, Danzig, Polish Corridor, Nazi-Soviet Nonaggression Pact, blitzkrieg, sitzkrieg, Maginot Line,
Dunkirk, Philippe Pétain, Winston Churchill, Luftwaffe, Battle of Britain

Section Three: Holocaust, Shoah, Nuremberg Laws, Albert Einstein, Kristallnacht, Gestapo, Anne Frank, SS St.
Louis. Wannsee Conference, concentration camps, extermination camps, Auschwitz

Section Four: Neutrality Act of 1939, destroyers-for-bases deal, America First Committee, Wendell Wilkie, LendLease Act, hemispheric defense zone, Atlantic Charter, Greer, Reuben James, strategic materials, Pearl Harbor
The American Republic: Since 1877, Chapter 19 - “A World in Flames”
Reproducible Lesson Plans booklet
Inclusion Strategies booklet
Unit 6 Global Struggles Resource Book
Interpreting Political Cartoons
Supreme Court Case Studies
TAKS Skill Practice Workbook, Activity 19
Performance Assessments: Activities and Rubrics, Activity 19
Video Program 19: Holocaust Stories
Recommended Resource:

History Alive! The United States in World War II
Specific Web Sites on the Causes of World War II:

National Geographic: Remembering Pearl Harbor at
http://plasma.nationalgeographic.com/pearlharbor/

The following Web site provides a variety of links to events leading up to
the outbreak of World War II:
http://members.aol.com/TeacherNet/WWII.html

Encyclopedia.com at
http://www.encyclopedia.com/html/section/WW2_CausesandOutbreak.asp

On the Road to World War II at
http://www.teacheroz.com/WWIIcauses.htm

Naval Station Pearl Harbor Official Web Site at
http://www.pearlharbor.navy.mil

USS Arizona Memorial at http://www.nps.gov/usar/home.htm

Franklin D. Roosevelt’s Pearl Harbor Speech (with audio) at
http://www.usswestvirginia.org/fdr_pearl_speech.htm

Franklin D. Roosevelt Presidential Library and Museum at
http://www.fdrlibrary.marist.edu/
Recommended Videos from http://streaming.discoveryeducation.com/

America in the 20th Century: World War II: The Road to War (30:00 minutes)

Noonbreak: Pearl Harbor (12:20 minutes)

Speeches from History: Famous Women (Eleanor Roosevelt and 1940s Women’s Conference-3:16 minutes)

Video Yearbook Collection: 1940 (49:21 minutes)

Video Yearbook Collection: 1941 (50:25 minutes)

Video Yearbook Collection: World War II: Before Pearl Harbor: 1931-1941 (47:47 minutes)
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
10
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
United States History
Suggested Assessment
America in World War II (1941-1945)
103
History–Periods, eras, and points of reference
Identify the major eras in U.S. history from 1877 to the present and
describe their defining characteristics. (1A) B
T1
107
History–Significant dates in history
Explain the significance of the following dates: 1939-1945. (1D) B
T1
108
History–Sequence events
Apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods. (1B) B
T1
152
History– Impacts of wars on history
Analyze major issues and events of World War II such as fighting
the war on multiple fronts, the internment of Japanese-Americans,
the Holocaust, the battle of Midway, the invasion of Normandy, and
the development of Harry Truman’s decision to use the atomic
bomb. (6B) B
T1
163
History- Historical development of the civil rights movement
Trace the development of the civil rights movement in the …20th
century… (7A) B
T4*
216
Geography–Translate and analyze geographic data
[Pose and] answer questions about geographic distributions and
patterns shown on maps, graphs, charts, models, [and databases].
(8B) B
T2
220
Geography–How the physical environment affects and interacts with
the human environment
Analyze the effects of physical and human geographic factors on
major events… (9A) B
T2
231
Geography–Migration influences the environment
Analyze the effects of changing demographic patterns resulting
from migration within the United States. (10A) B
T2
333
Economic–Geographic and historic factors influence a society’s
economy
Describe the economic effects of World War II on the home front,
including rationing, female employment, and the end of the Great
Depression. (14A) B
T3
619
Culture–Contributions and effects of ethnic and racial groups
Explain actions taken by people from racial, ethnic, and religious
groups to expand economic opportunities and political rights in
American society. (21A) B
T3*
5 days
After reading Section 1, arrange the class
into four groups and assign each group
one of these industries: cellular
telephones, computer software,
agriculture, and construction. Have
each group develop a plan for converting
their industry to wartime production. Have
each group share their plan with the class.
Encourage students to offer constructive
criticism of each group’s plan.
Use the rubric for a cooperative group
management plan on pages 71-72 in the
Performance Assessment Activities and
Rubrics booklet.
Have students examine the photograph
and graphs on pages 614-615. Using
what they see in the photo and the
graphs, along with the content of Section
One, have students write a paragraph
describing what they think was happening
when the photograph was taken.
Develop with student input criteria charts and
rubrics that will be used to evaluate the
paragraph.
Organize the class into two groups. Have
one group represent Franklin D. Roosevelt
and the other group represent the
Japanese government. As each of the
major battles in the Pacific front discussed
in Section 2 are reviewed, have each
group write a press release intended for
publication to their people the day after
the battle.
Develop with student input criteria charts and
rubrics that will be used to evaluate each press
release.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
11
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
United States History
Suggested Assessment
America in World War II (continued)
616
Culture–Individuals and groups shape a society’s culture
Identify the political, social, and economic contributions of
women to American society. (21D) B
T3*
811
Social Studies Skills–Create visual and written materials
Interpret visuals including graphs, charts, timelines, and maps.
(WH 26C) B
T5
812
Social Studies Skills–Create visul and written materials
…Interpret maps to answer geographic questions, infer
geographic relationships, and analyze geographic change.
(WG 21C) B
T5
815
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
about the United States. (24A) B (8.30A) 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. (24B) B
T5
823
TAKS Connection – TAKS Skill Practice Workbook: Activity 19
Interpreting Charts and Tables (pages 39-40)
Students will analyze information on a chart on Japanese American
Internment Camps during World War II.
5 days
(continued)
Ask students to prepare a one-page
report on the career of a World War II
military leader. The report should
address how the leader contributed to the
war effort and what the leader did earlier
or later in his career.
Use the rubric for a book review, research
report, or position paper on pages 79-80 in the
Performance Assessment Activities and
Rubrics booklet.
Have students create a map of the Pacific
region with labels for major landforms and
bodies of water. Students should also
label the countries to show whether they
were an Allied nation, a neutral nation, or
part of the Japanese empire.
Use the rubric for creating a map, display, or
chart on pages 65-66 in the Performance
Assessment Activities and Rubrics booklet.
Have students work in small groups to
compare and contrast the early battles
that the Allies fought against the
Japanese and Germans. Ask each group
to prepare a chart showing the similarities
and differences that they discover. Have
the groups post their charts in class so
that other groups can review them. Hold
a class discussion about the similarities
and difference that they discovered.
Use the rubric for creating a map, display, or
chart on pages 65-66 in the Performance
Assessment Activities and Rubrics booklet.
Refer to the Performance Assessments:
Activities and Rubrics ancillary booklet
and review the information on war on the
home front on pages 44-45. Have
students write a patriotic song that will
encourage people to work for the war
effort on the home front.
Refer to Performance Activity 20 on pages 4546 in the Performance Assessment
Activities and Rubrics booklet.
TAKS Objective 1 (US 1C, US 6B)
TAKS Objective 5 (WH 26C)
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
12
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
United States History
Suggested Assessment
America in World War II (continued)
123
History- Leaders involved in military conflicts
Explain the roles played by significant military leaders during World
War II, including Omar Bradley, Dwight Eisenhower, Douglas
MacArthur, George Marshall, and George Patton. (6C)
233
Geography–Geographic factors influence political development
Identify and explain reasons for changes in political boundaries such
as those resulting from…international conflicts. (9B)
444
Government–Impact of foreign relations on political issues
Explain the impact of significant international events such as…World
War II on changes in the role of the federal government. (15B)
TAKS Connection – TAKS Skill Practice Workbook: Activity
20 Making Decisions (pages 41-42)
Students will read a primary and a secondary source to
determine if Truman was justified in using the atomic bomb
on Japan to end World War II.
TAKS Objective 1 (US 1C, US 6B)
TAKS Objective 5 (US 24A, US 24C)
5 days
(continued)
Have students take on the role of a young
woman who just took a job working in a
defense factory during the war and is
writing to her grandmother about her first
few days on the job.
Use the rubric for creating a diary, short story,
memorandum, or letter on pages 69-70 in the
Performance Assessment Activities and
Rubrics booklet.
Review the statement about the
evacuation of Japanese-Americans made
by General John DeWitt on page 628 of
the Teacher’s Edition. Use Case Study 23
Endo v. United States and Case Study 24
Korematsu v. United States from the
Supreme Court Case Studies booklet as
references. Have students draft a
response to DeWitt’s statement.
Criteria chart and rubric developed with student
input to evaluate written responses to DeWitt’s
statement.
Have students work in teams to research
popular songs and films produced
between 1941 and 1945 to determine if
World War II had an impact on the arts.
Have students prepare a short written
report along with in-class presentations of
their findings.
Use the rubric for a book review, research
report, or position paper on pages 79-80 in the
Performance Assessment Activities and
Rubrics booklet.
Organize students into small groups to
research Truman’s decision to use the
atomic bomb. Ask them to debate the
following topic: Was Truman’s decision
to drop the atomic bomb morally and
ethically justified?
Use the rubric for a roundtable discussion or
debate on pages 73-74 in the Performance
Assessment Activities and Rubrics booklet.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
13
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
United States History
Suggested Assessment
America in World War II (continued)
512
Citizenship–Characteristics of good citizenship
Evaluate the contributions of significant political and social leaders in
the United States such as…Franklin D. Roosevelt. (19B)
620
Culture–Contributions and effects of ethnic and racial groups
Analyze how the contributions of people from various racial, ethnic,
and religious groups have helped to shape the national identity.
(21C)
622
Culture–Relationship between art and literature
Describe how the characteristics and issues of various eras in U.S.
history have been reflected in works of art, music, and
literature…(20A)
712
Science, Technology, & Society–Impact of technology on
cultural development
Explain how scientific discoveries and technological innovations
such as those in…the military and medicine resulted from specific
needs. (22B)
5 days
(continued)
Recommended Activities from History
Alive! The United States in World War
II (Because of time constraints, teachers
should choose the activities best suited for
their classes.)
Activity 2.2 Assessing the Decision to
Build and Use the Bomb: Students
discuss three decisions about the atomic
bomb faced by the U.S. government in
World War II: whether to build the bomb,
whether to drop the bomb, and whether
Truman made the right decision in
authorizing its use.
Use the rubric for a roundtable discussion or
debate on pages 73-74 in the Performance
Assessment Activities and Rubrics booklet.
Activity 3.3 Haiku About Internment:
Students assume the role of JapaneseAmerican poets to create illustrated haikus
about the internment experience.
Use the guidelines found in Activity 3.3 to
develop a criteria chart and rubric to evaluate
the haiku.
Activity 4.2 Analyzing American
Responses to the Holocaust: Students
analyze the responses to the Holocaust of
various groups in American society to
understand what the U.S. could have
done to help prevent the Holocaust.
Use the rubric for a roundtable discussion or
debate on pages 73-74 in the Performance
Assessment Activities and Rubrics booklet.
History Alive! materials may or may not be available at all high
schools. This is an excellent resource addressing history through the
multiple intelligences. More information regarding the ordering of these
curriculum notebooks can be obtained at http://www.teachtci.com/.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
14
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
United States History
Suggested Assessment
America in World War II (continued)
5 days
(continued)
801
Social Studies Skills–Use social studies terminology
Use social studies terminology correctly. (25A)
810
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. (25C)
813
Social Studies Skills–Create visual and written materials
Create written, oral, and visual presentations of social studies
information. (25D)
814
Social Studies Skills–Use appropriate mathematical skills
Use appropriate mathematical skills to interpret social studies
information such as maps and graphs. (24H)
819
Social Studies Skills–Identify and support different historic
points of view
Support a point of view on a social studies issue or event. (24G)
There are more than enough activities for this grading period.
While the TEKS should be met within the 6 weeks, not all activities will
be completed. Teachers should select those activities that best fit the
needs of their students.
Show Video Program 21: Japanese
American Internment Camps from the
ancillary materials. Have students
respond to the question Why do you
think the United States government
treated Japanese Americans the way it
did? Use the Viewer’s Guide to direct
discussion.
Internet Activity –
“ Camp Harmony”: Direct
students to the University of
Washington Web site on the
Japanese Internment Camp
known as “Camp Harmony at
http://www.lib.washington.edu/exhibits/har
mony/exhibit/. After completing the
Guiding Questions found at the Glencoe
Web site, students will use the pictures
and information from the Web site to
compose a haiku describing the
internment experiences of Japanese
Americans during World War II.
Modify the rubric for creating a diary, short
story, memorandum or letter on pages 69-70 in
the Performance Assessment Activities and
Rubrics booklet.
Remember to set aside time to review for
the Semester Exam. Remind students
that the Semester Exam constitutes 25%
of the semester average.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
15
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
United States History
Suggested Assessment
America in World War II (continued)
Resources

The American Republic: Since 1877, Chapter 20 - “America and World War II”

Reproducible Lesson Plans booklet

Unit 6 Resources booklet

Inclusion Strategies booklet

Interpreting Political Cartoons #25

Supreme Court Case Studies #23 Endo v. United States and #24 Korematsu v. United States

TAKS Skills Practice Workbook, Activities 19 and 20

Performance Assessment Activities and Rubrics booklet, Performance Assessment Activity 20, “Here at
Home”, pp. 45-46

Video Program 20: Japanese Internment Camps\
Suggested Resource:
History Alive! The United States in World War II







General Web sites Related to US History:
www.txtarvol2.glencoe.com
www.teachingtoday.glencoe.com
www.time.com
www.aande.com
www.historychannel.com
www.nationalgeographic.com
www.memory.loc.gov
Web Sites on World War II:

National World War II memorial at www.wwiimemorial.com

20th Century American documents from the Avalon Project at Yale Law School at
www.yale.edu/lawweb/avalon/20th.htm

War Times Journal at www.wtj.com/wars/wwtwo/

PBS The American Experience: D-Day at www.pbs.org/wgbh/amex/dday/

PBS The American Experience: The Battle of the Bulge at www.pbs.org/wgbh/amex/bulge/

Eyewitness accounts of World War II at www.eyewitnesstohistory.com/w2frm.htm

World War II U.S. Veterans homepage at http://ww2.vet.org/

The World at War at http://www.euronet.nl/users/wilfried/ww2/ww2.htm

Holocaust History Project at www.holocaust-history.org/

Maps of the World War II theaters of war at http://baby.indstate.edu/gga/gga_cart/gecar127.htm

World War II Timelines at http://history.acusd.edu/gen/WW2Timeline/start.html

University of Washington: Camp Harmony Exhibit at
http://www.lib.washington.edu/exhibits/harmony/exhibit/

Franklin D. Roosevelt Presidential Library and Museum at http://www.fdrlibrary.marist.edu/

Mid-Hudson Regional Information Center: Fireside Chats of FDR at www.mhric.org/fdr/fdr.html

U.S. Holocaust Memorial Museum at http://www.ushmm.org/

Truman Presidential Museum and Library at http://trumanlibrary.org

Dwight D. Eisenhower Presidential Library and Museum at http://www.dwightdeisenhower.com/librarymuseum.html
Teacher Notes
Vocabulary:
Chapter 20, text, “America and World War II”

cost-plus contract, Reconstruction Finance Corporation, Henry Kaiser, Liberty ship, War
Production Board, Office of War Mobilization, Selective Service and Training Act,
“Government Issue”, disfranchised, National Urban League, “Double V” campaign, Benjamin
O. Davis, Tuskegee Airmen, Women’s Army Auxiliary Corps, Oveta Culp Hobby, Women’s
Army Corps (Text, Chapter 20, Section One)

Chester Nimitz, Douglas MacArthur, Bataan Death March, James Doolittle, Battle of the Coral
Sea, Battle of Midway, periphery, George Patton, Battle of Kasserine Pass, convoy system,
Stalingrad (Text, Chapter 20, Section Two)

“Rosie the Riveter”, A. Philip Randolph, Executive Order 8802, Bracero Program, Sunbelt,
“Great Migration”, zoot suit, “victory suit”, Korematsu v. the United States, 442nd Regimental
Combat Team, Japanese American Citizens League, Office of Price Administration, rationing,
victory gardens, E bonds (Text, Chapter 20, Section Three)

Casablanca Conference, DIKW, Cassino, Anzio, Operation Overlord, D-Day, Omar Bradley,
island-hopping campaign, amphtrac, Guadalcanal, kamikaze (Text, Chapter 20, Section Four)

hedgerows, Battle of the Bulge, Harry S. Truman, V-E Day, Iwo Jima, Curtis LeMay, napalm,
Manhattan Project, Leslie Groves, Robert Oppenheimer, V-J Day, United Nations, charter,
International Military Tribunal, Nuremburg trials (Text, Chapter 20, Section Five)
Recommended Videos from http://www.teachtci.com/

America in the 20th Century: World War II: The Road to War (30 minutes)

Archives of War: World War Two: The Battles (2:02:51 minutes)

Archives of War: World War Two: The Leaders (2:03:20 minutes)

Battle for Midway, The (81:17 minutes)

History in Focus: 1940-1949 (28:11 minutes)

Justice at Dachau: The Trials of an American Prosecutor (14:21 minutes)

Men of Our Time: Franklin D. Roosevelt (41:55 minutes)

Minorities in America: Lessons from World War II (17:34 minutes)

Noonbreak: Pearl Harbor (12:20 minutes)

Onto Rugged Shores: Voyage of LST534 (46 minutes)

Portrait of America (Japanese internment) (27:08 minutes)

Speeches from History: Franklin Roosevelt (20:00 minutes)

Video Yearbook Collection Series: 1941-1945 (Time will vary for each program)

Video Yearbook Collection: World War II: After Pearl Harbor: 1941-1945
(59:19 minutes)

War Code: Navajo (19:00 minutes)
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
16
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
United States History
Suggested Student Work Products
Suggested Assessment
Possible Accommodations for Students with Special Needs
Reading













Emphasis on major points
Pre-teach vocabulary to
ensure understanding
Provide page numbers to
specific answers
Use brief conferences to
ensure comprehension
Tape text
Read orally
Use organizers, visual aids
Teach comprehension
strategies
Highlight materials
Peer reading
Ask leading questions to
help focus reading on
important points
Have students list
important people, facts,
after reading
Provide a reading guide
(leading questions to
answer)
Writing









Allow student to select
method of writing (cursive,
manuscript, assistive
technology)
Oral response (tape-record)
Provide student with hard
copy of notes or fill in the
blank
Reduce amount of copying
from board
Check for understanding of
content
Don’t penalize for spelling or
grammatical errors
Provide graphic organizer (i.e.
Inspiration® software, chart,
map, graph, picture)
Provide outline
Accentuate positive aspects
of student writing
Assignment Completion











Reduce assignments
Reduced number of problems
Provide hard copy of teacher
expected work
Extra time for response, in
class work, homework
Alternate projects
Provide multiple opportunities
to learn content: cooperative
learning, choral responses,
hands-on participation
Assignment contracts
Provide opportunities for extra
credit
Repeat directions or have
student repeat
Provide directions orally, in
writing, and show model
Task analyze – break down
the steps and teach one at a
time, gradually adding
additional steps
Student Assessment
















Alternate form of exam (multiple
choice vs. short answer, oral vs.
written essay)
Open book test
Open note test
Oral tests
Oral responses
Extended time
Provide a study guide
Opportunity to retake an exam
Allow test corrections
Provide extra credit
opportunities
Provide a concrete example of
how students are to respond
Provide an alternative test sight
Give practice test prior to actual
test
Avoid unnecessary words that
do not help student select the
correct answer
Avoid choices such as “ A and
B”, “all of the above”, or “none
of the above” on multiple choice
test
Provide a word bank for fill in
the blank items
NOTE: Each campus should consult with their department chair or student’s case manager when questions arise on what is an allowable accommodation.
Teachers should also refer to each student’s IEP/Accommodation
NOTE: Many of the matrix
and Modification
items can be covered
page.simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
17