Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
©2009-10 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/
Pace
Pre-AP World Geography
Suggested Student Work Products
Suggested Assessment
South Asia: Physical Geography
201
Geography-Concept of location
Locate settlements and observe patterns in the size and
distribution of cities using maps, graphics, and other
information. (6A) B
T2
Geography-Translate and analyze geographic data
Pose and answer questions about geographic distributions
and patterns in world history shown on maps, graphs,
charts, models, and databases. (WH 11B)
B
T2
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 [local,] state, national, and
international human activities in a variety of cultural and
technological contexts. (8B) B
T5*
Science, Technology, and Society-Technology and human
modifications on the physical environment
Evaluate the significance of major technological
innovations, including fire, steam power, diesel machinery,
and electricity that have been used to modify the physical
environment. (19A) B
T2*
812
Social Studies Skills–Create visual and written materials
[Construct] and interpret maps to answer geographic
questions, infer geographic relationships, and analyze
geographic change. (21C) B
T5
207
Geography-Physical characteristics of the environment
Relate the physical processes to the development of distinctive
landforms. (4B)
216
223
715
209
Geography-Physical characteristics of the environment
Explain the distribution of different types of climate in terms of
patterns of temperature, wind, and precipitation and the factors
that influence climate regions such as elevation, latitude,
location near warm and cold ocean currents, position on a
continent, and mountain barriers. (4A)
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Week
1
Have students label and identify the following
in South Asia on maps:

The countries & their capitals

The major landforms & bodies of water
Students will use the maps to draw conclusions
about the connections between the capitals and
major landforms/bodies of water.
As students read chapter 24, sections 1-3, they
will complete a graphic organizer identifying key
physical characteristics of the region. The
organizer should include these columns:
Landforms, Resources, Climate and
Vegetation, Human-Environment Interaction.
McDougal Littell World Geography TE
Activity Options: Cooperative Learning, p.
539: Organize students into small groups and
have them look for photographs of South Asia on
the Internet or in magazines. The photographs
should fall into the categories of place, region,
and location. Tell students to try and present the
region as a whole, rather than one or two areas or
countries. Students will then write captions
indicating location and why what is shown would
be of interest to a visitor from another country.
Assign the following roles to one or more students
in each group:

Text researcher and writer

Photo researcher

Designer
Students will use the photos and information
gathered to create a Travel Brochure created by
the South Asian Dept. of Tourism to increase
tourism in this region.
Map quiz.
Integrated Assessment Booklet: 2.1 Map/Sketch
Map (p. 28)
McDougal Littell Section Assessments for 1, 2,
and 3, pp. 555, 558, and 563 (answer keys in TE)
Test questions regarding key characteristics of
South Asia.
Integrated Assessment Booklet “Standards for
Evaluating a Cooperative Activity”, page 7
Integrated Assessment Booklet: 1.8 Collage (p.
26)
EOY World Geography Benchmark
The End of Year Benchmark in World
Geography will be administered during
the window of April 18 – May 6, 2005.
Indicates differentiation from the IPG.
The APGs are color-coded
to explain the type of differentiation used.
GREEN = Modifications addressing
depth/complexity,
RED = Substitutions,
PURPLE = Additions
Color-coded APGs are available on the
AISD GT website at:
http://www.austinisd.org/academics/curriculu
m/gt/apg.phtml
NOTE: Many of the matrix items can be covered simultaneously
1
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
©2009-10 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
South Asia: Physical Geography (continued)
211
Geography-Physical characteristics of the environment
Explain the distribution of plants and animals in different
regions of the world using the relationships among climate,
vegetation, soil, and geology. (4C)
212
Geography-Physical characteristics of the environment
Describe the impact of and analyze the reaction of the
environment to abnormal and/or hazardous environmental
conditions at different scales such as El Niño, floods, droughts,
and hurricanes. (8C)
218
Geography-Concepts of region
Identify physical or human factors that constitute a region such
as soils, climate, vegetation, language, trade network, river
systems, and religion. (9A)
231
Geography-Migration influences the environment
Explain the political, economic, social, and environmental
factors that contribute to human migration such as how national
and international migrations are shaped by push-and-pull
factors and how physical geography affects the routes, flows,
and destinations of migrations. (7B)
310
Economics-Economic factors of production
Analyze how the creation and distribution of resources affect
the location and patterns of movement of products, capital, and
people. (12B)
320
Economics-Types of industry found in different societies
Identify factors affecting the location of different types of
economic activities, such as trading and growth of industries.
(11B)
338
Economics-Technology, transportation, and
communication influence a society’s economy
Describe how changes in technology, transportation, and
communication affect the location and patterns of economic
activities. (11C)
601
Culture-Concept of culture
Describe distinctive cultural patterns and landscapes
associated with different places in…regions of the world, and
how these patterns influenced the processes of innovation and
diffusion. (16A)
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Week
1
(contin
ued)
McDougal Littell World Geography TE
Activity Options: Writing a Report About
Mineral Resources, p. 554:
Have students choose a mineral resource from
the map and do research to learn about its
importance to the countries where it is found.
Have them write a brief report, including
information on how the mineral is extracted, its
uses, whether it is used internally or exported, its
Integrated Assessment Booklet: 4.2
Essay/Written Answer (p. 32)
economic significance,
and discuss how any
environmental changes have directly impacted the
quality of life for people living in these regions.
McDougal Littell World Geography TE
Internet Research: Writing a News
Update, p. 562: Students will write a report
summarizing flooding and flood control in
Bangladesh since 1985. Students should use the
following Web sites to obtain their information:

PBS Journey to Planet Earth – Floods in
Bangladesh, 1998 at
http://www.pbs.org/journeytoplanetearth/profi
les/bangladesh.html

BBC News: “Bangladesh Floods Maroon
Thousands”, July 8, 2002, at
http://news.bbc.co.uk/1/hi/world/south_asia/2
116055.stm
McDougal Littell World Geography TE
Internet Research: Using
Spreadsheets to Chart and Graph Data,
pp. 556-558: Students will create a spreadsheet
that charts the average monthly rainfall in South
Asian cities. They wil then use this data to predict
which city will be hardest hit by monsoons.
Weather statistics can be found at
www.weatherbase.com.
Students will use the
spreadsheet to write an article for a newspaper in
their selected city that warns the people of
possible monsoons and includes data collected
along with precautions people can take to protect
themselves in the event of a monsoon.
Integrated Assessment Booklet: 4.2
Essay/Written Answer (p. 32)
Principles of Learning Connection,
Academic Rigor in a Thinking Curriculum –
Active Use of Knowledge
Researching several Web sites on flooding in
Bangladesh requires that students synthesize
several sources of information as they prepare
to write their report on flooding and flood control
in that nation.
Integrated Assessment Booklet: 5.6 Spreadsheet
(p. 36)
A detailed lesson plan of this activity can be found
in the Technology in the Classroom Activities for
Chapter 24 at www.classzone.com.
NOTE: Many of the matrix items can be covered simultaneously
2
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
©2009-10 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
South Asia: Physical Geography (continued)
604
Culture-How people and cultures are similar to, and
different from each other
Describe and compare patterns of culture such as language,
religion, land use, systems of education, and customs that
make specific regions of the world distinctive. (17A)
605
Culture-How people learn about themselves
Analyze examples of culture that maintain traditional ways,
such as Hindu beliefs regarding the Ganges. (18C)
701
Science, Technology, and Society-How technology has
affected daily lives
Analyze ways technological innovations have allowed humans
to adapt to places shaped by physical processes such as
floods, earthquakes, and hurricanes. (19B)
708
Science, Technology, and Society-Impact of technology on
economic development
Analyze the role of technology in agriculture and other primary
economic activities and identify the environmental
consequences of the changes that have taken place. (20B)
TAKS Mini-Lesson
(Page 537d)
TAKS Obj. 5 (WG 8B – Comparing ways
that humans depend on, adapt to, and
modify the physical environment)
Have students read pages 554-555 and
then compare ways in which people in
India and Sri Lanka depend on the
environment.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Week
1
(cont.)
McDougal Littell World Geography TE
Internet Activity: Wildlife of South
Asia, p.565: Students will create a
sketch map showing the locations of
different animal habitats
and draw conclusions
about why specific animals live in certain
areas/regions and why they don’t live in others.
They will add pictures and captions that explain
why these locations are suited to specific animals
on the map. Students should use the following
Web sites to obtain their information:

UMBC – An Honors University in Maryland:
Links to Indian Wildlife at
http://userpages.umbc.edu/~sjoshi1/mirror/wi
ldlife.html

BBC News: “India’s Wildlife Struggles to
Cope”, October 1, 1998, at
http://news.bbc.co.uk/1/hi/world/south_asia/1
84390.stm
Mapping Our World: GIS Lessons for
Educators – Module 3 “Seasonal Differences:
A Regional Case Study of South Asia,” pages
143-163:
Students will observe patterns of monsoon rainfall
in South Asia and analyze the relationship of
those patterns to the region’s physical features.
The consequences of monsoon season on human
life will be explored by studying South Asian
agricultural practices and patterns of population
distribution. Students will then assume the role of
an American traveler spending a year in South
Asia and will write four letters from four different
South Asian cities at four different times of the
year in which they describe seasonal
characteristics of each city and how daily life is
impacted by these differences.
Completed sketch maps should address the
following criteria:

A clear, well-organized overview of the
location of different animal habitats

An explanation of why certain locations are
suited to specific animals

A clear, imaginative visual combining a
sketch map with pictures

References to Web sites that are used as
sources
Use the rubric on page 163 of the GIS book to
evaluate the letter.
Principles of Learning Connection,
Academic Rigor – Active Use of
Knowledge:
This GIS activity requires that students
identify the three seasons in South Asia
and then apply this understanding by
composing a series of letters describing the
characteristics of each season and how the
seasons impact daily life.
NOTE: Many of the matrix items can be covered simultaneously
3
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
©2009-10 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
South Asia: Physical Geography (Continued)
801
802
829
Social Studies Skills-Use social studies terminology
Apply appropriate vocabulary, geographic models,
generalizations, theories, and skills to present geographic
information. (22B)
Week 1
(cont.)
Social Studies Skills-Use social studies terminology
Use geographic terminology correctly. (22C)
Social Studies Skills-How to evaluate social studies data
Use historical, geographic, and statistical information from a
variety of sources such as databases, field interviews, media
services, and questionnaires to answer geographic questions
and infer geographic relationships. (21A)
Tsunami Resources:
In December 2004, numerous
areas of South Asia were
devastated by a major tsunami.
The following resources and lesson plans
addressing this disaster can be found at
http://www.askasia.org/tsunami/:

TAKS Mini-Lesson
(Page 537d)
TAKS Obj. 2 (WG 6A – Patterns in the
size and distributions of cities)
Direct students to the map on page 545
and have them draw conclusions regarding
the relationship between rivers and the
location of cities in India.

How Did This Happen?: Students gain a
basic understanding of earthquakes and
tsunamis by looking at the time-distance
effects of the tsunami and its impact on
South Asia. They will complete a map
identifying impacted countries and discuss
how early warning systems might have
worked if they had been in place.
Political Cartoons: Thinking Broadly,
Communicating Succinctly: Students will
examine a series of political cartoons related
to the December 2004 tsunami and its
aftermath and will critically think on how
artists use literary devices such as satire,
metaphor, and personification to convey
certain opinions.
Formal Assessment –Section Quiz, p.372 (1), 373
(2), 374 (3)
Formal Assessment - Chapter tests, Forms A, B,
and C, pp. 375-386 (Test Generator)
Section Assessment - McDougal Littell World
Geography PE pp. 555, 558, 563
Principles of Learning Connection,
Accountable Talk – Accountability to
Rigorous Thinking:
Students will need to synthesize several
sources of information as they discuss and
debrief the activities on the December 2004
tsunami. They are required to construct
explanations and formulate hypotheses
and conjunctures on whether a disaster like
this could happen in the United States.
Note: The activities on tsunamis can also be
done when addressing “Today’s Issues in South
Asia” during the coverage of Chapter 26 later in
the six weeks.
There are more than
enough materials in this IPG to
address the required TEKS for
the Sixth Six Weeks. Use the
activities that best fit the needs
of your classes.
(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
NOTE: Many of the matrix items can be covered simultaneously
4
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
©2009-10 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Resources
TAKS
Obj.
Suggested Student Work Products
Suggested Assessment
Teacher Notes
McDougal Littell World Geography Textbook Chapter 24, “Physical
Geography of South Asia: The Land Where Continents Collided”
Vocabulary:

Himalaya Mountains, subcontinent, alluvial plain, archipelago, atoll (Text, Chapter 24, Section One)

monsoon, cyclone (Text Chapter 24, Section Two)

Hinduism, Ganges River, storm surge, estuary (Text, Chapter 24, Section Three)
Online edition and support at www.classzone.com
McDougal Littell World Geography Ancillaries:

Reading Study Guide, pp. 205-212

Access for Students Acquiring English, pp. 127-132

Spanish Reading Study Guide, pp. 205-212
Maps101.com is an excellent resource for examining a variety of maps and issues connected to World Geography. All AISD
schools are licensed with this product for this school year.
Unit 8 In-Depth Resources:

Unit Atlas Activities p. 1; Regional Data Files p. 2; Building
Vocabulary p. 9; Exploring Today’s Issues pp. 30-33; Guided
Reading p. 3-5; Map and Graph Skills pp. 6-7; Reteaching Activity
pp. 10-12

Critical Thinking Transparency CT 24, CT 56

Map Transparencies MT41, MT 42, MT 43

TAKS Practice Transparencies TT77, TT78, TT79
Outline Maps with Activities:

South Asia: Physical, pp. 75-76

South Asia: Political, pp. 77-78
General Web sites on Geography and Culture:

www.maps101.com

www.cnn.com

www.census.gov/ipc/www/idbpyr (population pyramids)

www.cia.gov/cia/publications/factbook

www.abcnews.com

www.pbs.org

www.adventuredivas.com

www.nationalgeographic.com

Country Studies at http://lcweb2.loc.gov/frd/cs/cshome.html

www.unitedstreaming.com
Video Selections from www.unitedstreaming.com:

Sketches of the World: Down By the Riverside – The Ganges (1:17 minutes) and The Irrawaddy (5:41 minutes)

World Geography Asia and the Pacific – India (2:32 minutes) and Pakistan (3:02 minutes)
Additional Resources:

Mapping Our World: GIS Lessons for Educators

Maps101.com (the login is AISD and the password is AISD)
Content-specific Web sites on the Physical Geography of South
Asia:

BBC News: “A History of Destruction” (Cyclones in South Asia),
November 2, 1999 at
http://news.bbc.co.uk/1/hi/world/south_asia/503139.stm

Ask Asia – Tsunami Teaching Resources at
http://www.askasia.org/tsunami/

Harper College: Physical Geography of South Asia at
http://www.harpercollege.edu/mhealy/g101ilec/sasia/ssd/ssmon/ssm
onfr.htm

Harper College: Links to South Asian Geography at
http://www.harpercollege.edu/~mhealy/g101ilec/sasia/ssmenu.htm

Weatherbase at http://www.weatherbase.com/

PBS Journey to Planet Earth – Floods in Bangladesh, 1998 at
http://www.pbs.org/journeytoplanetearth/profiles/bangladesh.html
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Time/
Pace
Pre-AP World Geography
.
Content-specific Web sites on the Physical Geography of South Asia:

BBC News: “Bangladesh Floods Maroon Thousands”, July 8, 2002, at
http://news.bbc.co.uk/1/hi/world/south_asia/2116055.stm

BBC News: Country Profiles-South Asia at http://news.bbc.co.uk/1/hi/world/south_asia/country_profiles/default.stm

Asia Source: Asia Profiles-South Asia at http://www.asiasource.org/profiles/ap_mp_02_southasia.cfm

University of Chicago: The Digital South Asia Library at http://dsal.uchicago.edu/ images/

UMBC – An Honors University in Maryland: Links to Indian Wildlife at
http://userpages.umbc.edu/~sjoshi1/mirror/wildlife.html

BBC News: “India’s Wildlife Struggles to Cope”, October 1, 1998, at
http://news.bbc.co.uk/1/hi/world/south_asia/184390.stm
NOTE: Many of the matrix items can be covered simultaneously
5
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
©2009-10 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
South Asia: Human Geography
106
History-Significant dates in history
Explain the significance of the following date: 1776
(8.1C) B
T1
111
History-Present relates to the past
Analyze the effects of physical and human geographic
patterns and processes on events in the past [and describe
their effects on present conditions, including significant
physical features and environmental conditions that
influenced migration patterns in the past and shaped the
distribution of culture groups today.] (1A) B
T2*
140
History-Causes and effects of political revolutions
Explain the issues surrounding important events of the
American Revolution, including declaring independence
[and] writing the Articles of Confederation. (8.4C) B
T1
201
Geography-Concept of location
Locate settlements and observe patterns in the size and
distribution of cities using maps, graphics, and other
information. (6A) B
T2
215
Geography-Translate and analyze geographic data
Analyze political, economic, social, and demographic data
to determine the level of development and standards of
living in nations. (5B) B
T3*
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 [local,] state, national, and
international human activities in a variety of cultural and
technological contexts. (8B) B
T5*
Economics-Production of goods and services
Compare the ways people satisfy their basic needs through
the production of goods and services such as subsistence
agriculture versus market-oriented agriculture or cottage
industries versus commercial industries. (10C) B
T3
301
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Week
2
Students will divide the chapter into four sub regions:
India, Pakistan and Bangladesh, Nepal and Bhutan, Sri
Lanka and the Maldives. Have students draw a
cluster diagram in their notebooks (CT25, in-depth
resources p.18). For each region take notes on the
culture, history, economics, and modern life.
TAKS Connection: McDougal Littell World
Geography TE- Activity Options: Skillbuilder Lesson,
p. 568: Students will compare the transition of the
U.S. and India from British rule to independence
by creating a graphic organizer addressing the
following issues:

When did the American colonies and India
become independent from Britain?

What means did each use to become
independent?

What were the catalysts that pushed each
towards independence?

What is each country’s current
status/relationship with Britian?
Students should continue with the following activity:
McDougal Littell World Geography TE
Activity Option: Political Cartoon,
p. 572: Have students create a political cartoon
illustrating British policies, actions, or attitudes during
colonial rule in India.
Formal Assessment - Chapter tests, Forms A, B,
and C, pp. 391-402 (Test Generator)
Section Assessment - McDougal Littell World
Geography PE pp. 572, 577, 583, and 587.
Integrated Assessment Booklet: Modify Rubric
2.8 Venn Diagram/Tree/Flow Chart on page 29 to
evaluate this activity.
Principles of Learning Connection,
Academic Rigor – Active Use of
Knowledge:
Students will need to use prior knowledge
on the American Revolution in this
Skillbuilder activity.
McDougal Littell World Geography TE
Activity Option: Link to History, p. 545:
Have students create an
annotated timeline
showing when in the last one hundred years
Pakistan, Sri Lanka, and Bangladesh adopted their
current names. The timeline should show the dates,
old & current names, what the new name means, &
why these changes took place
and explain the
connections each event has to the preceding and
extending event.
Integrated Assessment Booklet: 1.2 Political
Cartoon (p. 25)
Integrated Assessment Booklet: 2.4 Time Line (p.
29)
NOTE: Many of the matrix items can be covered simultaneously
6
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
©2009-10 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
South Asia: Human Geography (continued)
611
Culture-How cultures change over time
Describe the impact of general processes such as
migration, war, trade, independent inventions, and
diffusion of ideas and motivations on cultural change.
(18A) B
T3*
707
Science, Technology, and Society-Impact of technology on
economic development
Describe the impact of new technologies, new markets,
and revised perceptions of resources. (20A) B
T2*
812
Social Studies Skills–Create visual and written materials
[Construct] and interpret maps to answer geographic
questions, infer geographic relationships, and analyze
geographic change. (21C) B
T5
109
205
217
218
231
History-One era influences other eras
Describe the human and physical characteristics of the same
places at different periods of history. (2A)
Geography-Construct and interpret maps and other
graphics
Construct and analyze population pyramids and use other data,
graphics, and maps to describe the population characteristics
of different societies and to predict future growth trends. (7A)
Geography-Translate and analyze geographic data
Analyze statistical and other data to infer the effects of physical
and human processes on patterns of settlement, population
distribution, economic and political conditions, and resource
distribution. (8D)
Geography-Concepts of region
Identify physical or human factors that constitute a region such
as soils, climate, vegetation, language, trade network, river
systems, and religion. (9A)
Geography-Migration influences the environment
Explain the political, economic, social, and environmental
factors that contribute to human migration such as how national
and international migrations are shaped by push-and-pull
factors and how physical geography affects the routes, flows,
and destinations of migrations. (7B)
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Week
2
(cont.)
McDougal Littell World Geography TE
Activity Option: Essay on the Caste System, p.
572:
Have students identify the different castes that make
up the caste system of India and design a pyramid in
their notes showing these castes. Discuss how the
caste system relates to the religion of Hinduism.
Have students research how the caste system and
arranged marriages were both outlawed in India, yet
still occur in the present culture. Students can
compare and contrast with other students to get the
class involved in discussion about how to end such
discrimination or the effects that this discrimination
can have on a society.
Students should then
compose a letter to the Indian Prime Minister, an
Indian newspaper, etc. discussing their viewpoint on
both how the caste system and arranged marriages
continue to repress society in India today.
McDougal Littell World Geography TE
Activity Option: Visual Display on Ethnic Strife
in Sri Lanka, p. 584:
Discuss the ethnic tensions between the two major
ethnic groups that settled in Sri Lanka: the Tamils
and the Sinhalese. Have students create a visual
organizer that compares and contrasts the two
groups, the cultural traits brought by both, and the
civil war of the 1980s. Have students look at a
picture of the emblem used by the Tamil Tigers,
discuss their terrorists tactics and what they are
hoping to gain, and answer these discussion
questions: Why might the Tamil Tigers have used
a tiger as their militants group’s name? What
other means can be used instead of violence to
achieve an independent nation?
Integrated Assessment Booklet: 4.2
Essay/Written Answer (p. 32)
Principles of Learning Connection,
Accountable Talk – Accountability to the
Learning Community:
As students discuss their ideas on the
caste system and listen attentively to each
other’s responses, they are working
towards the goal of clarifying and
expanding the proposition that
discrimination can have numerous effects
on a society.
Integrated Assessment Booklet: Modify Rubric
1.1 Poster on page 25 to evaluate this activity.
TAKS Mini-Lesson
(Page 565d)
TAKS Obj. 5 (WG 18A – Impact of
general processes)
Have students use the information on page
584 to describe cultural change in Sri
Lanka resulting from the arrival of the
Tamils.
History Alive! Ancient India, Lesson 4.1
Encountering Hindu Traditions in Modern
India: Students will prepare interactive
dramatizations about ancient Hindu traditions
currently found in Indian society.
Integrated Assessment Booklet: 3.1 Dramatic
Scene/ Skit/ Play (p. 30)
NOTE: Many of the matrix items can be covered simultaneously
7
©2009-10 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
South Asia: Human Geography (continued)
233
Geography-Geographic factors influence political
development
Analyze how the character of a place is related to its political…
and cultural characteristics. (5A)
234
Geography-Geographic factors influence political
development
Analyze how the character of a place is related to
its…economic…characteristics. (5A)
320
Economics–Types of industries found in different societies
Identify factors affecting the location of different types of
economic activities, such as trading and growth of industries.
(11B)
329
Economics-Different areas of the world are economically
interdependent through trade
Compare global trade patterns at different periods of time and
develop hypotheses to explain changes that have occurred in
world trade and the implications of these changes. (12A)
338
Economics-Technology, transportation and
communication influence a society’s economy
Evaluate the geographic economic impact of policies, such as
embargoes, free trade, and tariffs related to the use of
resources such as regulations for water use or policies related
to the development of scarce natural resources. (12C)
436
Government–Impact of economic issues on different types
of governments
Explain how forces of conflict and cooperation influence the
allocation of control of Earth’s surface such as the formation of
congressional voting districts or free trade zones. (14B)
601
Culture-Concept of culture
Describe distinctive cultural patterns and landscapes
associated with different places in…regions of the world, and
how these patterns influenced the processes of innovation and
diffusion. (16A)
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Week
2
(cont.)
McDougal Littell World Geography TE
Internet Activity: Providing an
Economic Update – India’s Rice
Production, p. 565: Students will search
Internet Web sites to write a brief report on the
economic significance of India’s rice crop. The
report should include the following data:

How much rice is raised in India

How much rice is consumed domestically in
India

How much rice is exported
Students will need to compare production with
previous years and with that of other riceproducing countries. They should also create
graphs to illustrate their data. Students should
begin their research at the following Web sites:

The Ecologist: The World in a Grain of Rice
at
http://www.theecologist.org/archive_article.ht
ml?article=167&category=73

Potash and Phosphate Institute of Canada:
Rice Production and Nutrient Management in
India at http://www.ppifar.org/ppiweb/bcropint.nsf/$webindex/D373
05EE839F20C685256BDC00737572/$file/B
CI-RICEp18.pdf
Integrated Assessment Booklet: 4.2 Essay /
Written Answer (p. 32)
Integrated Assessment Booklet: 2.3 Graph (p.
26)
Principles of Learning Connection,
Academic Rigor in a Thinking
Curriculum – High-Thinking Demand:
The report and graphs on rice production in
India require students to raise questions,
solve problems, to think, and to reason as
they create original work and make
revisions to it.
NOTE: Many of the matrix items can be covered simultaneously
8
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
©2009-10 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
South Asia: Human Geography (continued)
604
Culture-People and cultures are similar to, and different
from, each other
Describe and compare patterns of culture such as language,
religion, land use, systems of education, and customs that
make specific regions of the world distinctive. (17A)
605
Culture-How people learn about themselves
Analyze examples of culture that maintain traditional ways,
such as Hindu beliefs regarding the Ganges. (18C)
612
Culture-How cultures change over time
Analyze cultural changes in specific regions and the obstacles
they face. (19B)
613
Culture-Cultures spread from one society to another
Evaluate case studies of the spread of cultural traits to find
examples of cultural convergence and divergence…(18D)
708
Science, Technology, and Society-Impact of technology on
economic development
Analyze the role of technology in agriculture and other primary
economic activities and identify the environmental
consequences of the changes that have taken place. (20B)
801
Social Studies Skills-Use social studies terminology
Apply appropriate vocabulary, geographic models,
generalizations, theories, and skills to present geographic
information. (22B)
802
Social Studies Skills-Use social studies terminology
Use geographic terminology correctly. (22C)
803
Social Studies Skills-How to evaluate social studies data
Use historical, geographic, and statistical information from a
variety of sources such as databases, field interviews, media
services, and questionnaires to answer geographic questions
and infer geographic relationships. (21A)
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Week
2
(cont.)
McDougal Littell World Geography TE
Activity Option: Comparing Two Countries, p.
577: Have students compare Islam in Pakistan or
Bangladesh with a Muslim country in either Africa
or Southwest Asia. They will then create a chart
comparing the two countries using topics such as
treatment of women, eating practices, and how
Integrated Assessment Booklet: 2.2 Chart /
Table/ List (p. 28)
strictly a country enforces Islamic laws.
Students will synthesize the information gathered
and create a pamphlet that teaches American
high school students about life in these regions.
McDougal Littell World Geography TE
Internet Activity: The Indus Valley
Region, p.567: Students will view
images of the Indus Valley to learn more
about early civilizations in this region. Divide the
class into six groups and have each group view
fifteen slides, taking notes on what is pictured.
Each group will then select two images to share
with the class and explain what they reveal about
ancient and modern life in the Indus Valley.
Students should then compose a reflection paper
on how these images brought to life what they
read in the textbook and what additional
information they gained from viewing the slides.
Images can be obtained at the Harappa Web site
“Around the Indus in 90 Slides” at
http://www.harappa.com/indus/ and at the Minnesota
State University Web site at
http://www.mnsu.edu/emuseum/prehistory/india/indus
/geography.html. A detailed lesson plan is available
in the Technology in the Classroom Activities for
Chapter 24 at www.classzone.com.
Integrated Assessment Booklet: 4.2 Essay /
Written Answer (p. 32)
Principles of Learning Connection,
Academic Rigor in a Thinking
Curriculum – High-Thinking Demand:
Instruction on the visual analysis of the
Indus Valley is organized to support
student reflection on the learning
processes and strategies.
NOTE: Many of the matrix items can be covered simultaneously
9
©2009-10 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Resources
McDougal Littell World Geography Textbook Chapter 25 “Human
Geography of South Asia: A Region of Contrasts”
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Teacher Notes:
Vocabulary:

Mughal Empire, raj, nonviolent resistance, land reform, Mohandas Gandhi, Green Revolution, caste system, Kshatriyas,
Vaisyas, Brahmans, untouchables, karma, dharma (Text, Chapter 25, Section One)

Indus Valley civilization, partition, Kashmir, microcredit, entrepreneur, Ramadan (Text, Chapter 25, Section Two)

constitutional monarchy, Sherpa, Siddhartha Guatama, Buddha, mandala (Text, Chapter 25, Section Three)

Sinhalese, Tamils, sultan (Text, Chapter 25, Section Four)
Online edition and support at www.classzone.com
McDougal Littell World Geography Ancillaries:

Reading Study Guide, pp. 213-222

Access for Students Acquiring English, pp. 133-137

Spanish Reading Study Guide, pp. 213-222
Unit 8 In-Depth Resources:

Skillbuilder Practice p. 17; Building Vocabulary p. 18; Reteaching
Activities pp. 19-22; Guided Reading p. 13-16;

Cultures Around the World pp. 43-48

Critical Thinking Transparency CT57

Culture Transparencies CW43, CW44, CW45, CW46, CW47, CW48

Map Transparency MT44

Outline Maps with Activities pp. 79-86

TAKS Practice Transparencies TT80, TT81, TT82, TT83
Video selections from www.unitedstreaming.com:

Mystic Lands: Varanasi: City of Light (25:00 minutes)

Mystic Lands: Taj Mahal: Heaven on Earth (25:00 minutes)

Religions of the World: Hinduism (28:00 minutes)

Sketches of the World: Exchange and Mart (27:26 minutes)

Out There: Crocodile Man (18:40 minutes)

Many Voices: What's in a Name? (Sri Lankan Culture) (15:00 minutes)

Mystic Lands: Bhutan: Land of the Thunder Dragon (25:00 minutes)
Additional Resources:

History Alive! Ancient India
Content-specific Web sites on the Human Geography of South Asia:

South Asia Network Search Engine at http://southasia.net/

South Asia Intelligence Review at http://www.satp.org/

Glimpses of South Asia before 1947 at http://www.harappa.com/

BBC News for South Asia at http://news.bbc.co.uk/1/hi/south_asia/

Digital South Asia Library at http://dsal.uchicago.edu/

University of Washington South Asia Collection at
http://www.lib.washington.edu/southasia/

University of Texas South Asia Institute at
http://asnic.utexas.edu/asnic/outreach/index.htm

South Asian history timeline activity at
www.studentsfriend.com/aids/curraids/timeline/1illtl.pdf

Harappa Web site – Around the Indus in 90 Slides at
http://www.harappa.com/indus/

Minnesota State University: Ancient India at
http://www.mnsu.edu/emuseum/prehistory/india/indus/geography.html

Kamat.com: The People of India at
http://www.kamat.com/kalranga/people/
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Content-specific Web sites on the Human Geography of South Asia:

The Ecologist: The World in a Grain of Rice at
http://www.theecologist.org/archive_article.html?article=167&category=73

South Asia Network at http://southasia.net/

Potash and Phosphate Institute of Canada: Rice Production and Nutrient Management in India at http://www.ppifar.org/ppiweb/bcropint.nsf/$webindex/D37305EE839F20C685256BDC00737572/$file/BCI-RICEp18.pdf

Park Avenue : British Rule in India at http://www.pakavenue.com/webdigest/history/pre_independence_002.htm

UCLA Resources – History and Politics: British India at
http://www.sscnet.ucla.edu/southasia/History/British/BrIndia.html

Boondocks: “British Rule in India by William Jennings Bryan” at
http://www.boondocksnet.com/ai/ailtexts/bryan990122.html

Fordham University Modern History Sourcebook, “The Benefits of British Rule, 1871” at
http://www.fordham.edu/halsall/mod/1871britishrule.html

All Refer Web site: Shia Islam in Iran at http://reference.allrefer.com/country-guide-study/iran/iran70.html

Muslim Internet Directory: Islamic Sects at http://www.idleb.com/directory/Comparative_Religions/Islamic_Sects/

Indiana State University: World Regions – South Asia at http://mama.indstate.edu/users/gejdg/sasia.pdf

Nation-By-Nation: India History at http://www.nationbynation.com/India/History1.html

Hartford Web Publishing: World History Archives – History of South Asia at http://www.hartford-hwp.com/archives/52/
NOTE: Many of the matrix items can be covered simultaneously
10
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
©2009-10 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
South Asia: Today’s Issues
111
206
214
History-Present relates to the past
Analyze the effects of physical and human geographic
patterns and processes on events in the past [and describe
their effects on present conditions, including significant
physical features and environmental conditions that
influenced migration patterns in the past and shaped the
distribution of culture groups today.] (1A) B
T2*
Geography-Construct and interpret maps and other
graphics
Interpret historical maps to identify and explain geographic
factors that have influenced people and events in the past.
(WH 12C) B
T2
Geography-Translate and analyze geographic data
Answer questions about geographic distributions and
patterns shown on maps, graphs, and charts. (8.10B)
T2
B
Geography-Translate and analyze geographic data
Analyze political, economic, social, and demographic data
to determine the level of development and standards of
living in nations. (5B) B
T3*
811
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
[Construct and] interpret maps to answer geographic
questions, infer geographic relationships, and analyze
geographic change. (21C) B
T5
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 the United States.
(8.30A) B
T5
815
(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
McDougal Littell World Geography TE
Activity Option: Internet Research p.
593-595: Have students create look at
the population of India by region using
the Demographia Web site at
http://www.demographia.com/dbx-india.htm.
Have students create a population density map
using the information, then discuss why the
population might be higher in some areas by
comparing and contrasting where the highest
Have
students follow-up this activity with the next
one.
McDougal Littell World Geography TE
Activity Option: Reading a Secondary Source,
p. 593-595: Have students read the article from the
density is located on the map.
215
812
Week
3
BBC Web site entitled “India’s Battle With Population
Growth”, September 2, 1998, at
http://news.bbc.co.uk/2/hi/south_asia/2540271.stm
and discuss why India continues to lose the battle
against further population growth. Students should
then compose a letter to the editor of the BBC News
expressing their views on family planning programs in
India.
Integrated Assessment Booklet: 2.1 Map/Sketch
Map (p. 28)
Principles of Learning Connection,
Accountable Talk – Accountability to
Rigorous Thinking:
Students will need to synthesize several
sources of information as they discuss and
debrief the issues and problems of
population growth in India. They are
required to construct explanations and
formulate hypotheses and conjunctures on
why the population may be higher in some
areas than others.
Integrated Assessment Booklet: 4.3 Diary/Journal
Entry/Letter (p. 32)
The Voyageur Experience in World Geography
Video Series: Use the video from the ancillary
collection The Voyageur Experience in World
Geography India: Population and Resources as a
resource in presenting issues on the population
growth in India. Pages 71-80 of the Video
Resource Book provide activities to supplement
this video. One recommended activity is that
groups of students research the lives of people in
India’s various caste systems and study the daily
lives of these members. Each group will then
develop a matrix contrasting life in each class,
including both positive and negative factors.
Integrated Assessment Booklet: 2.2
Chart/Table/List (p. 28)
NOTE: Many of the matrix items can be covered simultaneously
11
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
©2009-10 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
South Asia: Today’s Issues (Continued)
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. (WH 25C) B
109
History-One era influences other eras
Describe the human and physical characteristics of the same
places at different periods of history. (2A)
154
History-Historical development of issues
Assess how people’s changing perceptions of geographic
features have led to changes in human societies. (2B)
205
Geography-Construct and interpret maps and other
graphics
Construct and analyze population pyramids and use other data,
graphics, and maps to describe the population characteristics of
different societies and to predict future growth trends. (7A)
207
208
Geography-Physical characteristics of the environment
Relate the physical processes to the development of distinctive
landforms. (4B)
Geography-Physical characteristics of the environment
Describe physical environment of regions and the physical
processes that affect these regions such as weather, tectonic
forces, wave action, freezing and thawing, gravity, and soilbuilding processes. (3B)
209
Geography-Physical characteristics of the environment
Explain the distribution of different types of climate in terms of
patterns of temperature, wind, and precipitation and the factors
that influence climate regions such as elevation, latitude,
location near warm and cold ocean currents, position on a
continent, and mountain barriers. (4A)
211
Geography-Physical characteristics of the environment
Explain the distribution of plants and animals in different regions
of the world using the relationships among climate, vegetation,
soil, and geology. (4C)
(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
T5
Week
3
(cont.)
McDougal Littell World Geography TE
Activity Option: Internet Research –
Multimedia Presentation, p. 593-595:
Students will use specific Web sites to
research population growth in India and create a
multimedia presentation that addresses the
following criteria:

Includes a concise, well-organized report on
population growth in India

Presents clear, imaginative visuals of daily
life and basic necessities

Uses a variety of charts, maps, images, and
artifacts to describe daily life

Includes references to Web sites used as
sources
McDougal Littell World Geography TE
Activity Option: Cause and Effect Chart, p.
597-599:
Compare the summer and winter monsoons by
creating a cause and effect chart. Have students
determine what causes each and how it affects
the economy and the living situation for people in
this region.
Have students follow-up this
activity with the next one.
McDougal Littell World Geography TE
Activity Option: Monsoon Map, p. 597-599:
After completing the video India: Population and
Resources from The Voyageur Experience in
World Geography, have students create two maps
of India – one representing summer, the other
winter. Have them draw on each map the
Intertropical Convergence Zone, high-pressure
zones, and low-pressure zones in addition to
arrows to indicate winds between each pressure
zone. They should also shade in the rains and be
able to explain causes of monsoons.
Integrated Assessment Booklet: 5.4 Multimedia
Presentation/Electronic Presentation (p. 36)
The following Web sites should be used as
references:

BBC News: India’s Battle With Population
Growth, September 2, 1998, at
http://news.bbc.co.uk/1/hi/world/south_asia/1
62863.stm

Demographic Briefs: India’s Population at
http://www.demographia.com/dbx-india.htm

Energy Information Administration:
Demographics on India at
http://www.eia.doe.gov/emeu/cabs/india/indi
ach1.htm

BBC News: India’s Losing Population Battle,
December 3, 2002, at
http://news.bbc.co.uk/2/hi/south_asia/254027
1.stm
Integrated Assessment Booklet: 2.2
Chart/Table/List (p. 28)
Integrated Assessment Booklet: 2.1 Map/Sketch
Map (p. 28)
NOTE: Many of the matrix items can be covered simultaneously
12
©2009-10 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
South Asia: Today’s Issues (Continued)
212
Geography-Physical characteristics of the environment
Describe the impact of and analyze the reaction of the
environment to abnormal and/or hazardous environmental
conditions at different scales such as El Niño, floods, droughts,
and hurricanes. (8C)
218
Geography-Concepts of region
Identify physical or human factors that constitute a region such
as soils, climate, vegetation, language, trade network, river
systems, and religion. (9A)
230
Geography-How population is distributed
Describe trends in past world population growth and distribution.
(7C)
233
Geography-Geographic factors influence political
development
Analyze how the character of a place is related to its political…
and cultural characteristics. (5A)
234
Geography-Geographic factors influence political
development
Analyze how the character of a place is related to
its…economic…characteristics. (5A)
336
Economics-Political factors influence a society’s economy
Evaluate the geographic economic impact of policies, such as
embargoes, free trade, and tariffs related to the use of
resources such as regulations for water use or policies related
to the development of scarce natural resources. (12C)
436
444
Government–Impact of economic issues on different types
of governments
Explain how forces of conflict and cooperation influence the
allocation of control of Earth’s surface such as the formation of
congressional voting districts or free trade zones. (14B)
Week
3
(cont.)
McDougal Littell World Geography TE
Activity Option: Internet Research –
Searching an On-line News Source, p.
600-601:
Students will search an online news source such
as CNN, BBC, USA Today, The Washington Post,
or The New York Times to research recent events
in Kashmir and recent tensions between India and
Pakistan. They will then create a T-Chart with the
headings “India” and “Pakistan” and list each
country’s argument as to why they want to control
Kashmir. Have students read the three most
recent articles they found searching news sources
and
highlight the article focusing on the
following information:

When was the article written?

What is the article’s main idea?

What does the article say about India?

What does the article say about Pakistan?
Integrated Assessment Booklet: 4.2 Essay /
Written Answer (p. 32)
Principles of Learning Connection,
Accountable Talk – Accountability to
Knowledge:
Students will need to make use of specific
and accurate knowledge, provide evidence
for claims and arguments, and identify
knowledge that may not yet be available as
they discuss their on-line findings on the
recent situation in Kashmir.
Students should then write a review of the
article (book review format) that includes the
author’s point of view in regards to the current
situations in India and Pakistan and
describing the current situation in Kashmir and
explaining the relationship between India,
Pakistan, and Kashmir.
McDougal Littell World Geography TE
Activity Option: Case Study Project, pp. 602603: Divide the class into small groups. Use the
primary sources on pages 602-603 in addition to
other written and visual sources to write a news
feature on how the peoples of Kashmir, India, and
Pakistan have suffered in the Kashmiri conflict.
Integrated Assessment Booklet: 4.5 News
Article/Mock Magazine/Description (p. 33)
Government-Impact of foreign relations on political issues
Explain the geographic factors that influence a nation’s power to
control territory and that shape the foreign policies and
international political relations of selected nations…(14C)
(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
NOTE: Many of the matrix items can be covered simultaneously
13
©2009-10 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
South Asia: Today’s Issues (Continued)
604
Culture-People and cultures are similar to, and different
from, each other
Describe and compare patterns of culture such as language,
religion, land use, systems of education, and customs that make
specific regions of the world distinctive. (17A)
629
Culture-Impact of fundamental institutions and ideas on
societies
Compare life in a variety of cities and nations in the world to
evaluate the relationships involved in political, economic, social,
and environmental changes. (16C)
701
Science, Technology, and Society-How technology has
affected daily lives
Analyze ways technological innovations have allowed humans
to adapt to places shaped by physical processes such as
floods, earthquakes, and hurricanes. (19B)
801
McDougal Littell World Geography TE
Activity Option: Internet Research, p.
594: Students will create a chart showing
the population, land areas, and population
density of India, China, and the United States.
Have them use the following Web sites to
research population data for each of these three
countries:

CIA World Factbook at
http://www.cia.gov/cia/publications/factbook/

World Population Data Sheet at
http://www.prb.org/Template.cfm?Section=P
RB&template=/ContentManagement/Content
Display.cfm&ContentID=11320
Extend this activity by having students conduct
further research on comparing 20th century
population growth in a city in India
with the
population growth in Austin, TX. Students will then
use the data gathered to create a line graph that
compares population growth in these two cities.
Social Studies Skills-Use social studies terminology
Apply appropriate vocabulary, geographic models,
generalizations, theories, and skills to present geographic
information. (22B)
802
Social Studies Skills-Use social studies terminology
Use geographic terminology correctly. (22C)
822
Social Studies Skills- Evaluate the validity of a source
Analyze and evaluate the validity and utility of multiple sources
of geographic information such as primary and secondary
sources, aerial photographs, and maps. (21B)
826
Social Studies Skills-Apply critical thinking skills to identify
a social studies problem
Use case studies and geographic information systems to
identify contemporary geographic problems and issues and to
apply geographic knowledge and skills to answer real-world
questions. (23B)
829
Social Studies Skills-How to evaluate social studies data
Use historical, geographic, and statistical information from a
variety of sources such as databases, field interviews, media
services, and questionnaires to answer geographic questions
and infer geographic relationships. (21A)
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Week
3
(cont.)
Integrated Assessment Booklet: 2.2 Chart /
Table/ List (p. 28)
Principles of Learning Connection,
Academic Rigor in a Thinking
Curriculum – High-Thinking Demand:
Internet research on population for India,
China, and the United States require
students to raise questions, solve
problems, to think, and to reason as they
create original work and make revisions to
it.
This Internet activity is an excellent way to
transition to the next unit on East Asia.
Integrated Assessment Booklet: 2.3 Graph (p.
28)
Students will use the line graph to develop a
mock presentation to the Austin City Council on
their concerns with the growth of Austin and
present at least one suggestion on how to
improve the quality of life for Austinites in the
future.
TAKS Mini-Lesson
(Page 591d)
Have students refer to the map on
page 594. How much of India has
more than 200 persons per square
kilometer and how this might impact
future growth population?
Formal Assessment:
Chapter Tests, Forms A, B, and C, pp. 406-420
Case Study Quiz p. 405
Test Generator
Section Quizzes, p. 595, 599
Case Study Project pp. 602-603
TAKS Obj. 5 (WG 21C – Interpret
maps to infer geographic
relationships and analyze
geographic change)
NOTE: Many of the matrix items can be covered simultaneously
14
Austin ISD Advanced Planning Guide – Social Studies
©2009-10 Austin Independent School District
Sixth Six Weeks
Matrix
Matrix Strand
TAKS
Time/
#
TEKS Knowledge and Skill
Suggested Student Work Products
Obj.
Pace
Student Expectation
Resources
Teacher Notes
McDougal Littell World Geography Textbook Chapter 26, “Today’s Issues:
South Asia”
Vocabulary:
Online edition and support at www.classzone.com

basic necessities, illiteracy (Text, Chapter 26, Section One)

summer monsoon, winter monsoon (Text, Chapter 26, Section Two)
McDougal Littell World Geography Ancillaries:

Kashmir, nuclear weapons, cease-fire (Text, Chapter 26, Case Study)

Reading Study Guide, pp. 223-230


Pre-AP World Geography
Suggested Assessment
Access for Students Acquiring English, pp. 138-143
Spanish Reading Study Guide, pp. 223-230
Unit 8 In-Depth Resources:

Skillbuilder Practice p. 28; Building Vocabulary p.29; Reteaching
pp.34-36; Map and Graph Skills p. 26-27; Exploring Today’s Issues
p. 30-33; Guided Reading pp. 23-25; Geoworkshop pp. 37-38

Critical Thinking Transparency CT58

Map Transparencies MT45

TAKS Practice Transparencies TT 84, TT85, TT86

Video Series – The Voyageur Experience in World Geography, “India:
Population and Resources”

Video Series – The Voyageur Experience in World Geography, Video
Resource Book, pp. 71-80
Recommended Web sites on Today’s Issues in South Asia:
Use these sources to find out about population trends and problems in
India:

BBC News: “India’ Battle With Population Growth,” September 2,
1998, at http://news.bbc.co.uk/1/hi/world/south_asia/162863.stm

Demographia: India’s Population at
http://www.demographia.com/dbx-india.htm

Energy Information Administration: India – Economics,
Demographics, and Environment at
http://www.eia.doe.gov/emeu/cabs/india/indiach1.htm

BBC News: India’s Losing Population Battle, December 3, 2002,
at http://news.bbc.co.uk/2/hi/south_asia/2540271.stm

Human Rights Watch: Behind the Kashmir Conflict at
http://www.hrw.org/reports/1999/kashmir/

CNN – Kashmir: Where Conflict Rules at
http://edition.cnn.com/SPECIALS/2002/kashmir/index.html

BBC News: Flashpoint Kashmir aat
http://news.bbc.co.uk/1/hi/world/south_asia/355280.stm

BBC News: Questions and Answers on the Kashmir Dispute,
September 5, 2004 at
http://news.bbc.co.uk/2/hi/south_asia/2739993.stm
(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
Video Connection - United Streaming
Download clips of videos connected to World Geography. Go to
www.unitedstreaming.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. Electronic access to the IPGs can be obtained by typing
in “matrix” on an AISD computer. Contact your department chair for password
information for United Streaming.
Recommended Web sites on Today’s Issues in South Asia:

BBC News: The Future of Kashmir (Interactive Maps) at
http://news.bbc.co.uk/1/shared/spl/hi/south_asia/03/kashmir_future/html/default.stm

One World: South Asia at http://southasia.oneworld.net/article/frontpage/158/1792

South Asia Network at http://southasia.net/

CIA World Factbook at http://www.cia.gov/cia/publications/factbook/

World Population Data Sheet at
http://www.prb.org/Template.cfm?Section=PRB&template=/ContentManagement/ContentDisplay.cfm&ContentID=113
20
NOTE: Many of the matrix items can be covered simultaneously
15
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
©2009-10 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/
Pace
Pre-AP World Geography
Suggested Student Work Products
Suggested Assessment
East Asia: Physical Geography
111
History-Present relates to the past
Analyze the effects of physical and human geographic
patterns and processes on events in the past [and describe
their effects on present conditions, including significant
physical features and environmental conditions that
influenced migration patterns in the past and shaped the
distribution of culture groups today.] (1A) B
T2*
201
Geography-Concept of location
Locate settlements and observe patterns in the size and
distribution of cities using maps, graphics, and other
information. (6A) B
T2
214
Geography-Translate and analyze geographic data
Answer questions about geographic distributions and
patterns shown on maps, graphs, and charts. (8.10B)
T2
Geography-Translate and analyze geographic data
Analyze political, economic, social, and demographic data
to determine the level of development and standards of
living in nations. (5B) B
T3*
216
Geography-Translate and analyze geographic data
Pose and answer questions about geographic distributions
and patterns in world history shown on maps, graphs,
charts, models, and databases. (WH11B) B
T2
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 [local,] state, national, and
international human activities in a variety of cultural and
technological contexts. (8B) B
T5*
Science, Technology, and Society-Impact of technology on
economic development
Describe the impact of new technologies, new markets, and
revised perceptions of resources. (20A) B
T2*
707
(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
Have students label and identify the countries,
capitals, and major cities on a political map of
East Asia. Have students label major landforms
and bodies of water on a physical map of East
Asia.
Map Quiz
Record the information about the physical
geography of East Asia by creating a graphic
organizer. Have Landforms, Resources,
Climate and Vegetation, and HumanEnvironment Interaction as column heading.
Have student read the three sections and write
notes under each column. Have student get into
groups and compare notes with other students to
see what each group found.
Criteria charts and rubrics developed with student
input to evaluate student work.
B
215
223
Week
4
McDougal Littell World Geography TE
Activity Option: Seeing Patterns,
p. 623: Place students in pairs and have them
draw a map of East Asia’s rivers and mountains.
They will use arrows to indicate the directions the
rivers flow. They should develop several written
conclusions about the flow of rivers in East Asia
Integrated Assessment Booklet: 2.1 Map/Sketch
Map (p. 28)
and draw conclusions about how these river
flows directly impact the flooding issues/problems
currently facing the people of China.
McDougal Littell World Geography TE
Activity Option: Exploring Local Geography, p.
627: Place students in pairs and have them
create a poster that shows the climate of East
Asia where they would most want to live. They
should include photographs, postcards, maps,
charts, and additional visuals. Have them include
a section on this poster that shows a location in
the United States with a similar climate and that
also incorporates visuals. Students should also
prepare a short written essay in which they justify
why they would live in this specific location.
Integrated Assessment Booklet: 1.1 Poster (p.
25)
Integrated Assessment Booklet: 4.2
Essay/Written Answer (p. 32)
NOTE: Many of the matrix items can be covered simultaneously
16
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
©2009-10 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
East Asia: Physical Geography (Continued)
711
Science, Technology, and Society-Impact of technology on
economic development
Give examples of…technological innovations that occurred
at different period in history and describe the changes
produced by these discoveries and innovations.
(WH 23A) B
T2*
715
Science, Technology, and Society-Technology and human
modifications on the physical environment
Evaluate the significance of major technological
innovations, including fire, steam power, diesel machinery,
and electricity that have been used to modify the physical
environment. (19A) B
T2*
109
History-One era influences other eras
Describe the human and physical characteristics of the same
places at different periods of history. (2A)
154
History-Historical development of issues
Assess how people’s changing perceptions of geographic
features have led to changes in human societies. (2B)
205
Geography-Construct and interpret maps and other
graphics
Construct and analyze population pyramids and use other data,
graphics, and maps to describe the population characteristics of
different societies and to predict future growth trends. (7A)
207
Geography-Physical characteristics of the environment
Relate the physical processes to the development of distinctive
landforms. (4B)
208
Geography-Physical characteristics of the environment
Describe physical environment of regions and the physical
processes that affect these regions such as weather, tectonic
forces, wave action, freezing and thawing, gravity, and soilbuilding processes. (3B)
209
Geography-Physical characteristics of the environment
Explain the distribution of different types of climate in terms of
patterns of temperature, wind, and precipitation and the factors
that influence climate regions such as elevation, latitude,
location near warm and cold ocean currents, position on a
continent, and mountain barriers. (4A)
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Week
4
(cont.)
McDougal Littell World Geography TE
Activity Option: Internet Research,
p. 628-630: After students read about
the Yangtze River and the Three Gorges
Dam in their text, have them list the pros and cons
of building the dam and discuss how they think
the Yangtze River Valley will be affected by the
dam. Divide the class into small groups and have
them imagine that they are journalists who have
been sent down the Yangtze River to report on
what life is like there today and how people and
the environment will be affected when the dam is
completed. Each group will then visit the Web
sites provided to find out what life is like today for
city dwellers, farmers, and animals living in and
near the river and how these groups have been
affected by the dam. Groups will create a
multimedia presentation containing “before the
dam” and “after the dam” sections showing how
each group lives now and how it will fare after the
dam is completed.
TAKS Mini-Lesson
(Page 628)
Ask students to look up the word
“gorge” in the dictionary, as used
in the name “Three Gorges
Dam” on PE p. 628. Then ask
them to describe how the area
being a “gorge” affects
construction of the dam there.
Integrated Assessment Booklet: 5.4 Multimedia
Presentation (p. 36)
Students should use the following Web sites to do
their research:

CNN: China’s Three Gorges Dam at
http://www.cnn.com/SPECIALS/1999/china.5
0/asian.superpower/three.gorges/

School Discovery: Three Gorges: The
Biggest Dam in the World at
http://school.discovery.com/lessonplans/prog
rams/threegorges/

PBS: Great Wall Across the Yangtze at
http://www.pbs.org/itvs/greatwall/story.html

International Rivers Network: Three Gorges
Campaign at
http://www.threegorges.org/programs/threeg/
Principles of Learning Connection,
Accountable Talk – Accountability to
Rigorous Thinking:
Students formulate conjectures and
hypotheses as they predict in their class
discussion how they think the Three
Gorges Dam will affect the Yangtze River
Valley.
TAKS Reading Obj. 1 (6E –
using reference material to
determine precise meaning)
NOTE: Many of the matrix items can be covered simultaneously
17
©2009-10 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
East Asia: Physical Geography (Continued)
212
Geography-Physical characteristics of the environment
Describe the impact of and analyze the reaction of the
environment to abnormal and/or hazardous environmental
conditions at different scales such as El Niño, floods, droughts,
and hurricanes. (8C)
217
Geography-Translate and analyze geographic data
Analyze statistical and other data to infer the effects of physical
and human processes on patterns of settlement, population
distribution, economic and political conditions, and resource
distribution. (8D)
218
Geography-Concepts of region
Identify physical or human factors that constitute a region such
as soils, climate, vegetation, language, trade network, river
systems, and religion. (9A)
231
Geography-Migration influences the environment
Explain the political, economic, social, and environmental
factors that contribute to human migration such as how national
and international migrations are shaped by push-and-pull
factors and how physical geography affects the routes, flows,
and destinations of migrations. (7B)
310
Economics-Economic factors of production
Analyze how the creation and distribution of resources affect the
location and patterns of movement of products, capital, and
people. (12B)
320
Economics–Types of industries found in different societies
Identify factors affecting the location of different types of
economic activities, such as trading and growth of industries.
(11B)
329
Economics-Different areas of the world are economically
interdependent through trade
Compare global trade patterns at different periods of time and
develop hypotheses to explain changes that have occurred in
world trade and the implications of these changes. (12A)
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Week
4
(cont.)
McDougal Littell World Geography TE
Activity Option: Internet Research,
p. 633: Students will do research on the
most productive agricultural regions of
East Asia. They should focus on the impact that
precipitation has had on settlement patterns and
crop growth. They will then combine maps,
charts, or other visual images in an electronic
presentation that show the most productive
farming areas in East Asia and the most common
crops in the region. They should finish by
developing a conclusion about agricultural
production in East Asia.
TAKS Mini-Lesson
(Page 605d)
Have students use the maps on
pages 614-615 to make a list of
three patterns that occur in these
three maps of East Asia. For
example, one pattern they could
identify would be the most
populated cities in eastern Asia.
Integrated Assessment Booklet: 5.4 Multimedia
Presentation (p. 36)
Students should use the following Web sites to
conduct research on agricultural production in
East Asia:

Rice Web at
http://www.riceweb.org/aginfoasia.htm

Eldis Agricultural Research Guide at
http://www.eldis.org/agriculture/index.htm
Principles of Learning Connection,
Academic Rigor in a Thinking
Curriculum – Active Use of Knowledge:
The multimedia presentation on agricultural
production in East Asia requires that
students synthesize several sources of
information and test their understanding of
this concept by applying it through the
development of this specific product.
TAKS Obj. 2 (WG 6A – Observing
geographic patterns)
NOTE: Many of the matrix items can be covered simultaneously
18
©2009-10 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
East Asia: Physical Geography (Continued)
629
701
708
801
802
813
829
Culture-Impact of fundamental institutions and ideas on
societies
Compare life in a variety of cities and nations in the world to
evaluate the relationships involved in political, economic, social,
and environmental changes. (16C)
Science, Technology, and Society-How technology has
affected daily lives
Analyze ways technological innovations have allowed humans
to adapt to places shaped by physical processes such as
floods, earthquakes, and hurricanes. (19B)
Science, Technology, and Society-Impact of technology on
economic development
Analyze the role of technology in agriculture and other primary
economic activities and identify the environmental
consequences of the changes that have taken place. (20B)
Social Studies Skills-Use social studies terminology
Apply appropriate vocabulary, geographic models,
generalizations, theories, and skills to present geographic
information. (22B)
Week
4
(cont.)
Recommended Activities from History Alive!
Imperial China and Feudal Japan:
Activity 1.1 The Challenge of China’s
Geography: Students will label and discuss
sixteen physiographic features in China and how
they have affected life for inhabitants there.
Activity 3.1 Land and Population: An Insight
Into Culture: Students will use their bodies and
desks to model population densities of Japan,
Australia, and the United States.
Activity 4.3 Impressions of Japanese
Landscape: Writing Haiku: Students will write
and illustrate haiku poems based on analysis of
visuals depicting Japanese landscapes.
Principles of Learning Connection,
Accountable Talk – Accountability to
Rigorous Thinking:
The experiential exercise on the population
density of Japan is way to allow students to
test their own understandings of the
concept of population density.
Integrated Assessment Booklet: 4.8
Poem/Musical Lyrics/Song (p. 33)
TAKS Mini-Lesson
Social Studies Skills-Use social studies terminology
Use geographic terminology correctly. (22C)
Social Studies Skills-Create written and visual materials
Design and draw appropriate maps and other graphics such as
sketch maps, diagrams, tables, and graphs to present
geographic information including geographic features,
geographic distributions, and geographic relationships. (22A)
(Page 633d)
Have students choose an event from the
Chinese history timeline on pages 636-637.
They will then research the specific event and
write a short paragraph that describes what
happened, when, how, and what effect it had
on China, past and present.
TAKS Obj. 5 (WH 26C – Interpreting
Timelines)
Principles of Learning Connection,
Academic Rigor in a Thinking
Curriculum – Accountability to Rigorous
Thinking:
Writing a haiku is a way to organize
instruction so that students reflect on the
learning process associated with the
geography of Japan.
Social Studies Skills-How to evaluate social studies data
Use historical, geographic, and statistical information from a
variety of sources such as databases, field interviews, media
services, and questionnaires to answer geographic questions
and infer geographic relationships. (21A)
(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
NOTE: Many of the matrix items can be covered simultaneously
19
©2009-10 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Resources
McDougal Littell World Geography Textbook Chapter 27 “Physical
Geography of East Asia: A Rugged Terrain”; Chapter 30 “Physical
Geography of Southeast Asia: A Region of Extreme”
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Suggested Student Work Products
Suggested Assessment
Teacher Notes
Vocabulary:

Kunlun Mountains, Qinling Shandi Mountains, Huang He, Chang Jiang, Xi Jiang (Text, Chapter 27, Section One)

typhoon, Taklimakan Desert, Gobi Desert (Text, Chapter 27, Section Two)

Three Gorges Dam, PCBs, landfill (Text, Chapter 27, Section Three)
Online edition and support at www.classzone.com
McDougal Littell World Geography Ancillaries:

Reading Study Guide, pp. 231-238

Access for Students Acquiring English, pp. 144-149

Spanish Reading Study Guide, pp. 231-238
Video selections from www.unitedstreaming.com:

Sketches of the World: Down By the Riverside – The Yangtze (4:47 minutes)

World Geography Asia and the Pacific (67:47 minutes)

China: From Past to Present: Geography, Traditional Religions, and Beliefs (17:56 minutes)
Unit 9 In-Depth Resources:

Skillbuilder Practice p. 8; Building Vocabulary p.9; Reteaching
Activity pp.10-12; Map and Graph Skills p. 6-7; Exploring
Today’s Issues p. 30-33;Guided Reading p. 3-5

Unit Atlas Activities, p. 1; Regional Data File Activities, p. 2

Critical Thinking Transparency CT27, CT59

Map Transparencies MT46, MT47, MT48

Outline Maps with Activities pp. 87-90

TAKS Practice Transparencies TT87, TT88, TT89
Recommended Web sites on the Physical Geography of East Asia:

UCLA Asia Institute at http://www.international.ucla.edu/asia/

United Nations Commission for Asia and the Pacific: Population Information Network at
http://www.unescap.org/esid/psis/

Harper College: The Geography of East Asia at http://www.harpercollege.edu/~mhealy/g101ilec/easia/eamenu.htm

TRAFFIC – The Wildlife Trade Monitoring Network at http://www.traffic.org/

ICUN – The World Conservation Union at http://www.iucn.org/themes/ssc/

Center for Contemporary Conflict:: Resources and Links for East Asia at
http://www.ccc.nps.navy.mil/rsepResources/eastAsia.asp

The Library of Congress: Country Studies at http://memory.loc.gov/frd/cs/cshome.html

Life in Asia: Scenes of All Asia at http://www.lifeinasia.com/pictures.cfm
Additional Resources:

Mapping Our World: GIS Lessons for Educators

History Alive! Imperial China and Feudal Japan
Recommended Web sites on the Physical Geography of East Asia:
 CNN: China’s Three Gorges Dam at
http://www.cnn.com/SPECIALS/1999/china.50/asian.superpower/thre
e.gorges/

School Discovery: Three Gorges: The Biggest Dam in the World at
http://school.discovery.com/lessonplans/programs/threegorges/

PBS: Great Wall Across the Yangtze at
http://www.pbs.org/itvs/greatwall/story.html

International Rivers Network: Three Gorges Campaign at
http://www.threegorges.org/programs/threeg/

Rice Web at http://www.riceweb.org/aginfoasia.htm

Eldis Agricultural Research Guide at
http://www.eldis.org/agriculture/index.htm

Lamont-Doherty Earth Observatory: Chart on Major Floods in China
at
http://www.ldeo.columbia.edu/edu/dees/U4735/projections/floodsCHI
NA.html
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Time/
Pace
Pre-AP World Geography
Note on Southeast Asia: If teachers did not have
the opportunity to address this region when
Australia was studied during the Third Six Weeks,
they will need to do so during this grading period.
NOTE: Many of the matrix items can be covered simultaneously
20
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
©2009-10 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/
Pace
Pre-AP World Geography
Suggested Student Work Products
Suggested Assessment
East Asia: Human Geography
111
History-Present relates to the past
Analyze the effects of physical and human geographic
patterns and processes on events in the past [and describe
their effects on present conditions, including significant
physical features and environmental conditions that
influenced migration patterns in the past and shaped the
distribution of culture groups today.] (1A) B
T2*
114
History-Turning points
Identify changes that resulted from important turning
points in world history such as…the Mongol invasion…
(WH 1B) B
T1
166
History-Historic origins or voluntary and forced migrations
Trace the spatial diffusion of a phenomenon and describe
its effects on regions of contact…(1B) B
T2*
201
Geography-Concept of location
Locate settlements and observe patterns in the size and
distribution of cities using maps, graphics, and other
information. (6A) B
T2
206
Geography-Construct and interpret maps and other
graphics
Interpret historical maps to identify and explain geographic
factors that have influenced people and events in the past.
(WH 12C) B
T2
215
Geography-Translate and analyze geographic data
Analyze political, economic, social, and demographic data
to determine the level of development and standards of
living in nations. (5B) B
T3*
Geography-Physical environment affects and interacts with
the human environment
Analyze the effects of physical and human geographic
factors on major events in world history…(WH 12B) B
T2
Economics-Production of goods and services
Compare the ways people satisfy their basic needs through
the production of goods and services such as subsistence
agriculture versus market-oriented agriculture or cottage
industries versus commercial industries. (10C) B
T3
220
301
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Week
5
McDougal Littell World Geography TE
Activity Option: Graphic Organizer,
p. 635-659:
Have students look at the way that East Asia is
divided: China, Mongolia and Taiwan, The
Koreas: North and South, and Japan. Have
them create a graphic organizer with the three
sub regions. Read sections 1-4 and have them
draw conclusions on each sub region with the
columns – History, Economy, Culture (tradition
and modern life). Discuss the differences and
similarities between each region.
McDougal Littell World Geography Textbook
TE Activity Option: Researching Historical
Figures,
p. 636:
Have students select one of the following
historical figures: Emperor Shi Huangdi, Emperor
Shunzhi, or Mao Zedong. Have them research
how the chosen historical figure affected some
aspect of China, such as territory, economics,
politics, arts, or daily life.
Students should
select an important U.S. figure to research who’s
life/activities parallel those of the historical figure
researched above. Students should prepare a
brief written report on the impact each of these
figures has had on the history and culture of their
respected countires.
McDougal Littell World Geography Textbook
TE Activity Option: Learning About Tiananmen
Square,
p. 637: Have students use research links and
resources to find information relating to
Tiananmen Square, including recent news stories
and articles. Ask them to construct a timeline of
the incidents at Tiananmen Square in 1989 and
then write a short summary of events (past and
current) that explains how this historic event
affects Chinese people today.
Quiz over characteristics of each region.
Principles of Learning Connection,
Academic Rigor in a Thinking
Curriculum – Active Use of Knowledge:
Researching the historical figures will
require that students synthesize several
sources of information, interpret texts, and
construct solutions.
Integrated Assessment Booklet: 4.2
Essay/Written Answer (p. 32)
Integrated Assessment Booklet: 2.4 Timeline (p.
29)
Integrated Assessment Booklet: 4.2
Essay/Written Answer (p. 32)
Students can use the following Web sites for
researching Tiananmen Square:


CNN: Tiananmen Square Revisited at
http://www.cnn.com/SPECIALS/2001/tiananmen
/
Interactive Tour of Tiananmen Square at
http://www.tsquare.tv/tour/
NOTE: Many of the matrix items can be covered simultaneously
21
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
©2009-10 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
East Asia: Human Geography (Continued)
611
Culture-How cultures change over time
Describe the impact of general processes such as
migration, war, trade, independent inventions, and
diffusion of ideas and motivations on cultural change.
(18A) 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
[Construct] and interpret maps to answer geographic
questions, infer geographic relationships, and analyze
geographic change. (21C) B
T5
818
Social Studies Skills-Identify and support different historic
points of view
Identify points of view from the historical context
surrounding an event and the frame of reference which
influenced the participants. (8.30D) B
T5
109
History-One era influences other eras
Describe the human and physical characteristics of the same
places at different periods of history. (2A)
154
History-Historical development of issues
Assess how people’s changing perceptions of geographic
features have led to changes in human societies. (2B)
159
205
History–Historical development of political issues
Identify and analyze various political systems found throughout
the world, such as…communist, socialist, and totalitarian. (L)
Geography-Construct and interpret maps and other
graphics
Construct and analyze population pyramids and use other data,
graphics, and maps to describe the population characteristics of
different societies and to predict future growth trends. (7A)
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Week
5
(cont.)
McDougal Littell World Geography Textbook
TE Link to Creative Writing: Writing a Diary
Entry, p. 641: Have students write a one-page
diary entry
from the perspective of a victim of
each of the following tragic events:
1931, Yangtze River flood
1889, Johnstown, Penn. flood (p. 641)
Each diary entry should describe the scene and
discuss the effects each tragedy had on the
people living in the area at the time. (Additional
information may be found at: classzone.com )
Integrated Assessment Booklet: 4.3 Diary/Journal
Entry/Letter (p. 32)
Integrated Assessment Booklet: 2.2 Chart /
Table/ List (p. 28)
Integrated Assessment Booklet: 1.11
Mural/Visual Presentation (p. 27)
McDougal Littell World Geography Textbook
TE Activity Option: Making Comparisons, p.
643: Have students make a three-column chart
with the headings “Taiwan”, “Issue”, and
“Mongolia.” Under “Issues”, have them list the
topics “Chinese Control,” “History of Expansion;
Growth,” “Culture,” and “Economy.” Students will
then use Section 2 of this chapter to complete the
chart. Afterwards, they will create a visual
presentation showing the similarities and
differences between Taiwan and Mongolia.
McDougal Littell World Geography Textbook
TE Activity Option: Assessing Western
Influence, p. 645:
Have students work in small groups to generate a
list of products or events that they think would be
popular in East Asia. Examples could include
denim jeans, pop music, fast-food restaurants,
soft drinks, and baseball. Students will then
discuss the pros and cons of these Western
influences in East Asia and will write an article for
a contemporary magazine describing the impact
of Western culture in East Asia.
Integrated Assessment Booklet: 4.5 News
Article/Mock Magazine/Description (p. 33)
Principles of Learning Connection,
Academic Rigor in a Thinking
Curriculum – Active Use of Knowledge:
Students will need to apply prior and out-ofschool knowledge on specific Western
influences in East Asia as they conduct
their research.
NOTE: Many of the matrix items can be covered simultaneously
22
©2009-10 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
East Asia: Human Geography (Continued)
217
Geography-Translate and analyze geographic data
Analyze statistical and other data to infer the effects of physical
and human processes on patterns of settlement, population
distribution, economic and political conditions, and resource
distribution. (8D)
218
Geography-Concept of regions
Identify physical or human factors that constitute a region such
as soils, climate, vegetation, language, trade network, river
systems, and religion. (9A)
227
Geography-Location and patterns of settlement in different
areas of the world
Develop and defend hypotheses on likely population patterns
for the future. (7D)
230
Geography-How population is distributed
Describe trends in past world population growth and distribution.
(7C)
231
233
234
317
Geography-Migration influences the environment
Explain the political, economic, social, and environmental
factors that contribute to human migration such as how national
and international migrations are shaped by push-and-pull
factors and how physical geography affects the routes, flows,
and destinations of migrations. (7B)
Geography-Geographic factors influence political
development
Analyze how the character of a place is related to its political…
and cultural characteristics. (5A)
Geography-Geographic factors influence political
development
Analyze how the character of a place is related to
its…economic…characteristics. (5A)
Week
5
(cont.)
McDougal Littell World Geography Textbook
TE Critical Thinking: Determining Cause and
Effect, p. 648:
Distribute two different index cards to each
student. Assign specific causes and effects about
Korea from Section Three of the textbook to each
student and have them write each of these on one
card. Causes should be written in black
ink/marker and effects in red ink/marker. Then,
have them determine the converse (either cause
or effect) and write that on the second index card.
Collect all of the cause cards and lay them in one
pile and the effect cards in a separate pile. Pairs
of students should then choose one card that is
not their own and then find the appropriate
matching effect card. Afterwards, discuss the
historical and cultural influences on Korean life.
The Voyageur Experience in World Geography
Video Series:
Use the video from the ancillary collection The
Voyageur Experience in World Geography China:
Food for a Billion Plus as a resource in presenting
issues on the agricultural methods in China.
Pages 81-90 of the Video Resource Book provide
activities to supplement this video. One
recommended activity is that groups of students
each receive copies of physical, climatic, and
population density maps of China. They should
then list reasons why some areas have few
people and others have large numbers of people.
They should infer the effects of temperature and
precipitation on settlement patterns and note
regions that may be too harsh for development.
Principles of Learning Connection,
Accountable Talk – Accountability to
Knowledge:
Students will need to make use of specific
and accurate knowledge in addition to
providing claims and arguments when
discussing their choices of causes and
effects.
This activity may also be addressed when
“Today’s Issues: East Asia” (Chapter 29) is
covered in class.
TAKS Mini-Lesson
(Page 633d)
Have students use the information on pages
637-638 to make a list of the main industries
that fuel China’s economy.
TAKS Obj. 3 (WG 10C – Comparing
industries within an economy)
Economics–Different economic systems
Describe the characteristics of…command…economies. (10A)
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
NOTE: Many of the matrix items can be covered simultaneously
23
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
©2009-10 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
East Asia: Human Geography (Continued)
318
Economics–Different economic systems
Explain how…command…economies operate in specific
countries. (10B)
320
Economics-Types of industry found in different societies
Map the locations of different types of economic activities, such
as trading and growth of industries. (11A)
329
Economics-Different areas of the world are economically
interdependent through trade
Compare global trade patterns at different periods of time and
develop hypotheses to explain changes that have occurred in
world trade and the implications of these changes. (12A)
338
444
601
603
604
Week
5
(cont.)
Economics-Technology, transportation and communication
influence a society’s economy
Evaluate the geographic economic impact of policies, such as
embargoes, free trade, and tariffs related to the use of
resources such as regulations for water use or policies related
to the development of scarce natural resources. (12C)
Government–Impact of foreign relations on political issues
Explain the geographic factors that influence a nation’s power to
control territory and that shape the foreign policies and
international political relations of selected nations. (14C)
Culture-Concept of culture
Describe distinctive cultural patterns and landscapes associated
with different places in…regions of the world, and how these
patterns influenced the processes of innovation and diffusion.
(16A)
Culture-How people and cultures are similar to, and
different from each other
Give examples of ways various groups of people view cultures,
places, and regions differently. (16B)
Culture-People and cultures are similar to, and different
from, each other
Describe and compare patterns of culture such as language,
religion, land use, systems of education, and customs that make
specific regions of the world distinctive. (17A)
(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
McDougal Littell World Geography TE
Activity Option: Internet Research,
p. 642-43: Students will conduct on-line
research on the Mongol conquests. They
should focus on the reasons for the success of
their conquests and whether the results of their
conquests were mainly negative or positive.
These results should then be presented in a chart
that summarizes the positive and negative impact
of the Mongol conquests.
Using the
information on p. 635, students should do the
following: Imagine Emperor Shi Huangdi has
assembled a group of military leaders to develop
a plan to protect China from the Mongols in 221
B.C. You are the one who developed the plan for
the Great Wall. Create a poster & speech to
persuade the Emperor to select your idea.
McDougal Littell World Geography TE
Activity Option: Internet Research,
p. 615: Have students use the map on
page 615 to determine how many
languages are spoken in East Asia. They should
then go to the Travel Lang Travel and Languages
Services Web site at
http://www.travlang.com/languages/indextext.html
and listen to the words “hello,” “good-bye,” “yes,”
and “no” in Mandarin, Japanese, Korean, and
Taiwanese (Min Chinese on the map from page
615). As they listen, ask them to write down the
pronunciations in each language. Ask students to
discuss how these languages are similar or
different from each other. Then have them look at
the Rivers and Mountains map on page 620 and
ask them how the physical geography of East
Asia might contribute to the existence of so many
different languages. Groups of students should
then create a multimedia presentation that begins
with a home page showing a language map of
East Asia with links from each language to new
pages that let users see and hear three to five
basic words in that language.
Students should use the Bartleby.com Web site at
http://www.bartleby.com/86/48.html to conduct
their research.
Use the grading rubric found in the Unit 9 Student
Tools at www.classzone to evaluate this activity in
addition the Integrated Assessment Booklet: 2.2
Chart / Table/ List on page 28.
Principles of Learning Connection,
Academic Rigor in a Thinking
Curriculum – High-Thinking Demand:
The East Asian Languages multimedia
presentation is a challenging, high-level
assignment in which students will be
expected to include original work and
revisions to the standards.
Integrated Assessment Booklet: 5.4 Multimedia
Presentation (p. 36)
Refer to a more detailed lesson plan in the
“Technology in the Classroom Activities” for
Chapter 28 at www.classzone.com.
Section Assessment 639, 646, 650
Formal Assessment:
Chapter Tests, Forms, A, B, and C pp. 440-451
Test Generator
TAKS Online Practice Tests
NOTE: Many of the matrix items can be covered simultaneously
24
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
©2009-10 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
East Asia: Human Geography (Continued)
605
Culture-How people learn about themselves
Analyze examples of cultures that maintain traditional ways.
(18C)
Week
5
(cont.)
Recommended History Alive! activities:
History Alive! Ancient China, Lesson 4.1
Encountering Ancient Traditions in Modern
Chinese Family Life: Students assume the role
of travelers to China to learn about the practices
of modern Chinese families that will then be
recorded in a diary.
612
Culture-How cultures change over time
Analyze cultural changes in specific regions and the obstacles
they face. (19B)
613
Culture-Cultures spread from one society to another
Evaluate case studies of the spread of cultural traits to find
examples of cultural convergence and divergences such as the
spread of democratic ideas, U.S.-based fast-food franchises…
or the English language as a major medium of international
communication for scientists and business people. (18D)
History Alive! Imperial China and Feudal
Japan, Lesson 2.1 Writing Chinese
Characters: Students will practice writing a
series of Chinese characters to explore the
pictographic roots of the language.
629
Culture-Impact of fundamental institutions and ideas on
societies
Compare life in a variety of cities and nations in the world to
evaluate the relationships involved in political, economic, social,
and environmental changes. (16C)
History Alive! Imperial China and Feudal
Japan, Lesson 2.2 Celebrating Chinese
Ingenuity: Students will draw symbols to
represent fifteen cultural achievements developed
by the Chinese.
801
Social Studies Skills-Use social studies terminology
Apply appropriate vocabulary, geographic models,
generalizations, theories, and skills to present geographic
information. (22B)
History Alive! Communist China and Modern
Japan, Lesson 1.5 Liu Ling: Writing Journals
About Life in a Chinese Village: Students will
assume the role of Liu Ling villagers to write about
life after the Communist revolution.
802
Social Studies Skills–Use social studies terminology
Use geographic terminology (22C)
828
829
Social Studies Skills- How to work with other students
Plan, organize, and complete a group research project that
involves asking geographic questions; acquiring, organizing,
and analyzing geographic information; answering geographic
questions; and communicating results. (23A)
History Alive! Communist China and Modern
Japan, Lesson 2.1 Adept at Adapting: Japan’s
Genius Over Time: Students will examine
various creative adaptations of ideas and
products made by the Japanese.
Social Studies Skills-How to evaluate social studies data
Use historical, geographic, and statistical information from a
variety of sources such as databases, field interviews, media
services, and questionnaires to answer geographic questions
and infer geographic relationships. (21A)
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Integrated Assessment Booklet: 4.3 Diary/Journal
Entry/Letter (p. 32)
Principles of Learning Tip,
Academic Rigor in a Thinking Curriculum –
High-Thinking Demand:
The History Alive! activities on China and Japan
allow students to do challenging, high-level
assignments. Students are challenged to
construct explanations and to justify arguments
as discussion on various issues of Eastern
Asian culture are addressed in class.
Integrated Assessment Booklet: 4.3 Diary/Journal
Entry/Letter (p. 32)
TAKS Mini-Lesson
(Page 633d)
Have students examine library and Internet
sources to compare the United States and
Japanese constitutions and forms of
democracy. Have them create a graphic
organizer that summarizes their findings.
TAKS Obj. 4 (8.20B – Understanding the
rights of U.S. citizens)
NOTE: Many of the matrix items can be covered simultaneously
25
Austin ISD Advanced Planning Guide – Social Studies
©2009-10 Austin Independent School District
Sixth Six Weeks
Pre-AP World Geography
Matrix
Matrix Strand
TAKS
Time/
#
TEKS Knowledge and Skill
Suggested Student Work Products
Suggested Assessment
Obj.
Pace
Student Expectation
Resources
Teacher Notes
McDougal Littell World Geography Textbook Chapter 28 “Human
Vocabulary:
Geography of East Asia: Shared Cultural Traditions”; Chapter 31 “Human
Geography of Southeast Asia: Migration and Conquest”

dynasty, spheres of influence, Boxer Rebellion, Mao Zedong, Confucianism, Taoism, Buddhism (Text, Chapter 28,
Section One)
Online edition and support at www.classzone.com

economic tiger, Pacific Rim (Text, Chapter 28, Section Two)

Three Kingdoms, Seoul, Pyongyang (Text, Chapter 28, Section Three)
McDougal Littell World Geography Ancillaries:

samurai, shogun (Text, Chapter 28, Section Four)

Reading Study Guide, pp. 239-248

Access for Students Acquiring English, pp. 150-154
Video selections from www.unitedstreaming.com:

Spanish Reading Study Guide, pp. 239-248

Religions of the World: Buddhism (28:10 minutes)

Hidden Peoples of China (26:30 minutes)
Unit 9 In-Depth Resources:

Mystic Lands: Burma: Triumph of the Spirit (25:00 minutes)

Skillbuilder Practice p. 17; Building Vocabulary p.18; Reteaching

World Geography Asia and the Pacific (67:45 minutes)
Activity pp.19-22; Guided Reading, p. 13-16

China: From Past to Present: Geography, Traditional Religions, and Beliefs (17:56 minutes)

Critical Thinking Transparency CT60

China: From Past to Present: Life in the Ancient Capital Cities (17:08 minutes)

Map Transparencies MT49

China: From Past to Present: The Silk Road, the Great Wall, Changes in Government (21:09 minutes)

Outline Maps with Activities pp. 91-98

Southeast Asia Today: Hong Kong (20:20 minutes)

Cultures Transparencies CW49, CW50, CW51, CW52, CW53, CW54

Southeast Asia Today: Taiwan (20:06 minutes)

Cultures Around the World pp. 49-54

Southeast Asia Today: Malaysia (20:21 minutes

TAKS Practice Transparencies TT90, TT91, TT92, TT93

Southeast Asia Today: Singapore (20:01 minutes)

Video Series – The Voyageur Experience in World Geography,
“China: Food For A Billion Plus”

Video Series – The Voyageur Experience in World Geography, Video
Resource Book, pp. 81-90
Additional Resources:

Mapping Our World: GIS Lessons for Educators

History Alive! Ancient China

History Alive! Imperial China and Feudal Japan

History Alive! Communist China and Modern Japan
Content-specific Web sites on the Human Geography of East Asia:

CNN: Tiananmen Square Revisited at
http://www.cnn.com/SPECIALS/2001/tiananmen/

Interactive Tour of Tiananmen Square at http://www.tsquare.tv/tour/

Bartleby.com: The Mongol Invasions at
http://www.bartleby.com/86/48.html

Travel Lang Travel and Languages Services Web site at
http://www.travlang.com/languages/indextext.html

Little League On-Line: Little League – Far East at
http://www.littleleague.org/series/2003divisions/llbb/qualify/asia.htm

Taiwan Tourist Bureau: Naruwán – Welcome to Taiwan at
http://202.39.225.132/jsp/Eng/html/search/index.jsp
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Content-specific Web sites on the Human Geography of East Asia:

Lamont-Doherty Earth Observatory: Chart on Major Floods in China at
http://www.ldeo.columbia.edu/edu/dees/U4735/projections/floodsCHINA.html

Think Quest: Flooding Case Studies at http://library.thinkquest.org/C003603/english/flooding/casestudies.shtml

Asia Source at http://www.asiasource.org/

Geography World: Asia at http://members.aol.com/bowermanb/asia.html

U.S. Department of State: International Information Programs – East Asia and the Pacific at
http://usinfo.state.gov/eap/

BBC News: Asia-Pacific at http://news.bbc.co.uk/2/hi/asia-pacific/default.stm
NOTE: Many of the matrix items can be covered simultaneously
26
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
©2009-10 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
East Asia: Today’s Issues
215
Geography-Translate and analyze geographic data
Analyze political, economic, social, and demographic data
to determine the level of development and standards of
living in nations. (5B) B
T3*
301
Economics-Production of goods and services
Compare the ways people satisfy their basic needs
through the production of goods and services such as
subsistence agriculture versus market-oriented agriculture
or cottage industries versus commercial industries.
(10C) B
T3
812
Social Studies Skills–Create visual and written materials
[Construct] and interpret maps to answer geographic
questions, infer geographic relationships, and analyze
geographic change. (21C) B
T5
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 the United
States. (8.30A) B
T5
815
109
History-One era influences other eras
Describe the human and physical characteristics of the same
places at different periods of history. (2A)
205
Geography-Construct and interpret maps and other
graphics
Construct and analyze population pyramids and use other data,
graphics, and maps to describe the population characteristics
of different societies and to predict future growth trends. (7A)
207
Geography-Physical characteristics of the environment
Relate the physical processes to the development of distinctive
landforms. (4B)
208
Geography-Physical characteristics of the environment
Describe physical environment of regions and the physical
processes that affect these regions such as weather, tectonic
forces, wave action, freezing and thawing, gravity, and soilbuilding processes. (3B)
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Week
6
McDougal Littell World Geography Textbook
TE Critical Thinking: Designing a Plan, pp.
661-663:
Have students get into groups and discuss ways
to prepare a city’s infrastructure for possible
volcanoes, tsunamis, and other disasters related
to living in the Ring of Fire. Have students
compare their solutions with the class, and then
each student will design a plan to implement
these ideas.
McDougal Littell World Geography Textbook
TE Exploring Local Geography, p. 663: Place
students in pairs and have them research the
natural disasters that might occur in Austin. Each
pair should then develop an Emergency
Procedures brochure that lists the steps needed
to deal with such an emergency.
McDougal Littell World Geography TE
Internet Activity, p. 673: Students will
combine charts, maps, or other visual
images in a presentation showing strategies to
prepare for natural disasters along the Ring of
Fire. Students can begin their research at the
following Web sites:

U.S. Geological Survey: The Ring of Fire at
http://pubs.usgs.gov/publications/text/fire.htm
l

BBC News, “The Earth’s Ring of Fire, “ June
5, 2000, at
http://news.bbc.co.uk/1/hi/world/136248.stm
Integrated Assessment Booklet: 1.13
Brochure/Leaflet/Booklet (p. 27)
Principles of Learning Connection,
Accountable Talk – Accountability to the
Learning Community:
Students will need to listen attentively when
discussing the disaster plans to one
another so they can build upon ideas and
each other’s contributions in preparing their
plans.
Integrated Assessment Booklet: 1.13
Brochure/Leaflet/Booklet (p. 27)
Use the grading rubric found in the Unit 9 Student
Tools at www.classzone to evaluate this activity in
addition the Integrated Assessment Booklet: 5.4
Multimedia Presentation on page 36.
TAKS Mini-Lesson
(Page 659d)
Ask students to choose one country or location
within the Ring of Fire and have them do research
to find out the following facts:

When the last volcanic or earthquake activity
occurred

How the location and its people were affected

What is being done to prepare for future
occurrences
TAKS Obj. 2 (WH 12C – Identifying and
explaining geographic factors influencing
events)
NOTE: Many of the matrix items can be covered simultaneously
27
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
©2009-10 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
East Asia: Today’s Issues (Continued)
212
Geography-Physical characteristics of the environment
Describe the impact of and analyze the reaction of the
environment to abnormal and/or hazardous environmental
conditions at different scales such as El Niño, floods, droughts,
and hurricanes. (8C)
217
Geography–Translate and analyze geographic data
Analyze statistical and other data to infer the effects of physical
and human processes on patterns of settlement,…economic
and political conditions, and resource distribution. (8D)
221
Geography–People, places, and environments are
connected and interdependent
Explain the interrelationships among physical and human
processes that shape geographic characteristics – economic
development, urbanization, population growth, and
environmental change. (8A)
230
Geography-How population is distributed
Describe trends in past world population growth and
distribution. (7C)
233
Geography–Geographic factors influence political
development
Analyze how the character of place is related to its
political…and cultural characteristics. (5A)
234
Geography-Geographic factors influence political
development
Analyze how the character of a place is related to
its…economic…characteristics. (5A)
320
Economics-Types of industry found in different societies
Map the locations of different types of economic activities, such
as trading and growth of industries. (11A)
329
Economics-Different areas of the world are economically
interdependent through trade
Compare global trade patterns at different periods of time and
develop hypotheses to explain changes that have occurred in
world trade and the implications of these changes. (12A)
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Week
6
(cont.)
Mapping Our World: GIS Lessons for
Educators – Module 2 “Life on the Edge: A
Regional Case Study of East Asia,” pages 81101: Students will investigate the Pacific Ocean’s
“Ring of Fire,” with particular focus on earthquake
and volcanic activity in East Asia. Through the
analysis of volcanic location and earthquake
depth, students will identify zones of subduction at
tectonic plate boundaries and the location of
populations in the greatest danger of experiencing
a volcanic eruption or major earthquake and then
create an outline map showing areas of risk for
volcanic and seismic activity. They will then write
a paragraph defining levels of hazard risk and
explaining how subduction zones affect the
physical features of at least three places on the
Pacific Rim.
Mapping Our World: GIS Lessons for
Educators – Module 2 “Mapping Tectonic Hot
Spots, An Advanced Investigation,” pages
103-111: Students will use the Internet to acquire
the most recent data on earthquakes and
volcanoes worldwide. By exploring this data
through a GIS, students will construct a current
World Tectonic Hot Spots map.
McDougal Littell World Geography TE
Activity, Preparing a Progress Report, p. 669:
Students will research and prepare a report on
recent progress on child-labor issues in one East
Asian country. Multimedia sources should be
used in the reports. Reports should identify past
abuses, explain how they have been addressed,
and describe the current situation. Reports
should also focus on progress in correcting child
labor abuses.
Use the rubric on page 101 of the GIS booklet in
addition to the 2.1 Map/Sketch Map rubric on
page 28 of the Integrated Assessment booklet
and the 4.2 Essay/Written Answer rubric on page
32 of the Integrated Assessment booklet.
Integrated Assessment Booklet: 2.1 Map/Sketch
Map (p. 28)
Integrated Assessment Booklet: 4.2
Essay/Written Answer (p. 32)
NOTE: Many of the matrix items can be covered simultaneously
28
©2009-10 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/
Pace
Pre-AP World Geography
Suggested Student Work Products
Suggested Assessment
East Asia: Today’s Issues (Continued)
436
444
Government-Student understands comparisons between
different structures of government systems.
Explain how forces of conflict and cooperation influence the
allocation of control of Earth’s surface such as the formation of
congressional voting districts or free trade zones. (14B)
Government–Impact of foreign relations on political issues
Explain the geographic factors that influence a nation’s power
to control territory and that shape the foreign policies and
international political relations of selected nations. (14C)
616
Culture-Individuals and groups shape a society’s culture
Compare economic opportunities in different cultures for
women and religious minorities in selected regions of the world.
(17B)
701
Science, Technology, and Society-How technology has
affected daily lives
Analyze ways technological innovations have allowed humans
to adapt to places shaped by physical processes such as
floods, earthquakes, and hurricanes. (19B)
801
Social Studies Skills-Use social studies terminology
Apply appropriate vocabulary, geographic models,
generalizations, theories, and skills to present geographic
information. (22B)
802
Social Studies Skills–Use social studies terminology
Use geographic terminology (22C)
813
Social Studies Skills-Create written and visual materials
Design and draw appropriate maps and other graphics such as
sketch maps, diagrams, tables, and graphs to present
geographic information including geographic features,
geographic distributions, and geographic relationships. (22A)
822
Week
6
(cont.)
McDougal Littell World Geography TE
Activity Option: Internet Research, p.
666: Students will choose one of the
Jakota triangle countries to research:
Japan, South Korea, or Taiwan. Ask students to
find two current pieces of economic information
on that country. The following questions should
serve as guidelines:

How stable is the country’s economy today?

Has the quality of life in that country changed
since the 1980s?

What changes have occurred in that
country’s business practices?

Are foreigners investing heavily in that
country?
Integrated Assessment Booklet: 4.2
Essay/Written Answer (p. 32)


What are the major exports produced?

How dependent is the U.S. on these
exports?

What predictions can be made about the
future economy/issues for each country?





Students will then write a short summary of their
findings. They should also include any statistical
information through the use of graphs.
McDougal Littell World Geography TE
Activity Option: Internet Research, p.
667: Have students go to the Web sites
provided to see what two companies and two
nonprofit organizations have to say about factory
labor in China. Then hold a class debate on the
issues.
Social Studies Skills-Evaluate the validity of a source
Analyze and evaluate the validity and utility of multiple sources
of geographic information such as primary and secondary
sources, aerial photographs, and maps. (21B)
(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
Students should begin their research at the
following Web sites:
Economist.com: South Korea at
http://www.economist.com/countries/SouthKorea/pr
ofile.cfm?folder=Profile-Economic%20Structure
Economist.com: Taiwan at
http://www.economist.com/countries/Taiwan/
Economist.com: Japan at
http://www.economist.com/countries/japan/
U.K. Trade & Investment:: Country Profile –
Taiwan at
https://www.uktradeinvest.gov.uk/ukti/appmanager/
ukti/fareast?_nfpb=true&_pageLabel=taiwan&Hide
Pages=true
U.K. Trade & Investment: Country Profile – Japan
at
https://www.uktradeinvest.gov.uk/ukti/appmanager/
ukti/fareast?_nfpb=true&_pageLabel=japan&HideP
ages=true
U.K. Trade & Investment: Country Profile – South
Korea at
https://www.uktradeinvest.gov.uk/ukti/appmanager/
ukti/fareast?_nfpb=true&_pageLabel=koreaSouth&
HidePages=true
Students should begin their research at the
following Web sites:




Asian Week, “China Sends the U.S. Jobs,” May
25, 2000, at
http://www.asianweek.com/2000_05_25/biz_chi
naexportsjobs.html
Global Exchange: Human Rights Principles for
U.S. Businesses in China at
http://www.globalexchange.org/campaigns/swe
atshops/china/index.html
NikeBiz at
http://www.nike.com/nikebiz/nikebiz.jhtml?page
=24
Timberland at
http://www.timberland.com/timberlandserve/cont
ent.jsp?pageName=timberlandserve_inform_glo
bal
NOTE: Many of the matrix items can be covered simultaneously
29
Austin ISD Advanced Planning Guide – Social Studies
Sixth Six Weeks
©2009-10 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
East Asia: Today’s Issues (Continued)
826
Social Studies Skills-Apply critical thinking skills to
identify a social studies problem
Use case studies and geographic information systems to
identify contemporary geographic problems and issues and to
apply geographic knowledge and skills to answer real-world
questions. (23B)
828
Social Studies Skills- How to work with other students
Plan, organize, and complete a group research project that
involves asking geographic questions; acquiring, organizing,
and analyzing geographic information; answering geographic
questions; and communicating results. (23A)
829
Social Studies Skills-How to evaluate social studies data
Use historical, geographic, and statistical information from a
variety of sources such as databases, field interviews, media
services, and questionnaires to answer geographic questions
and infer geographic relationships. (21A)
TAKS Mini-Lesson
(Page 659d)
Ask students to examine the pie charts of exports in the
Jakota Triangle countries found on page 666 and
convert the information into written form by writing one
summary paragraph for each country represented with
a pie chart.
TAKS Obj. 5 (WH 26C – Interpreting Visuals)
Week
6
(cont.)
McDougal Littell World Geography TE Activity
Option: Case Study Project,
pp. 670-671: Have students review the primary
source materials on pages 670 and 671 and use
them along with additional resources to prepare
maps, graphs, and charts that tell a story about
population and quality of life in one specific East
Asian country.
Recommended History Alive! activities:
History Alive! Communist China and Modern
Japan, Lesson 2.2 The Rise of Modern Japan:
After viewing a series of visuals, students will
create a comic strip chronicling Japan’s economic
ascendancy.
History Alive! Communist China and Modern
Japan, Lesson 2.3 Learning Japanese Values
in the Workplace: Students will construct paper
houses using two processes – Japanese and
traditional U.S. business management. They will
then write a short report of their findings.
History Alive! Communist China and Modern
Japan, Lesson 2.4 The Student Perspective:
Reporting on Japanese Education: Students
will write a news article for a school newspaper in
which they compare and contrast Japanese and
American education systems.
For the Case Study Visual Presentation, students
will need to do the following:

Research solutions or initiatives to deal with
population and the quality of life in East Asia.

Use a variety of resources in their research.

Prepare a brief speech to introduce the topic.

Give a visual presentation containing a
variety of data.
Refer to the grading rubric on page 671.
Integrated Assessment Booklet: 1.3
Illustration/Diagram Picture/Scene/Comic
Strip/Cartoons (p. 25)
Integrated Assessment Booklet: 4.2
Essay/Written Answer (p. 32)
Integrated Assessment Booklet: 4.5 News
Article/Mock Magazine/Description (p. 33)
Section Assessment 663, 667 Case Study 670671
Formal Assessment:
Chapter Tests, Forms, A, B, and C pp. 455-466
Test Generator
TAKS Online Practice Tests
(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
NOTE: Many of the matrix items can be covered simultaneously
30
Austin ISD Advanced Planning Guide – Social Studies
©2009-10 Austin Independent School District
Sixth Six Weeks
Pre-AP World Geography
Matrix
Matrix Strand
TAKS
Time/
#
TEKS Knowledge and Skill
Suggested Student Work Products
Suggested Assessment
Obj.
Pace
Student Expectation
Resources
Teacher Notes
McDougal Littell World Geography Textbook Chapter 29 “Today’s Issues:
Vocabulary:
East Asia”; Chapter 32 “Today’s Issues: Southeast Asia”, Section Two.

Ring of Fire, Great Kanto earthquake, tsunami (Text, Chapter 29, Section One)
Online edition and support at www.classzone.com

UNICEF, global economy, Jakota Triangle, recession, sweatshop (Text, Chapter 29, Section Two)
McDougal Littell World Geography Ancillaries:

Reading Study Guide, pp. 249-256

Access for Students Acquiring English, pp. 155-160

Spanish Reading Study Guide, pp. 249-256
Video selections from www.unitedstreaming.com:

When the Earth Quakes (28:00 minutes)
Unit 9 In-Depth Resources:

Skillbuilder Practice p. 26; Building Vocabulary p.29; Reteaching
Activity pp. 34-36; Guided Reading, p. 23-25; Exploring Today’s
Issues 30-33; Map and Graph Skills p. 26-27; GeoWorkshop p. 3738

Critical Thinking Transparency CT29, CT61

Map Transparencies MT50

TAKS Practice Transparencies TT94, TT95, TT96

Video Series – The Voyageur Experience in World Geography,
“China: Food For A Billion Plus”

Video Resource Book: China: Food for a Billion Plus p. 81-90
Additional Resources:

Mapping Our World: GIS Lessons for Educators

History Alive! Communist China and Modern Japan
Specific Web sites on Today’s Issues in East Asia:

U.S. Geological Survey: The Ring of Fire at
http://pubs.usgs.gov/publications/text/fire.html

BBC News, “The Earth’s Ring of Fire, “ June 5, 2000, at
http://news.bbc.co.uk/1/hi/world/136248.stm

Asian Week, “China Sends the U.S. Jobs,” May 25, 2000, at
http://www.asianweek.com/2000_05_25/biz_chinaexportsjobs.html

Global Exchange: Human Rights Principles for U.S. Businesses in
China at
http://www.globalexchange.org/campaigns/sweatshops/china/index.h
tml

NikeBiz at http://www.nike.com/nikebiz/nikebiz.jhtml?page=24

Timberland at
http://www.timberland.com/timberlandserve/content.jsp?pageName=t
imberlandserve_inform_global
(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
Specific Web sites on Today’s Issues in East Asia:

BBC World Service – East Asia Today at http://www.bbc.co.uk/worldservice/asiapacific/eastasiatoday/index.shtml

East Asia WWW Virtual Library at http://ea-vl.sbc.edu/

Durham University Ancient East Asia website at http://www.ancienteastasia.org/home.htm

China and East Asia Chronology at http://campus.northpark.edu/history/WebChron/China/China.html

University of Washington East Asia Library at http://www.lib.washington.edu/East-Asia/

East Asia News at http://www.eastasianews.com/

Population and Area Comparison of East Asian Countries at
http://www.indiana.edu/~easc/resources/TEAMS/1997/pdf/population_and_area_comparison.pdf

China On-Line: The Three Gorges Dam website at
http://www.chinaonline.com/refer/ministry_profiles/threegorgesdam.asp

Economist.com: South Korea at http://www.economist.com/countries/SouthKorea/profile.cfm?folder=ProfileEconomic%20Structure

Economist.com: Taiwan at http://www.economist.com/countries/Taiwan/

Economist.com: Japan at http://www.economist.com/countries/japan/

U.K. Trade & Investment:: Country Profile – Taiwan at
https://www.uktradeinvest.gov.uk/ukti/appmanager/ukti/fareast?_nfpb=true&_pageLabel=taiwan&HidePages=true

U.K. Trade & Investment: Country Profile – Japan at
https://www.uktradeinvest.gov.uk/ukti/appmanager/ukti/fareast?_nfpb=true&_pageLabel=japan&HidePages=true

U.K. Trade & Investment: Country Profile – South Korea at
https://www.uktradeinvest.gov.uk/ukti/appmanager/ukti/fareast?_nfpb=true&_pageLabel=koreaSouth&HidePages=true
Recommended Readings from National Geographic:

Becker, Jasper. “China’s Growing Pains.” National Geographic. March 2004. Pages 68-95.

Edwards, Mike. “Han.” National Geographic. February 2004. Pages 2-29.

Simons, Lewis. “Tibetans: Moving Forward; Holding On.” National Geographic. April 2002. Pages 2-37.
NOTE: Many of the matrix items can be covered simultaneously
31