Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
TAKS
Obj.
Time/
Pace
Pre-AP World Geography
Suggested Student Work Products
Suggested Assessment
Religion Reports- Students research various religions and
write reports and present on the basic beliefs, organization, area
practiced, numbers that practices, sacred texts, important rituals,
taboos, founder, and short history. Students should include
quotes from the religion’s sacred text to further illustrate the
beliefs of the religion.
Religion reports will be
presented orally to the class.
Students should include some
visual aids.
Elements of Culture
166
History-Historic origins of voluntary and forced migrations
Trace the spatial diffusion of a phenomenon and describe its
effects on regions of contact such as the spread of the bubonic
plague, the diffusion and exchange of foods between the New
and Old World, [or the diffusion of American slang.] (1B) B
T2*
611
Culture-How cultures change over time
Describe the impact of general processes such as migration,
war, trade, independent inventions, and diffusion of ideas and
motivations on cultural change. (18A) B
T3*
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-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
T5
811
812
823
218
Geography-Concept of regions
Identify physical or human factors that constitute a region such
as…language…and religion. (9A)
221
Geography- Physical environment affects and interacts with
human environment
Explain the interrelation-ships among physical and human
processes that shape the geographic characteristics of places such
as connections among 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)
2 days
Brainstorm with students unifying characteristics across
cultures.
P
TAKS
Preparation
Formal Assessment, World
Geography, p.51 Chapter 4,
Section 1 Quiz
Teacher Developed Chapter
Test
McDougal Littell World
Geography Ancillaries:
TAKS Practice
Transparencies TT11
TAKS Spiraled Content
Review, TE pp. 7, 12,
33-36, 49-52
Religion reports can be
done individually or as a group.
Teacher should decide which
religions to cover and what
categories to leave out or add
for the reports.
Principles of Learning Tip: Accountable Talk – Accountability to
the Learning Community
The activities on language blending and the oral reports on world
religions allow students to actively participate in classroom talk, listen
attentively to each other, and elaborate and build upon ideas and each
others’ contributions.
TAKS Diagnostic and
Practice Tests, TE p. 11
Indicates differentiation from the IPG. The APGs are color-coded to
explain the type of differentiation used.
GREEN = Modifications with Depth & Complexity,
RED = Substitutions, PURPLE = Additions
Color-coded APGs are available on the AISD matrix website at:
www.austinschools/org/matrix
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 1
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Elements of Culture (cont.)
601
602
603
604
Culture-Concept of culture
Describe distinctive cultural patterns and landscapes associated
with different places in Texas, the United States, and other regions
of the world, and how these patterns influenced the processes of
innovation and diffusion. (16A)
CULTURE-CONCEPTS OF CULTURE
DESCRIBE SOME TRAITS THAT DEFINE CULTURES, SUCH AS
RELIGION, LANGUAGE, AND CUSTOMS. (L)
Culture-How people and cultures are similar to, and different
from, each other
Give examples of ways various people view cultures, places, and
regions differently. (16B)
Culture-how people and cultures are similar to, and different
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 cultures that maintain traditional ways, such
as Australian aborigines and the Inuit. (18C)
608
Culture-Relationships between and among cultures
Discuss the impact of diffusion and acculturation on cultural
boundaries. (L)
612
Culture-How cultures change over time
Analyze cultural changes in specific regions and the obstacles
they face. (18B)
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 such as the
spread of democratic ideas, u.s.-based fast-food franchises in
russia and eastern europe, or the english language as a major
medium of international communication for scientists and business
people. (18d)
2 days
(cont.)
Introduce students to the ABCs of Culture (12 culture keys)
and have them research a culture and determine how different
aspects of the culture fits into the ABCs of Culture. Students
could present this information in written or oral form or both. This
could be done individually or as a group. (See page 34 of APG
document for additional information on ABCs of Culture).
ABCs of Culture
written/oral report.
Teacher may need to learn
about the ABCs of Culture.
(Refer to last page of the APG)
Have students compare and contrast cultures to find unifying
characteristics and common cultural values.
Introduce students to Joseph Campbell’s Hero
Cycle/Monomyth theory and its relevance to cross cultural
analysis of mythologies. Have students take a common
story/myth/folktale/movie hero and apply Campbell’s “Hero
Cycle” to it.
“Hero Cycle” analysis
chart/paragraph.
Teacher may need to learn
about Joseph Campbell’s
“Hero Cycle.”
SPECIAL NOTE ON PACING AND SUGGESTED STUDENT WORK PRODUCTS:
There are more than enough classroom activities provided in this document to fulfill
the number of days in the second six weeks grading period. Choose and/or modify
the activities to best fit the needs and learning styles of your students.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 2
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Elements of Culture (cont.)
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)
804
Social Studies Skills-Express Ideas Orally
Express ideas orally based on research and experiences. (L)
2
days
(cont.)
Principles of Learning Tip: Academic Rigor
Visit the following website for suggested and defined alternative assessment methods for the
Social Studies Classroom under “Teaching Tools”
http://phschool.com/social_studies/index.html
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 3
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Teacher Notes
Vocabulary: acculturation, cultural hearth, culture, dialect, diffusion, ethnic group, innovation, society, religion
McDougal Littell World Geography Textbook Chapter 4, Section 1
Online edition and support at www.classzone.com
McDougal Littell World Geography Ancillaries:
Reading Study Guide, pp. 33-34
Access for Students Acquiring English, p. 17
Spanish Reading Study Guide, pp. 33-34
Unit 1 In-Depth Resources:
Building Vocabulary, p. 41; Reteaching, p. 42
Map Transparency, MT8
Outline Maps with Activities, pp. 5-6
Cultures Around the World, pp. 2-6
Cultures Transparencies, CW2, CW3, CW4, CW5, CW6
Formal Assessment, p. 51
Advanced Vocabulary:
culture region, regional identity, cultural traits, vernacular, cultural mosaic, racism, gender gap, cyberspace, subcultures,
cultural divergence, toponymy, language families, popular culture
Maps101.com (The login is AISD and the password is AISD)
Video Connection: United Streaming
General Websites 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
Download clips of videos connected to World History. Go to www.unitedstreaming.com to
locate videos. Videos can be downloaded to your computer and projected on a screen
with your 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..
Supplemental reading from National Geographic:
Belt, Don. “The World of Islam”. National Geographic. January 2002. Pages 76-85.
World Cultures Website:

Cruise the Planet at Virtual World Cultures at
http://www.vny.com/Resources/culture/default.htm
Video selections from www.unitedstreaming.com:

Cultures: Similarities and Differences (27:00 minutes)

How to Study Cultures: How Beliefs and Values Define a Culture
(24:14 minutes)

Sketches of the World: Of Gods and Men (28:01 minutes)

Sketches of the World: The Art of Life (26:18 minutes)

Sketches of the World: In Search of the Light (26:12 minutes)

Sketches of the World: To The Sound of Music (26:29 minutes)
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 4
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Population Geography
108
201
214
History-Sequence events
Apply absolute and relative chronology through the
sequencing of significant individuals, events, and time
periods. (L) B
T1
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
Answer questions about geographic distributions and patterns
shown on maps, graphs, and charts. (8.10B) B
T2
Social Studies Skills-Create visual and written materials
Interpret visuals including graphs, charts, timelines, and
maps. (WH26C) B
T5
1 day
811
812
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
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)
McDougal Littell World Geography Textbook TE, p. 79
Internet Research: Creating an Infographic
Refer to www.classzone.com for additional details and websites.
Students will use the internet to identify the potential problems
resulting from overpopulation.
Websites for the Infographic Activity on TE page 79:

United Nations Population Information Network at
http://www.un.org/ popin/ data.html

Negative Population Growth at http://www.npg.org

Facing the Future: People and the Planet at
http://www.facingthefuture.org
McDougal Littell World Geography Textbook TE, p. 81
Link to History: Identifying Factors in U.S. Immigration: Students
will create a chart using the push-pull factors that motivated
immigrants to come to the United States.
McDougal Littell World Geography Textbook TE, p. 82
GeoActivity: Seeing Patterns: Have students choose one
continent to study on the satellite image on p.88 and then
compare it with the same area. They will then write an
explanation of which landforms or water bodies have played a
part in the distribution of population shown on the satellite image.
221
Geography- Physical environment affect and interacts with the
human environment
Explain the interrelationships among physical and human
processes that shape the geographic characteristics of places such
as connections among economic development, urbanization,
population growth, and environmental change. (8A)
For Infographic, discuss
most appropriate types of
graphs for given sets of data.
Teacher should choose data
sets.
World Geography, Chapter 4,
Section 2 Quiz
Teacher Developed Chapter
Test
P
TAKS
Preparation
McDougal Littell World
Geography Ancillaries:
TAKS Practice
Transparencies, TT12
TAKS Spiraled Content
Review, TE p. 4, 25-30,
37-38
TAKS Diagnostic and
Practice Tests, p. 8, 10
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 5
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Population Geography (cont.)
814
227
230
231
412
Social Studies Skills-Use appropriate mathematical skills
Use appropriate mathematical skills to interpret social studies
information such as maps and graphs. (L)
Geography-Location and patterns of settlement in different
areas of the world
Develop and defend hypotheses on likely population patterns for
the future. (7D)
1 day
(cont.)
Mapping Our World: GIS Lessons for Educators –
Module 4 “A Regional Case Study of Europe and Africa,
(pages 209-233).
Students will compare the processes and implications of
population growth in the world’s fastest and slowest growing
regions: sub-Saharan Africa and Europe. Through the analysis
of the standard of living indicators in these two regions, students
will explore some of the social and economic implications of rapid
population growth.
Geography-How population is distributed within and among
different societies, past and present
Describe trends in past world population growth and distribution.
(7C)
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 migration. (7B)
Mapping Our World,
Module 4 student answer
sheets.
Module 4 report p.232
World Geography,
Ch. 4 Section 2 quiz
Government-Different political systems in societies, past
and present
Prepare maps that illustrate a variety of political entities such as
city maps showing precincts, country maps showing states, or
continental maps showing countries. (13A)
810
814
Social Studies Skills- Create visual and written materials
Transfer information from one medium to another, including written
or visual and statistical to written or visual, using computer software
as appropriate. (L)
Social Studies Skills-Use appropriate mathematical skills
Use appropriate mathematical skills to interpret social studies
information such as maps and graphs. (L)
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 6
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Teacher Notes
Vocabulary: birthrate, carrying capacity, fertility rate, infant mortality rate, mortality rate, population density, population
pyramid, push-pull factors, rate of natural increase
McDougal Littell World Geography Textbook Chapter 4, Section 2
Online edition and support at www.classzone.com
McDougal Littell World Geography Ancillaries:
Reading Study Guide, pp. 35-36
Access for Students Acquiring English, p. 18, 22
Spanish Reading Study Guide, pp. 35-36
Unit 1 In-Depth Resources:
Building Vocabulary, p. 41; Reteaching, p. 43; Skillbuilding, p. 40
Map Transparency, MT9
Critical Thinking Transparencies, CT 36
Formal Assessment, p. 52
Maps101.com (The login is AISD and the password is AISD)
General Websites on Geography and Culture:

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

US Census Website at http://www.census.gov/cgi-bin/gazetteer
Advanced Vocabulary:
crude birth rate, crude death rate, crude rate of natural increases, Demographic Transition model, equilibrium, cohorts,
zero population growth, circular migration, forced migration, primitive migration, impelled migration, free migration, mass
migration, net migration
Review Grade 8 U.S. history, three branches of government and other topics relevant to social studies TAKS.
Principles of Learning Tip: Clear Expectations; Accountable Talk
Have students help create rubrics to judge quality homework, written papers, and projects. Post quality criteria
in the classroom and models of student work that exemplify the criteria. To set Clear Expectations (CE),
develop a class criteria chart with students for a quality-projects and assignments. Criteria charts for Clear
Expectations can be set up for any assignment given during the grading period.
Video selections from www.unitedstreaming.com:

How to Study Cultures: How Geography Defines a Culture
(18:25 minutes)
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 7
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Political Geography
223
410
Geography-How 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
Government-Powers of Government
Analyze how the U.S. Constitution reflects the principles of
limited government, republicanism, checks and balances,
federalism, separation of powers, popular sovereignty, and
individual rights. (8.16D) B
T5*
1 day
T4
McDougal Littell World Geography Textbook TE, p. 84
Differentiating Instruction: Applying Geographic Concepts:
Instruct students to choose any country in the world and create
an area map with annotations that explain how the country’s size,
shape, and location have affected it’s development.
McDougal Littell World Geography Textbook TE, p. 85
Exploring Local Geography: Researching State Boundaries:
Randomly assign a state to each student in your class. Have
them make a map of their state and label the boundaries as
natural or artificial. Instruct them to do library research to find out
how the boundaries were determined and include these as
captions on the map.
417
Government-Historic origins and developments in
government
Describe historical conflicts arising over the issue of states’
rights, including the Nullification Crisis and the Civil War.
(8.18B) B
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
218
221
T4
Present a variety of political and social situations and have
students determine how each type of political system might react
to each situation and who would determine the reaction. This
could take the form a small or whole class discussion. Students
could respond in writing, too.
T5
Formal Assessment, World
Geography, p.53 Chapter 4,
Section 3 Quiz
Teacher Developed Chapter
Test
P
TAKS
Preparation
McDougal Littell World
Geography Ancillaries:
TAKS Practice
Transparencies, TT13
TAKS Spiraled Content
Review, TE pp. 6, 3132, 45-46
TAKS Diagnostic and
Practice Tests, TE p. 14
Geography-Concept of regions
Identify physical or human factors that constitute a region such
as…language…and religion. (9A)
Geography- Physical environment affect and interacts with the
human environment
Explain the interrelationships among physical and human
processes that shape the geographic characteristics of places such
as connections among economic development, urbanization,
population growth, and environmental change. (8A)
233
Geography-Geographic factors influence political
development
Analyze how the character of a place is related to its political…and
cultural characteristics. (5A)
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 8
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Political Geography (cont.)
406
Government-Structure of governments
Analyze current events to infer the physical and human processes that lead
to the formation of boundaries and other political divisions, such as the break
up of the former Soviet Union and Yugoslavia. (14A)
411
Government- Powers of governments
Compare maps of voting patterns or political boundaries of make inferences
about the distribution of political power. (13B)
412
Government-Different political systems in societies, past and present
Prepare maps that illustrate a variety of political entities such as city maps
showing precincts, country maps showing states, or continental maps
showing countries. (13A)
436
503
Mapping Our World: GIS Lessons for Educators – Module 5
(pages 251-272)
Crossing the Line: A Global Perspective – Students will
explore the nature and significance of international political
boundaries. Students will also identify two international
boundaries in 2000 that they predict could change in the next 25
years. They will then prepare a map of the projected boundary
changes. Having students write an essay that describes
potential consequences of the predicted boundary change may
extend the activity.
Refer to the assessment rubric
found on page 275 of Mapping
Our World to evaluate the
essay.
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)
Citizenship-Customs, symbols, and celebrations that represent a
society’s beliefs and principles
Explain how citizenship practices, public policies, and decision-making may
be influenced by cultural beliefs. (15B)
629
Culture-Impact of fundamental institutions and ideas on society
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)
630
Culture-Impact of fundamental institutions and ideas on societies, past
and present
Identify institutions basic to all societies, including government, economic,
educational, and religious institutions. (L)
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–Use standard grammar
Use standard grammar, spelling, sentence structure, and punctuation. (22D)
830
1 day
(cont.)
Social Studies Skills-How to evaluate social studies data
Apply basic statistical concepts and analytical methods such as computerbased spreadsheets and statistical software to analyze geographic data.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 9
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Political Geography (cont.)
Resources
Teacher Notes
McDougal Littell World Geography Textbook Chapter 4, Section 3
Vocabulary: birthrate, carrying capacity, fertility rate, infant mortality rate, mortality rate, population density, population
pyramid, push-pull factors, rate of natural increase
Online edition and support at www.classzone.com
Advanced Vocabulary:
position disputes, territorial dispute, resources disputes, function disputes, imperialism, new world order, treaty, alliance,
geopolitics, third world debt, democracy, dictatorship, communism, totalitarianism, monarchy, theocracy
McDougal Littell World Geography Ancillaries:
Reading Study Guide, pp. 37-38
Access for Students Acquiring English, p. 19
Spanish Reading Study Guide, pp. 37-38
Unit 1 In-Depth Resources:
Building Vocabulary, p. 41; Reteaching, p.44
Outline Maps with Activities, pp. 3-4
Formal Assessment, p. 53
Review Grade 8 U.S. history, three branches of government and other topics relevant to social studies TAKS.
Maps101.com (The login is AISD and the password is AISD)
General Websites on Geography and Culture:

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
Principles of Learning Tip: Clear Expectations; Accountable Talk
Have students help create rubrics to judge quality homework, written papers, and projects. Post quality
criteria in the classroom and models of student work that exemplify the criteria. To set Clear Expectations
(CE), develop a class criteria chart with students for a quality-projects and assignments. Criteria charts for
Clear Expectations can be set up for any assignment given during the grading period.
Video selections from www.unitedstreaming.com:
How to Study Cultures: How Social Organizations Define a Culture
(22:06 minutes)
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 10
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Urban Geography
201
812
221
229
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
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
1 day
Geography- Physical environment affect and interacts with the
human environment
Explain the interrelationships among physical and human processes
that shape the geographic characteristics of places such as
connections among economic development, urbanization, population
growth, and environmental change. (8A)
Geography-How population is distributed
Explain the processes that have caused cities to grow such as
location along transportation routes, availability of resources that
have attracted settlers and economic activities, and continued access
to other cities and resources. (6B)
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)
527
Citizenship-Different points of view in a democratic society
Identify and give examples of different points of view that influence
the development of public policies and decision-making processes on
local, state, national, and international levels. (15A)
528
629
McDougal Littell World Geography Textbook TE, p. 89
Critical Thinking: Making Inferences- Have students examine the
graphic on pg. 89 and ask them to consider how urban area
models might reflect the kind of transportation available in a city.
Formal Assessment, World
Geography, p.54 Chapter 4,
Section 4 Quiz
Teacher Developed Chapter
Test
Mapping Our World: GIS Lessons for Educators – Module 4
(pages 184-207)
The March of Time: A Global Perspective – Students will
observe and analyze the location and population of the worlds’
largest cities from the year 100 C.E. through 2000 C.E. Students
will also describe spatial patterns of growth and change among
the world’s largest urban centers during the past two thousand
years and speculate on reasons for the patterns they observe.
Students will create a line graph of the most populous cities for
each time period and will then use this as a reference for an
essay that compares and contrasts three or more time periods
they have mapped.
Create an urban area model of Austin. Extend the activity by
having students use the models to analyze the causes/effects of
local issues such as race relations, environmental impact of
development, proposed routes for light rail, etc…
Citizenship-Expression of different points of view in a
democratic society
Compare different points of view on geographic issues. (15C)
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)
Mapping Our World, Module 4
student answer sheets
Module 4 line graph activity or
research paper p.204
Use the assessment rubric
found on page 205 of Mapping
Our World to evaluate the
essay.
Graded evaluation of
urban area model.
P
TAKS
Preparation
McDougal Littell World
Geography Ancillaries:
TAKS Practice
Transparencies, TT14
TAKS Spiraled Content
Review, pp. 37-38
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 11
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Urban Geography (cont.)
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)
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)
827
Social Studies Skills-Apply critical thinking skills to identify
a social studies problem
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)
1 day
(cont.)
GeoActivity: Exploring Local Geography p.90 – Survey the
central business district in Austin and make notes of the urban
functions shown there. Create a sketch map of the CBD, labeling
the areas or buildings and the urban functions they fill.
Graded evaluation of
sketch map.
Principles of Learning Tip: Academic Rigor
Use the following rubric or have students assist with the creation of a rubric in order to judge the quality/rigor of
student analysis of a primary source document and to assist with Accountable Talk and Clear Expectations in
the classroom.
Analyzing a Primary Source Rubric
http://www.phschool.com/professional_development/assessment/rub_anaylyzing_prim_src.cfm
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 12
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
McDougal Littell World Geography Textbook Chapter 4, Section 4
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Teacher Notes
Vocabulary: central business district(CBD), city, metropolitan area, suburb, urban geography
Online edition and support at www.classzone.com
Advanced Vocabulary:
MSA, urban, suburb, rural, industrial, commercial, economic activities, social condition, segregation
McDougal Littell World Geography Ancillaries:
Reading Study Guide, pp. 39-40
Access for Students Acquiring English, p. 20
Spanish Reading Study Guide, pp. 39-40
Unit 1 In-Depth Resources:
Building Vocabulary, p. 41; Reteaching, p. 45
Formal Assessment, p. 52
Pre-Reading Strategies for the Struggling Reader
http://www.mdk12.org/practices/good_instruction/projectbetter/social/ss-50-51.html
Maps101.com (The login is AISD and the password is AISD)
Supplemental reading from National Geographic:

Zwingle, Erla. “Mega Cities: The Coming Urban World”. National
Geographic, November 2002. Pages 70-99.
Printable Graphic Organizer Templates
http://www.teachervision.com/lesson-plans/lesson-6293.html?s2 and
http://www.eduplace.com/kids/hme/k_5/graphorg/index.html
Interactive Graphic Organizers
http://teachers.teach-nology.com/web_tools
Document Analysis Worksheets include analysis worksheets covering:
written document, photograph, cartoon, poster, map, artifact, sound
recording, and motion picture.
C:\Documents and Settings\Owner\My
Documents\NARA Digital Classroom Teaching With Documents Document
Analysis Worksheets.html
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 13
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Economic Geography
215
301
812
221
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*
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
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
Geography- Physical environment affect and interacts with the
human environment
Explain the interrelationships among physical and human
processes that shape the geographic characteristics of places such
as connections among economic development, urbanization,
population growth, and environmental change. (8A)
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-How geographic factors influence political
development.
Analyze how the character of a place is related to
its…economic…characteristics. (5A)
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)
317
1 day
McDougal Littell World Geography Textbook TE, p. 95
GeoActivity: Making Comparisons:
Study the economic systems on page 91 of the textbook. Have
students create a series of illustrations showing the differences
among the systems. Illustrations should show the role of the
consumer and the government in determining what goods or
services are produced in each type of economy.
History Alive! The Rise & Fall of the Soviet Union
Lesson—Rock, Scissors, Paper: Understanding Marxist
Theory: Through an experimental exercise using concept of the
rocks, scissors, paper game, students will experience the
unequal distribution of capitalist wealth and the frustrations of the
working class.
McDougal Littell World Geography Textbook TE, p.94
Cooperative Learning: Building an economic enterprise: Have
students name five to ten businesses. List these on the
chalkboard. Divide class into groups of four. Then have each
student count off; the “ones” will be in charge of primary
activities, “ twos” in charge of secondary activities, and so on.
Assign a business venture from the list on the chalkboard to
each group. Have each student list people and/or resources
needed in his specific category. Have each group present its
combined “operation” to the class.
Formal Assessment, World
Geography, p.55 Chapter 4,
Section 5 Quiz
Teacher Developed Chapter
Test
P
TAKS
Preparation
McDougal Littell World
Geography Ancillaries:
TAKS Practice
Transparencies, TT12
TAKS Spiraled content
Review, TE pp. 6,
45-46
Economics-Different economic systems
Describe the characteristics of traditional, command, and market
economies. (10A)
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 14
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Economic Geography (cont.)
318
Economics-Different economic systems
Explain how traditional, command, and market economies operate in
specific countries. (10B)
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)
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)
338
629
Mapping Our World: GIS Lessons for Educators –
Module 6 “The Wealth of Nations”, (pages 321-342)
Students will be presented with the three modes of economic
production – agriculture, industry, and services – as the initial
criteria for a country’s developed or developing status. Students
will choose a developed and a developing country and draw
conclusions about these two nations. Having students write an
essay that addresses specific questions about the countries they
selected may extend the activity.
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)
Refer to assessment rubric on
page 341 of Mapping Our
World to evaluate the essay.
Mapping Our World,
Module 6 student answer
sheets.
Module 6 report on
developed vs. developing
countries.
World Geography, Ch.4,
Section 5 Quiz
Culture-Impact of fundamental institutions and ideas on
societies, past and present
Identify institutions basic to all societies, including government,
economic, educational, and religious institutions. (L)
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)
829
1 day
(cont.)
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)
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 15
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Teacher Notes
Vocabulary: birthrate, carrying capacity, fertility rate, infant mortality rate, mortality rate, population density, population
pyramid, push-pull factors, rate of natural increase
McDougal Littell World Geography Textbook Chapter 4, Section 5
Online edition and support at www.classzone.com
Advanced Vocabulary:
capitalism, communism, Marxism, Adam Smith, mercantilism, deficit, command economy, free market economy,
subsistence economy, traditional economy
McDougal Littell World Geography Ancillaries:
Reading Study Guide, pp. 41-42
Access for Students Acquiring English, p. 21
Spanish Reading Study Guide, pp. 41-42
Unit 1 In-Depth Resources:
Building Vocabulary, p. 41; Reteaching, p. 43
Map Transparency, MT10
Critical Thinking Transparencies, CT 36
Formal Assessment, p. 55
History Alive! The Rise and Fall of the Soviet Union
Principles of Learning Tip: Academic Rigor
Maps101.com (The login is AISD and the password is AISD)
Supplemental reading from National Geographic:

Weiss, Rick. “War on Disease”. National Geographic. February 2002.
Pages 4-31.
The following website is an excellent resource consisting of various Thinking Skills that should be implemented
in the classroom. This site defines, provides clarifying questions, and suggests various rubrics for each skill.
Simply click on the Thinking Skill (i.e. clarifying, comparing, decision making, problem solving, etc.) you want
your students to be engaged in and reference the download texts.
http://edservices.aea7.k12.ia.us/framework/thinking/problemsolving/problemsolving.pd
General Websites on Geography and Culture:

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

US Census Website at
http://www.census.gov/cgi-bin/gazetteer
Video selections from www.unitedstreaming.com:

How to Study Cultures: How Economic Activities Define a Culture
(20:21 minutes)

Sketches of the World: Exchange and Mart (27:26 minutes)
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 16
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
United States and Canada: 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
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
land forms. (4B)
208
Geography- Physical characteristics of the environment
Describe the physical environment of regions and the physical
processes that affect these regions such as weather, tectonic
forces, wave action, freezing and thawing, gravity, and soil-building
processes. (3B)
209
211
2 days
U.S./Canada Travel Scrapbook/ Journal
Students will take an imaginative trip across part of the U.S and/or
Canada and create a travel scrapbook/journal for their trip. The
scrapbook/journal should include references to landforms, water
features, weather, roads traveled, cultures encountered, money
spent, local foods, local celebrations, etc…
Student should include a map showing the routes traveled.
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)
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)
Have students and
teacher create criteria chart
for scrapbook/journal.
Teacher should decide
what students must include in
scrapbook/journal.
The trip could be a multi-state
trip or around a single
state/province.
U.S./Canada Physical
Geography Map Quiz
Formal Assessment, World
Geography,
pp. 48-70 Chapter 5,
Sections 1-3 Quiz
T TAKS
P
Preparation
McDougal Littell World
Geography Ancillaries:
TAKS Spiraled Content
Review TE, p. 2, 12,
25-26
TAKS Practice
Transparencies, TT16,
TT 17, TT 18
TAKS Mini-Lesson 1:
TE, p. 103
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 17
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
United States and Canada: Physical Geography
218
Geography-Concept of regions
Identify physical or human factors that constitute a region such
as…language…and religion. (9A)
2 days
(cont.)
Recommended Activities from History Alive! The Geography
of America from Past to Present to support the teaching of
the physical geography of the United States:
234
Geography-How geographic factors influence political
development.
Analyze how the character of a place is related to
its…economic…characteristics. (5A)
Activity 1.3 Creating USA Map Placards: Students use their
basic geography skills and knowledge of the 50 states to create a
class game entitled “Geographical Pursuit”. They race against
time to identify and label as many Map Placards as possible.
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)
Activity 1.4 Playing the Geographical Pursuit Game: In this
activity, students experience the competition of being on a game
show as they test their geographical knowledge of the 50 states.
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)
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)
338
Economics-Technology, transportation, and communication
influence a society’s economy
Describe how the technology, transportation, and communication
affect the location and patterns of economic activity. (11C)
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)
813
Social Studies Skills-Create visual and written 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)
Review the game rules that
are part of these activities.
When the game is over,
check for individual
understanding by creating a
quiz using some of the
questions from the game or
by giving students a blank
United States map to fill in
the correct state names.
Activity 2.1 Mapping the Physiographic Features of the United
States: Students sit in pairs to answer thirty questions about
United States physiography. They label a physiographic map as
they answer each question.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 18
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Teacher Notes
M/LW.G. Textbook Chapter 5, Sections 1-3
M/LW.G. Ancillaries:
Reading Study Guide, pp. 45-52
Access for Students Acquiring English, pp. 23-25
Spanish Reading Study Guide, pp. 45-52
Unit 2 In-Depth Resources:
Skillbuilder p. 8; Building Vocabulary p.9; Reteaching pp. 10-12;
GeoWorkshops pp. 43-44; Map and Graph Skills pp. 6-7
Critical Thinking Transparency CT5, CT37
Map Transparencies MT11, MT12
Outline Maps with Activities pp. 9-12
Formal Assessment, pp. 68-70
Maps101.com (the login is AISD and the password is AISD)
Rand McNally Atlas of W.G. pp. 8-9, 66-73
History Alive! The Geography of America from Past to Present
General Websites on Geography and Culture:

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

US Census Website at
http://www.census.gov/cgi-bin/gazetteer
Vocabulary: Appalachian Mountains, Canadian Shield, Everglades, Great Lakes, Great Plains, Mackenzie River,
permafrost, prevailing westerlies, Rocky Mountains
Content-specific websites on the United States and Canada:

50 States and Capitals at www.50states.com

US Travel and Tourism Guide at www.usa.worldweb.com

World Web Travel Guide: Canada at http://canada.worldweb.com

About Canada at http://canada.gc.ca/acanada/acPubHome.jsp?font=0&lang=eng

The Canadian Encyclopedia at
http://www.thecanadianencyclopedia.com/index.cfm?PgNm=ExploreCanada&TCE_Version=A

Canada Information at http://www.worldinfozone.com/country.php?country=Canada
Video Selections from www.unitedstreaming.com

Rafting Alaska's Wildest Rivers (60:00 minutes)

Water Rules, The: A History of Water in the Las Vegas Valley (57:00 minutes)

Yellowstone in Winter (18:31 minutes)

Polar Expeditions (52:00 minutes)
There are many novels, short stories, essays on nature, artists, and photographers that could be tied into to this unit
on the U.S. and Canada. Some examples are Jack London, John Steinbeck, Annie Dillard, Edward Abbey, Fredric
Remington, Ansel Adams….
See the “Cross-Curricular Connections” section at the beginning of each chapter for other suggestions.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 19
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
The United States and Canada: Climate, Weather and Vegetation
811
812
815
Social Studies Skills-Create visual and written materials
Interpret visuals including graphs, charts, timelines, and
maps. (WH26C) B T5
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
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 soil-building
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)
210
3-4
days
Weather Maps
Student will create a series of four weather maps to show the
weather in the U.S and Canada over a series of days. Alternate
option: Create weather maps for all four seasons, one for each
season. Students will use standard weather symbols to denote
the weather. Maps should also include examples of severe
weather events. Have students answer questions using their
maps in order to illustrate patterns and trends relating to weather,
climate, and vegetation in the U.S/Canada.
Graded evaluation of
weather maps
See sample weather map
on p.559, World Geography
T5
McDougal Little World Geography Textbook TE, P.125
Researching Severe Weather Events: Have students do research
and prepare a report on ways that a severe weather event affects
a community. Reports should include a desciption of the event
and a brief explanation of the cause and the affects. Encourage
students to use visual aids and testimonials.
Criteria chart and rubic
developed with student input
Geography-Physical characteristics of the environment
Attribute occurrences of weather phenomena and climate to annual
changes in Earth-Sun relationships. (3A)
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 20
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
United States and Canada: Climate, Weather and Vegetation (cont)
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)
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)
813
Social Studies Skills-Create Visual and written 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)
Resources
3-4
days
(cont.)
Living Weather Map
Have students take on the roles of different landforms, bodies of
water, and air masses and have them interact with each other.
Students then predict what resulting weather would occur.
Students also analyze how the weather over time affects climate
and vegetation in different regions of the U.S. and Canada.
Teaching Notes
McDougal Littell World Geography Textbook Chapter 5, Section 2
McDougal Littell Ancillaries:
Unit 2 In-Depth Resources:
Reading Study Guide, p.4
Building Vocabulary, p.9
Reteaching Activity, p.11
Critical Thinking Transparency CT37
Section Assessment, p.126
Formal Assessment, p.69
www.classzone.com
Advanced Vocabulary: cold front, warm front, occluded front, stationary front, squall line, F-scale for
tornadoes, wind shear, Saffir Simpson Hurricane Intensity Scale
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 21
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
The United States and Canada: Human- Environment Interaction
815
221
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
Geography- The physical environment affects and interacts
with the human environment
Explain the interrelationships among physical and human
processes that shape the geographic characteristics of places such
as connections among economic development, urbanization,
population growth, and environmental change. (8A)
804
Social Studies Skills-Express ideas
Express ideas orally based on research and experiences. (L)
806
Social Studies Skills-Interpret and use sources of evidence
Use the process of historical inquiry to research, interpret, and use
multiple sources of evidence. (L)
Resources
McDougal Littell World Geography Textbook, Ch.5, Section 3
McDougal Littell World Geography Ancillaries:
Unit 2 In-Depth Resources

Guided Reading, p.5

Building Vocabulary, p.9

Reteaching Activity, p.12

Map and Graph skills, pp.6-7

Formal Assessment, p.70

Section Assessment, p. 130
T5
1-2
days
Socratic Seminar or Debate on Human-Environment
Interaction in the US/Canada:
Possible topics: urban sprawl, light rail in Austin, recreational use
of off-road vehicles on public lands, drilling in the Arctic Wildlife
Refuge, coastal erosion along the Texas Coast, diversion of water
from the Rio Grande, the dead zone in the Gulf of Mexico,
conversion of tar into oil in Canada, overfishing in North Atlantic.
Require each student to
participate at least two times
in seminar or debate. Must
have four questions prepared
if doing a Socratic Seminar.
McDougal Littell World Geography, TE p.128, Determining Cause
and Effect: Students find the Bering Strait on a world atlas and
create a chart with the headings “cause” and “effects”. Have
students use the answers to the following questions to fill in their
charts:

Where is the Bering Strait?

How was it formed?

How does this formation relate to what you read about
Beringia?
Principals of Learning: Connection: Accountable TalkThrough the cause and effect chart, students will formulate
conjectures and hypotheses regarding migration through
Benringa.
Teacher Notes
Teachers should provide readings for students to prepare them for the Socratic Seminar or the
debate. Teacher may need to explain rules and procedures for Socratic Seminar or debate.
Advanced Vocabulary: nomad, Beringia, lock, St. Lawrence Seaway
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 22
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
United States and Canada: 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*
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*
410
Government-Powers of Government
Analyze how the U.S. Constitution reflects the principles of
limited government, republicanism, checks and balances,
federalism, separation of powers, popular sovereignty, and
individual rights. (8.16D) B
T4
811
Social Studies Skills-Create visual and written materials
Interpret visuals including graphs, charts, timelines, and
maps. (WH26C) B
201
812
815
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
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
United States Political Geography
10
days
T5
Election Group Project
Student groups will be assigned a region/group of states of the
U.S. Each group will investigate their assigned states to
determine which presidential candidate (or congressional
candidates) those states will probably vote for in the upcoming
election. Students must find information about the demographics
of the states such as racial breakdown, religious breakdown,
socio-economic breakdown, age, etc…Students should find
information on regional history, regional voting history and trends,
important regional issues, regional economics, etc…
Students will present their research findings to the class. The
presentation should include maps and graphs to represent some
of the information. The group should then predict which states in
their region will vote for which candidate and explain why.
Teacher will need to
determine individual and group
requirements for the project.
Teacher should teach
students about election related
topics: electoral college,
checks and balances, the
Constitution and the
amendments, political parties
and their platforms.
As a class, determine the amount of states needed to win the
election.
Determine maximum amount of votes and sates a person can
win, and still lose the election.
Create an Electoral College Cartogram of the U.S
See p.733 for an example of a cartogram.
The website at www.electorial-vote.com is helpful resource in
reviewing current poll data and its effects on the electoral college.
Formal Assessment, World
Geography, Chapter 6-7
Section Quizzes
T5
T5
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 23
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
The United States and Canada: Human Geography (cont.)
823
205
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
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)
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)
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)
221
Geography- The physical environment affects and interacts
with the human environment
Explain the interrelationships among physical and human processes
that shape the geographic characteristics of places such as
connections among economic development, urbanization,
population growth, and environmental change. (8A)
T5
10
days
(cont.)
United States and Canadian History
Students will create a comparative timeline of the US and
Canadian history. Students will use their timelines to write an
essay on how the US and Canada’s historical development led to
the development of different cultures.
Alternate essay topic: Write an essay on how the physical
geography of the U.S and Canada affected their historical/cultural
development.
Graded evaluation of timeline
and essay.
World Geography Chapter Six On-Line Activity at
www.classzone.com, TE, p 153:
Student will research the expansion of the United States through
the use of specific web sites. They will need to find out when
specific territories were acquired and prepare a written report of
their findings along with a site map of these acquisitions.
Students will also need to cite the web sites used for their
research.
Use a grading rubric that
addresses the following points:

Present concise, wellorganized information on
expansion.

Identify dates when
territories were added.

Produce a clear,
imaginative visual to
complement the
sentences on territorial
additions.
The following web sites on U.S. expansion should be used for
research:

Westward Expansion at http:www.snowcrest.net/jmike/
westexp.html

U.S. Territorial Maps 1775-1920
at http://xroads.virginia.edu/~MAP/terr hp.html
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 24
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
The United States and Canada: Human Geography (cont.)
230
Geography-How population is distributed within and among
different societies, past and present
Describe trends in past world population growth and distribution.
(7C)
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 migration. (7B)
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 political…and
economic characteristics. (5A)
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)
317
Economics-Different economic systems
Describe the characteristics of traditional, command, and market
economies. (10A)
319
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)
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)
329
Economics-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)
10
days
(cont.)
United States and Canada: Economic and Cultural
Geography
Internet Research, TE p. 141: Divide students into groups of 4
to 6. Assign one city to each group: Atlanta, Denver, Seattle,
Austin. Have each group work to find out current information on
its city, in answer to the following questions:

Is the city growing in size?

What are some causes for the growth or lack thereof?

What is the current major industry in that city?

How does it affect the economy of that city and its
residents?
Have the students write a short report containing the above
information and citing sources. Afterwards, they will share their
findings with the class.
Internet Research, TE p. 167: Divide students into groups of 4
to 6. Assign one city to each group: Toronto, Montreal,
Ottawa, and Calgary. Have each group work to find out current
information on its city, in answer to the following questions:

Is the city growing in size?

What are some causes for the growth or lack thereof?

What is the current major industry in that city?

How does it affect the economy of that city and its
residents?
Have the students write a short report containing the above
information and citing sources. Afterwards, they will share their
findings with the class.
Teacher and studentdeveloped criteria chart and/or
rubrics for assigned
projects/assignments
Teacher and studentdeveloped criteria chart and/or
rubrics for assigned
projects/assignments
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 25
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
The United States and Canada: Human Geography (cont.)
338
Economics-Technology, transportation, and communication
influence a society’s economy
Describe how the technology, transportation, and communication
affect the location and patterns of economic activity. (11C)
404
Government-Role, selection, and responsibilities of authority
figures
Analyze and evaluate the process of electing the President of the
United States and other local, state and national officials. (L)
407
Government-Structure of governments
Compare and analyze the structure and functions of different types
of selected governments in different regions of the world. (L)
411
Government-Powers of government
Compare maps of voting patterns or political boundaries of make
inferences about the distribution of political power. (13B)
412
Government-Different political systems in societies, past and
present
Prepare maps that illustrate a variety of political entities such as city
maps showing precincts, country maps showing states, or
continental maps showing countries. (13A)
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)
444
Government-Impact on 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 such as Iraq, Israel, Japan,
and the United Kingdom. (14C)
527
Citizenship-Different points of view in a democratic society
Identify and give examples of different points of view that influence
the development of public policies and decision-making processes
on local, state, national, and international levels. (15A)
10
days
(cont.)
The United States and Canada: Economic and Cultural
Geography
Internet Activity, TE p. 171: Students will use the Web sites
below to do research about the art of the Inuit people. They will
look for pictures of works that can be copied and background
about the art itself. They will then put together the pictures they
copied and the information about the art for an oral presentation.
Students will need to be sure to show how geography influenced
the art of Canada.
Students should refer to the following websites when developing
their reports on Inuit art:

Inuit Gallery of Vancouver at http://www.inuit.com/

Native and Inuit art at http://www.glenbow.org/ arthtm/
natinuit.htm
Inuit Art Foundation at http://www.inuitart.org/
Rubric on the report for Inuit
art should:

Present a concise wellorganized oral
presentation on Inuit art.

Summarize the
achievements of Inuit art.

Produce clear,
imaginative visuals for the
oral presentation.

Include references to the
Web sites used as
sources.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 26
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
The United States and Canada: Human Geography (cont.)
601
603
Culture-Concept of culture
Describe distinctive cultural patterns and landscapes associated
with different places in Texas, the United States, and other regions
of the world, and how these patterns influenced the processes of
innovation and diffusion. (16A)
Culture-How people and cultures are similar
Give examples of ways various groups of people view cultures,
places, and regions differently. (16B)
604
Culture-How people and cultures are similar
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)
616
Culture-Individuals and groups shape a society’s future
Compare economic opportunities in different cultures for women
and religious minorities in selected regions of the world. (17B)
629
Culture-Impact of fundamental institutions and ideas on
societies, past and present
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)
708
Science, Technology, & 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)
10
days
(cont.)
Recommended Activities from History Alive! The Geography
of America from Past to Present to support human
interaction with the environment in the United States:
There are numerous activities in this supplemental resource that
address the geography and culture of the North America covered
in Unit 2 of the textbook. Because of time constraints, teachers
should choose the activities best suited for their classes.
Activity 3.1 The Relationship Between Native Americans and
the Land: Students will view a series of visuals that describe the
relationship between Native Americans and the land, including
such key concepts as environment, natural resources, climate,
vegetation, ecology, adaptation, and culture. Afterwards, they
will select one of the visuals and write a paragraph explaining
how the terms Native Americans, environment, region,
adaptation, and culture relate to their selected visual.
Criteria chart and rubric
developed with student input to
evaluate paragraph
Activity 3.2 In Touch with the Land – Envisioning Native
American Cultures: Students are given detailed environmental
information about one of eight geographical regions in North
America and will hypothesize how the indigenous peoples of that
environment adapted to the environment.
Develop a rubric to evaluate the
student presentations. Review
the charts completed by students
on how Native Americans
adapted to their environment for
completion.
Activity 3.4 Writing a Story Inspired by Southwest Images
and Music: Students write a story about how Native Americans
in the Southwest live on the land. Their stories must have a
setting, characters, a conflict, and a resolution. To stimulate their
thinking, students take an imaginary journey back in time via
visuals and music of the Southwest.
Use the handout “Directions for
Writing a Story About Daily Life
in the Southwest” to develop a
criteria chart and rubric with
student input.
Activity 4.1 Examining Colonial Adaptations to the Land:
Students analyze visuals depicting life in the New England,
Middle, and Southern colonies. Students will then record their
ideas on a handout on which they point out features in the picture
that illustrate their answers.
Examine the student handouts
for accuracy and completion.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 27
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
The United States and Canada: Human Geography (cont)
803
Social Studies Skills-Use standard grammar
Use standard grammar, spelling, sentence structure, and punctuation. (22D)
804
Social Studies Skills-Use social studies terminology
Use geographic terminology correctly. (22C)
809
Social Studies Skills- Express ideas orally
Express ideas orally based on research and experiences. (L)
810
813
825
826
827
829
Social Studies Skills-Obtain information using a variety of visual
resources
Use a series of maps, including a computer-based geographic information
system, to obtain and analyze data needed to solve geographic and locational
problems. (21E)
10
days
(cont.)
Recommended Activities from History Alive! The Geography
of America from Past to Present to support human
interaction with the environment in the United States:
(continued)
Activity 4.2 Comparing Native American and Colonial Land
Adaptations: Students view visuals of Native American and
colonial settlements in the same physical region and will then
write a comparative essay about the different ways each group
adapted to the environment.
Use the handout “Directions for
Writing a Comparative Essay”
to develop a criteria chart and
rubric to evaluate the essay.
Social Studies Skills-Transfer information from one medium to another
Transfer information from one medium to another, including written or visual
and statistical to written or visual, using computer software as appropriate.
(L)
Social Studies Skills-Create visual and written 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)
Social Studies Skills- Apply critical thinking skills to identify a social
studies problem
Use a problem-solving process to identify a problem, gather information, list
and consider options, consider advantages and disadvantages, choose and
implement a solution, and evaluate the effectiveness of the solution. (23C)
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)
Social Studies Skills-Apply critical thinking skills to the decision making
process
Use a decision-making process to identify a situation that requires a decision,
gather information, identify options, predict consequences, and take action to
implement a decision. (23D)
Principles of Learning: Academic Rigor in a Thinking Curriculum
On a large piece of butcher paper students could create a chart illustrating the physical (landforms, resources,
climate, vegetation) and human (history, government, economy, and culture) geographic characteristics of
selected countries being studied throughout the year. After completion of a unit students could record
information on the chart and make comparisons with other countries already covered.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 28
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Teacher Notes
World Geography, textbook,Chapters 6-7
World Geography Ancillaries:
Reading Study Guide, pp. 53-68
Access for Students Acquiring English, pp. 29-35
Spanish Reading Study Guide, pp. 53-68
Unit 2 In-Depth Resources:
Skillbuilder p. 16, 24; Building Vocabulary p.25; Reteaching pp.18 -28;
Critical Thinking Transparency CT6, CT7, CT38, CT39
Map Transparencies MT13, MT14
Outline Maps with Activities pp. 13-14
Cultures Around the World pp. 8-12
Cultures Transparencies CW8, CW12
The World’s Music CD: Track 1 and 2
History Alive! The Geography of America from Past to Present
Vocabulary: Atlantic Provinces, British Columbia, Columbian Exchange, confederation, Dominion
of Canada, export, free enterprise, frontier, Louisiana Purchase, megalopolis, metropolitan, métis,
Midwest, migration, multinational, New England, Nunavut, Ontario, parliament, parliamentary
government, postindustrial economy, Prairie Provinces, prime minister, province, Quebec,
representative government, service industry, the South, suburb, the West
Advanced Vocabulary:
Regional names such as Sun Belt, Rust Belt, Pacific Northwest, etc.
Ch.6 Section 1 and 2, Ch.7 Section 1 and 2, and Case Study pp.180-183 may be useful
Provide students with more detailed history than the textbook provides.
This section provides a great opportunity to reinforce TAKS Objectives One and Four on U.S
History.
Websites on Teaching
http://www.ncela.gwu.edu/ncbepubs/pigs/pig12.htm - Information on cooperative teaching.
http://www.austin.isd.tenet.edu/educators/principlesoflearning/index.phtml- POL information
http://volcano.und.nodak.edu/vwdocs/msh/llc/is/cl.html - Information on cooperative learning
http://www.jigsaw.org/steps.htm - Information on the Jigsaw Classroom
http://rubistar.4teachers.org/index.php - Project Based Learning Activity Rubrics
Websites for Specific U.S. Cities: (To be used with the Internet Research Activity found on
page TE 141.)

Seattle, Washington at http://www.ci.seattle.wa.us

Atlanta, Georgia at http://www.atlantaga.gov/

Denver, Colorado at http://www.denver.org/index.asp

Austin, Texas at http://www.ci.austin.tx.us/
Websites for Specific Canadian Cities: (To be used with the Internet Research Activity
found on page TE 167.)

Toronto, Ontario, at the City of Toronto Official Web Site at http://www.city.toronto.on.ca/

Montreal, Quebec, at http://www.tourisme-montreal.org/B2C/00/default.asp

Ottawa, Ontario, at City of Ottawa Official Site at http://city.ottawa.on.ca/

Calgary, Alberta, at www.visitor.calgary.ab.ca
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 29
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
United States and Canada: Today’s Issues
111
201
220
223
611
812
815
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*
3 days
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-How the physical environment affects and interacts
with the human environment
Analyze the effects of physical and human geographic factors on
major events in world history such as the effects of the opening of
the Suez Canal on world trade patterns. (WH12B) 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
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
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
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
Perspectives on Terrorism
Create characters/roles for students to take on and then give
them a scenario that relates to the current events revolving
around terrorism. Have students present the perspective of their
character in reaction to the given scenario. Examples of
characters: President of the U.S., U.S. Secretary of State, U.S.
Secretary of Homeland Defense, an American soldier, an
American housewife, Osama bin Laden, Alman al-Zawahari, a
moderate Muslim from Turkey, an Iraqi citizen, a Palestinian
living in the Gaza Strip, etc…
Follow the activity with discussion on the causes and effects of
terrorism and how to prevent terrorism.
Political Cartoon Analysis for Perspectives on Terrorism
Present students with a series of political cartoons relating to
terrorism and have them analyze them in order to identify varying
perspectives and purposes.
T5*
Formal Assessment, World
Geography,
Chapter 8,
Sections 1-3 Quiz
Teacher will need to come
up with more characters and
can create scenarios if no
current events are available for
use.
T TAKS
P
Preparation
McDougal Littell World
Geography Ancillaries:
T3*
T5
TAKS Spiraled Content
Review TE, p. 2, 12,
25-26
TAKS Practice
Transparencies, TT25,
TT26, TT27
T5
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 30
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
United States and Canada: Today’s Issues (cont.)
217
221
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- The physical environment affects and interacts
with the human environment
Explain the interrelationships among physical and human processes
that shape the geographic characteristics of places such as
connections among economic development, urbanization,
population growth, and environmental change. (8A)
230
Geography-How population is distributed within and among
different societies, past and present
Describe trends in past world population growth and distribution.
(7C)
234
Geography-How geographic factors influence political
development.
Analyze how the character of a place is related to
its…economic…characteristics. (5A)
527
Citizenship-Different points of view in a democratic society
Identify and give examples of different points of view that influence
the development of public policies and decision-making processes
on local, state, national, and international levels. (15A)
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 cultures that maintain traditional ways, such as
the Inuit. (18C)
612
3 days
(cont.)
Internet Research: Analyzing Data , M/L W.G. Textbook
TE p. 182 : Have students go to research links in
www.classzone.com to find information on the latest U.S. census.
Ask them to analyze the census results to write a short report
which tells what information the U.S. census collected, what it
says about the U.S. population, how it compares to the 1990
census results, and what the projections are for the U.S.
population.
Criteria chart and rubric for
student report. This activity
directly supports TAKS
objective three (WG 18A).
Internet Activity: Canadian Immigration, M/L W.G. Textbook
TE p. 185: Have students go to www.classzone.com to research
immigration to Canada. They should focus on changes in the
region from which immigrants came in the 20th century. They
should compile their findings in a report and combine this with a
chart listing the regions and percentages.
The rubric for the report
should:

Present a concise, wellorganized report on
immigration

Summarize the changes
in the regions from which
immigrants came in the
20th century

Produce statistical data in
the form of a chart to
complement the report

Include references to the
web sites used as
sources
Students should refer to the following web sites when developing
their research on Canadian immigration:

Citizenship and Immigration Canada at http://www.cic.gc.ca/
english/ department/ legacy/

The Peopling of Canada at http://www.ucalgary.ca/
applied_history/ tutor/ canada1891/ 5frame.html
Culture-How cultures change over time
Analyze cultural changes in specific regions and the obstacles they
face. (18B)
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 31
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
United States and Canada: Today’s Issues (cont.)
629
Culture-Impact of fundamental institutions and ideas on
societies, past and present
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)
708
Science, Technology, & 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)
804
Social Studies Skills-Express ideas
Express ideas orally based on research and experiences. (L)
806
Social Studies Skills-Interpret and use sources of evidence
Use the process of historical inquiry to research, interpret, and use
multiple sources of evidence. (L)
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)
3 days
(cont.)
Mapping Our World: GIS Lessons for Educators – Module 6
“Share and Share Alike”, (pages 321-342)*
Students will explore trade in North America focusing on the
three trading partners in NAFTA. They will study export data for
the past ten years from each of the NAFTA countries and then
use the information to identify trading trends before and after
NAFTA as well as to assess the effectiveness of NAFTA.
Students will create and present layouts that illustrate the history
of trade between the United States and its NAFTA partners and
will write a paragraph describing how they would change the
NAFTA agreement to improve or enhance future trading for all
three countries.
*Note: This activity can also be used as part of the Unit 3
Latin America suggested products or can be used as a
transition between Unit 2 and Unit 3.
The student-designed layout
should contain the following
components:

Title

Map

Map legend

Orientation

A minimum of two charts

Text labels and
descriptions
Refer to the rubric on page 373
of Mapping Our World to
assess the paragraph.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 32
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Teacher Notes
World Geography, textbook, Chapter 8, Sections 1-3
World Geography Ancillaries:
Reading Study Guide, pp. 69-76
Access for Students Acquiring English, pp. 37-39
Spanish Reading Study Guide, pp. 69-76
Unit 2 In-Depth Resources:
Skillbuilder p. 34; Building Vocabulary p.35; Reteaching pp. 40-42;
Map and Graph Skills p. 32-33; Exploring Today’s Issues p. 36-39
Critical Thinking Transparency CT8, CT40
Map Transparencies MT11, MT12
Outline Maps with Activities pp. 9-12
Video Resource Book pp. 1-10
Vocabulary: biological weapon, coalition, global network, infrastructure, smart growth, sustainable community,
terrorism, urban sprawl
Principles of Learning Connection:
Accountable Talk – Engagement with Learning Through Talk
Talking about current issues can get quite spirited in the classroom.
Accountable talk sharpens students’ thinking by reinforcing their ability to build
and use knowledge. Help students learn the skill of Accountable Talk (AT) by
creating the norms and skills by modeling appropriate discussion and
questioning.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 33
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2008-2009 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
TAKS
Obj.
Time/
Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Cultural Keys (The ABCs of culture) is an organizational strategy for investigating a group of people and their place, region, or country. It provides
students with a framework on which to build an informed portrait of a particular culture. If there is ever a question as to the key under which a certain artifact or
custom belongs, let the class discuss and decide. This document is referenced in the World Geography APG for the second six weeks grading period.
These are the Twelve Cultural Keys and examples:
Appearance - clothing, costumes, jewelry, tattoos, make up, hair style and color, skin and eye color, piercings, masks, hats, shoes, scarification,
facial features, facial hair, stature
Belief System - religion, superstitions, ceremonies, luck, fate, folk medicine, taboos
Communication - languages, alphabets, numbers, codes, gestures, symbols, signs, greetings, measurement, proverbs, idioms
Dates - calendar, time, holidays, observances, punctuality, siesta
Entertainment - music, sports, dance, visual arts, games, recreation, drama
Food - cuisine, spices, utensils, avoidances, vegetarianism, breads, drinks, fruits/vegetables/meats/insects, cooking methods, libations
Government - leaders, structure, laws and regulations, capitals, taxes, documents, flags and symbols, anthems, currency
Homes - houses, dwellings, buildings, architecture, materials, room, furniture, decorations, gardens
Information - education, oral history, media (newspapers, television, books, magazines, texts), advertisements, billboards, maps, photography,
history, technology
Jobs - occupations, male/female roles, economy, businesses, salary, type of work, respect/importance, chores, unemployment, child-rearing,
clubs and organizations, volunteerism
Kinds of Environment - climate, habitat, geography, resources, population, wildlife, elevation, preservation
Leftovers - transportation, energy, weaponry, tobacco, health care
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 34