Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2008-09 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Celebrate Freedom Week: November 8-12, 2004
501
Citizenship-Customs, symbols, and celebrations
Celebrate Freedom Week requires that students study and
recite part of the Declaration of Independence in order to
“educate students about sacrifices made for freedom in
the founding of the country and the values on which this
country was founded”. HB 1776
106
History-Significant dates in history
Explain the significance of the following date: 1776.
(8.1C) B
T1
History-Political revolutionary leaders
Explain the role played by significant individuals during
the American Revolution, including Thomas
Jefferson…(8.4B) B
T1
History-Causes and effects of political revolutions
Explain the issues surrounding [important events of] the
American Revolution, including declaring independence…
(8.4C) B
T1
Government-Purpose and functions of the U.S.
Constitution
Identify colonial grievances listed in the Declaration of
Independence and explain how those grievances were
addressed in the U.S. Constitution and the Bill of Rights.
(8.16C) B
T4
424
Government-Principles of government addressed in
historic documents
Identify the influence of ideas from historic documents
including…the Declaration of Independence…on the U.S.
system of government. (8.16A) B
T4
508
Citizenship-Rights and responsibilities of good citizenship
Define and give examples of unalienable rights.
(8.20A) B
T4*
815
Social Studies Skills-Locate, differentiate, and use primary
T5
and secondary sources
[Locate and] use primary and secondary sources [such as
computer software, databases, media and news services,
biographies, interviews, and artifacts] to acquire
information about the United States. (24A) B
NOTE: Many of the matrix items can be covered simultaneously
120
140
420
Week of
November
8 - 12
House Bill 1776 requires that students in the state of
Texas recite and study the following text from the
Declaration of Independence:
“WE hold these Truths to be self-evident, that all
Men are created equal, that they are endowed by
their Creator with certain unalienable Rights, that
among these are Life, Liberty and the Pursuit of
Happiness. That to secure these Rights,
Governments are instituted among Men, deriving
their just Powers from the Consent of the
Governed . . .”
Ask students to write a paragraph stating which idea
expressed in the Declaration of Independence they
think is the most important one, making sure to
explain their reasoning with specific evidence taken
from the text of the Declaration.
The Declaration of Independence: A Living
Blueprint for Democracy contains five mini-lessons
on the Declaration in addition to a video. Review
these resources and select the ones that best meet
the needs of your classes.
Internet Activity - The Declaration of
Independence:
Student generated written, oral and/or
visual presentations (modification for
special population students)
TAKS Connection –
The Declaration of
Independence
Review of the Declaration of
Independence during Celebrate
Freedom Week is an excellent
way to reinforce the content
from this topic assessed in
Objectives One and Four of
the TAKS Social Studies exam.
Create a criteria chart and rubric with
student input to evaluate the collage.
Have students navigate the Thomas
Jefferson Exhibit at the Library of
Congress web site at
http://www.loc.gov/exhibits/jefferson/. They will then
create a collage of words, drawings, and magazine
cutouts to express their personal ideas about
freedom.
(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 of 26
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2008-09 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Resources
Teacher Notes
Curriculum materials for The Declaration of Independence: A Living
Blueprint for Democracy
Curriculum materials for The Declaration of Independence: A Living Blueprint for Democracy should be located on
secondary campus libraries. Check with your department chair and librarian for access to these materials.
Specific Web Sites on Celebrate Freedom Week:

The Social Studies Center at
http://socialstudies.tea.state.tx.us/whatsnew/freedom/freedom.htm
provides information on the background of Celebrate Freedom Week
as well as recommended lesson plans to use in the study of the
Declaration of Independence.

American Bar Association at http://www.abanet.org/publiced

Bill of Rights Institute at http://www.BillofRightsInstitute.org

Center for Civic Education at http://www.civiced.org

Constitutional Rights Foundation at http://www.crf-usa.org

Electronic Smithsonian at http://www.si.edu/

National Archives: The Constitution Community at
http://www.nara.gov/education/cc/

State Bar of Texas at http://www.texasbar.com

U.S. Founding Documents at http://www.law.emory.edu/FEDERAL/

Thomas Jefferson Exhibit at the Library of Congress at
http://www.loc.gov/exhibits/jefferson/
Video Connection - United Streaming
Download clips of videos connected to World Geography. Go to www.unitedstreaming.com to
locate videos. Videos can be downloaded to your computer and projected on a screen with your
EZ-Pro projector. An entire video or clips of it can be shown. The United Streaming titles listed on
the IPG provide a direct electronic link to the video. Electronic access to the IPGs can be obtained
by typing in “matrix” on an AISD computer. Contact your department chair for password
information for United Streaming.
Recommended video from www.unitedstreaming.com:

Declaration of Independence, The: A Foundation of Ideas for a
New Age
(17:13 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 2 of 26
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2008-09 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Latin America: Physical Geography
111
201
214
History-Present relates to the past
Analyze the effects of physical and human geographic
patterns and processes on events in the past [and
describe their effects on present conditions, including
significant physical features and environmental conditions
that influenced migration patterns in the past and shaped
the distribution of culture groups today.] (1A) B
T2*
Geography-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)
T2
3 days
PRODUCTS
B
215
Geography-Translate and anlyze geographic data
Analyze political, economic, social, and demographic data
to determine the level of development and standards of
living in nations. (5B) B
T3*
216
Geography-Translate and analyze geographic data
Pose and answer questions about geographic distributions
and patterns in world history shown on maps, graphs,
charts, models, and databases. (WH 11B)
B
T2
Geography-Humans have adapted to, and modified, the
physical environment
Compare ways that humans depend on, adapt to, and
modify the physical environment, such as coastal fishing,
farming and ranching, industrialization, irrigation, timber
and urbanization using state, national, and international
human activities in a variety of cultural and technological
contexts. (8B)
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
223
812
SPECIAL
NOTE ON
PACING
AND
SUGGESTED
STUDENT
WORK
There are
more than
enough
classroom
activities
provided in
this
document
to fulfill the
number of
days in the
third six
weeks
grading
period.
Choose
and /or
modify the
activities to
best fit the
needs and
learning
style of
your
students.
Students will design and complete a concept-web
with Central American Regional Traits in the Center.
As they read this chapter, they will fill in information
regarding the following categories: landforms,
climate, vegetation, resources, and rivers. Divide
the students into groups and assign each group a
category to research. Each group will find the
information that most countries have in common, as
Define criteria for student graphic
organizers/ comparison charts and
student-developed maps
and power
point presentations. Create a rubric or
checklist to assess these products.
well as unique differences.
Groups will draw
conclusions about the importance and
connection of each item to the region and share
information using a powerpoint presentation.
Principles of Learning
Connection – Clear
Expectations:
McDougal-Littell World Geography Textbook TE
p.187
Cooperative Learning - Creating a Country Profile:
Students in small groups will create an eight-minute
video or “live presentation” that profiles a specific
Latin American country. Students are to develop this
profile in order to prepare a “campaign” to attract the
headquarters of a Latin American cable channel
network.
Clear expectations that call for
the following criteria to be
presented in the campaign:

physical features

major cities

cultural attractions

the political situation
including potential
problems
McDougal-Littell World Geography Textbook TE
p.191
Critical Thinking - Creating a Database of Physical
Features: Small groups of students will work together
to create a grid
using one of the following
assigned categories:

mountain ranges, river systems, highlands,
flat land, rugged land
The names of each Latin American country should be
written down the side of the grid. Each member of
the group should use the physical map on p. 191 as a
reference and incorporate the information into the
database.
Each group will create a series of
synthesis & evaluation level questions about its
assigned category to lead a whole class
discussion.
Graded evaluation of the grid.
TAKS Preparation
McDougal-Littell World Geography
Ancillaries:
TAKS Spiraled Content Review
TE
TAKS Practice Transparencies:
TT28, TT29, TT30
TAKS Mini-Lessons
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 of 26
©2008-09 Austin Independent School District
Matrix
#
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Latin America: Physical Geography (cont.)
207
209
Geography-Physical characteristics of the environment
Relate the physical processes to the development of distinctive
landforms. (4B)
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)
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-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
231
Geography-How population is distributed
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)
3 days
(cont.)
McDougal Littell World Geography Textbook TE
p.203
Link to Language Arts: Storytelling: Have students
write a story using elements of Latin American
geography in the story. Encourage them to tell
instead of read their finished stories to other students.
Criteria charts and rubrics developed with
student input to evaluate the story
McDougal-Littell World Geography Textbook TE
p.202
Differentiating Instruction for ESL students - Creating
a Dictionary: Pass out note cards to students and
have them write the English words to key geographic
terms from Chapter 9 along with the translation in
their native language and a definition in English.
Have students work in partners to study the terms.
Graded evaluation of notecards
McDougal-Littell World Geography Textbook TE
p.204
Reporting on Conservation Efforts: Have students
research the Mesoamerican Ecotourism Alliance and
prepare a written report. Students should then
brainstorm how they can create an ecotourism
student line in the Austin community to help the local
environment.
Criteria charts and rubrics developed with
student input to evaluate the report
Assist struggling readers by assigning students the
McDougal-Littell World Geography Ancillaries: Unit 3
In-Depth Resources: Guided Reading, p.3
Graded evaluation of the completed table
Internet Activity – The Growth of Cities:
Students will go to the Cities in Latin
America web site at
http://www.2747.com/ 2747/ world/
city/ aalatin.htm and do research on the most rapidly
growing cities of that region. They will then write a
report of their findings, including a map that shows
the fastest growing cities. They will combine this with
a chart that lists common problems of rapid growth.
Teacher Developed Test on the Physical
Geography of Latin America.
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 of 26
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2008-09 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Pre-AP World Geography
Suggested Student Work Products
Suggested Assessment
Latin America: Physical Geography (cont.)
234
320
329
338
436
Geography-Geographic factors influence economic
development
Analyze how the character of a place is related to
its…economic…characteristics. (5A)
3 days
(cont.)
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)
Economics-Different areas of the world are economically
interdependent through trade
Compare global trade patterns of different periods of time and
develop hypotheses to explain changes that have occurred in
world trade and the implication of these changes. (12A)
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)
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 formation of
congressional voting zones or free trade zones. (14B)
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 decisionmaking processes on local, state, national, and international
levels. (15A)
601
Culture-Concept of culture
Describe distinctive cultural patterns and landscapes
associated with…other regions of the world, and how these
patterns influenced the processes of innovation and diffusion.
(16A)
History Alive!
NOTE: There are numerous activities that
address the geography and culture of
Latin America in History Alive!
Because of time restraints, teachers
should choose the activities
best suited for their classes.
The report on city growth in Latin America
should include criteria charts and a rubric
that:




Recommended activities from History Alive!
Modern Latin America:
Present concise, wellorganized information on
rapidly growing cities.
Summarize the effects that
rapid growth has on a city's
residents.
Produce clear, imaginative
visuals (map and chart).
Include references to the Web
sites used as sources.
Activity 1.1 Discovering Latin America’s Diversity:
Students will match visual images to Latin American
locations and summarize their discoveries in writing.
Graded evaluation of written product
Activity 1.2 Mapping the Physiographic Features
of Latin America: Students will discuss the extent to
which the physiography of Latin America is diverse or
uniform.
Graded evaluation of complete map
assignment
Activity 1.3 Graphing and Interpreting
Demographic Data: Students will graph
demographic data of 18 Latin American countries and
create a matrix on the classroom wall.
Graded evaluation of classroom matrix
Activity 2.4 Touring Mexico City by Bus: Students
will write a postcard from sites on the Mexico City
“bus tour” and summarize the excursion in a letter.
Graded evaluation of completed postcard
and letter
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 of 26
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2008-09 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Latin America: Physical Geography (cont.)
708
801
802
809
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 that have taken place. (20B)
Social Studies Skills-Use social studies terminology
Apply appropriate vocabulary, geographic modes,
generalizations, theories, and skills to present geographic
information. (22B)
Social Studies Skills-Use social studies terminology
Use geographic terminology correctly. (22C)
Social Studies Skills-Obtain information from a variety of
visual sources
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)
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)
826
Social Studies Skills- Apply critical thinking skills to
identify a social studies problem and evaluate solutions
Use case studies and geographic information systems to
identify contemporary geographic problems and issues and to
apply geographic knowledge and skills to answer real-world
questions. (23B)
828
Social Studies Skills-How to work with other students
Plan, organize, and complete a group research project that
involves asking geographic questions; acquiring, organizing,
and analyzing geographic information; answering geographic
questions; and communicating results. (23A)
4 days
(cont.)
Mapping Our World: GIS Lessons for Educators –
Module 7 (pages 415-442)
In the Eye of the Storm: A regional case study of
Latin America and the impact of Hurricane Mitch –
Students will study the destructive force of Hurricane
Mitch, which devastated Central America in 1998.
They will analyze information about the storm itself,
compare the region before, during, and after the
storm, and reflect on the impact it had on the society
it ravaged. The students will end their study by
developing a hurricane relief/rebuilding plan for the
region, and then compare their theories with the plans
that were actually made.
McDougal-Littell World Geography Textbook TE p.
211
Internet Research - Researching Farming in the Rain
Forest: Use the Rain Forest Live web site at
http://www.rainforestlive.org.uk/index.cfm?Articleid=4
60 in addition to other links on farming in the rain
forest. Have them research the impact of slash-andburn farming and other practices on the rain forest
and then list at least five facts about rain-forest
farming methods. Students will then take the one fact
they consider to be most important and will justify
through written and visual representation why this fact
is important.
Use the rubric of page 442 to assess the
GIS activity on Hurricane Mitch in addition
to the emergency action plans developed
by students.
Principles of Learning
Connection
Academic Rigor in a Thinking
Curriculum: High-Thinking
Demand
The GIS activity on Hurricane
Mitch’s impact on Central America
is a challenging high-level
assignment that challenges
students to construct
explanations, justify arguments,
and reflect on the learning
process.
McDougal-Littell World Geography Textbook TE p.
212
Skill builder Lesson - Identifying and Solving
Problems: Have pairs of students discuss problems
typical of urbanization such as slums, unemployment,
crime, pollution, and infrastructure. Have each team
share possible solutions to each problem with the
class.
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 of 26
©2008-09 Austin Independent School District
Matrix
#
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Resources
Teacher Notes:
McDougal-Littell World Geography Textbook Chapter 9, “Physical
Geography of Latin America: From the Andes to the Amazon”, pages 200215
Online edition and support at www.classzone.com
Vocabulary:
Amazon River, Andes Mountains, cerrado, llanos, Orinoco River, pampas, Panraná River, rain forest, pull factors,
push factors, slash-and-burn, terraced farming, infrastructure
Textbook Ancillaries:
McDougal-Littell World Geography Ancillaries:
Reading Study Guide, pp. 77-84
Access for Students Acquiring English, pp. 43-46
Spanish Reading Study Guide, pp. 77-84
Unit 3 In-Depth Resources:
Skill builder p. 8 ; Building Vocabulary p. 9; Reteaching
pp.10-12 ; Map and Graph Skills p. 6-7; GeoWorkshop p. 37
Critical Thinking Transparency CT9, CT41
Map Transparencies MT18
Outline Maps with Activities pp. 17-20
Rand McNally Atlas of World Geography pp. 10-11, 94-107
Additional Resources:
Mapping Our World: GIS Lesson for Educators
History Alive! Modern Latin America
Content-specific Web Sites on the Physical Geography of Latin
America:

Cities in Latin America at http://www.2747.com/ 2747/ world/ city/
aalatin.htm

Tropical Deforestation at http://earthobservatory.nasa.gov/ Library/
Deforestation/

Forests for Life at http://www.panda.org/ forests4life/ about.cfm

News Headlines and Articles from Latin America at
http://www.holycross.edu/ departments/ history/ alauria/ news/

Rain Forest Live: Farming at
http://www.rainforestlive.org.uk/index.cfm?Articleid=460

Non-Timber Forest Products at http://www.rainforestweb.org/
Rainforest_Protection/ Green_Business/ NonTimber_Forest_Products/

Lonely Planet: Latin America at http://www.lonelyplanet.com/
destinations/ loc-ame.htm

Travel in Latin America – LANIC at http://lanic.utexas.edu/ la/ region/
travel/

Country Profiles: The Americas at http://news.bbc.co.uk/ hi/ english/
world/ americas/ country_profiles/ default.stm

CountryWatch: The Americas at http://www.countrywatch.com/
cw_regions.asp?REGION=5
NOTE:
General Web Sites on Geography and Culture:

www.maps101.com

www.cnn.com

www.census.gov/ipc/www/idbpyr (population pyramids)

www.cia.gov/cia/publications/factbook

www.abcnews.com

www.pbs.org

www.adventuredivas.com

www.nationalgeographic.com

Country Studies at http://lcweb2.loc.gov/frd/cs/cshome.html

www.unitedstreaming.com
Video Selections from www.unitedstreaming.com:

Amazon, Land of the Flooded Forest (58:30 minutes)

Central America Today: The Geography of Central America (20:00 minutes)

Exploring the World's Geography: The Geography of Latin America (5:39 minutes)

Lost Land of the Andes (20:00 minutes)

Mexico Today: Mexico: The Nation (24:46 minutes)

Regions of the World: South and Central America (37:59 minutes)

Secrets of the Rain Forest (24:08 minutes)
*Because of time constraints, use selected clips from the videos that enrich and can be
integrated into your classroom curriculum.
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 of 26
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2008-09 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Latin America: Human Geography
111
201
214
History-Present relates to the past
Analyze the effects of physical and human geographic
patterns and processes on events in the past [and
describe their effects on present conditions, including
significant physical features and environmental conditions
that influenced migration patterns in the past and shaped
the distribution of culture groups today.] (1A) B
T2*
Geography-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)
T2
5 days
B
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*
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*
812
Social Studies Skills-Create visual and written materials
[Construct and] interpret maps to answer geographic
questions, infer geographic relationships, and analyze
geographic change. (21C) B
T5
109
History-One era influences other eras
Describe the human and physical characteristics of the same
place at different periods in of history. (2A)
205
Geography-Construct and interpret maps and other
graphics
Construct and analyze population pyramids and use other
data, graphics, and maps to describe the population
characteristics of different societies and to predict future growth
trends. (7A)
Have students create a visual such as a graphic
organizer, Venn diagram, comparison chart, or
concept web to compare the hacienda system with
the ejido system. Row headings: how it works,
when it was used, advantages, and
disadvantages. Students should then write a brief
paragraph describing issues with Mexico’s economy.
Students will interview family members to determine
and classify the push and pull factors that resulted in
their current residence in Austin. Students will also
indicate intervening obstacles faced by ancestors. A
map may be included that indicates the migratory
route taken by the family. Results may be displayed
in poster format, power point, or other preferred visual
format.
Have students create a color key to represent
different majority languages in the countries of South
America. Examples: Green = Portuguese, Red =
Spanish,
Yellow = English, Dutch or French. Have them create
their own symbols for the following: political unrest,
poverty, wealthy, fishing, landlocked, Amazon,
slash-and-burn farming, ethnic diversity, maize,
Patagonia, Oriente, etc. As students read this
chapter, they will place their symbols in the countries
in which they find the previous characteristics.
Teacher developed Quiz on
The Human Geography of Latin America.
TAKS
Preparation
McDougal-Littell World
Geography Ancillaries:
TAKS Spiraled Content
Review TE
TAKS Practice
Transparencies: TT31,
TT32, TT33, TT34
TAKS Mini-Lessons
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 of 26
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2008-09 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Latin America: Human Geography (cont.)
230
Geography-How population is distributed
Describe trends in past world population growth and
distribution. (7C)
5 days
(cont.)
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 economic
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)
320
338
406
Economics-Types of industries found in different societies
Identify factors affecting the location of different types of
economic activities, such as trading and growth of industries.
(11B)
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)
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. (14A)
McDougal-Littell World Geography
Textbook TE p. 223
Internet Research - Preparing a News
Brief: Have students do on-line research
at the Journey Through Tikal web site at
http://www.destination360.com/ tikal/ guide.htm .
After listing the three to five most important facts they
found, they will write a news brief describing the
discovery of this ancient site.
Criteria charts and rubrics developed with
student input to evaluate the news brief
McDougal-Littell World Geography Textbook TE p.
224
Skill Builder Lesson - Making Comparisons:
Graded evaluation of Venn diagrams
Have small groups of students create a Venn
diagram comparing and contrasting the cultures of the
Caribbean and Central America. Have them research
the following topics as the basis for the content in their
diagrams:

Languages spoken in each region

History of colonialism

Effects of African influence
Graded evaluation of completed posters
Then have the small groups research one of
the countries in Central American or the Carribean
and complete a travel poster promoting tourism
specific to the assigned country. The travel
poster should include information unique to the
country and information about historical and/or
educational sites.
Graded evaluation of completed charts
McDougal-Littell World Geography Textbook TE p.
233
Cooperative Learning - Resources Chart: Have small
groups of students create charts showing the
resources of several different countries in South
Graded evaluation of completed maps
America.
Groups should then select one of the
countries & create a series of maps that include:
climate, natural resources and land uses, political,
physical, and population.
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 of 26
©2008-09 Austin Independent School District
Matrix
#
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Latin America: Human Geography (cont.)
436
601
Government-Impact of economic issues on different types
of government
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)
Culture-Concept of culture
Describe distinctive cultural patterns and landscapes
associated with…other regions of the world, and how these
patterns influenced the processes of innovation and diffusion.
(16A)
612
Culture-How cultures change over time
Analyze cultural changes in specific regions and the obstacles
they face. (18B)
801
Social Studies Skills-Use social studies terminology
Apply appropriate vocabulary, geographic modes,
generalizations, theories, and skills to present geographic
information. (22B)
802
Social Studies Skills-Use social studies terminology
Use geographic terminology correctly. (22C)
809
Social Studies Skills-Obtain information from a variety of
visual sources
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)
813
826
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 and evaluate solutions
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)
5 days
(cont.)
Internet Activity – Economic Growth and
the Income Gap: Students will use the
Latin American Economic Growth and
Latin American Development Statistics
web sites listed in the Resource section to
prepare a report on economic growth in Latin
America. They should also include a chart showing
what countries have introduced free-market reforms
and what impact these reforms have had on closing
the income gap.
Mapping Our World: GIS Lessons for Educators –
Module 6 “Share and Share Alike”, (pages 321342)*
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 2 North America suggested products or
can be used as a transition between Unit 2 and
Unit 3.
Recommended activities from History Alive!
Modern Latin America:
Activity 2.1 Forming Social Pyramids from Past to
Present: Students will create pyramids to explain the
social hierarchies in four periods of Mexican history.
Activity 2.3 An Evening in the Plaza: Sharing
Perspectives on Migration: Students will explore
the life of one of eight villagers in Purísima, Mexico,
and then discuss their views on migration to the
United States in the town plaza.
A grading rubric that requires students to:

Summarize the impact of freemarket reforms

Produce a clear, imaginative
visual to complement the report
on economic growth

Include reference to the Web
sites used as sources
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.
Principles of Learning
Connection
Academic Rigor in a Thinking
Curriculum: Active Use of
Knowledge
The activities from GIS and
History Alive! used in the World
Geography curriculum require
students to synthesize several
sources of information, interpret
texts and construct solutions to
various issues.
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 of 26
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2008-09 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Resources
Teacher Notes
McDougal-Littell World Geography Textbook Chapter 10 “Human
Geography of Latin America: A Blending of Cultures”, pages 216-243”
Online edition and support at www.classzone.com
Vocabulary:
Textbook Ancillaries:
McDougal-Littell World Geography Ancillaries:
Reading Study Guide, pp. 85 -94
Access for Students Acquiring English, pp. 49-52
Spanish Reading Study Guide, pp. 85-94
Unit 3 In-Depth Reassures:
Skill builder p. 17; Building Vocabulary p. 18; Reteaching pp.19-22
Critical Thinking Transparency CT42
Map Transparencies MT18
Outline Maps with Activities pp. 21-28
Cultures Around the World p. 13-18
Cultures Transparencies CW13-18
The World’s Music CD- Track 3-5
Additional Resources:
Mapping Our World: GIS Lesson for Educators
History Alive! Modern Latin America
Maps101.com (the login is AISD and the password is AISD)
Content-specific Web Sites on the Human Geography of Latin
America:

Latin American Economic Growth at http://www.utexas.edu/ depts/
grg/ knapp/ courses/ grg319/ resources/ growth.html

Development Statistics: Latin America at http://qesdb.cdie.org/ lac/
index.html

Amazon Interactive at http://www.eduweb.com/ amazon.html

Society & Culture in Latin America at http://lanic.utexas.edu/ subject/
society/

Dan Heller’s Photo’s of Central and South America at
http://www.danheller.com/ latin-america.html

Tribal Eyes: The Americas at http://www.tribaleye.co.uk/ htm/
americas.htm

Journey Through Tikal at http://www.destination360.com/ tikal/
guide.htm

Photos from Tikal at http://mayaruins.com/ tikal.html

Rich-Poor Gap as Wide as Ever in Latin America at
http://www.globalpolicy.org/ socecon/ inequal/ 2000/ latinam.htm

Inequality in Latin America Worsens at http://www.twnside.org.sg/
title/ eclac.htm
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Spanish Conquest, Tenochtitlán, Institutional Revolutionary Party (PRI), mestizo, maquiladoras, NAFTA
cultural hearth, United Provinces of Central America, Panama Canal, calypso, reggae, informal economy
Inca, Quechua, Mercosur, Treaty of Tordesillas, Carnival, samba, capoeira
Supplemental Reading from National Geographic:

Cobb, Charles. “Bahia: Where Brazil Was Born.” National Geographic. April 2002. Pages 2-37.
Video Selections from www.unitedstreaming.com:

Assignment: Cuba (16:36 minutes)

Central America Today: Life in Central America (20:00 minutes)

Central America Today: The Heritage of Central America (20:00 minutes)

Mexicans, The: Through Their Eyes (58:35 minutes)

Mexico Today: Mexico: The Heritage (20:24 minutes)

Mexico Today: Mexico: The People (21:30 minutes)

Mystic Lands: Haiti: Dance of the Spirit (25:00 minutes)

Mystic Lands: Maya: Messages in Stone (25:00 minutes)

Mystic Lands: Peru: Kingdom in the Clouds (25:00 minutes)

Regions of the World: South and Central America (37:59 minutes)

South America Today: Argentina (22:49 minutes)

South America Today: Bolivia (20:27 minutes)

South America Today: Brazil (20:21 minutes)

South America Today: Chile (20:22 minutes)

South America Today: Ecuador (22:40 minutes)

South America Today: Paraguay/Uruguay (20:03 minutes)

South America Today: Peru (22:57 minutes)

South America Today: Venezuela (23:29 minutes)

Two Worlds Touch (24:00 minutes)
*Because of time constraints, use selected clips from the videos that enrich and can be
integrated into your classroom curriculum.
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 of 26
©2008-09 Austin Independent School District
Matrix
#
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Pre-AP World Geography
Suggested Student Work Products
Suggested Assessment
Latin America: Today’s Issues
215
223
812
109
Geography-Translate and analyze geographic data
Analyze political, economic, social, and demographic data
to determine the level of development and standards of
living in nations. (5B) B
T3*
Geography-Humans have adapted to, and modified, the
physical environment
Compare ways that humans depend on, adapt to, and
modify the physical environment, such as coastal fishing,
farming and ranching, industrialization, irrigation, timber
and urbanization using state, national, and international
human activities in a variety of cultural and technological
contexts. (8B)
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
History-One era influences other eras
Describe the human and physical characteristics of the same
place at different periods in of history. (2A)
207
Geography-Physical characteristics of the environment
Relate the physical processes to the development of distinctive
landforms. (4B)
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)
5 days
Students create a graphic organizer illustrating the
advantages and disadvantages of NAFTA.
Students will perform a news interview in which a
reporter interviews the following on their position
supporting or opposition to maquiladoras. The
interviewees can present any of the following
perspectives: US laborer, EPA, US fortune 500
company owner, Mexican laborer, and Mexican
government.
Assign individual or pairs to research a current
issue/problem facing any Latin American or
Caribbean country. Students will evaluate the
possible solutions and propose the best solution with
evidence to support their choice.
McDougal-Littell World Geography Textbook TE p.
250
Cooperative Learning - Writing a Dialogue: To
deepen the understanding of the struggle for
democracy, have students work in small groups and
assume the roles of president, general, wealthy
land owner, Native American and farmer. Students
will write a dialogue in which they discuss, in their
assigned roles, their thoughts about democracy, the
future of their country, and their place in a democratic
society.
OR
Teacher developed Quiz on
Today’s Issues in Latin America
T TAKS
P
Preparation
McDougal Littell World
Geography Ancillaries:
TAKS Practice
Transparencies TT35,
TT36, TT37
Graded evaluation of written dialogues
Graded evaluation of written editorials
McDougal-Littell World Geography Textbook TE p.
253
Critical Thinking - Identifying and Solving Problems:
Students are to imagine that they are newspaper
editors in a Latin American country where rebel forces
are fighting against the government. Each student
should write an editorial stating the nature of the
conflict, summarizing key events of the rebellion and
proposing solutions to the problems that lie behind
the conflict. Each “editor” should take a stand
supporting either the rebels or the government, and
provide reasons for his or her position.
221
Geography-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
Describe trends in past world population growth and distribution.
(7C)
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 of 26
©2008-09 Austin Independent School District
Matrix
#
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Latin America: Today’s Issues (cont.)
233
234
503
612
Geography- Geographic factors influence political
development
Analyze how the character of a place is related to its political…
and cultural characteristics. (5A)
Geography-Geographic factors influence economic
development
Analyze how the character of a place is related to
its…economic…characteristics. (5A)
Citizenship-Customs, symbols, and celebrations
Explain how citizenship practices, public policies, and decisionmaking may be influenced by cultural beliefs. (15B)
Culture-How cultures change over time
Analyze cultural changes in specific regions and the obstacles
they face. (18B)
801
Social Studies Skills-Use social studies terminology
Apply appropriate vocabulary, geographic modes,
generalizations, theories, and skills to present geographic
information. (22B)
802
Social Studies Skills-Use social studies terminology
Use geographic terminology correctly. (22C)
809
Social Studies Skills-Obtain information from a variety of
visual sources
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)
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)
5 days
(cont.)
McDougal-Littell World Geography Textbook TE p.
254
Skill Builder Lesson - Drawing Conclusions: Review
the primary sources listed on pages 254-255 to reach
conclusions about poverty and the income gap in
Latin America.
McDougal-Littell World Geography Textbook TE p.
257
Internet Activity - Rain Forest: Using the
Web sites listed in the resource section,
students will research solutions and
strategies to slow the dwindling of the
Amazon rain forest. They will then combine charts,
maps, and other visual images into a electronic
presentation in which they propose strategies and
solutions.
Use the video from the ancillary collection The
Voyageur Experience in World Geography Costa
Rica: Ecotourism and Economic Development as a
resource in presenting these contemporary issues
from Latin America. Pages 11-20 of the Video
Resource Book provide activities to supplement this
video.
In order to have an effective presentation
for the Internet activity, students will need
to:

offer a concise, well-organized
presentation on preserving the rain
forest

include clear, imaginative visuals

cite references to Web sites used as
sources
Principles of Learning
Connection
Accountable Talk –
Accountability to the Learning
Community:
Use the video to stimulate
discussion on ecotourism. Have
students actively participate in
classroom talk in which they
elaborate and build upon ideas and
each other’s contributions.
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 of 26
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2008-09 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Latin America: Today’s Issues (continued)
826
Social Studies Skills- Apply critical thinking skills to
identify a social studies problem and evaluate solutions
Use case studies and geographic information systems to
identify contemporary geographic problems and issues and to
apply geographic knowledge and skills to answer real-world
questions. (23B)
828
Social Studies Skills-How to work with other students
Plan, organize, and complete a group research project that
involves asking geographic questions; acquiring, organizing,
and analyzing geographic information; answering geographic
questions; and communicating results. (23A)
829
Social Studies Skills-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)
5 days
(cont.)
Principles of Learning
Connection
Accountable Talk –
Accountability to Rigorous
Thinking:
When students participate in the
Rainforest Conference, they are
responsible for constructing
explanations, testing their own
understanding of concepts, and
challenging the quality of each
other’s evidence and reasoning.
Mapping Our World: GIS Lessons for Educators –
Module 7 “Data Disaster”, (pages 442-456)
Using a detailed map of Costa Rica, have
students trace a route through the country from
the Atlantic coast to the Pacific coast, using
different colors to show a change in
vegetation/ecoregion type. Have them include a
legend on the bottom of each map and list
examples of species found in each zone. What
species are found in the lowlands? What species
are found in the middle and highlands? Are the
species indigenous to the Pacific Coast different
from those found on the Caribbean coast? Why?
Students will also act as data detectives, students will
recreate documentation for ecozone maps after a
storm has damaged a wildlife conservancy. Students
will analyze the data in order to create a new
metadata document.
Recommended activities from History Alive!
Modern Latin America:
Teacher developed unit test on
Today’s Issues and Human Geography
in Latin America
The metadata set created by students
should include:

identification of data

attribute information for the table

spatial data organization

spatial reference information

metadata reference information
Activity 3.1 A Conference on the Fate of the
Brazilian Rainforest: Students will assume the roles
of representatives of various interest groups to
debate the use of rainforest resources.
Students
will prepare a persuasive essay that includes
research and facts/data specific to the
topic/viewpoint selected that will be turned in on
the day of the actual debate.
Graded evaluation of written proposals
Activity 3.2 Writing a Proposal for Resource Use
In the Rainforest: Students will draft a proposal to a
Brazilian government advisory board on how to
resolve resource-use conflicts.
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 of 26
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2008-09 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Resources:
McDougal-Littell World Geography Textbook Chapter 11 “Today’s Issues:
Latin America”, pages 244-257
Online edition and support at www.classzone.com
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Teacher Notes:
Vocabulary:
biodiversity, deforestation, global warming, debt-for-nature swap, oligarchy, Junta, caudillo, land reform
Textbook Ancillaries:
McDougal-Littell World Geography Ancillaries:
Reading Study Guide, pp. 95-102
Access for Students Acquiring English, pp. 54-56
Spanish Reading Study Guide, pp. 95-102
Unit 3 In-Depth Resources:
Skill builder p. 28; Building Vocabulary p.29; Reteaching pp.34-36;
Map and Graph Skills p. 26-27; Exploring Today’s Issues p. 30-33
Critical Thinking Transparency CT 43
Map Transparencies MT20
Video Resource Book pp. 11-20
The Voyageur Experience in World Geography Video Series: Costa
Rica: Ecotourism and Economic Development
Additional Resources:
Mapping Our World: GIS Lesson for Educators
History Alive! Modern Latin America
Maps101.com (the login is AISD and the password is AISD)
Content-specific Web Sites on Today’s Issues in Latin America:

Amazon Interactive at http://www.eduweb.com/ amazon.html

Earth Observatory Library: Tropical Deforestation Fact Sheet at
http://earthobservatory.nasa.gov/ Library/ Deforestation/

Rainforest Action Network at http://www.ran.org/ info_center/

Rainforest Web at http://www.rainforestweb.org/
Principles of Learning Connection: Accountable Talk – Accountability to Knowledge:
Teach students that the ideas behind Accountable Talk are also important when writing an opinion essay. Just as
in class discussion, they should be able to back up their opinion with solid reasons based on evidence and agree
or disagree with other points of view.
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 of 26
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2008-09 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Oceania, Australia, and Antarctica: 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
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
214
Geography: Translate and analyze geographic data
Answer questions about geographic distributions and patterns
shown on maps, graphs, and charts. (8.10B) B
216
Geography-Translate and analyze geographic data
Pose and answer questions about geographic distributions and
patterns in world history shown on maps, graphs, charts, models,
and databases. (WH11B)
B
223
Geography-Humans have adapted to, and modified, the physical
environment
Compare ways that humans depend on, adapt to, and modify the
physical environment, such as coastal fishing, farming and
ranching, industrialization, irrigation, timber and urbanization using
state, national, and international human activities in a variety of
cultural and technological contexts. (8B) B
T2*
2 days
Have students create a graphic organizer with facts
from each region (Oceania, Australia, and
Antarctica) with column titles of: Landforms,
Resources, Climate and Vegetation, and HumanEnvironment Interaction. Use the Textbook
pp.689-701. Use Critical Thinking Transparency CT30
Teacher developed Quiz on
The Physical Geography of
Oceania, Australia, and Antartica
T2
T2
T2
T5*
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*
715
Science, Technology, & Society-Impact of technology and human
modifications on the physical environment
Evaluate the significance of major technological innovations,
including fire, steam power, diesel machinery, and electricity that
have been used to modify the physical environment. (19A) B
T2*
812
Social Studies Skills-Create visual and written materials
[Construct and] interpret maps to answer geographic questions,
infer geographic relationships, and analyze geographic change.
(21C) B
T5
109
History-One era influences other eras
Describe the human and physical characteristics of the same place at
different periods in of history. (2A)
McDougal-Littell World Geography Textbook TE p.
696
Internet Research - Making a Wildlife
Conservation Report: Have students
assume the role of wildlife
conservationists. Have each of them select an animal
native to Australia and find information on the Internet
about its habitat and welfare. A good place to start
research is the World Wide Fund for Nature Australia
Web site at http://www.wwf.org.au/. Students will
need to provide a written report about the animal’s
future prospects.
Criteria charts and rubrics developed with
student input to evaluate the completed
report
Principles of Learning Connection
Academic Rigor in a Thinking
Curriculum - High-Thinking
Demand:
Internet research on wildlife
conservation is an extended project
in which original work and revisions
to the standards are expected.
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 of 26
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2008-09 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Oceania, Australia, and Antarctica: Physical Geography (cont.)
154
207
History-Historical development of social issues
Assess how people’s changing perceptions of geographic features have
led to changes in human societies. (2B)
Geography- Physical characteristics of the environment
Relate the physical processes to the development of distinctive
landforms. (4B)
208
Geography- Physical characteristics of the environment
Describe physical environment of regions and the physical processes
that affect these regions such as weather, tectonic forces, wave action,
freezing and thawing, gravity, and 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)
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)
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-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)
320
Economics-Types of industries found in different societies
Identify factors affecting the location of different types of economic
activities, such as trading and growth of industries. (11B)
329
Economics-Different areas of the world are economically
interdependent through trade
Compare global trade patterns of different periods of time and develop
hypotheses to explain changes that have occurred in world trade and the
implication of these changes. (12A)
2 days
(cont.)
McDougal-Littell World Geography Textbook TE p.
699

After students read “Invasion of the Rabbits” on
pages 699-700,
have them research the
effect of the spatial diffusion of an introduced
species to Texas. Students may select one of
the following examples- or generate one of
their own:
Cow Birds of South Texas
Fire ants
Africanized Killer Bees
Hydrilla
Kudzo
After conducting their research, students
will create a 3-part visual representation which
includes:

Part 1- Summary of each selection
(“Invasion of Rabbits” & other selected topic)

Part 2- Create a visual that
compares/contrasts these invasions in
Australia & Texas

Part 3- Concluding paragraph that explains
the implications of their findings
McDougal-Littell World Geography Textbook TE p.
692
GeoActivity – Public Service Announcement: After
conducting research on how humans have damaged
the Great Barrier Reef, students will write a script for a
public service announcement telling visitors to
Australia what behaviors to avoid. Visuals of the
Great Barrier Reef should be included as part of the
public service announcement.
TAKS Connection
The spread of rabbits to
Australia is an excellent
supporting example to the
concept addressed in WG
1B – “Trace the spatial
diffusion of a phenomenon
and describe its effects on
regions of contact” which is
tested under Objective 2 of
the Grade 10 TAKS exam.
Criteria charts and rubrics developed with
student input to evaluate the completed
public service announcement
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 of 26
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2008-09 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Oceania, Australia, and Antarctica: Physical Geography (cont.)
601
Culture-Concept of culture
Describe distinctive cultural patterns and landscapes associated
with…other regions of the world, and how these patterns influenced the
processes of innovation and diffusion. (16A)
605
Culture-People learn about themselves
Analyze examples of cultures that maintain traditional ways, such as
Australian aborigines…(18C)
801
Social Studies Skills-Use social studies terminology
Apply appropriate vocabulary, geographic modes, generalizations,
theories, and skills to present geographic information. (22B)
802
Social Studies Skills-Use social studies terminology
Use geographic terminology correctly. (22C)
809
Social Studies Skills-Obtain information from a variety of visual
sources
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)
826
Social Studies Skills- Apply critical thinking skills to identify a
social studies problem and evaluate solutions
Use case studies and geographic information systems to identify
contemporary geographic problems and issues and to apply geographic
knowledge and skills to answer real-world questions. (23B)
829
Social Studies Skills-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)
2 days
(cont.)
Mapping Our World: GIS Lessons for Educators –
Module 7 “Water World”, (pages 393-414)
Students will investigate and explore changes that
might occur to the surface of the earth if the major ice
sheets of Antarctica melted. After studying images
and information relating to the physical geography of
Antarctica and considering the consequences of
projected changes on human structures, they will
create an action plan for a major city of the world that
would be flooded in the event of a major catastrophic
polar meltdown.
The completed action plan will need to
contain the following information:

A time line describing the various
phases of the plan

A map displaying the proposed
changes based from the plan

Data supporting suggested changes

A written report explaining the plan
Principles of Learning
Connection
Academic Rigor in a Thinking
Curriculum – High-Thinking
Demand:
The process used to develop the
action plan for the GIS activity
requires students to participate in
a challenging high-level
assignment in which they
construct explanations and justify
arguments.
TAKS Preparation
McDougal-Littell World Geography Ancillaries:
TAKS Spiraled Content Review TE
TAKS Practice Transparencies: TT97, TT98, TT99
TAKS Mini-Lessons
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 of 26
©2008-09 Austin Independent School District
Matrix
#
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Resources:
McDougal-Littell World Geography textbook, Chapter 30, “Physical
Geography of Southeast Asia, Oceania, and Antarctica: A Region of
Extremes”, pages 688-703
Online edition and support at www.classzone.com
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Teacher Notes:
Vocabulary:
archipelago, Oceania, high island, low island, Great Barrier Reef, outback, voyaging canoe, outrigger canoe, atoll,
Bikini Atoll
Textbook Ancillaries:
Student Atlas (McDougal Littell) pages 102-103 Political and Physical
Oceania and Australia
In Depth Resources: Unit 10

Exploring Today’s Issues, pp. 28-31

Unit Atlas Activities, p. 1

Regional Data File Activities, p. 2

Building Vocabulary, p. 9

Reteaching Activity, p. 10

Map and Graph Skills, pp. 6-7
Outline Maps with Activities

S.E. Asia, Oceania, and Antarctica:
Physical pp. 99-100

S.E. Asia and Oceania: Political, pp. 101-102
Advanced Vocabulary:
Mount Pinatubo, Malay Peninsula, Indochinese Peninisula, Mekong River, coral reefs, Southern Alps, Antarctica, ice sheet
Relief Map, Tropical wet climate, tropical wet and dry climate, rain shadow, typhoon, monsoon, Marsuppials, monotremes,
Gondwana, polar desert, hulls, introduced species, burrows, mysomatosis, bravo bomb
Additional Resources:
Mapping Our World: GIS Lesson for Educators
Maps 101.com
Content-specific Web Sites on the Physical Geography of Australia,
Oceania, and Antarctica:

Palmrya Atoll at
http://www.oneworldjourneys.com/expeditions/palmyra/

Volcanoes in Australia at http://volcano.und.edu/ vwdocs/
volc_images/ australia/ australia.html

Warnings in the Ice at http://www.pbs.org/ wgbh/ nova/ warnings

What’s Up With the Weather at http://www.pbs.org/ wgbh/ warming

The Impact of Global Warming on Antarctica at
http://www.climatehotmap.org/ index.html

World Wide Fund for Nature Australia at http://www.wwf.org.au/

The EPA Global Warming Kids Page at http://www.epa.gov/
globalwarming/ kids/ index.html
Content-specific Web Sites on the Physical Geography of Australia, Oceania, and Antarctica:

The Geography of Australia and New Zealand at http://www.harpercollege.edu/ ~mhealy/ g101ilec/ austral/
aumenu.htm

Regional: Oceania at http://directory.google.com/ Top/ Regional/ Oceania/

West Papua at http://www.cs.utexas.edu/ users/ cline/ papua/ core.htm

Pictures from Australia at http://members.tripod.com/ ~lbobke/ oz/ ozthumbn.html

Australiapics.com at http://www.australienbilder.de/e-index.htm

Picturesofplaces.com: Australia at http://www.picturesofplaces.com/Oceania/australia.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 19 of 26
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2008-09 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Oceania, Australia, and Antarctica: 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*
214
Geography-Translate and analyze geographic data
Answer questions about geographic distributions and patterns
shown on maps, graphs, and charts. (8.10B) B
T2
223
Geography-Humans have adapted to, and modified, the physical
environment
Compare ways that humans depend on, adapt to, and modify the
physical environment, such as coastal fishing, farming and
ranching, industrialization, irrigation, timber and urbanization using
state, national, and international human activities in a variety of
cultural and technological contexts. (8B) B
301
Economics-Production of goods and services
Compare the ways people satisfy their basic needs through the
production of goods and services such as subsistence agriculture
versus market-oriented agriculture or cottage industries versus
commercial industries. (10C) B
T3
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*
McDougal-Littell World Geography Textbook TE p.
715
Students will research the nations and territories in
Oceania. They will then choose the one they think
would make the best vacations spot and will create a
tourist brochure persuading travelers to visit that
place.
707
Science, Technology, & Society-Impact of technology on economic
development
Describe the impact of new technologies, new markets, and revised
perceptions of resources. (20A) B
T2*
.
812
Social Studies Skills-Create visual and written materials
[Construct and] interpret maps to answer geographic questions,
infer geographic relationships, and analyze geographic change.
(21C) B
109
History-One era influences other eras
Describe the human and physical characteristics of the same place at
different periods in of history. (2A)
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)
3 days
T5*
Have students identify the regions in the unit. Have
students create a table illustrating the human
geography for each region. Label each row with the
regions, and label columns: History (include
colonialism), Economy, Culture, and Modern Life
of each region Then have them create a Venn
Diagram on the three regions that shows the
similarities and differences.
Teacher created Test on
The Human Geography of
Oceania, Australia, and Antarctica
McDougal-Littell World Geography Textbook TE p.
713
Critical Thinking - Drawing Conclusions: After
students read pages 712-713, have them examine the
Cultural Regions Map of Oceania on page 713. They
will need to identify the three regions shown on the
map and understand what defines these regions and
what conclusions about cultural similarities are
evident in these islanders separated by vast distance.
Graded evaluation of brochure
Principles of Learning
Connection
T5
Accountable Talk –
Accountability to Knowledge:
By making generalizations about
colonialism in Australia and New
Zealand, students have to make
use of specific and accurate
knowledge and provide evidence
for their claims and arguments.
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 of 26
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2008-09 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Oceania, Australia, and Antarctica: Human Geography (cont.)
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-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)
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 economic development.
Analyze how the character of a place is related to
its…economics…characteristics. (5A)
318
Economics-Different economic systems
Explain how traditional, command, and market economies operate in
specific countries. (10B)
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. (11B)
329
Economics-Different areas of the world are economically
interdependent through trade
Compare global trade patterns of different periods of time and develop
hypotheses to explain changes that have occurred in world trade and the
implication of these changes. (12A)
338
Economics-Technology, transportation and communication
influence a society’s economy
Describe how changes in technology, transportation, and communication
affect the location and patterns of economic activities. (11C)
436
Government-Impact of economic issues on different types of
government
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)
3 days
(cont.)
Compare the climate maps and population
settlement in major Australian cities. Have students
compare and contrast the two maps to see if there is
a pattern of settlement. Then have students examine
where the major cities are located using the
population map. Is there a common theme among the
location of major cities and coastal areas?
Student Atlas PE, page104-107
McDougal-Littell World Geography Textbook TE p.
722
Link to Humanities - Surveying the Arts: Have
students find information on the Internet or in printed
sources on Aboriginal and Maori arts in Australia and
New Zealand. A good place to start is at the
Aboriginal Arts and Culture Centre Web site at
http://aboriginalart.com.au/. Students should focus on
the art forms of native peoples in addition to how
other artists have been influenced by native works
and their landscapes. Students will need to prepare a
written report of these art forms along with visual aids
to supplement their report.
McDougal-Littell World Geography Textbook TE
p.721
Differentiating Instruction for ESL students - Creating
a Mini=Encyclopedia: Form small groups joining ESL
students with proficient speakers of English. Have
groups review Chapter 31 and select key words such
as “Maori”, “Aboriginal people”, “Treaty of Waitangi”,
and “Kiri Te Kenawa”. Students will construct a miniencyclopedia with an explanatory word or sentence
accompanying each listing.
Criteria charts and rubrics developed with
student input to evaluate the report
Principles of Learning
Connection
Academic Rigor in a Thinking
Curriculum – Active Use of
Knowledge:
Analyzing the climate and
population maps of Australia
requires students to apply and
discuss their understanding of the
concepts related to settlement and
population distribution.
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 of 26
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2008-09 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Pre-AP World Geography
Suggested Student Work Products
Suggested Assessment
Oceania, Australia, and Antarctica: Human Geography (cont.)
503
Citizenship-Customs, symbols, and celebrations
Explain how citizenship practices, public policies, and decision-making
may be influenced by cultural beliefs. (15B)
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)
601
604
Culture-Concept of culture
Describe distinctive cultural patterns and landscapes associated
with…other regions of the world, and how these patterns influenced the
processes of innovation and diffusion. (16A)
Culture- People and cultures are similar to, and different from, each
other
Describe and compare patterns of culture such as language, religion,
land use, systems of education, and customs that make specific regions
of the world distinctive. (17A)
605
Culture-People learn about themselves
Analyze examples of cultures that maintain traditional ways, such as
Australian aborigines…(18C)
629
Culture-Impact of fundamental institutions and ideas on societies
Compare life in a variety of cities and nations in the world to evaluate the
relationships in political, economic, social, and environmental changes.
(16C)
801
McDougal-Littell World Geography Textbook TE p.
725
Internet Activity - Country Reports/ Comparing
and Contrasting Two Countries in the
Region: Students will go to the The
Learning Page: Australia and Oceania at
http://memory.loc.gov/ ammem/ ndlpedu/
start/ inres/ area/ ausocean.html . They will look for
information about government, economic activities,
culture, and modern life. Students will then write a
report comparing the two countries. Completed reports
should also include maps, charts, and graphs to help
present the information in addition to a list of the Web
sites that were used as sources.
Social Studies Skills-Use social studies terminology
Apply appropriate vocabulary, geographic modes, generalizations,
theories, and skills to present geographic information. (22B)
The report on comparing two countries in
the region will need to:



Present information in a wellorganized and concise manner.
Produce a clear, imaginative
visual to complement the
report.
Include references to the Web
sites used as sources.
Graded evaluation of written proposal
TAKS
Preparation
McDougal-Littell World
Geography Ancillaries:
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)
829
3 days
(cont.)
Social Studies Skills-Evaluate social studies data
Use historical, geographic, and statistical information from a variety of
sources such as databases, field interviews, media services, and
questionnaires to answer geographic questions and infer geographic
relationships. (21A)
TAKS Spiraled Content
Review TE
TAKS Practice
Transparencies:
TT101, TT102
TAKS Mini-Lessons
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 of 26
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2008-09 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Resources:
McDougal-Littell World Geography textbook, Chapter 31, “Human
Geography of Southeast Asia, Oceania, and Antarctica: Migration and
Conquest”, Sections 2-3, Pages 712-723
Online edition and support at www.classzone.com
Teacher Notes:
Textbook Ancillaries:
In-Depth Resources: Unit 10

Guided Reading, p.14, p. 15

Building Vocabulary, p.17

Reteaching Activities, p.19, p. 20

TAKS Practice Transparencies
Outline maps with Activities

Oceania, pp. 105-106

Australia, New Zealand, Antarctica pp. 107-108
Cultures Around the World

Daily Life, p. 56

Arts and Crafts, p. 60
Advanced Vocabulary:
Land bridge, James Cook, hunter-gathers, extended family, shifting cultivation, shantytown, colonize, governorship, New
Zealand Land Wars, British Commonwealth, referendum, outback, capital, global economy
Vocabulary:
Micronesia, Melanesia, Polynesia, subsistence activities, copra, taro, penal colony, Aboriginal people, Maori,
Treaty of Waitangi, pakeha
Video Selections from www.unitedstreaming.com:

Mystic Lands: Australia: Dreamtime (25:00 minutes)

Out of the Stone Age (26:46 minutes)
*Because of time constraints, use selected clips from the videos that enrich and can be
integrated into your classroom curriculum.
Content-specific Web Sites on the Human Geography of Australia,
Oceania, and Antarctica:

Polynesian Cultural Center at http://www.polynesia.com/

The Learning Page: Australia and Oceania at http://memory.loc.gov/
ammem/ ndlpedu/ start/ inres/ area/ ausocean.html

Australia/New Zealand: Changing Human Geography at
http://www.harpercollege.edu/~mhealy/g101ilec/austral/auc/aucchng/
aucchnfr.htm

Aborigine Land Claims Under Fire at http://www.hartford-hwp.com/
archives/ 24/ 095.html

Aboriginal Australia Art and Culture Centre – Alice Springs at
http://aboriginalart.com.au/

Aborigine Art at
http://www.wcupa.edu/_academics/sch_cas.art/abart/trabart.html

Toi Maori Aotearoa: Maori Artists New Zealand at
http://www.maoriart.org.nz/

Maori Arts at http://www.maori-arts.com/
Classzone.com provides detailed information on setting up rubrics and conducting other forms of assessment for content
from the McDougal-Littell World Geography Textbook.
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 of 26
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2008-09 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Oceania, Australia, and Antarctica: Today’s Issues
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
109
History-One era influences other eras
Describe the human and physical characteristics of the same
place at different periods in of history. (2A)
221
Geography-People, places, and environments are
connected and interdependent
Relationship among physical and human processes shape the
geographic characteristics of places such as economic
development, urbanization, population growth, and
environmental change connections. (8A)
406
Government-Geographic processes that influence political
divisions, relationships, and policies
Analyze current events to infer political and human processes
that lead to the formation of boundaries and other divisions.
(14A)
436
Government-Impact of economic issues on different types
of government
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)
503
Citizenship-Customs, symbols, and celebrations
Explain how citizenship practices, public policies, and decisionmaking may be influenced by cultural beliefs. (15B)
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 decisionmaking processes on local, state, national, and international
levels. (15A)
528
Citizenship-Different points of view in a democratic society
Compare different points of view on geographic issues. (15C)
T5
3 days
Have students identify and write down the push-pull
factors that relate to rural-to-urban migration. Have
students create a graphic organizer with the rows
labeled push factors, pull factors, and impact on
cities. Label two columns negative and positive
results. Identify the negative and positive effects in
the two columns. Conclude by having students write
a paragraph indicating how to offset negative results
of industrialization.
Define criteria for student graphic
organizers/ comparison charts, timelines,
and student-developed maps. Create a
rubric or checklist to assess these
products.
Explain terms related to Aboriginal people’s land
rights in Australia. Compare and contrast European
settlement and land rights in America with Native
Americans to those of Aboriginal people. Have
students create two time lines – one illustrating
Aboriginal Fight for Land, and one for the Native
American fight for land.
Graded evaluation of time lines.
Principles of Learning
Connection – Accountable
Talk: Accountability to the
Learning Community:
As students view the movie and
begin to make generalizations
of what happened to the
aboriginal people in Australia,
they should actively participate
in classroom talk, elaborate and
build upon ideas and each
others’ contributions, listen
attentively to one another, and
work towards clarifying the
concept put forth by the movie.
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 of 26
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2008-09 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Oceania, Australia, and Antarctica: Today’s Issues (cont.)
801
Social Studies Skills-Use social studies terminology
Apply appropriate vocabulary, geographic modes,
generalizations, theories, and skills to present geographic
information. (22B)
3 days
802
Social studies skills-communicates in written, oral, and
visual forms
Use geographic terminology. (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
829
Social Studies Skills- Apply critical thinking skills to
identify a social studies problem and evaluate solutions
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)
Internet Activity – Global Warming: Students
will use the Web sites on global warming
listed in the Resource section to do
research about global warming. They will
look for additional evidence that either supports or
refutes the theory. Students will then compile
statistics that either support or refute the theory of
global warming and present these in a database of
tables, charts, or graphs.
Students should then follow up by completing the
case study assignment on global warming found on
pages 736-737of the textbook. After reading the
primary sources, they should create their own political
cartoon expressing their personal opinion about global
warming. They should include a caption that clearly
supports their visual.
Social Studies Skills-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)
For their project on global warming:
students should:

Present information in a wellorganized and concise manner

Produce clear, imaginative graphics

Include references to Web sites
used as sources
TAKS
Preparation
McDougal-Littell World
Geography Ancillaries:
TAKS Spiraled Content
Review TE
TAKS Practice
Transparencies:
TT103, TT105
TAKS Mini-Lessons
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 of 26
©2008-09 Austin Independent School District
Matrix
#
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Resources:
McDougal-Littell World Geography textbook, Chapter 32, “Today’s Issues:
Southeast Asia, Oceania, and Australia”, Section One and Case Study,
pages 726-729 and 734-735
Online edition and support at www.classzone.com
Teacher Notes:
Textbook Ancillaries:

In-Depth Resources: Unit 10

Guided Reading, pp 21-23

Exploring Today’s issues, pp. 28-31

Building Vocabulary, p. 27

Skill Builder Practice, p. 26

Reteaching Activities, p. 32, p. 33, p. 34

TAKS Practice Transparencies
Advanced Vocabulary:
ancestral lands, Aboriginal Tent Embassy, Terra Nullius Reserves, Ayers Rock
Content-specific Web sites on Today’s Issues in Australia, Oceania,
and Antarctica:

The EPA Global Warming Kids Page at http://www.epa.gov/
globalwarming/ kids/

The EPA Air Quality Index Kids Page at http://www.epa.gov/ airnow/
aqikids/ index.html

Warnings in the Ice at http://www.pbs.org/ wgbh/ nova/ warnings

What’s Up With the Weather? at http://www.pbs.org/ wgbh/ warming

The Impact of Global Warming on Antarctica at
http://www.climatehotmap.org/ index.html

Northern Land Council: Land and Sea Rights – The Wik Case at
http://www.nlc.org.au/html/land_native_wik.html

Aboriginal and Torres Strait Islander Commission (ATSIC)
Homepage, Australia: A Plain English Guide to the Wik Case at
http://www.atsic.gov.au/Issues/Land/Native_Title/guide_to_wik.asp
Pre-AP World Geography
Suggested Assessment
Vocabulary:
assimilation, Stolen Generation, Land Rights Act of 1976, Mabo Case, pastoral leases, Wik Case
Use the four additional days of the Third Six Weeks grading period to
prepare and administer semester exams.
Indicates differentiation from the IPG. The APGs are color-coded to explain the type of differentiation used.
GREEN = Modifications addressing depth/complexity, RED = Substitutions, PURPLE = Additions
Color-coded APGs are available on the AISD GT website at: http://www.austinisd.org/academics/curriculum/gt/apg.phtml
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 of 26