Austin ISD Instructional Planning Guide
Social Studies
World Geography
Fourth Six Weeks
Teachers will find the following components provided in this document useful in their professional planning:






Student Expectations (TEKS)
Recommended Pacing Schedule
Suggested Student Work Products
Suggested Assessments
Compendium of Recommended Resources
Suggested Accommodations for Students with Special Needs
Questions about the information found within the Instructional Planning Guides
can be directed to the Austin ISD Bureau of Curriculum’s Social Studies Department.
©2009-2010 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Europe: 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
Week 1
Have students label and identify the
major landforms, bodies of water, and
the respective countries and their
capitals on a map of Europe.
Students will read about the physical
geography of Europe in Chapter 12. As
they read sections 1 -3, they will
complete the graphic organizer
identifying key physical characteristics of
the European continent. The organizer
should include these columns:
Landforms, Resources, Climate and
Vegetation, Human-Environment
Interaction.
Formal Assessment –Section Quiz, p.180 (1), 181 (2),
182 (3)
Integrated Assessment – Rubrics – Venn Diagram
2.8, Chart 2.2, Sketch Map 2.1
Formal Assessment - Chapter tests, Forms A, B, and
C, pp. 183-194 (Test Generator)
Section Assessment - McDougal Littell World
Geography PE pp. 277, 281, 285
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*
216
Geography-Translate and analyze geographic data
Pose and answer questions about geographic distributions
and patterns in world history shown on maps, graphs,
charts, models, and databases. (WH11B)
B
T2
223
Geography-Humans have adapted to, and modified, the
physical environment
Compare ways that humans depend on, adapt to, and
modify the physical environment such as coastal fishing,
farming and ranching industrialization, irrigation, timber,
and urbanization using [local,] state, national, and
international human activities in a variety of cultural and
technological contexts. (8B) B
T5*
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*
McDougal Littell World Geography TE
Activity Options: Creating a
Montage p.259
Divide students into small groups and
have them look for photographs on the
Internet or in magazines that fall into the
categories of location, place, and
movement. Students will then create
posters displaying European landforms,
human-made landmarks, and athletic
activities. Each image should have a
caption that explains how this image fits
the theme of geography identified,
background information on what is in the
picture, and the specific location of what
is in the picture.
Involve students in developing a criteria chart and a
rubric to evaluate the completed poster.
Principles of Learning Connections –
Clear Expectations: Use the following
rubric or have students assist with the
creation of a Map Rubric in order to judge
the quality/rigor of student-developed maps
and to assist with Accountable Talk and
Clear Expectations in the classroom.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
NOTE: Many of the matrix items can be covered simultaneously
1
©2009-2010 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Europe: Physical Geography (continued)
812
Social Studies Skills-Organize and interpret social studies
information from a variety of settings.
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 of history. (2A)
154
History-Historical development of social issues
Assess how people’s changing perceptions of geographic
features have led to changes in human societies. (2B)
207
Geography- Physical characteristics of the environment
Relate the physical processes to the development of distinctive
landforms. (4B)
208
Geography-Physical characteristics of the environment
Describe physical environment of regions and the physical
processes that affect these regions such as weather, tectonic
forces, wave action, freezing and thawing, gravity, and soilbuilding processes. (3B)
209
Geography-Physical characteristics of the environment
Explain the distribution of different types of climate in terms of
patterns of temperature, wind, and precipitation and the factors
that influence climate regions such as elevation, latitude,
location near warm and cold ocean currents, position on a
continent, and mountain barriers. (4A)
212
Geography-Physical characteristics of the environment
Describe the impact of and analyze the reaction of the
environment to abnormal and/or hazardous environmental
conditions at different scales such as El Niño, floods, droughts,
and hurricanes. (8C)
217
Geography-Translate and analyze geographic data
Analyze statistical and other data to infer the effects of physical
and human processes on patterns of settlement, population
distribution, economic and political conditions, and resource
distribution. (8D)
T5
4 days
Graded evaluation of the article synopsis.
McDougal Littell World
Geography TE
Activity Option: Internet
Research p.261
Have students go to www.classzone.com
and locate the Current Events section for
Unit Four. There are four major issues –
The Possibility of Turkey Joining the
European Union, Turmoil in the
Balkans, Cleaning Up Europe, and
European Unification. Students will
select one of these issues and go to the
links to the electronic Web sites
connected to this issue. They will need
to read at least one of the articles and
write a brief synopsis of this article.
McDougal Littell World Geography TE
Activity Option: Critical Thinking
p. 263
Have students create a table with two
columns and six rows. They should label
the columns “Elevation” and
“Countries”. Using the physical map on
page 263, they will label the rows with six
elevation categories shown on the map
legend in ascending order. They will
then rank the following nations according
to overall elevation from lowest to highest
elevations: Denmark, France,
Netherlands, Spain, and Switzerland.
After completing the table, students will
need to develop at least three
conclusions about elevation in Europe.
Principles of Learning Connection
Academic Rigor – Active Use of
Knowledge:
This Internet activity requires students to
interpret texts and synthesize several
sources of information before they
begin to compose their synopsis
for their article.
Graded evaluation of the table and three conclusions.
Principles of Learning Connection
Academic Rigor – High-Thinking
Demand:
By drawing conclusions about the
information that they include on the graphs
and tables developed for this unit, students
should be expected to regularly raise
questions and solve problems as they do
challenging, high-level assignments in
World Geography.
NOTE: This Instructional Planning Guide contains many activities that meet the needs of each topic/unit.
Teachers should choose and/or modify activities that best fit the needs of their students. Teachers are also not
limited to these suggested activities. Other activities may be used to meet the objectives of each topic/unit. In
addition, the resources suggested in this document are not a definitive list. There are many other resources
available depending on the topic.
The suggested pacing of each topic/unit reflects the number of days within each six weeks grading period. There
are 5 additional days set aside in each six weeks to be used as reviewing, assessing (including six weeks tests),
and reteaching. These additional days may also be used to extend any lesson as needed.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
NOTE: Many of the matrix items can be covered simultaneously
2
©2009-2010 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Europe: Physical Geography (continued)
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 shape the geographic characteristics of places such
as economic development, urbanization, population growth,
and environmental change connections. (8A)
231
Geography-Migration influences the environment
Explain the political, social, and environmental factors that
contribute to human migration such as how national and
international migrations are shaped by push-pull factors. (7B)
310
Economics-Economic factors of production
Analyze how the creation and distribution of resources affect
the location and patterns of movement of products, capital, and
people. (12B)
320
Economics-Types of industries found in different societies
Identify factors affecting the location of different types of
economic activities, such as trading and growth of industries.
(11B)
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)
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)
4 days
McDougal Littell World Geography TE
Activity Option: Link to Math p. 265
Have students use the map scale on the
political map found on page 265 to
calculate the distance in kilometers of
each stage of this train itinerary: LisbonMadrid-Barcelona-Paris-Brussels-BerlinWarsaw. Assuming an average speed of
90 km/hour, have them calculate the time
it would take to travel to each city. They
should then convert kilometers to miles.
Graded evaluation of calculations
McDougal Littell World Geography TE
Activity Option: Analyzing Data p. 269
Have students select five European
countries from the Regional Data File on
pages 268-271 and calculate whether
each has a trade surplus or a deficit by
subtracting the import figure from the
export figure. They can then calculate
the degree to which each economy is
export-based by dividing exports by total
GDP. Ask students whether a trade
surplus or a trade deficit would be more
favorable. Also, students should
research the types of exports produced
by the five countries on their list and
include visual representations as part of
their research.
Graded evaluation of calculations
McDougal Littell World Geography TE
Critical Thinking: Making
Comparisons p.283
Have students identify what similar
geographic problem is encountered in
both the Netherlands and Venice.
Students will then create a flow chart
showing how people in both areas have
each dealt with the problem and the
results of this.
TAKS Mini-Lesson (p. 275)
To help students understand how the Danube
and Rhine rivers influenced population patterns,
use the Skillbuilder Lesson Drawing
Conclusions on page 275 of the TE. After the
students complete the activity, ask them to
make a list of other benefits of navigable rivers.
TAKS Obj. 2 (WG1A – Understanding of
geographic influences)
Use the Rubric for a Chart on page 2.2 of the
Integrated Assessment booklet.
TAKS Mini-Lesson (pp. 282-285)
Have students compare how humans have
modified the physical environment by finding
similarities and differences between the
polder in the Netherlands and the canals of
Venice.
TAKS Obj. 5 (WG 8B – Comparing
modifications of the environment)
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
NOTE: Many of the matrix items can be covered simultaneously
3
©2009-2010 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Europe: Physical Geography (continued)
701
Science, Technology, & Society-Technology has affected
daily lives
Analyze ways technological innovations have allowed humans
to adapt to places shaped by physical processes such as
floods, earthquakes, and hurricanes. (19B)
708
Science, Technology, & 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)
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)
803
Social Studies Skills-Use standard grammar
Use standard grammar, spelling, sentence structure, and
punctuation. (22D)
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)
4 days
McDougal Littell World Geography TE
Activity Option: Creating a Bar Graph
p. 271
Have students use the Regional Data
File on pages 270-271 to create a bar
graph on infant mortality rates in Europe.
One axis should be labeled “Infant
Mortality per 1,000 Live Births” and the
other should be labeled “European
Countries (M-Z)”. Direct students to
evaluate the data before plotting it. They
should make a judgment as to whether it
is preferable to list countries
alphabetically or to group nations with
similar rates together. Students should
use color to organize the information in
their bar graphs. Afterwards, they should
write three conclusions about the infant
mortality rate in Europe.
Graded evaluation of bar graphs and written
conclusions
Principles of Learning Connection
Academic Rigor – High-Thinking Demand:
By drawing conclusions about the information
that they include on the graphs and tables
developed for this unit, students should be
expected to regularly raise questions and
solve problems as they do challenging, highlevel assignments in World Geography.
McDougal Littell World Geography TE
Activity Option: Understanding
Economic Terms p. 276
Have students create a T-Chart with the
terms “Industrial” and “Agricultural”.
Using the Natural Resources map on
page 276, have students identify whether
each resource is industrial or agricultural
and then list these resources in the
appropriate spot of the T-Chart.
Students should then write at least three
conclusions about the importance of
these resources to the European
economy.
Use the Rubric for a Chart on page 2.2 of the
Integrated Assessment booklet.
McDougal Littell World Geography TE
Internet Research: Writing a Travel
Article p. 279
Have students conduct research for a
travel article on the Mediterranean.
Information on weather, climate, and
what might be seen during a particular
season should be included.
Criteria chart and rubric developed with student input
to evaluate travel article
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
NOTE: Many of the matrix items can be covered simultaneously
4
©2009-2010 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Europe: Physical Geography (continued)
827
829
Social Studies Skills-Apply critical thinking skills to the
decision making process
Use a decision-making process to identify a situation that
requires a decision, gather information, identify options, predict
consequences, and take action to implement a decision. (23D)
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)
4 days
Internet Activity – Acid Rain in
Europe: Students will use the
Web sites at
http://greennature.com/article329.html to
do research on acid rain in Europe. They
should focus on one aspect of acid rain,
such as how the European Union is
fighting acid rain or how European
students learn about acid rain. Students
will write a report on their findings and
will include a map or chart that visually
presents information on acid rain. Web
sites used in preparing the report should
be listed as sources.
Use the video from the ancillary
collection The Voyageur Experience in
World Geography Italy: Natural Hazards
and Disaster as a resource in presenting
issues on the physical geography of
Europe. Pages 31-40 of the Video
Resource Book provide activities to
supplement this video. One
recommended activity is that students
plot the sites visited by the characters in
the video and sketch in the significant
natural and cultural features on maps of
Tuscany and Naples.
The report on acid rain should:

Concise and well-organized

Summarize efforts to control the problem

Include a clear, imaginative visual to complement
the report

Include references to the Web sites used as
sources
Principles of Learning Connection
Accountable Talk – Engagement with
Learning Through Talk:
In order to provide a more interactive
viewing experience, pause the video at the
points addressed on page 35 of The
Voyageur Experience booklet. By asking
the questions posed on this page, a
substantial portion of instructional time
during the viewing of the video
involves students in talk related
to the concepts delineated in
the standards.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
NOTE: Many of the matrix items can be covered simultaneously
5
©2009-2010 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Europe: Physical Geography (continued)
Resources
McDougal Littell World Geography Textbook Chapter 12 “The Geography
of Europe: The Peninsula of Peninsulas”, Sections 1-3
Online edition and support at www.classzone.com
McDougal Littell World Geography Ancillaries:

Reading Study Guide, pp. 103-110

Access for Students Acquiring English, pp. 60-63

Spanish Reading Study Guide, pp. 103-110

The Voyageur Experience in World Geography Video Series: Italy:
Natural Hazards and Disasters
Unit 4 In-Depth Resources:

Skill builder p. 8; Building Vocabulary p. 9; Reteaching pp.10-12;
Map and Graph Skills p. 6-7

Outline Maps with Activities, Physical and Political Maps of Europe,
pp. 29-32

Critical Thinking Transparency CT12, CT 44

Map Transparencies MT21, MT22, MT 23

TAKS Practice Transparencies TT38 - TT40
Content-specific Web Sites on the Physical Geography of Europe:

Acid Rain in Europe at http://greennature.com/article329.html

National Geographic Expeditions: Atlas Map of Europe at
http://www.nationalgeographic.com/xpeditions/atlas/index.html?Pare
nt=europe

Geographia Europe at http://www.geographia.com/indx03.htm

Yahooligans European Countries List at
http://www.yahooligans.com/Around_the_World/Regions/Europe/Cou
ntries

Nova On-Line: The Deadly Shadow of Vesuvius at
http://www.pbs.org/wgbh/nova/vesuvius/
Teacher Notes
Vocabulary:

fjord, uplands, Meseta, Massif Central, peat (Text, Chapter 12, Section One)

North Atlantic Drift, mistral, sirocco (Text, Chapter 12, Section Two)

dike, polder, seaworks, terpen, Zuider Zee, ljsselmeer (Text, Chapter 12, Section Three)
General Web Sites on Geography and Culture:

www.cnn.com

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

http://streaming.discoveryeducation.com/
Video Selections from http://streaming.discoveryeducation.com/

Exploring the World's Geography: Segment Two: Geography of Europe and Russia (05:44 minutes)
Content-specific Web Sites on Current Events in Europe:

EU Backs Turkey Talks at http://www.cnn.com/2004/WORLD/europe/10/06/eu.turkey.talks/index.html

Q & A: Turkey and the EU at http://news.bbc.co.uk/1/hi/world/europe/3682828.stm

List of European Nation Members and Candidate Nations at http://www.eurunion.org/states/home.htm

Welcome to Tirana – Europe’s Pollution Capital at http://www.guardian.co.uk/waste/story/0,12188,1179216,00.html

Children of the Revolution at http://www.time.com/time/europe/html/040412/story.html
Video Connection: Download clips of videos associated with this content.
Go to http://streaming.discoveryeducation.com to locate videos.
The titles listed on this IPG page provide direct links to the videos,
although you will be required to login initially. Please contact your
department chair for password information.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
NOTE: Many of the matrix items can be covered simultaneously
6
©2009-2010 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Europe: Physical Geography (continued)
Geography Alive! Resources:
Geography Alive! Textbook Resources:
Unit 4 Europe and Russia
Ch. 14 p. 213 – “Supranational Cooperation in the European Union”
Ch. 15 p. 225 – “Population dilemmas in Europe”
Ch. 16 p. 239 – “Invisible Borders: Transboundary Pollution in Europe”
Europe
Lesson 14
Supranational Cooperation in the European Union
In an Experiential Exercise, students explore the economic, political,
and cultural forces that work for and against supranational cooperation
in the EU.
Lesson 15
Population Dilemmas in Europe
Students in a Response Group activity explore the effects of population
trends by creating and analyzing population pyramids for three
countries with different levels of growth.
Lesson 16
Invisible Borders: Transboundary Pollution in Europe
In a Visual Discovery activity, students explore the impact of one country’s
pollution on other countries, analyzing images and maps to understand the
causes and results of radioactive pollution from Chernobyl, acid rain from
the “Black Triangle” region, and water pollution in the Tisza and Danube
rivers.
Social Studies MOY Benchmark
Students in Grades 4-11 will take the Middle of
the Year Benchmark in Social Studies. Testing
will be from January 11 to February 5, 2010.
The deadline for scanning all information will be
February 5, 2009.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
NOTE: Many of the matrix items can be covered simultaneously
7
©2009-2010 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Europe: 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*
Historic origins of voluntary and forced migrations
Trace the spatial diffusion of a phenomenon and describe
its effects on regions of contacts such as the spread of the
bubonic plague…(1B) B
T2*
Geography-Concept of location
Locate settlements and observe patterns in the size and
distribution of cities using maps, graphics, and other
information. (6A) B
T2
215
Geography-Translate and analyze geographic data
Analyze political, economic, social, and demographic data
to determine the level of development and standards of
living in nations. (5B) B
T3*
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
424
Government-Principles of government addressed in
historic documents
Identify the influence of ideas including the Magna Carta
and the English Bill of Rights…on the U.S. system of
government. (8.16A) B
T4
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*
166
201
5 days
After students read Sections One through
Three in Chapter 13, they will record major
historical events from ancient Greek
civilization to the reunification of Germany
on a timeline. Students will then create a
chart identifying examples of conflict (wars)
and cooperation (reunification, NATO) that
allocate control of Earth’s surface.

Key events to include on the timeline:
Greek civilization, Roman Empire,
Crusades, Renaissance, Muslim Empires,
Spanish Empire, Christopher Columbus’s
discovery, development of trade, Bubonic
plague, reformation, France becomes a
major power, Britain defeats Napoleon,
Imperialism, World War I, World War II,
NATO is formed, Cold War, Cold War ends,
Germany reunified
Formal Assessment - Chapter tests, Forms A, B, and C,
pp. 199-210 (Test Generator)
Using the information from Chapter 13,
students will list different characteristics of
Mediterranean, Western, Northern, and
Eastern Europe on the board, such as the
Crusades, Renaissance, the Basques,
Holocaust. Students will then identify and
categorize the characteristics in the proper
sub-region of Europe. If the characteristic is
specific to one country, they should identify
the country as well. Students will arrange
the information in chart form. After
categorizing the characteristics, students will
write a short story set in Europe. They must
include 20 characteristics, at least one from
each sub-region (characteristics may be
those from the chart or additional ones from
the text.)
Criteria charts and rubrics developed with student input to
evaluate student work the story.
Given an outline map of Europe, students
will map the progression of the bubonic
plague. Students will read the Disasters
section on pp. 294-295 and answer the
following questions: What countries did the
bubonic plague affect? How did the bubonic
plague spread? What started the plague?
What preventative measures did the doctors
suggest?
Using the map of the plague from the website provided,
recreate a blank map of the progression of the plague for
the students to color. Leave the key and map blank. Also,
use the map on p. 294 in TE to help draw outline of the
plague’s progression. Students can see this in PE p. 294.
Section Assessment - McDougal Littell World Geography
PE pp. 301, 307, 315
Refer to
www.studentsfriend.com/aids/curraids/timeline/1illtl.pdf for
a model lesson and rubric on a timeline of European
history.
Another helpful website with the European timeline and
history is www.hyperhistory.com/chart/chart.html.
Test on characteristics for each European sub-region.
Principles of Learning Connection
Clear Expectations:
Before students turn in the final version of
their story, establish intermediate
expectations that allow them to review and
revise their original draft before submitting
it for publication.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
NOTE: Many of the matrix items can be covered simultaneously
8
©2009-2010 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Europe: Human Geography (continued)
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-Organize and interpret social studies
information from a variety of settings.
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 of history. (2A)
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 shape the geographic characteristics of places such
as economic development, urbanization, population growth, and
environmental change connections. (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 political
development
Analyze how the character of a place is related to its…economic
characteristics. (5A)
5 days
McDougal Littell World Geography TE
Activity Option: Gathering Current
Economic Information p. 292
Have students choose one of the
countries indicated on the graph on page
292 and search the Internet and other
resources to update the information
shown.
Graded evaluation of graph
McDougal Littell World Geography TE
Activity Option: Making a Timeline
p. 297 and p. 311
Have students choose a country either in
Western or Eastern Europe and conduct
research on key events in that country’s
history. Students should select events
they feel are most significant and
construct a timeline based on those
events. Illustrations should also be
included. Students should then develop
a list of conclusions on how that country’s
history has impacted its current
development.
Graded evaluation of timeline
McDougal Littell World Geography TE
Activity Option: Creating Multimedia
Presentations p. 300
Have pairs of students work together to
prepare a ten-minute multimedia
presentation on an aspect of Western
European music or art. Students should
choose a specific topic, such as a
particular composer, artist, or style. They
should gather information for the text
portion of their presentation and copy
images and sound onto the computer.
Graded evaluation of presentation
Principles of Learning Connection
Clear Expectations:
Provide models of timelines that students
can use and discuss as they prepare their
own timelines.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
NOTE: Many of the matrix items can be covered simultaneously
9
©2009-2010 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
TAKS
Obj.
Time/Pace
Grade Nine World Geography
Suggested Student Work Products
Suggested Assessment
Europe: Human Geography (continued)
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)
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 governments
Explain how forces of conflict and cooperation influence the
allocation of control of Earth’s surface such as the formation of
congressional voting districts or free trade zones. (14B)
604
Culture- People and cultures are similar to, and different
from, each other
Describe and compare patterns of culture such as language,
religion, land use, systems of education, and customs that make
specific regions of the world distinctive. (17A)
605
Culture-People learn about themselves
Analyze examples of cultures that maintain traditional ways.
(18C)
613
629
Culture-Cultures spread from one society to another
Evaluate case studies of the spread of cultural traits to find
examples of cultural convergence and divergence such as the
spread of democratic ideas, U.S.-based fast-food franchises in
Russia and Eastern Europe, or the English language as a major
medium of international communication for scientists and
business people. (18D)
Culture-Impact of fundamental institutions and ideas on
societies, past and present
Compare life in a variety of cities and nations in the world to
evaluate the relationships involved in political, economic, social,
and environmental changes. (16C)
5 days
Internet Activity – European
Population and Statistics:
Use the Web sites below to do
research about the population of
a single European country. Look for such
information as age distribution, religions,
ethnic or minority groups, and literacy
rates.
Web sites to use for research:

Population Reference Bureau at
http://www.census.gov/ipc/www/idb/

United Nations Cyber School Bus at
http://cyberschoolbus.un.org/infonati
on3/menu/advanced.asp
After students complete their research,
they will need to plan a presentation to
share their findings with the class. A
population pyramid, pie graphs, and other
graphs will need to be included. Web
sites used as sources will need to be
listed in a works cited page.
McDougal Littell World Geography TE
Activity Option: Preparing a Research
Report p. 305
Students will work in small groups to
research and prepare a report on British
rule in India. Reports should explain how
Britain became established in India, the
impact of British rule in India, and events
leading to independence. Ask students
to draw conclusions as to whether
Britain’s impact was positive or negative
and to give reasons for their opinions.
Multimedia presentation on European population
should:



Provide information on different
characteristics of the population.
Produce clear, imaginative visuals to
complement the report.
Include references to the Web sites used as
sources.
TAKS Mini-Lesson – U.S. History
Connection (page 303)
Use the critical thinking activity on TE page 303
to have students define the similarities between
the Magna Carta and the Declaration of
Independence and between the English Bill of
Rights and the Bill of Rights in the U.S.
Constitution.
TAKS Obj. 4 (8.16A – Identifying the
influence from historic documents)
Criteria chart and rubric developed with student input
to evaluate student report
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
NOTE: Many of the matrix items can be covered simultaneously
10
©2009-2010 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Europe: Human Geography (continued)
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)
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)
825
Social Studies Skills-Apply critical thinking skills to identify
a social studies problem
Use a problem-solving process to identify a problem, gather
information, list and consider options, consider advantages and
disadvantages, choose and implement a solution, and evaluate
the effectiveness of the solution. (23C)
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
McDougal Littell World Geography TE
Activity Option: Exploring the New
Germany p. 312
Have students write a report on the
reunification of Germany. The following
criteria should be included in their
reports:

When and why Germany was
divided

The effect of the division on the East
German economy and people

How reunification occurred
Students will then need to compare and
contrast German reunification with the
ethnic issues currently taking place in the
Balkans.
Criteria chart and rubrics developed with student input
Principles of Learning Connection
Academic Rigor – Active Use of
Knowledge:
This GIS activity requires that students
compare and analyze growth and
demographic trends in countries throughout
the world. They will also need to make
predictions from the data provided and
additional sources on future population
trends as they synthesize several sources
of information.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
NOTE: Many of the matrix items can be covered simultaneously
11
©2009-2010 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Europe: Human Geography (continued)
Resources
McDougal Littell World Geography Textbook Chapter 13 “Human
Geography of Europe: Diversity, Conflict, Union”, Sections 1-4
Teacher Notes:
Vocabulary:

city-state, republic, Crusades, Renaissance, aqueduct (Text, Chapter 13, Section One)

Benelux, Reformation, feudalism, nationalism, Holocaust, Berlin Wall (Text, Chapter 13, Section Two)

Nordic countries, parliament, Silicon Glen, euro (Text, Chapter 13, Secton Three)

cultural crossroads, balkanization, satellite nation, market economy, folk art, anti-Semitism (Text, Chapter 13,
Section Four)
Online edition and support at www.classzone.com
McDougal Littell World Geography Ancillaries:

Reading Study Guide, pp. 111-120

Access for Students Acquiring English, pp. 66-70

Spanish Reading Study Guide, pp. 111-120

Cultures Around the World, pp. 19-24
Video Selections from http://streaming.discoveryeducation.com/

Mystic Lands: Greece: Isle of Revelation (25:00 minutes)

Scandinavia: Its Water, Its History, and Its People (14:35 minutes)
Unit 4 In-Depth Resources:

Skill builder p. 17; Building Vocabulary p. 18; Reteaching pp.1922

Critical Thinking Transparencies CT13, CT 45

Map Transparency MT24

Cultures Transparencies CW 19 – CW 24

Outline Maps with Activities pp. 33-40

TAKS Practice Transparencies TT41 – TT 44
Content-Specific Web Sites on the Human Geography of Europe:

European history timeline activity at
www.studentsfriend.com/aids/curraids/timeline/1illtl.pdf

Bubonic plague website at http://www.mrdowling.com/703plague.html

Federal Research Division Country Studies at
http://lcweb2.loc.gov/frd/cs/cshome.html

Population Reference Bureau at
http://www.census.gov/ipc/www/idbpyr.html

United Nations Cyber School Bus at
http://www.un.org/Pubs/CyberSchoolBus/infonation/e_infonation.
htm

Plague and Public Health in Renaissance Europe at
http://jefferson.village.virginia.edu/osheim/intro.html

Frequently-Asked-Questions About the Plague at
http://www.cdc.gov/ncidod/ dvbid/plague/qa.htm
*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 Europe:

Bloomberg: Economy Europe at www.bloomberg.com

CNN: Focus on Kosovo at http://www.cnn.com/SPECIALS/1998/10/kosovo/

BBC History File: Yugoslavia and the Balkans at http://news.bbc.co.uk/hi/english/static/map/yugoslavia/

Europe Tourism at http://www.tripadvisor.com/ Tourism-g4-Europe-Vacations.html

Visit Europe at http://www.visiteurope.com
Video Connection - Discovery Streaming
Download clips of videos connected to World Geography. Videos can be downloaded to your computer
and projected on a screen. Go to: http://streaming.discoveryeducation.com/ with your EZ-Pro projector. An
entire video or clips of it can be shown. Contact your department chair for password information for
United Streaming.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
NOTE: Many of the matrix items can be covered simultaneously
12
©2009-2010 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Europe: Today’s Issues
223
Geography-Humans have adapted to, and modified, the
physical environment
Compare ways that humans depend on, adapt to, and
modify the physical environment such as coastal fishing,
farming and ranching industrialization, irrigation, timber,
and urbanization using [local,] state, national, and
international human activities in a variety of cultural and
technological contexts. (8B) B
T5*
519
Citizenship-Fundamental rights in a constitutional
government
Describe the importance of free speech and press in a
democratic society. (8.22B) B
T4*
812
Social Studies Skills-Organize and interpret social studies
information from a variety of settings.
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 of history. (2A)
221
Geography–Physical environment affects and interacts
with the human environment
Explain the interrelationships among physical and human
processes shape the geographic characteristics of places such
as economic development, urbanization, population growth, and
environmental change connections. (8A)
336
Economics-Political factors influence a society’s economy
Evaluate the geographic economic impact of policies, such as
embargoes, free trade, and tariffs related to the use of
resources such as regulations for water use or policies related
to the development of scarce natural resources. (12C)
406
Government–Structures of government
Analyze current events to infer the physical and human
processes that lead to the formation of boundaries and other
political divisions, such as the break up of Yugoslavia. (14A)
4 days
Chart on benefits and drawback of the
European Union and the Euro. Students
will then create a political cartoon about
the Euro. Have students do research on
the adoption of the Euro and the different
arguments for and against. Look at
different political cartoons from this period
about the Euro. Afterwards, students
write a letter to a newspaper either
supporting the European Union or
requesting that it be disbanded. They will
need to be sure to include a discussion of
components of political cartoons or have
them practice reading political cartoons at
some time before creating their own.
Have students create a timeline of issues
and events in the Balkans using the
textbook pp. 318-321.Begin with the
Muslim Ottoman Empire in 1300s to the
current political situation of the former
Yugoslavia.
Have students read and research the
Balkan War and the Srebrenica
massacre. One suggested website is
http://www.pbs.org/wnet/cryfromthegrave/
Use the video from the ancillary collection
The Voyageur Experience in World
Geography Greece: Urbanization and
the Environment. Pages 21-30 of the
Video Resource Book provide activities to
supplement this video. One
recommended activity is discussing the
role that acid rain has taken in damaging
the monuments of ancient Greece.
Questions for Discussion: Why would some
European countries choose not to convert their money
to the Euro? How does the European Union benefit
members?
Criteria chart and rubric developed with student input
to evaluate the political cartoon and letter written to the
newspaper.
Principles of Learning Tip: Accountable
Talk – Accountability to Rigorous Thinking:
Discussion questions on the Euro and the
European Union allow students to synthesize
several sources of information since they will be
doing research on written sources and political
cartoons that either support or go against both
of these issues. Based on their research,
students will then have to construct
explanations, formulate conjectures and
hypotheses, and test their own understanding
of the issues connected to the Euro and
European Union as they participate
in the class discussion.
TAKS Mini-Lesson – U.S. History
Connection (pages 320-321)
Ask students to create a list of unalienable
rights, including those stated in the U.S.
Declaration of Independence. Then have them
read pp. 320-321 to determine what unalienable
rights were at stake in the wars in Bosnia and
Kosovo, and which, if any, were violated in
these conflicts.
TAKS Obj. 4 (8.20A – Define and give
examples of unalienable rights)
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
NOTE: Many of the matrix items can be covered simultaneously
13
©2009-2010 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Europe: Today’s Issues (continued)
412
Government-Different political systems in societies, past
and present
Prepare maps that illustrate a variety of political entities such as
city maps showing precincts, country maps showing states, or
continental maps showing countries. (13A)
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)
603
Culture-How people and cultures are similar to and
different from, each other
Give examples of ways various groups of people view cultures,
places, and regions differently. (16B)
604
Culture- People and cultures are similar to, and different
from, each other
Describe and compare patterns of culture such as language,
religion, land use, systems of education, and customs that make
specific regions of the world distinctive. (17A)
708
Science, Technology, & Society-Impact of technology on
economic development
Analyze the role of technology in agriculture and other primary
economic activities and identify the environmental
consequences that have taken place. (20B)
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)
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)
4 days
McDougal Littell World Geography TE
Case Study Project p. 328
Students will choose a European (EU or
non-EU) country to represent and will
research that country’s position on
European Union expansion. In
conducting this research, they should
consider the following points:

Why do certain countries want
to join the EU?

What do current EU members
have to gain and lose in
expansion?

Why do certain countries want
to remain independent?
Students will then create a visual to be
shown during a panel discussion
addressing the questions above. In the
panel discussion, they will give a two to
three minute speech introducing their
country’s position on the European
Union.
In the case study project, students should:

Summarize a country’s position on EU expansion
based on research

Produce a clear, imaginative visual that
complements their presentation

Present a concise, well-organized speech on the
topic

Play an active role in the panel discussion
Internet Activity – Pollution
and the Green Political
Parties: Students will use the
following Green Party links to conduct
research on pollution in Europe. They
will learn about the “Green” political
parties and their views on what should be
done to redress this issue. They will write
a summary of their findings and create a
chart listing the programs proposed by
these “Green” parties. Web sites to use
for research include:

The Green Party of England and
Wales at
http://www.greenparty.org.uk/

European Greens at
http://www.europeangreens.org/
For the report on pollution in Europe, students should:

Present a concise well-organized report that
emphasizes the impact of pollution on politics in
Europe

Summarize efforts of political parties such as the
“Greens” to control pollution

Produce a clear, imaginative visual to
complement the report

Include references to the Web sites used as
sources
Principles of Learning Connection
Accountable Talk – Accountability to
Knowledge:
For the panel discussion, students will
need to make use of specific and accurate
knowledge and provide evidence of claims
and arguments as they present
information on their specific country’s
position on the expansion of the
European Union.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
NOTE: Many of the matrix items can be covered simultaneously
14
©2009-2010 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Europe: Today’s Issues (continued)
Resources
McDougal Littell World Geography Textbook Chapter 14 “Today’s Issues:
Europe”, pages 319-331
Online edition and support at www.classzone.com
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

The Voyageur Experience in World Geography Video Series:
Greece: Urbanization and the Environment, pp. 11-20
Unit 4 In-Depth Resources:

Skill builder p. 28; Building Vocabulary p.29; Reteaching pp.3436; Map and Graph Skills p. 26-27; Exploring Today’s Issues p.
30-33

Critical Thinking Transparency CT 14, CT 46

Map Transparency MT 25

TAKS Practice Transparencies TT45, TT 46, TT 47
Content-Specific Web Sites on Contemporary Issues in Europe:

Srebrenica: A Cry From the Grave at
http://www.pbs.org/wnet/cryfromthegrave/

Bosnet at http://www.bosnet.org/ reports the latest news about
Bosnia.

The Rohde to Srebrenica at
http://www.columbia.edu/itc/journalism/nelson/rohde/

The Green Party of England and Wales at
http://www.greenparty.org.uk/

European Greens at
http://www.europeangreens.org/

United Nations Environment Programme at http://www.unep.net
Teacher Notes
Vocabulary:

Slobodon Milošević, South Slavs, ethnic cleansing, Kosovo Liberation Army (KLA), Vojislav Kostunica (Text, Chapter
14, Section One)

cyanide, European Environmental Agency, particulates, smog, ozone (Text, Chapter 14, Section Two)

European Union (Text, Chapter 14, Case Study)
Supplemental Readings from National Geographic:

Belt, Don. “Europe’s Big Gamble”. National Geographic. May 2004. Pages 54-65.

Reid, T.R. “The New Europe”. National Geographic. January 2002. Pages 32-47.
TAKS Mini-Lesson – U.S. History Connection (pages 328-329)
Have students read the primary sources from Global Britain, Gϋnter Verheugen, and The New York Times
as well as Pat Oliphant’s political cartoon on pages 328 and 329 about the European Union. Then have
them explain how each type of source reflects the importance of free speech and press.
TAKS Obj. 4 (8.22B – Describe the importance of free speech and press in a democratic society)
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
NOTE: Many of the matrix items can be covered simultaneously
15
©2009-2010 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
TAKS
Obj.
Time/Pace
Grade Nine World Geography
Suggested Student Work Products
Suggested Assessment
Russia and the Republics: Physical Geography
History-Present relates to the past
Analyze the effects of physical and human geographic patterns and
processes on events in the past [and describe their effects on
present conditions, including significant physical features and
environmental conditions that influenced migration patterns in the
past and shaped the distribution of culture groups today.] (1A) B
T2*
201
Geography-Concept of location
Locate settlements and observe patterns in the size and distribution
of cities using maps, graphics, and other information. (6A) B
T2
220
Geography-Physical environment affects and interacts with the
human environment
Analyze the effects of physical and human geographic factors on
major events in world history…(WH 12B) B
T2
223
Geography-Humans have adapted to, and modified, the physical
environment
Compare ways that humans depend on, adapt to, and modify the
physical environment such as coastal fishing, farming and ranching
industrialization, irrigation, timber, and urbanization using [local,]
state, national, and international human activities in a variety of
cultural and technological contexts. (8B) B
T5*
301
Economics-Production of goods and services
Compare the ways people satisfy their basic needs through the
production of goods and services such as subsistence agriculture
versus market-oriented agriculture or cottage industries versus
commercial industries. (10C) B
T3
812
Social Studies Skills-Organize and interpret social studies
information from a variety of settings.
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 of history. (2A)
111
205
Geography-Construct and interpret maps and other graphics
Construct and analyze population pyramids and use other data, graphics,
and maps to describe the population characteristics of different societies
and to predict future growth trends. (7A)
207
Geography- Physical characteristics of the environment
Relate the physical processes to the development of distinctive
landforms. (4B)
4 days
Students will locate and label various key
political and physical features of the
former Soviet Union on a blank outline
map. Have students outline all countries
of the Commonwealth of Independent
States in the same color, but color the
inside of the countries in different colors.
Have them leave Latvia, Lithuania, and
Estonia not colored, as they are not part
of the CIS. Use PE pp. 336-341 to label
maps. An alternative to this is using
History Alive! The Rise and Fall of the
Soviet Union, Lesson 1.1 “Mapping
Russia’s Physical and Ethnic
Diversity”, in which students will map
physiographic features of the Russian
empire and locate ethnic groups based
on a variety of clues.
Map Quiz
Identify the causes and effects of the
shrinking of the Aral Sea, have students
read p. 353-354 and fill in a graphic
organizer with column titles causes and
effects.
Have students write an essay explaining why the Aral
Sea is shrinking and what scientists plan to do to help
save the Sea.
Have students research to compare and
contrast the building of the Trans-Siberia
Railroad to the United States
Transcontinental Railroad. Have TransSiberia Railroad and United States
Transcontinental Railroad as column
headings and History, Uses, and
Current Status as row headings. Use
the PE pp. 355-356 to fill in the chart.
You can also use (Russia)
http://www.interknowledge.com/russia/tra
sib01.htm to find information on the
internet (United States)
http://www.mindspring.com/~jjlanham/trc
c1.htm
Compare and Contrast Graphic Organizer on the
Transcontinental railroads of the U.S. and Siberia
Physical Features Map and Political Map of Russia
and Republics
Quiz over Aral Sea and Trans-Siberia Railroad
Formal Assessment:
Chapter Tests, Forms A, B, and C, pp. 229-240
Test Generator
Section Quizzes, p. 226, 227, 228
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
NOTE: Many of the matrix items can be covered simultaneously
16
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
©2009-2010 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Russia and the Republics: Physical Geography (continued)
208
209
211
217
218
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)
Geography- Physical characteristics of the environment
Explain the distribution of different types of climate in terms of patterns of
temperature, wind, and precipitation and the factors that influence climate
regions such as elevation, latitude, location near warm and cold ocean
currents, position on a continent, and mountain barriers. (4A)
Geography- Physical characteristics of the environment
Explain the distribution of plants and animals in different regions of the
world using the relationships among climate, vegetation, soil, and
geology. (4C)
Geography-Translate and analyze geographic data
Analyze statistical and other data to infer the effects of physical and
human processes on patterns of settlement, population distribution,
economic and political conditions, and resource distribution. (8D)
Geography-Concepts of region
Identify physical or human factors that constitute a region such as soils,
climate, vegetation, language, trade network, river systems, and religion.
(9A)
221
Geography–Physical environment affects and interacts with the
human environment
Explain the interrelationships among physical and human processes
shape the geographic characteristics of places such as economic
development, urbanization, population growth, and environmental
change connections. (8A)
231
Geography-Migration influences the environment
Explain the political, social, and environmental factors that contribute to
human migration such as how national and international migrations are
shaped by push-pull factors. (7B)
233
234
Geography- Geographic factors influence political development
Analyze how the character of a place is related to its political… and
cultural characteristics. (5A)
Geography- Geographic factors influence political development
Analyze how the character of a place is related to its…economic
characteristics. (5A)
4 days
Internet Activity – Creating a
Travel Brochure: Have
students go to the Web Sites on
Central Asia listed in the
resource section. These can also be
found on www.classzone.com. Have
students download photographs of the
landscape of Central Asia and compile
them into a travel brochure. Each
photograph should have captions written
underneath.
Criteria chart and rubric to evaluate travel brochure
Have students do additional research on
Lake Baikal and on the deepest lake in
the state of Texas. They will then make
a poster that visually compares the size
and depth of the two lakes. Other
information such as the volume of water
in each of the lakes and maps showing
the location of each lake should also be
included.
Criteria chart and rubric to evaluate the poster
Have students draw a simple outline
map of Europe and Asia and mark the
boundaries of Russia and the Republics.
Direct students to reread the text on
climate on pages 350-351 and indicate
on their map, using arrows and labels,
the major influences on the region’s
climates.
Graded evaluation of completed sketch maps
Have students select a city in Russia and
the Republics. They will collect data on
the average monthly temperatures and
precipitation in that city. Using this data,
they will create a climograph that
illustrates the results of their research.
Graded evaluation of climograph
Principles of Learning Connection
Accountable Talk – Accountability to
Knowledge:
Collecting data for the climograph requires
students to synthesize several sources of
information and test their understanding
of the concepts through
application.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
NOTE: Many of the matrix items can be covered simultaneously
17
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
©2009-2010 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Grade Nine World Geography
Suggested Student Work Products
Suggested Assessment
Russia and the Republics: Physical Geography (continued)
310
320
338
411
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)
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-Powers of government
Compare maps of voting patterns or political boundaries to make
inferences about the distribution of power. (13B)
412
Government – Compare different structures of government
Prepare maps that illustrate a variety of political entities such as city map
showing precincts, country maps showing states or continental maps
showing countries. (13A)
708
Science, Technology, & Society-Impact of technology on economic
development
Analyze the role of technology in agriculture and other primary economic
activities and identify the environmental consequences that have taken
place. (20B)
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)
813
825
4 days
Internet Activity – Life in Siberia:
Students will use the on-line
information at
http://www.siberiaglobe.com/ to
conduct research on Siberia. They should
focus on how people cope with the
region’s low temperatures. For example,
they could investigate the kinds of clothing
people wear or how they move about in
the winter. This information should then
be compiled into a written report. Photos
and illustrations that visually present
information about life in this region should
be included. Web sites used in preparing
the report should be listed in a “Works
Cited” page.
For the report on coping in Siberia, students should:

Present a concise, well-organized report

Summarize different ways in which inhabitants
face the region’s challenges

Produce a clear, imaginative visual to
complement the report

Include references to the web sites used as
resources
Principles of Learning Connection
Academic Rigor in a Thinking
Curriculum – High-Thinking Demand:
Reports like the one on Siberia are
examples of extended projects in which
original work and revision to standards are
expected.
TAKS Mini-Lesson (page 341)
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)
Have students use the maps on page 341 to make a list of three
patterns that occur in both or either of these two maps of Russia.
For example, one pattern they could identify would be the most
populated cities in western Russia.
TAKS Obj. 2 (WG 6A – Observing geographic patterns)
Social Studies Skills-Apply critical thinking skills to identify a social
studies problem
Use a problem-solving process to identify a problem, gather information,
list and consider options, consider advantages and disadvantages,
choose and implement a solution, and evaluate the effectiveness of the
solution. (23C)
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
NOTE: Many of the matrix items can be covered simultaneously
18
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
©2009-2010 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Russia and the Republics: Physical Geography (continued)
Resources
McDougal Littell World Geography Textbook Chapter 15 “Physical
Geography of Russia and the Republics: A Land of Extremes”, Sections
One through Three
Teacher Notes
Vocabulary:

chernozem, Ural Mountains, Eurasia, Transcaucasia, Central Asia, Siberia (Text, Chapter 15, Section One)

continentality, taiga (Text, Chapter 15, Section Two)

runoff, Trans-Siberian Railroad (Text, Chapter 15, Section Three)
Online edition and support at www.classzone.com
Europe and Russia
McDougal Littell World Geography Ancillaries:

Reading Study Guide, pp. 129-136

Access for Students Acquiring English, pp. 77-82

Spanish Reading Study Guide, pp. 129-136
Russia Resources
Unit 5 In-Depth Resources:

Skill builder p. 8; Building Vocabulary p.9; Reteaching pp.10-12;
Map and Graph Skills p. 6-7; Exploring Today’s Issues p. 28-31;

Unit Atlas Activities, p. 1; Regional Data File Activities, p. 2

Critical Thinking Transparencies CT 15, CT 47

Map Transparency MT28

Outline Maps with Activities pp. 41 - 44

TAKS Practice Transparencies TT48 - 50
Lesson 17
Russia’s Varied Landscape:Physical Processes at Work
A Social Studies Skill Builder asks students to examine how four physical processes
shape Earth and to identify examples of their effects on the landscape of Russia.
Lesson 18
New Nation-States from the Old Soviet Empire: Will They Succeed?
To understand why political maps can change, students in a Writing for Understanding
activity analyze economic and political information from five nation-states that formed
after the breakup of the Soviet Union.
Recommended Resource:

History Alive! The Rise and Fall of the Soviet Union
Content-specific Web Sites on the Physical Geography of Russia and
the Republics:

Website on the Trans-Siberian Railway at
http://www.interknowledge.com/russia/trasib01.htm

Website on the U.S. Transcontinental Railroad at
http://www.mindspring.com/~jjlanham/trcc1.htm

Siberia Globe at http://www.siberiaglobe.com/

About Russia at http://www.siberiaglobe.com/
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
NOTE: Many of the matrix items can be covered simultaneously
19
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
©2009-2010 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Russia and The Republics: Human Geography
111
History - Present relates to the past
Analyze the effects of physical and human geographic patterns and
processes on events in the past [and describe their effects on
present conditions, including significant physical features and
environmental conditions that influenced migration patterns in the
past and shaped the distribution of culture groups today.] (1A) B
T2*
114
History – Turning points
Identify changes that resulted from important turning points in
world history such as…the political revolutions of the…20th century.
(WH 1B) B
T1
201
Geography-Concept of location
Locate settlements and observe patterns in the size and distribution
of cities using maps, graphics, and other information. (6A) B
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
223
Geography-Humans have adapted to, and modified, the physical
environment
Compare ways that humans depend on, adapt to, and modify the
physical environment such as coastal fishing, farming and ranching
industrialization, irrigation, timber, and urbanization using [local,]
state, national, and international human activities in a variety of
cultural and technological contexts. (8B) B
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
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
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*
811
Social Studies Skills – Create visual and written materials
Interpret visuals including graphs, charts, timelines, and maps.
(WH 26C) B
T5
T2
T3*
T5*
T3
T3*
5 days
Have students look at the way that
Russia and The Republics are divided
using the map on p. 360 – Russia and
the Western Republics,
Transcauscasia, Central Asia. Have
them create a graphic organizer with the
three sub regions. Read sections 1-3
and have them draw conclusions on
each subregion with the columns –
History, Economy, Culture (tradition
and modern life). Discuss the
differences and similarities between
each region.
Graphic Organizer: Grading Rubric TE p. 383
McDougal Littell World Geography
Textbook TE p. 363 Link to History:
Writing a Report
Have students choose one of the
Russian leaders mentioned on page
363- V.I. Lenin, Joseph Stalin, Mikhail
Gorbachev, or Vladimir Putin. Ask
them to write a report of at least one
page summarize this leader’s
contributions to Russia or the Soviet
Union.
Criteria chart and rubric developed with student input
to evaluate the report
McDougal Littell World Geography
Textbook TE p. 365 Internet
Research: Making a Poster
Direct students to research Russian art,
architecture, writing, music, dance, or
theater by using key words to find
information on the Internet. Have
students create posters that depict
cultural achievements from the past or
present.
Graded evaluation of poster
*If Internet access is limited, direct students to use the
library catalog and periodical indexes to find books
and magazines with pictures and information on
Russian culture.
Quiz over characteristics of each region.
Quiz over Regions and their cultural traits
Formal Assessment:
Chapter Tests, Forms, A, B, and C pp. 244-255
Test Generator – Ch. 16
TAKS Online Practice Tests
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
NOTE: Many of the matrix items can be covered simultaneously
20
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
©2009-2010 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Russia and The Republics: Human Geography (continued)
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 of history. (2A)
159
History – Historical development of political issues
Identify and analyze various political systems found throughout the world,
such as…communist, socialist, and totalitarian. (L)
212
Geography-Physical characteristics of the environment
Describe the impact of and analyze the reaction of the environment to
abnormal and/or hazardous environmental conditions at different scales
such as El Niño, floods, droughts, and hurricanes. (8C)
217
Geography-Translate and analyze geographic data
Analyze statistical and other data to infer the effects of physical and
human processes on patterns of settlement, population distribution,
economic and political conditions, and resource distribution. (8D)
218
Geography-Concepts of region
Identify physical or human factors that constitute a region such as soils,
climate, vegetation, language, trade network, river systems, and religion.
(9A)
229
Geography-How population is distributed
Explain the processes that have caused cities to grow such as location
along transportation routes, availability of resources that have attracted
settlers and economic activities, and continued access to other cities and
resources. (6B)
233
Geography - Geographic factors influence political development
Analyze how the character of a place is related to its political… and
cultural characteristics. (5A)
234
Geography- Geographic factors influence political development
Analyze how the character of a place is related to its…economic
characteristics. (5A)
317
Economics – Different economic systems
Describe the characteristics of…command…economies. (10A)
318
Economics – Different economic systems
Explain how…command…economies operate in specific countries. (10B)
T5
5 days
Have students read the Disasters
section p. 368-369 about Chernobyl.
Have students identify the cause of the
accident, the consequences, both
immediate and lasting consequences
that still affect the country today.
Questions for discussion and essay: What caused the
explosion at Chernobyl and could it have been
prevented? What effect did the explosion have on the
community? What effect does the explosion have on
the community today?
McDougal Littell World
Geography Textbook TE p.
369 Cooperative Learning:
Learning About Chernobyl’s
“Liquidators”
Ask students to focus on health
problems that the liquidators and their
children may have experienced since the
accident. Direct them to the research
links on Chernobyl found at
www.classzone.com. Have them use
the results of their research to write a
short report or a multimedia presentation
on the current status of the liquidators.
In putting together their status reports,
one group member should be
responsible for writing, making sure to
include personal stories from individuals
whose lives have been affected by the
explosion. Another member should
compile charts, maps and graphs that
show the impact on public health and the
environment. The third member will look
for photographs and illustrations to
complement the report.
Refer to the Integrated Assessment booklet and use
the Rubric 5.4 for a multimedia presentation
Principles of Learning Connection
Academic Rigor in a Thinking
Curriculum – Active Use of Knowledge:
Researching the liquidators of Chernobyl
requires that students synthesize several
sources of information in addition to
challenging them to construct explanations
and justify arguments that are components
of their presentation.
TAKS Mini-Lesson (pages 375-376)
Ask students to review the map and textual
information about the Silk Road on pages 375376. Then have students consider the
advantages and disadvantages, similarities and
differences between the Silk Road and sea
routes for trading.
TAKS Obj. 2 (WH 12C – Interpreting
historical maps)
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
NOTE: Many of the matrix items can be covered simultaneously
21
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
©2009-2010 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Russia and The Republics: Human Geography (continued)
320
Economics-Types of industries found in different societies
Identify factors affecting the location of different types of economic
activities, such as trading and growth of industries. (11B)
329
Economics-Different areas of the world are economically
interdependent through trade
Compare global trade patterns at different periods of time and develop
hypotheses to explain changes that have occurred in world trade and the
implications of these changes. (12A)
406
Government-Structure of governments
Analyze current events to infer political and human processes that lead to
the formation of boundaries and other divisions, such as the break up of
the former Soviet Union. (14A)
444
Government – Impact of foreign relations on political issues
Explain the geographic factors that influence a nation’s power to control
territory and that shape the foreign policies and international political
relations of selected nations. (14C)
5 days
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…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)
603
Culture-How people and cultures are similar to and different from,
each other
Give examples of ways various groups of people view cultures, places,
and regions differently. (16B)
604
Culture- People and cultures are similar to, and different from, each
other
Describe and compare patterns of culture such as language, religion,
land use, systems of education, and customs that make specific regions
of the world distinctive. (17A)
605
Culture-People learn about themselves
Analyze examples of cultures that maintain traditional ways. (18C)
612
Culture-How cultures change over time
Analyze cultural changes in specific regions and the obstacles they face.
(18B)
Compare the culture of a teenager living
in Kyrgyzstan to that of a typical
American teenager. Read the passage
on PE p. 37 ”Growing up in …”. Have
students list experiences of Kyrgyzstan
teenagers and experiences that they
have in a typical day. Make two lists,
then put the similarities in one column
and the differences in another.
Have students write a one page essay
describing the cultural differences of
their lives compared and contrasted to
that of a Kyrgyzstan teenager.
Essay – compare and contrast teenagers in United
States with those in Kyrgyzstan. Have students
brainsorm and come up with a rubric for grading.
Internet Activity – Nomadic
Life in Central Asia: Have
students research the lives of
nomads in Central Asia in the period
before the Soviet Union took control of
this region. Then have them make up a
diary entry that describes the daily life of
a typical nomadic family.
Refer to the Integrated Assessment booklet and use
the Rubric 4.3 for a diary entry
Internet Activity – Researching
the Western Republics: Have
students select two of former
Soviet republics west of RussiaBelarus, Estonia, Latvia, Lithuania,
Moldova, or the Ukraine. They should
take the material gained from research
and create charts and graphs that
compare the two republics chosen.
These differences should then be
addressed in a written report. Web sites
used in this presentation should be
included in a Works Cited page.
For their charts and graphs on the Western Republics,
students should:

Focus on suitable data and information

Produce a clear, imaginative visual to
complement the report

Make sure the data is concise and well-organized

Include references to the Web sites used as
sources
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
NOTE: Many of the matrix items can be covered simultaneously
22
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
©2009-2010 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Russia and The Republics: Human Geography (continued)
629
Culture-Impact of fundamental institutions and ideas on
societies, past and present
Compare life in a variety of cities and nations in the world to
evaluate the relationships involved in political, economic, social,
and environmental changes. (16C)
708
Science, Technology, & Society-Impact of technology on
economic development
Analyze the role of technology in agriculture and other primary
economic activities and identify the environmental consequences
that have taken place. (20B)
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. (22C)
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
Recommended Activities from History
Alive! The Rise and Fall of the Soviet
Union:
“Investigating Perspectives on Soviet
Daily Life”: Students will examine
Soviet propaganda posters from the
Stalinist era. They will then write
investigative articles to smuggle out of
the Soviet Union to publish in western
newspapers.
Criteria charts and rubrics developed with student
input to evaluate student work.
Lesson 3.2 “Exploring Events of the
Cold War in Europe”: Students will
illustrate a map and annotated timeline
to analyze escalating events during the
Cold War in Europe.
Criteria charts and rubrics developed with student
input to evaluate student work.
Lesson 4.1“Interpreting Underground
Soviet Art”: Students will create poetic
or graphic interpretations of an
underground Soviet painting, poem, or
song.
Criteria charts and rubrics developed with student
input to evaluate student work.
Lesson 4.2“The Unraveling of the
Soviet Economy”: Students will
experience the failures of the Soviet
economy that led to the reforms under
Gorbachev in the 1980s.
Lesson 4.3 “Independence
Movements: A Photographic
Exhibit”:
Students will visually analyze
photographs to develop general
conclusions of the independence
movements that emerged in Eastern
European countries in the 1980s.
Principles of Learning Tip: Academic Rigor
in a Thinking Curriculum – High-Thinking
Demand:
The History Alive! activities on the rise and fall
of the Soviet Union allow students to do
challenging, high-level assignments. Students
are challenged to construct explanations and to
justify arguments as discussion on the issues
that led to the fall of the Soviet Union are
addressed in class.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
NOTE: Many of the matrix items can be covered simultaneously
23
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
©2009-2010 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Russia and The Republics: Human Geography (continued)
Resources
McDougal Littell World Geography Textbook Chapter 16 “Human
Geography of Russia and the Republics: A Diverse Heritage”, Sections
One through Three
Online edition and support at www.classzone.com
McDougal Littell World Geography Ancillaries:

Reading Study Guide, pp. 137-144

Access for Students Acquiring English, pp. 83-86

Spanish Reading Study Guide, pp. 137-144
Unit 5 In-Depth Resources:

Skill builder p. 16; Building Vocabulary p.17; Reteaching pp.1820; Guided Reading, p. 13

Critical Thinking Transparency CT16, CT48

Map Transparencies MT29

Outline Maps with Activities pp. 45-50

Cultures Transparencies CW25, 26, 27, 28, 29, 30

Cultures Around the World pp. 25-30

TAKS Practice Transparencies TT51 – TT53
Teacher Notes
Vocabulary:
 Baltic Republics, czar, Russian Revolution, USSR, Cold War, command economy, collective farm (Text, Chapter 16,
Section One)
 Red Army, supra (Text, Chapter 16, Section Two)
 Silk Road, Great Game, nomad, yurt (Text, Chapter 16, Section Three)
Content-Specific Web Sites on the Human Geography of Russia and the Republics:
 Center for the Study of Eurasian Nomads at http://www.csen.org/
 Russian population trends at http://www.census.gov/ipc/prod/ib96-2.pdf
 Infant Mortality and Life Expectancy for Selected Countries at http://www.infoplease.com/ ipa/ A0004393.html
 Chronology of Russian History athttp://www.bucknell.edu/x20136.xml
 The State Hermitage Museum at http://www.hermitagemuseum.org/
 Art & Architecture in Russia at http://www.geographia.com/russia/rusart01.htm
 St. Petersburg in Pictures at http://petersburgcity.com/city/photos/
 BBC News Country Profiles at http://news.bbc.co.uk/2/hi/country_profiles/default.stm
 PhotoMann in Russia at http://www.photomann.com/
Recommended Resource:

History Alive! The Rise and Fall of the Soviet Union
Supplemental Reading from National Geographic:

Montaigne, Fen. “Russia Rising”. National Geographic.
February 2002. Pages 32-43.

Viviano, Frank. “The Rebirth of Armenia”. National Geographic.
March 2004. Pages 28-49.
Video Selections from http://streaming.discoveryeducation.com/

City Life in Europe: Life in Modern Russia (04:09 minutes)

Men of Our Time: Lenin (40:04 minutes)
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
NOTE: Many of the matrix items can be covered simultaneously
24
©2009-2010 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Russia and The Republics: Today’s Issues
111
History - Present relates to the past
Analyze the effects of physical and human geographic patterns and
processes on events in the past [and describe their effects on
present conditions, including significant physical features and
environmental conditions that influenced migration patterns in the
past and shaped the distribution of culture groups today.] (1A) B
T2*
201
Geography-Concept of location
Locate settlements and observe patterns in the size and
distribution of cities using maps, graphics, and other information.
(6A) B
T2
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
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 of history. (2A)
T3
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– People, places, and environments are connected and
interdependent
Explain the interrelationships among physical and human processes that
shape geographic characteristics – economic development,
urbanization, population growth, and environmental change. (8A)
233
Geography – Geographic factors influence political development
Analyze how the character of place is related to its political…and cultural
characteristics. (5A)
234
Geography- Geographic factors influence political development
Analyze how the character of a place is related to its…economic
characteristics. (5A)
317
Economics – Different economic systems
Describe the characteristics of…command…economies. (10A)
T5
4 days
Organize a cause and effect chart with
Issue 1: Conflict; Issue 2: Economy;
and Case Study: Nuclear Legacy in the
first columns. Then Cause and Effects as
row headings. Use the model on TE p.
384.
McDougal Littell World Geography
Textbook TE p. 389 Skill builder:
Making Decisions
Tell students that Russian leaders had a
choice to make in moving from a
command to a market economy. They
could make the change gradually over a
number of years, or as rapidly as within a
year. Ask students to work in small
groups to make a chart like the one on
page 389 of the TE, listing the pros and
cons of the two choices.
Graded evaluation of chart listing the pros and cons
McDougal Littell World Geography
Textbook TE p. 393 Activity Option:
Researching Nuclear Waste
Have students use the key words
nuclear waste disposal to find
Web sites explaining why
disposal of nuclear wastes is such a
difficult problem. Have students share
what they find in a one to two page written
report.
Criteria chart and rubric developed with student input
McDougal Littell World Geography
Textbook TE p. 390 Seeing Patterns
Have students research a U.S. company
currently doing business in Russia, such
as MacDonald’s. They will then create a
set of guidelines that the company should
follow while conducting business in
Russia.
Principles of Learning Tip: Academic Rigor
in a Thinking Curriculum – Active Use of
Knowledge:
Researching a U.S. company doing business in
Russia will require that students use their prior
and out-of-school knowledge in completing this
learning process.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
NOTE: Many of the matrix items can be covered simultaneously
25
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
©2009-2010 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Russia and The Republics: Today’s Issues (continued)
318
Economics – Different economic systems
Explain how…command…economies operate in specific countries.
(10B)
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)
406
Government – Structures of government
Analyze current events to infer the physical and human processes that
lead to the formation of boundaries and other political divisions. (14A)
436
Government - Student understands comparisons between different
structures of government systems.
Explain how forces of conflict and cooperation influence the allocation of
control of Earth’s surface such as the formation of congressional voting
districts or free trade zones. (14B)
4 days
444
Government – Impact of foreign relations on political issues
Explain the geographic factors that influence a nation’s power to control
territory and that shape the foreign policies and international political
relations of selected nations. (14C)
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)
603
Culture-How people and cultures are similar to and different from,
each other
Give examples of ways various groups of people view cultures, places,
and regions differently. (16B)
604
Culture- People and cultures are similar to, and different from, each
other
Describe and compare patterns of culture such as language, religion,
land use, systems of education, and customs that make specific regions
of the world distinctive. (17A)
612
Culture-How cultures change over time
Analyze cultural changes in specific regions and the obstacles they face.
(18B)
613
Culture- Cultures spread from one society to another
Evaluate case studies of the spread of cultural traits to find examples of
cultural convergence and divergence such as the spread of democratic
ideas, or U.S.-based fast-food franchises in Russia and Eastern
Europe…(18D)
Use the video from the ancillary
collection The Voyageur Experience in
World Geography Russia: Rebuilding a
Nation. Pages 41-50 of the Video
Resource Book provide activities to
supplement this video. One
recommended activity is that students
prepare a short scripted conversation
between two American students and two
Russian students that would address
topics such as school, clothing, food,
sports, and personal goals.
Refer to the Integrated Assessment booklet and use
the Rubric 5.5 for a script
McDougal Littell World Geography
Textbook TE p. 395 Damage
Assessment Report
Students will choose a nuclear threat to
investigate and examine its political,
economic, and environmental
consequences. They will use online and
print resources to research their topic
including the primary sources listed on
pages 394 and 395 to prepare a damage
assessment report of the region’s nuclear
situation today. This assessment should
include both causes and effects as well
as the steps being taken by regional
officials to address the problem. The
assessment should also include
statistics, compelling stories, and firstperson accounts that will enliven the
assessment. Maps, charts, graphs, and
photos should be added for visual
interest.
The damage assessment report should:

Clearly explain the causes and effects of the
problem

Describe steps that are or can be taken to solve
the problem

Include interesting statistics, a story, or a firstperson account to engage the reader

Contain informative, visually appealing graphics
Principles of Learning Tip: Academic Rigor
in a Thinking Curriculum – High Thinking
Demand:
The Damage Assessment Report is an
example of a challenging, high-level
assignment in which original work
and revision to the standards
are expected.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
NOTE: Many of the matrix items can be covered simultaneously
26
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
©2009-2010 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Russia and The Republics: Today’s Issues (continued)
708
Science, Technology, & Society-Impact of technology on economic
development
Analyze the role of technology in agriculture and other primary economic
activities and identify the environmental consequences that have taken
place. (20B)
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. (22C)
822
Social Studies Skills-Evaluate the validity of a source
Analyze and evaluate the validity and utility of multiple sources of
geographic information such as primary and secondary sources, aerial
photographs, and maps. (21B)
826
Social Studies Skills-Apply critical thinking skills to identify a
social studies problem
Use case studies and geographic information systems to identify
contemporary geographic problems and issues and to apply geographic
knowledge and skills to answer real-world questions. (23B)
829
Social Studies Skills-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)
4 days
McDougal Littell World Geography
Textbook TE p. 397 Multimedia
project on the Russian
economy: Students will use the
links at www.classzone.com to do
research on current economic conditions
in Russia. They will compare the
statistics they find on the Russian
economy, such as inflation and poverty
rates, with statistics on the U.S.
economy. They will then create a
multimedia presentation of their findings,
including maps and graphs that visually
present the information researched.
Grading rubric as referenced on page 397.
For the multimedia presentation on the Russian
economy, students should:

Make concise, well-organized presentation

Make comparisons that cover comparable data
and time periods

Include imaginative visual complements in the
presentation

Include references to the Web sites used as
sources
TAKS Mini-Lesson – U.S. History
Connection (page 389)
Ask pairs of students to use prior knowledge,
the material on page 389, and additional
research to make a compare/contrast chart of
the federal systems in the United States and
Russia.
TAKS Obj. 4 (8.18B – Understanding various
governing powers in a federal system)
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
NOTE: Many of the matrix items can be covered simultaneously
27
©2009-2010 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Russia and The Republics: Today’s Issues (continued)
Resources
McDougal Littell World Geography Textbook Chapter 17 “Today’s Issues:
Russia and the Republics”
Online edition and support at www.classzone.com
McDougal Littell World Geography Ancillaries:

Reading Study Guide, pp. 145-152

Access for Students Acquiring English, pp. 87-92

Spanish Reading Study Guide, pp. 145-152
Unit 5 In-Depth Resources:

Skill builder p. 26; Building Vocabulary p.27; Reteaching pp. 3234; Guided Reading, p. 21-23

Critical Thinking Transparencies CT23, CT49

Map Transparency MT30

The Voyageur Experience in World Geography
Russia: Rebuilding a Nation

TAKS Practice Transparencies TT54 – TT56
Teacher Notes
Vocabulary:
 Caucasus, Chechnya, Nagorno-Karabakh (Text, Chapter 17, Section One)
 privatization, distance decay (Text, Chapter 17, Section Two)
Content-Specific Web Sites on Contemporary Issues in Russia and the Republics:
 Central Asia Caucasus Institute at http://www.cacianalyst.org/ gives the latest news and information related to the
Caucasus region
 Post-Soviet Prospects at http://www.csis.org/ruseura/psp/pspiii10.html
 The Soviet Nuclear Legacy at http://news.bbc.co.uk/2/hi/europe/197295.stm
 Economist.com: Russia at http://www.economist.com/Countries/Russia/
 BBC News Country Profile: Russia at http://news.bbc.co.uk/ 1/hi/ world/ europe/ country_profiles/ 1102275.stm
 CIA World Factbook: Russia at https://www.cia.gov/library/publications/the-world-factbook/index.html
 Battle for Chechnya at http://news.bbc.co.uk/2/hi/europe/461041.stm
 Nuclear Waste at http://www.nuclearwaste.com/
 Nuclear Waste Dumping at http://environment.about.com/ library/ weekly/ aa011198.htm
 Russia Awash in Nuclear Leftovers at http://www.spacedaily.com/news/nuclear-civil-02l.html
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
NOTE: Many of the matrix items can be covered simultaneously
28
©2009-2010 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
Grade Nine World Geography
Time/Pace
Student Work Products
Suggested Assessment
Obj.
Possible Accommodations
for Suggested
Students
with Special
Needs
Reading













Emphasis on major points
Pre-teach vocabulary to
ensure understanding
Provide page numbers to
specific answers
Use brief conferences to
ensure comprehension
Tape text
Read orally
Use organizers, visual aids
Teach comprehension
strategies
Highlight materials
Peer reading
Ask leading questions to help
focus reading on important
points
Have students list important
people, facts, after reading
Provide a reading guide
(leading questions to answer)
TAKS
Writing









Allow student to select
method of writing (cursive,
manuscript, assistive
technology)
Oral response (tape-record)
Provide student with hard
copy of notes or fill in the
blank
Reduce amount of copying
from board
Check for understanding of
content
Don’t penalize for spelling or
grammatical errors
Provide graphic organizer (i.e.
Inspiration® software, chart,
map, graph, picture)
Provide outline
Accentuate positive aspects
of student writing
Assignment Completion











Reduce assignments
Reduced number of problems
Provide hard copy of teacher
expected work
Extra time for response, in
class work, homework
Alternate projects
Provide multiple opportunities
to learn content: cooperative
learning, choral responses,
hands-on participation
Assignment contracts
Provide opportunities for extra
credit
Repeat directions or have
student repeat
Provide directions orally, in
writing, and show model
Task analyze – break down
the steps and teach one at a
time, gradually adding
additional steps
Student Assessment
















Alternate form of exam
(multiple choice vs. short
answer, oral vs. written essay)
Open book test
Open note test
Oral tests
Oral responses
Extended time
Provide a study guide
Opportunity to retake an exam
Allow test corrections
Provide extra credit
opportunities
Provide a concrete example
of how students are to
respond
Provide an alternative test site
Give practice test prior to
actual test
Avoid unnecessary words that
do not help student select the
correct answer
Avoid choices such as “ A and
B”, “all of the above”, or “none
of the above” on multiple
choice test
Provide a word bank for fill in
the blank items
NOTE: Each campus should consult with their department chair or student’s case manager when questions arise on what is an allowable accommodation.
Teachers should also refer to each student’s IEP/Accommodation and Modification page.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
NOTE: Many of the matrix items can be covered simultaneously
29