Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
©2008-09 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Africa: Physical Geography
111
214
History-The 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-Translate and analyze geographic data
Answer questions about geographic distributions and
patterns shown on maps, graphs, and charts. (8.10B)
T2
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*
223
Geography-Humans have adapted to, and modified, the
physical environment
Compare ways that humans depend on, adapt to, and
modify the physical environment such as coastal fishing,
farming and ranching, industrialization, irrigation, timber,
and urbanization using [local,] state, national, and
international human activities in a variety of cultural and
technological contexts. (8B) B
T5*
Economics-Production of goods and services
Compare the ways people satisfy their basic needs
through the production of goods and services such as
subsistence agriculture versus market-oriented agriculture
or cottage industries versus commercial industries.
(10C) B
T3
812
Social Studies Skills–Create visual and written materials
[Construct and] interpret maps to answer geographic
questions, infer geographic relationships, and analyze
geographic change. (21C) B
T5
109
History–One era influences another era
Describe the human and physical characteristics of the same
place at different periods of history. (2A)
207
Geography–Physical characteristics of the environment
Relate the physical processes to the development of distinctive
landforms. (4B)
301
Week 1
Have students label and identify the
countries, capitals, major landforms, and
bodies of water located in Africa
McDougal Littell, World Geography TE
Activity Options: Making
Generalizations About the Sahara
Desert, p. 421
Point out that pages 420-421 have three
different sources about the Sahara
desert: text, a photograph, and a map.
Have students study all three and ask if
this generalization is true: “The Sahara
is covered with sand dunes.” Have
students take the information from these
pages and compose a paragraph
addressing this generalization, citing
specific evidence from the text to support
their reasoning.
McDougal Littell, World Geography TE
Activity Options: Making
Comparisons, p. 423
Have students choose a city in Africa
and a city in the United States at about
the same latitude. Using a variety of
resources, students will compare the
climate and vegetation of the two places.
They will then create a chart comparing
the two locations.
Students will
then compare the cities on a separate
chart, looking at the influences the
following have had on the people :

Government,

Economics,

Education
Students will analyze the information
gathered on both charts and decide
which factors have influenced the two
groups of people the most (climate,
vegetation, government, economics,
or education) and write a response
justifying their findings.
Map quiz
Integrated Assessment Booklet: 2.1 Map/Sketch Map
(p.28)
Integrated Assessment Booklet: 2.2 Chart/Table/List
(p. 28)
Principles of Learning Connection
Accountable Talk – Accountability to
Rigorous Thinking: In order to make
accurate generalizations about the Sahara
Desert, students will need to synthesize
text, a photograph, and a map of this
region. They should then be able to
construct explanations for their
generalization.
Integrated Assessment Booklet: 4.2 Essay/Written
Answer (p. 32)
Integrated Assessment Booklet: 2.2 Chart/Table/List
(p. 28)
Indicates differentiation from the IPG.
The APGs are color-coded to explain
the type of differentiation used.
GREEN = Modifications addressing
depth/complexity,
RED = Substitutions,
PURPLE = Additions
Color-coded APGs are available on the
AISD GT website at:
http://www.austinisd.org/academics/curriculu
m/gt/apg.phtml
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 1 of 31
©2008-09 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Africa: Physical Geography (cont.)
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)
211
Geography-Physical characteristics of the environment
Explain the distribution of plants and animals in different
regions of the world using the relationships among climate,
vegetation, soil, and geology. (4C)
212
Geography-Physical characteristics of the environment
Describe the impact of and analyze the reaction of the
environment to abnormal and/or hazardous environmental
conditions at different scales such as El Niño, floods, droughts,
and hurricanes. (8C)
215
Geography-Translate and analyze geographic data
Analyze statistical and other data to infer the effects of physical
and human processes on patterns of settlement, population
distribution, economic and political conditions, and resource
distribution. (8D)
218
Geography-Concept of regions
Identify physical or human factors that constitute a region such
as soils, climate, vegetation, language, trade network, river
systems, and religion. (9A)
221
Geography–Physical environment affects and interacts
with the human environment
Explain the interrelationships among physical and human
processes that shape the geographic characteristics of places
such as connections among economic development,
urbanization, population growth, and environmental change.
(8A)
Week 1
(cont.)
McDougal Littell, World
Geography TE Activity
Options: Writing a News
Report Using Two Internet Sources on
Environmental Issues in Nigeria or
Egypt, p. 422
Have students go to the Current Events
button at www.classzone.com and follow
the links to sources of information on
current events in Africa. They should
find two sources of information about
current environmental issues in Nigeria
or Egypt and use those sources to write
a brief news report. A directory of links
on Africa’s environment is available at
About Environment at
http://environment.about.com/index.htm?
once=true&
Integrated Assessment Booklet: 4.5 News
Article/Mock Magazine/Description (p. 33)
McDougal Littell, World Geography TE
Activity Options: Writing a Report on
the Aswan Dam, p. 427
Students will study the map of the Aswan
Integrated Assessment Booklet: 4.2 Essay/Written
Answer (p. 32)
Principles of Learning Connection
Accountable Talk – Accountability to
Knowledge: As students research and discuss
the environmental issues affecting Nigeria and
Egypt, they identify knowledge that may not be
available yet but is needed to address the
issues connected to their news reports.
High Dam on page 426 and
explore
the possibilities of the following
question: “What if the Aswan Dam
had not been built?” Students will
create a visual display showing:

3 consequences of no dam

3 benefits of the Dam
Lesson 1.1 Mapping the
Physiographic Features of Africa
Students will identify and label 18 key
physiographic features of Africa to
understand the diversity of this continent.
Lesson 1.2 Adapting to the Climate
Regions of Sub-Saharan Africa
Students will explain how people in
four contrasting African climate zones
have adapted to their environment.
Integrated Assessment Booklet: 2.1 Map/Sketch Map
(p.28)
Integrated Assessment Booklet: 3.6 Speech/Oral
Report/Presentation (p.31)
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 2 of 31
©2008-09 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Africa: Physical Geography (cont.)
310
Economics-Economic factors of production
Analyze how the creation and distribution of resources affect
the location and patterns of movement of products, capital, and
people. (12B)
320
Economics-Types of industry found in different societies
Identify factors affecting the location of different types of
economic activities, such as trading and growth of industries.
(11B)
329
Economics–Areas of the world are economically
interdependent through trade
Compare global trade patterns at different periods of time and
develop hypotheses to explain changes that have occurred in
world trade and the implications of these changes. (12A)
601
Culture-Concept of culture
Describe distinctive cultural patterns and landscapes
associated with different places in…other regions of the world,
and how these patterns influence the processes of innovation
and diffusion. (16A)
701
Science, Technology, and Society–How technology has
affected daily lives
Analyze ways technological innovations have allowed humans
to adapt to places shaped by physical processes, such as
floods, earthquakes, and hurricanes. (19B)
801
Social Studies Skills-Use social studies terminology
Apply appropriate vocabulary, geographic models,
generalizations, theories, and skills to present geographic
information. (22B)
802
Social Studies Skills–Use social studies terminology
Use geographic terminology 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)
Week 1
(cont.)
McDougal Littell, World
Geography TE Activity
Options: Technology in the
Classroom - Desertification
Have students read pages 424-425 and
look at the images of desertification.
Discuss the reasons why desertification
is occurring and the possible
consequences of desertification. Have
students read more about desertification
and look at the pictures at the United
Nations Secretariat of the Convention to
Combat Desertification Web site at
http://www.unccd.int/main.php. They
should take notes to help answer the
questions "What are some causes and
consequences of desertification, and
what might it look like in a region that is
facing desertification?" Ask them to focus
their research on desertification in the
Sahel region of Africa. Students will then
use a computer-drawing program to
create posters depicting causes and/or
consequences of desertification in Africa.
Student posters should employ images
and colors to illustrate the idea of
desertification, rather than being textbased. Students should print the posters
on a color printer and share them with
the class. Alternately, have them display
the posters from a central computer with
projection device as they explain to
classmates how the posters illustrate the
causes or consequences of
desertification. Refer to the Chapter 18
Technology in the Classroom Activity at
www.classzone.com for additional
information.
Integrated Assessment Booklet: 1.1 Poster (p. 25)
Principles of Learning Connection
Accountable Talk – Accountability to
Rigorous Thinking: Students test their own
understanding of the concept of desertification
as they create their computer-drawing poster
and present this information to the rest of the
class.
TAKS Mini-Lesson (p. 397d)
Refer students to pages 425-427 and have
them compare and assess the degrees of
human need that led to desertification in
the Sahel, environmental harm in Nigeria,
and construction of the Chad-Cameroon
pipeline and Aswan High Dam.
TAKS Obj. 5 (WG 8B)
McDougal-Littell Section Assessments, pp. 418, 423,
427
Formal Assessment – Section Quiz, p. 274 (1), p. 275
(2), p. 276 (3)
Formal Assessment – Chapter Tests, Forms A, B, and
C, pp. 277-288
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 3 of 31
©2008-09 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
Resources
McDougal Littell, World Geography, Chapter 18 “Physical Geography of
Africa: The Plateau Continent”

Online edition and support at www.classzone.com
McDougal Littell World Geography Ancillaries:

Reading Study Guide, pp. 153-160

Access for Students Acquiring English, pp. 93-98

Spanish Reading Study Guide, pp. 153-160
Unit 6 In-Depth Resources:

Guided Reading, pp. 3-5; Map and Graph Skills, pp. 6-7,
Skillbuilder Practice, p. 8; Building Vocabulary, p. 9; Reteaching
Activities, pp. 10-12; Exploring Today’s Issues, pp. 32-35; Unit Atlas
Activities, p. 1; Regional Data File Activities, p. 2;

Outline Maps with Activities, pp. 51-54

Critical Thinking Transparency CT 18 “GeoFocus”, CT 50 “Gold
Production in Selected Countries”

Map Transparency MT 31 “Africa: Physical”, MT 32 “Africa: Political”

TAKS Practice Transparency TT 57, TT 58, TT59
Suggested Resource:

History Alive! Empires and Kingdoms of Sub-Saharan Africa
General Web Sites on Geography and Cultures:

www.cnn.com

www.census.gov/ipc/www/idbpyr (population pyramids)

www.cia.gov/cia/publications/factbook

www.abcnews.com

www.pbs.org

www.adventuredivas.com

www.nationalgeographic.com
Content-specific Web Sites on the Physical Geography of Africa:

All Africa website at http://allafrica.com/

Africa Daily website at http://www.africadaily.com/

PBS: From the Sahara to the Serengeti at
http://www.pbs.org/wnet/africa/

An Introduction to Africa at http://www.geographia.com/indx06.htm

University of Pennsylvania African Studies Center at
http://www.sas.upenn.edu/African_Studies/Home_Page/Country.html

Africa: South of the Sahara at http://wwwsul.stanford.edu/depts/ssrg/africa/guide.html
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Teacher Notes
Vocabulary:

basin, Nile River, rift valley, Mount Kilimanjaro, escarpment (Text, Chapter 18, Section One)

Sahara, aquifer, oasis, Serengeti Plain, canopy (Text, Chapter 18, Section Two)

Niger delta, Sahel, desertification, Aswan High Dam, silt (Text, Chapter 18, Section Three)
Suggested Videos from United Streaming (www.unitedstreaming.com)

Exploring the World's Geography - Segment Three: Geography of Africa (05:20 minutes)

Regions of the World: Africa (39:00 minutes)

Elephants of Garamba (20:45 minutes)

Journey to Understanding: The Earth that Feeds Us (15:29 minutes)

Assignment: Blue Nile (21:00 minutes)

Assignment: Egypt (21:00 minutes)

Sketches of the World: Animal Passion - Exploring Animals All Over the World: Africa and Madagascar
(11:00 minutes)

Sketches of the World: The Living Planet - Exploring Nature Throughout the World: Canary Islands and
Madagascar (5:00 minutes)

Africa in Focus Series – Central African Republic, Egypt, Ghana, Ivory Coast, Kenya, Morocco, Mozambique,
South Africa, Tanzania, The Horn of Africa, Tunisia, Zaire, Zambia (Each episode is approximately 20 minutes in
length. Each episode addresses physical geography in addition to cultural and historical issues and can be used
throughout the unit on Africa)
Content-specific Web Sites on the Physical Geography of Africa:

United Nations Convention to Combat Desertification (UNCCD) at http://www.unccd.int/main.php

UNCCD: Information for the Public and the Media at http://www.unccd.int/publicinfo/menu.php

U.S. Geological Survey: Desertification at http://pubs.usgs.gov/gip/deserts/desertification/

Desert Net: The Sahel Case at http://www.desertnet.de/sahel.htm

Environmental Issues in Africa Links at http://environment.about.com/index.htm?once=true&

BBC News: Africa at http://news.bbc.co.uk/1/hi/world/africa/default.stm

World Atlas: Africa at http://www.worldatlas.com/aatlas/africa/facts.htm

University of Pennsylvania: African Studies Center at
http://www.sas.upenn.edu/African_Studies/About_African/ww_demg.html

U.S. Census Bureau: Internet Database Summary Demographic Data at http://www.census.gov/ipc/www/idbsum.html

PBS – Africa: Explore the Regions at http://www.pbs.org/wnet/africa/explore/index_flash.html

CIA World Factbook at http://www.cia.gov/cia/publications/factbook/

Gallo Images: The Africa Collection at http://www.galloimages.com/roots/index.html

Africa Imagery at http://www.africaimagery.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
Page 4 of 31
©2008-09 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Africa: Human Geography
111
History-The 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*
166
History-Historic origins of voluntary and forced migrations
Trace the spatial diffusion of a phenomenon and describe
its effects on regions of contact… (1B) B
T2*
201
Geography-Concept of location
Locate settlements and observe patterns in the size and
distribution of cities using maps, graphics, and other
information. (6A) B
T2
Geography-Translate and analyze geographic data
Analyze political, economic, social, and demographic data
to determine the level of development and standards of
living in nations. (5B) B
T3*
Geography-Physical environment affects and interacts
with the human environment
Analyze the effects of physical and human geographic
factors on major events in world history such as the
effects of the opening of the Suez Canal on world trade
patterns. (WH 12B) B
T2
Geography-Humans have adapted to, and modified, the
physical environment
Compare ways that humans depend on, adapt to, and
modify the physical environment such as coastal fishing,
farming and ranching, industrialization, irrigation, timber,
and urbanization using [local,] state, national, and
international human activities in a variety of cultural and
technological contexts. (8B) B
T5*
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
215
220
223
301
Week 2
McDougal Littell, World Geography TE
Activity Options: News Report on the
Mau Mau Rebellion, p. 432
Working in small groups, students will
research the Mau Mau and prepare a
news report on the group’s origins,
goals, and actions. Comprehensive
news reports should include maps
showing the rebel bases or the regions
affected by the uprising and interviews
with British and Mau Mau leaders.
Students should focus on the news
events for one particular year during the
rebellion (1952-1960).
Integrated Assessment Booklet: 3.6 Speech/Oral
Report/Oral History Presentation/News Report (p. 31)
McDougal Littell, World Geography TE
Activity Options: Debate on Wildlife
Conservation, p. 434
Divide students into groups of three.
Each group member should research the
issue of conserving wildlife areas in
relation to human needs. One student
should favor conversation, one should
oppose it, and one should act as the
moderator. Hold the debates before the
Integrated Assessment Booklet: 3.4 Debate (p. 31)
class.
Following the debates,
students will select one side to take
and they will write a persuasive paper
including details that support their
decision.
Principles of Learning Connection
Accountable Talk – Accountability to the
Learning Community: A class debate, such
as the one on wildlife conservation, requires that
students actively participate in classroom talk,
listen attentively to each other, and elaborate
and build upon each others’ contributions.
Integrated Assessment Booklet: 3.2 Panel
Discussion/ Talk Show/ Conference (p. 30)
Principles of Learning Connection
Accountable Talk – Accountability to
Rigorous Thinking: The panel discussion on
famine and drought in Africa requires that
students synthesize several sources of
information as they construct explanations and
formulate conjectures and hypotheses in their
panel discussions.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 5 of 31
©2008-09 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Africa: Human Geography (cont.)
422
Government-Purpose and functions of the U.S.
Constitution
Describe the impact of the 19th-century amendments
including the 13th, 14th, and 15th amendments on life in the
United States. (8.17B) 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*
812
Social Studies Skills–Create visual and written materials
[Construct and] interpret maps to answer geographic
questions, infer geographic relationships, and analyze
geographic change. (21C) B
T5
109
History–One era influences another era
Describe the human and physical characteristics of the same
place at different periods of history. (2A)
205
Geography-Construct and interpret maps and other
graphics
Construct and analyze population pyramids and use other
data, graphics, and maps to describe the population
characteristics of different societies and to predict future growth
trends. (7A)
218
Geography-Concept of regions
Identify physical or human factors that constitute a region such
as soils, climate, vegetation, language, trade network, river
systems, and religion. (9A)
221
Geography-Physical environment affects and interacts
with the human environment
Explain the interrelationships among physical and human
processes that shape the geographic characteristics of places
such as connections among economic development,
urbanization, population growth, and environmental change.
(8A)
Week 2
(cont.)
McDougal Littell, World Geography TE
Activity Options: Critical Thinking
Discussion on the Economics of Oil in
North Africa, p. 440
Use the following guiding questions as
the economics of oil in North Africa is
discussed in class:

How has the discovery of oil
affected several North African
economies?

Why does the oil industry hire
foreign workers?

How can North African countries
improve their local economies?
McDougal Littell, World Geography TE
Activity Options: Critical Thinking
Discussion on European Colonization
in the Congo, p. 449
Use the following guiding questions as
European colonization in the Congo is
discussed in class:

What caused King Leopold II to
take over the Congo?

What was the immediate effect of
the violence against the people
of the Congo?

What might be the long-term
effects of this violence?
Have students select one of these two
topics and write a report using these
guiding questions as a way to organize
their written report.
Integrated Assessment Booklet: 3.8 Speech/Oral
Report/Oral History/Presentation/News Report (p. 31)
Principles of Learning Connection
Accountable Talk – Accountability to
Knowledge: The class discussions on North
African oil and colonization in the Congo allow
students to make use of specific and accurate
knowledge as they provide evidence for claims
and arguments over these topics.
Integrated Assessment Booklet: 3.8 Speech/Oral
Report/Oral History/Presentation/News Report (p. 31)
Integrated Assessment Booklet: 4.2 Essay/Written
Answer (p. 32)
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 6 of 31
©2008-09 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Africa: Human Geography (cont.)
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)
231
Geography-Migration influences the environment
Explain the political, economic, social, and environmental
factors that contribute to human migration such as how
national and international migrations are shaped by push-andpull factors and how physical geography affects the routes,
flows, and destinations of migration. (7B)
233
Geography-Geographic factors influence political
development
Analyze how the character of a place is related to its
political…and cultural characteristics. (5A)
234
Geography-Geographic factors influence economic
development
Analyze how the character of a place is related to its…
economic…characteristics. (5A)
310
Economics-Economic factors of production
Analyze how the creation and distribution of resources affect
the location and patterns of movement of products, capital, and
people. (12B)
320
Economics–Types of industry found in different societies
Identify factors affecting the location of different types of
economic activities. (11B)
329
Economics–Areas of the world are economically
interdependent through trade
Compare global trade patterns at different periods of time and
develop hypotheses to explain changes that have occurred in
world trade and the implications of these changes. (12A)
406
Government–Structure of governments
Analyze current events to infer the physical and human
processes that lead to the formation of boundaries and other
political divisions. (14A)
Week 2
(cont.)
McDougal Littell, World Geography TE
Activity Options: Per Capita Income
in West Africa, p. 445
Using a variety of resources, have
students find the per capita income for
the last 10 years of 4 countries in each
of the 5 regions addressed in chapter –
North Africa, West Africa, East Africa,
Central Africa, and South Africa. They
will create a chart comparing growth and
decline and develop at least two
conclusions about per capita income in
these regions.
Students will select
one of the countries that has been in
decline and develop a plan of action
to help improve the economic growth
for the people of this country.
Students could write a letter to the
leader of that country outlining their
ideas including data to support their
ideas.
McDougal Littell, World
Geography TE Activity
Options: Technology in the
Classroom – Electronic Field Trip
Have students pretend they have a year to
travel around Africa and visit each of the
regions covered in Chapter 19. Their goal
will be to learn as much as possible about
traditional African arts and to compare the
artistic traditions of these regions. Divide
the class into small groups and have each
group choose examples of African art,
music, and dance from the provided Web
sites. They should include at least two
examples from each region. They should
take notes and save images from the
Internet into a folder on the computer or
onto a disk. They should also save audio
files or bookmark these links to their
presentations. Ask them to document the
source of each file they save, citing the title
and URL of the Web site. Students will
create multimedia presentations
showcasing what they have learned.
Integrated Assessment Booklet: 2.2 Chart/Table/List
(p. 28)
Integrated Assessment Booklet: 5.4 Multimedia
Presentation/Electronic Presentation (p. 36)
Use the following Web sites as resources:

Yahoo Search: African Dance Groups at
http://dir.yahoo.com/arts/performing_arts/dance/f
olk_and_traditional/african/groups/

University of Virginia Library – African Art:
Aesthetics and Meaning at
http://www.lib.virginia.edu/clemons/RMC/exhib/9
3.ray.aa/African.html

The African Music Encyclopedia at
http://www.africanmusic.org/

Smithsonian Institute – The National Museum of
African Art at http://www.nmafa.si.edu/

Emory University – Michael C. Carlos Museum:
Permanent Collection of Egyptian Art at
http://www.carlos.emory.edu/COLLECTION/EGY
PT/
Activities such as this one
dealing with African arts are a
good way of commemorating
Black History Month in
February.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 7 of 31
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Matrix Strand
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TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Africa: Human Geography (cont.)
436
503
Government–Issues on different types of governments
Explain how forces of conflict and cooperation influence the
allocation of control of Earth’s surface such as the formation of
congressional voting districts or free trade zones. (14B)
Citizenship-Customs, symbols, and celebrations
Explain how citizenship practices, public policies, and decisionmaking may be influenced by cultural beliefs. (15B)
527
Citizenship-Different points of view in a democratic society
Identify and give examples of different points of view that
influence the development of public policies and decisionmaking processes on local, state, national, and international
levels. (15A)
601
Culture-Concept of culture
Describe distinctive cultural patterns and landscapes
associated with different places in…other regions of the world,
and how these patterns influence 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)
TAKS Mini-Lesson – U.S. History
Connection
(p. 429d)
Have students read page 442 and then
describe the trade in African captives in terms
of essential background to the passage of the
13th and 14th Amendments to the U.S.
Constitution.
TAKS Obj. 4 (8.17B)
Week 2
(cont.)
McDougal Littell, World Geography TE
Activity Options: Research and Panel
Discussion on Current Issues in
Southern Africa, p. 454
Working in small groups, each student
should select a different nation in
Southern Africa and prepare a report on
current events there. They should focus
on issues such as politics, health care,
education, or economic development.
They may use Internet or print sources.
The group should then hold a panel
discussion in which each member
shares his or her report, and the group
as a whole reaches conclusions about
trends in the region.
Integrated Assessment Booklet: 3.2 Panel
Discussion/ Talk Show/ Conference (p. 30)
McDougal Littell, World
Geography TE Activity
Options: Internet Activity –
The People of Africa
Students will use electronic Web sites to
do research on the people of one African
country. They should look for such
information as age range, religions,
ethnic groups, literacy rates, and per
capita income. They will then write a
report and include a population pyramid,
pie graphs, and other visuals to help
present the information. They should
organize their report logically, with
introductory and summary paragraphs.
Students should use the following Web
sites to begin their research: The
University of Iowa: Art and Life in Africa
at
http://www.uiowa.edu/~africart/toc/peopl
e.html and The Living Africa: The
People at
http://www.thinkquest.org/library/site_su
m.html?tname=16645&url=16645/the_pe
ople/the_people.shtml
Integrated Assessment Booklet: 4.5 News
Article/Mock Magazine/Description (p. 33)
Principles of Learning Connection
Accountable Talk – Accountability to
Knowledge: As students research issues in
Southern Africa, they are responsible for
identifying knowledge that may not be available
yet which is needed to address these issues.
Reports should include the following criteria:

Separate paragraphs for the introduction, each
topic, and the conclusion

Main ideas are supported with visuals, which
include a population pyramids, different pie
graphs, and photographs

Correct grammar, spelling, and punctuation are
used

All Web sites and additional sources are listed in
a bibliography
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 8 of 31
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Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Africa: Human Geography (cont.)
604
605
Culture–How people and cultures are similar to, and
different from each other
Describe and compare patterns of culture such as language,
religion, land use, systems of education, and customs that
make specific regions of the world distinctive. (17A)
Culture–How people learn about themselves
Analyze examples of cultures that maintain traditional ways.
(18C)
607
Culture-How people learn about themselves
Describe and observe customs of the local community such
as…African-American Heritage Month (February)… (L)
612
Culture-How cultures change over time
Analyze cultural changes in specific regions and the obstacles
they face. (18B)
616
Culture-Individuals and groups shape a society’s culture
Compare economic opportunities in different cultures for
women and religious minorities in selected regions of the
world. (17B)
801
Social Studies Skills-Use social studies terminology
Apply appropriate vocabulary, geographic models,
generalizations, theories, and skills to present geographic
information. (22B)
Week 2
(cont.)
Mapping Our World: GIS Lessons for
Educators – Module 4 “Growing
Pains: A Regional Case Study of
Europe and Africa,” (pages 209-233)
Students will compare the processes
and implications of population growth in
the world’s fastest and slowest growing
regions: sub-Saharan Africa and
Europe. Through the analysis of
standard of living indicators in these two
regions, students will explore some of
the social and economic implications of
rapid population growth. Students will
then take on the role of a special liaison
to the United Nations in charge of
establishing partnerships between
nations of slow and fast growth.
Through a written report, they will devise
a way the countries can form a
partnership to improve the standard of
living for all countries involved.
*This activity can also be conducted
during the Fourth Six Weeks study of
Europe.
Use the rubric on page 233 of the GIS book to
evaluate the report.
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.
McDougal-Littell Section Assessments, pp. 435, 441,
445, 452, 457
Formal Assessment – Section Quiz, p. 289 (1), p. 290
(2), p. 291 (3), 292 (4), 293 (5)
Formal Assessment – Chapter Tests, Forms A, B, and
C, pp. 294-305
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 9 of 31
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Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Africa: Human Geography (cont.)
802
826
Social Studies Skills–Use social studies terminology
Use geographic terminology correctly. (22C)
Social Studies Skills-Apply critical thinking skills to
identify a social studies problem
Use case studies and geographic information systems to
identify contemporary geographic problems and issues and to
apply geographic knowledge and skills to answer real-world
questions. (23B)
829
Social Studies Skills-How to evaluate social studies data
Use historical, geographic, and statistical information from a
variety of sources such as databases, field interviews, media
services, and questionnaires to answer geographic questions
and infer geographic relationships. (21A)
830
Social Studies Skills-How to evaluate social studies data
Apply basic statistical concepts and analytical methods such as
computer-based spreadsheets and statistical software to
analyze geographic data. (21D)
Week 2
(cont.)
Recommended Activities from History
Alive! Empires and Kingdoms of SubSaharan Africa
Lesson 4.1 Understanding Proverbs
of the Shona: Lessons for Life
Students will interpret a series of Shona
proverbs and apply the teachings to reallife situations.
Lesson 4.2 Discovering Elements of
African Art Students will analyze a
variety of African art to discover its
beauty, richness, function, and
complexity. They will then complete a
chart in which they address the
characteristics of each of these
categories.
Lesson 4.3 Exploring the African
Influence on African-American Art
Students will explore the influences of
traditional African art on works created
by contemporary artists.
The History Alive! activities
address contemporary issues
that allow students to recognize
and celebrate cultural
contributions made by Africans
and African-Americans during
Black History Month in
February.
Integrated Assessment Booklet: 2.2 Chart/Table/List
(p. 28)
Principles of Learning Connection
Academic Rigor in a Thinking Curriculum –
Active Use of Knowledge: Students’ prior and
out-of school knowledge will be used as they
explore the influences of traditional African art
and music on works created by contemporary
artists and how American traditions have been
influenced by African culture.
Recommended Activities from History
Alive! Modern Africa
Lesson 4.1 Identifying African
Traditions in American Music
Students will explore how four African
musical traditions have influenced
American music.
Lesson 4.2 Discovering African
Influences in American Culture
Students will write a letter to an African
friend explaining which African traditions
have influenced American traditions.
Integrated Assessment Booklet: 4.3 Diary/Journal
Entry/Letter (p. 32)
(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
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TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
Resources
McDougal Littell, World Geography, Chapter 19 “Human Geography of
Africa: From Human Beginnings to New Nation”

Online edition and support at www.classzone.com
McDougal Littell World Geography Ancillaries:

Reading Study Guide, pp. 161-172

Access for Students Acquiring English, pp. 99-104

Spanish Reading Study Guide, pp. 161-172
Unit 6 In-Depth Resources:

Guided Reading, pp. 13-17; Skillbuilder Practice, p. 18; Building
Vocabulary, p. 19; Reteaching Activities, pp. 20-24; Geoworkshop,
pp. 39-40; Outline Maps with Activities, pp. 55-62; Cultures Around
the World, pp. 31-36

Critical Thinking Transparency CT 19 “GeoFocus”, CT 51 “Ancient
Empires”

Map Transparency MT 33 “The Origin of Early Humans”, MT 34
“Islam in Africa”

Cultures Transparency CW 36 “Making Jewelry”, CW 32 “Mancala”,
CW 31 “Dogon Village”, CW 33 “Benin Bronze”, CW 34 “Masks”, CW
35 “Kora”

TAKS Practice Transparency TT 60, TT 61, TT 62, TT 63, TT 64
Suggested Resource:

History Alive! Empires and Kingdoms of Sub-Saharan Africa

History Alive! Modern Africa
Specific Web Sites on the Human Geography of Africa:

All Africa website at http://allafrica.com/

Africa Daily website at http://www.africadaily.com/

PBS: From the Sahara to the Serengeti at
http://www.pbs.org/wnet/africa/

An Introduction to Africa at http://www.geographia.com/indx06.htm

University of Pennsylvania African Studies Center at
http://www.sas.upenn.edu/African_Studies/Home_Page/Country.html

Africa: South of the Sahara at http://wwwsul.stanford.edu/depts/ssrg/africa/guide.html

Human Rights Watch: Africa at http://hrw.org/doc/?t=africa

United Nations Economic Commission for Africa at http://uneca.org/

Black History Hotlist at
http://www.kn.pacbell.com/wired/BHM/bh_hotlist.html
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Teacher Notes
Vocabulary:

Olduvai Gorge, Aksum, Berlin Conference, cash crop, Masai, pandemic (Text, Chapter 19, Section One)

Carthage, Islam, rai (Text, Chapter 19, Section Two)

Gorée Island, stateless society, Ashanti (Text, Chapter 19, Section Three)

Bantu migrations, King Leopold II, Mobutu Sese Seko, Fang sculpture (Text, Chapter 19, Section Four)

Great Zimbabwe, Mutapa Empire, apartheid, Nelson Mandela (Text, Chapter 19, Section Five)
Suggested Videos from United Streaming (www.unitedstreaming.com)

Africa: Playing God with Nature? (46:01 minutes)

Rhino War (52:30 minutes)

Journey to Understanding: Facing the Future (16:48 minutes)

Journey to Understanding: Textbooks and Dreams (15:28 minutes)

Journey to Understanding: Understanding Each Other (16:38 minutes)

Journey to Understanding: Women: Our Changing Role (15:28 minutes)

Great Books: Heart of Darkness (27:00 minutes)

Life and Legend of Jane Goodall, The (48:18 minutes)

Dr. Leakey and the Dawn of Man (50:00 minutes)

Mystic Lands: Egypt: Cycle of Life (25:00 minutes)
Specific Web Sites on the Human Geography of Africa:

U.S. Diplomatic Mission to Ghana: Amannee Magazine at http://accra.usembassy.gov/wwwhaman0203.html

Yahoo Search: African Dance Groups at
http://dir.yahoo.com/arts/performing_arts/dance/folk_and_traditional/african/groups/

University of Virginia Library – African Art: Aesthetics and Meaning at
http://www.lib.virginia.edu/clemons/RMC/exhib/93.ray.aa/African.html

The African Music Encyclopedia at http://www.africanmusic.org/

Smithsonian Institute – The National Museum of African Art at http://www.nmafa.si.edu/

Emory University – Michael C. Carlos Museum: Permanent Collection of Egyptian Art at
http://www.carlos.emory.edu/COLLECTION/EGYPT/

The University of Iowa: Art and Life in Africa at http://www.uiowa.edu/~africart/toc/people.html

The Living Africa: The People at
http://www.thinkquest.org/library/site_sum.html?tname=16645&url=16645/the_people/the_people.shtml

United Nations Cyber Schoolbus at http://cyberschoolbus.un.org/infonation3/menu/advanced.asp

U.S. State Department – Background Notes on Africa at http://www.state.gov/www/background_notes/afbgnhp.html

Global Issues: Conflicts in Africa at http://www.globalissues.org/Geopolitics/Africa.asp

BBC News: Africa at http://news.bbc.co.uk/1/hi/world/africa/default.stm
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 11 of 31
©2008-09 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Africa: Today’s Issues
111
History-The 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*
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 such as the
effects of the opening of the Suez Canal on world trade
patterns. (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*
Economics-Production of goods and services
Compare the ways people satisfy their basic needs
through the production of goods and services such as
subsistence agriculture versus market-oriented agriculture
or cottage industries versus commercial industries.
(10C) B
T3
611
Culture–How cultures change over time
Describe the impact of general processes such as
migration, war, trade, independent inventions, and
diffusion of ideas and motivations on cultural change.
(18A) B
T3*
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*
Social Studies Skills–Create visual and written materials
Interpret visuals including graphs, charts, timelines, and
maps. (WH 26C) B
T5
301
811
Week 3
McDougal Littell, World Geography TE
Activity Options: Making
Comparisons, p. 462-463
After students read “On the Road to
Development” on pages 462-463, have
them list the problems faced by African
nations and the solutions to those
problems on a chart.
Students will
also need to identify potential
obstacles to those solutions.
After completing the Skillbuilder activity
for Chapter 20 (p.30 Unit 6 In-Depth
Resources), discuss how AIDS has
affected the people and economic
development of Sub-Saharan Africa.
Students will then use
encyclopedias or the Internet, to find
out what the major diseases are in the
United States and identify their
primary causes, they should also
identify a possible cure/solution to
these diseases. They should chart
their findings to the major diseases in
Africa.
McDougal Littell, World Geography TE
Activity Options: Researching
Integrated Assessment Booklet: 2.2 Chart/Table/List
(p. 28)
Principles of Learning Connection
Accountable Talk – Accountability to the
Learning Community: The class discussion
on the AIDS crisis in Africa allows students to
participate in classroom talk as they elaborate
and build upon ideas and each others’
contributions. The discussion should work
toward the goal of clarifying and expanding the
problems associated with AIDS in Africa.
Integrated Assessment Booklet: 2.2 Chart/Table/List
(p. 28)
Integrated Assessment Booklet: 1.1 Poster (p. 25)
Colonial Influence in Africa, p. 473
Students will choose one country in
Africa that was once controlled by
a
European Imperial Power. Using
Internet and print resources, they will
research how the influence is still felt
today in that economy, government, and
language of the selected African
country. Students should illustrate
these findings on a poster.
TAKS Mini-Lesson (p. 459d)
Using the information on page 466, have
students use print or Internet resources to
research the plight of AIDS orphans and the
social and economic effects associated with
it.
TAKS Obj. 2 (WG 1B)
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 12 of 31
©2008-09 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Africa: Today’s Issues (cont.)
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 another era
Describe the human and physical characteristics of the same
place at different periods of history. (2A)
227
Geography-Location and patterns of settlement in different
areas of the world
Develop and defend hypotheses on likely population patterns
for the future. (7D)
233
Geography-Geographic factors influence political
development
Analyze how the character of a place is related to its
political…and cultural characteristics. (5A)
234
Geography-Geographic factors influence economic
development
Analyze how the character of a place is related to its…
economic…characteristics. (5A)
310
Economics-Economic factors of production
Analyze how the creation and distribution of resources affect
the location and patterns of movement of products, capital, and
people. (12B)
320
Economics–Types of industry found in different societies
Identify factors affecting the location of different types of
economic activities. (11B)
329
Economics–Areas of the world are economically
interdependent through trade
Compare global trade patterns at different periods of time and
develop hypotheses to explain changes that have occurred in
world trade and the implications of these changes. (12A)
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)
T5
Week 3
(cont.)
Use the video Kenya: National Identify
and Unity from the ancillary collection
The Voyageur Experience in World
Geography as a resource presenting
today’s issues in Southwest Africa.
Pages 51-60 of the Video Resource
Book provide activities to supplement
this video. One recommended activity is
that students write an essay in which
they compare and contrast the
challenges faced by Kenyans during and
following the colonial period
to
those challenges faced by another
African country once under Imperial
control. Prior to writing the essay,
students will create a graphic
organizer of their choice that
illustrates the similarities and
differences faced by the people of
Kenya and the other country.
Guiding questions for this essay should
include:

What rights did Africans in both
countries have during the
colonial period?

What kinds of differences did
these people face during the
years following independence?

How did daily life change for
these people when they became
independent?

What effects of colonialism are
still felt by Africans today?
Integrated Assessment Booklet: 4.2 Essay/Written
Answer (p. 32)
Principles of Learning Connection
Accountable Talk – Accountability to the
Learning Community: In order to provide an
interactive viewing experience, pause the video
at the points called for in the Teacher Resource
Book. Students should elaborate and build
upon the ideas and each other’s contributions
as the teacher asks the specific questions from
the Resource Book that allow for an enriching
discussion on the video.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 13 of 31
©2008-09 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Africa: Today’s Issues (cont.)
604
Culture–How people and cultures are similar to, and
different from each other
Describe and compare patterns of culture such as language,
religion, land use, systems of education, and customs that
make specific regions of the world distinctive. (17A)
629
Culture-Impact of fundamental institutions and ideas on
societies
Compare life in a variety of cities and nations in the world to
evaluate the relationships involved in political, economic,
social, and environmental changes. (16C)
801
Social Studies Skills-Use social studies terminology
Apply appropriate vocabulary, geographic models,
generalizations, theories, and skills to present geographic
information. (22B)
802
Social Studies Skills–Use social studies terminology
Use geographic terminology correctly. (22C)
813
Social Studies Skills–Create visual and written materials
Design and draw appropriate maps and other graphics such as
sketch maps, diagrams, tables, and graphs to present
geographic information including geographic features,
geographic distributions, and geographic relationships. (22A)
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)
Week 3
(cont.)
McDougal Littell, World Geography
TE Activity Options: Internet
Activity – Comparing Data and
Using Spreadsheets
Have students use a Web site to compare
and contrast such indicators as GDP per
capita, life expectancy, and unemployment
rates for several African countries. Ask
them to input their findings into a
spreadsheet, conduct additional Internet
research on one of the countries, and write
reports about what they have learned. Have
students locate data on: Botswana, Chad,
Democratic Republic of the Congo,
Nigeria, Somalia, and Uganda. Ask
students to select the following data fields:
GDP per capita, unemployment,
population under 15, and infant
mortality, life expectancy, illiteracy rate
(total), telephones, refugees. Have
students repeat these steps for the United
States. Students should then go to the U.S.
Department of State Background Notes
Web site at
http://www.state.gov/www/background_not
es/afbgnhp.html to find out more about the
history, government and political conditions,
and economies of one of the African
countries they have looked at. Have them
take notes on the factors that might
contribute to that country's current
economic and social situation. Have
students refer to their spreadsheets, their
notes, and Chapter 20 to write reports that
answer the following questions:

What historical, political, and
economic factors have contributed to
the current situation in Africa?

Why might African countries differ
from each other in economic and
social factors?

How do African countries compare to
the United States in economic and
social factors, and what are some of
the reasons for these differences?

What are some possible solutions to
the economic and social problems
facing Africa?
Integrated Assessment Booklet: 5.6 Spreadsheet
(p. 36)
Principles of Learning Connection
Academic Rigor – High-Thinking Demand:
The Internet Activity addressing the
spreadsheet and essay on the standard of living
in several African nations requires that students
do a challenging, high level assignment in which
original work and revisions to the standards are
expected.
Integrated Assessment Booklet: 4.2 Essay/Written
Answer (p. 32)
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 14 of 31
©2008-09 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Africa: Today’s Issues (cont.)
825
826
829
Social Studies Skills–Apply critical thinking skills to gather
and analyze social studies information
Use a problem-solving process to identify a problem, gather
information, list and consider options, consider advantages and
disadvantages, choose and implement a solution, and evaluate
the effectiveness of the solution. (23C)
Social Studies Skills–Apply critical thinking skills to gather
and analyze social studies information
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
question. (23B)
Social Studies Skills–How to evaluate social studies data
Use historical, geographic, and statistical information from a
variety of sources such as databases, field interviews, media
services, and questionnaires to answer geographic questions
and infer geographic relationships. (21A)
Week 3
(cont.)
Recommended Activities from History
Alive! Modern Africa
Section 2: A Case Study of Nigeria:
This section contains four activities that
address the effects of colonialism on
Nigeria.
McDougal-Littell Section Assessments, pp. 463, 467
Formal Assessment – Section Quiz, p. 306 (1), p. 307
(2), p. 308 (case study)
Formal Assessment – Chapter Tests, Forms A, B, and
C, pp. 309-323
Lesson 2.1 Creating Illustrated Spoke
Diagrams of Precolonial Nigeria
Students will create illustrated spoke
diagrams depicting life of three
prominent ethnic groups in Nigeria prior
to the arrival of the British.
Integrated Assessment Booklet: 1.3
Illustration/Diagram Picture/Scene/Comic
Strip/Cartoons (p. 25)
Lesson 2.2 Facing Colonialism: How
Would You Respond? Students
assume the role of Nigerians to
determine how to respond to various
events during colonial rule.
Integrated Assessment Booklet: 3.3 Interview/Press
Conference (p. 30)
Lesson 2.3 A Conference on
Independence Planning Nigeria’s
Future: Students design a political map,
national flag, and pledge of allegiance
for a newly independent Nigeria.
Integrated Assessment Booklet: 1.Mural/Visual
Presentation (p. 27)
McDougal Littell, World Geography TE
Activity Options: Case Study ProjectNews Report, p. 470-471
Using the primary sources on pages
470-471, students will prepare a news
report on a selected African country
addressing its precolonial, colonial, and
postcolonial history as well as its current
status. Topics such as conflicts, health
and welfare of its citizens, the economy,
and prospects for the future should be
addressed in the country’s current status
profile.
Integrated Assessment Booklet: 3.6 Speech/Oral
Report/Oral History Presentation/News Report (p. 31)
in addition to the suggested rubric on page 473 of the
teacher’s edition.
Students should:

Summarize a country’s current status in terms of
conflicts, health and welfare, and the economy

Report opinions on the country’s future prospects

Present this information in the format of a news
broadcast
Either audiotape or videotape the broadcast
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 15 of 31
Austin ISD Advanced Planning Guide – Social Studies
©2008-09 Austin Independent School District
Fifth Six Weeks
Pre-AP World Geography
Matrix
Matrix Strand
TAKS
#
TEKS Knowledge and Skill
Time/Pace
Suggested Student Work Products
Suggested Assessment
Obj.
Student Expectation
Resources
Teacher Notes
McDougal Littell, World Geography, Chapter 20 “Today’s Issues: Africa”
Vocabulary:

Online edition and support at www.classzone.com

“one-commodity” country, commodity, diversify (Text, Chapter 20, Section One)

AIDS, cholera, malaria, tuberculosis, UNAIDS (Text, Chapter 20, Section Two)
McDougal Littell World Geography Ancillaries:

Reading Study Guide, pp. 173-180
Suggested Videos from United Streaming (www.unitedstreaming.com)

Access for Students Acquiring English, pp. 105-110

Journey to Understanding: Good Health Starts at Home (16:37 minutes)

Spanish Reading Study Guide, pp. 173-180

The Voyageur Experience in World Geography Video Series: Kenya:
National Identify and Unity
Content-specific Web Sites on Today’s Issues in Africa:

BUBL Link: History of Africa at http://bubl.ac.uk/link/
Unit 6 In-Depth Resources:

World Atlas: Africa at http://www.worldatlas.com/aatlas/africa/facts.htm

Guided Reading, pp. 25-27; Map and Graph Skills, pp. 2829;Skillbuilder Practice, p. 30; Building Vocabulary, p. 31; Exploring

U.S. State Department – Background Notes on Africa at http://www.state.gov/www/background_notes/afbgnhp.html
Today’s Issues, pp. 32-35; Reteaching Activities, pp. 36-39;

United Nations Cyber Schoolbus at http://cyberschoolbus.un.org/infonation3/menu/advanced.asp

Critical Thinking Transparency CT 20 “GeoFocus”, CT 52 “Estimated

Global Issues: Conflicts in Africa at http://www.globalissues.org/Geopolitics/Africa.asp
Illiteracy Rates in Selected African Countries”

Map Transparency MT 35 “Challenges of Postcolonial Africa”

TAKS Practice Transparency TT 65, TT 66, TT 67
Suggested Resource:

History Alive! Modern Africa
Content-specific Web Sites on Today’s Issues in Africa:

All Africa website at http://allafrica.com/

Africa Daily website at http://www.africadaily.com/

PBS: From the Sahara to the Serengeti at
http://www.pbs.org/wnet/africa/

An Introduction to Africa at http://www.geographia.com/indx06.htm

University of Pennsylvania African Studies Center at
http://www.sas.upenn.edu/African_Studies/Home_Page/Country.html

Africa: South of the Sahara at http://wwwsul.stanford.edu/depts/ssrg/africa/guide.html

Human Rights Watch: Africa at http://hrw.org/doc/?t=africa

United Nations Economic Commission for Africa at http://uneca.org/

The African Union at http://www.africa-union.org/

BBC News: AIDS Threat to Africa’s Economy at
http://news.bbc.co.uk/1/hi/world/africa/829350.stm

Colonial Africa in the Twentieth Century Map at
http://users.erols.com/mwhite28/afri1914.htm

BBC News: The Story of Africa at
http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/index.
shtml
Video Connection - United Streaming
Download clips of videos connected to World Geography. Go to www.unitedstreaming.com to locate
videos. Videos can be downloaded to your computer and projected on a screen with your EZ-Pro
projector. An entire video or clips of it can be shown. The United Streaming titles listed on the IPG
provide a direct electronic link to the video. Electronic access to the IPGs can be obtained by typing
in “matrix” on an AISD computer. Contact your department chair for password information for
United Streaming.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 16 of 31
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
©2008-09 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Southwest Asia: Physical Geography
201
Geography-Concept of location
Locate settlements and observe patterns in the size and
distribution of cities using maps, graphics, and other
information. (6A) B
T2
214
Geography-Translate and analyze geographic data
Answer questions about geographic distributions and
patterns shown on maps, graphs, and charts. (8.10B)
T2
301
B
Economics-Production of goods and services
Compare the ways people satisfy their basic needs
through the production of goods and services such as
subsistence agriculture versus market-oriented agriculture
or cottage industries versus commercial industries.
(10C) B
T3
611
Culture-How cultures change over time
Describe the impact of general processes such as
migration, war, trade, independent inventions, and
diffusion of ideas and motivations on cultural change.
(18A) B
T3*
811
Social Studies Skills–Create visual and written materials
Interpret visuals including graphs, charts, timelines, and
maps. (WH 26C) B
T5
812
Social Studies Skills–Create visual and written materials
[Construct and] interpret maps to answer geographic
questions, infer geographic relationships, and analyze
geographic change. (21C) B
T5
823
Social Studies Skills–Apply critical thinking skills to gather
and analyze social studies information
Analyze information by sequencing, categorizing,
identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences
and conclusions. (WH 25C) B
T5
109
History–One era influences another era
Describe the human and physical characteristics of the same
place at different periods of history. (2A)
Week 4
Have students label and identify the
major landforms and bodies of water
located in Southwest Asia. Students will
also label and identify the countries and
their capitals located in Southwest Asia.
Have students analyze their
findings and draw conclusions about
the locations of most capitals in
Southwest Asia, have them justify in
writing why these locations were
chosen as sites for capitals.
McDougal Littell, World Geography TE
Activity Options: Constructing a
Chart About the Physical Features of
Southwest Asia, p. 479
Divide students into groups of four and
assign one of the following categories to
each student in each group:

Mountains and plateaus

Deserts

Rivers

Other Bodies of water
Have students examine the map on page
479 and create a list of the physical
features for which they are responsible.
Then, have all group members work
together to create a chart with four
columns, one for each category. Ask
them to list features under the
appropriate columns and to illustrate their
charts with a small selection of images of
the region’s physical features.
Map quiz
Integrated Assessment Booklet: 2.1 Map/Sketch Map
(p.28)
Integrated Assessment Booklet: 1.13
Brochure/Leaflet/ Booklet (p. 27)
Integrated Assessment Booklet: 2.2 Chart/Table/List
(p. 28)
Principles of Learning Connection
Accountable Talk – Accountability to the
Learning Community:
As students work in their groups to develop
their charts on the physical features of
Southwest Asia, they should listen
attentively to one another in addition to
elaborating and building upon ideas and
each other’s contributions.
Students will examine the
economic activity map on p. 483 and
make a minimum of 3 connections
between the economic map and their
chart. Students will justify their
answers using data from both
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
Page 17 of 31
©2008-09 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Southwest Asia: Physical Geography (cont.)
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)
217
Geography-Translate and analyze geographic data
Analyze statistical and other data to infer the effects of physical
and human processes on patterns of settlement, population
distribution, economic and political conditions, and resource
distribution. (8D)
218
Geography-Concept of regions
Identify physical or human factors that constitute a region such
as soils, climate, vegetation, language, trade network, river
systems, and religion. (9A)
221
Geography-Physical environment affects and interacts
with the human environment
Explain the interrelationships among physical and human
processes that shape the geographic characteristics of places
such as connections among economic development,
urbanization, population growth, and environmental change.
(8A)
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)
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)
Week 4
(cont.)
McDougal Littell, World
Geography TE Activity
Options: Internet Research
and Oral Report on Job Possibilities in
Southwest Asia, p. 483
Have students brainstorm jobs they
might be able to do in a Southwest Asian
country. Using the Internet or library to
research information about available
jobs, have students look for information
about salary, availability of the jobs,
opportunity for advancement, and ways
to apply for the jobs. The Asian Job
Market Links at
http://www.asianmall.com/ amall/ arc/
business/ index_jobmarket.shtml. is a
good place for students to begin their
research.
Students should then
select a job in this region they will be
best suited for in 10 years time, and
will compose a letter to their potential
boss stating several reasons why they
are the best person for the job.
McDougal Littell, World
Geography TE Activity
Options: Internet Research
and Poster on the Dead Sea Scrolls, p.
489
Divide students groups and ask them to
research on the Dead Sea scrolls. The
Library of Congress’s on-line exhibit on
the Dead Sea Scrolls at
http://www.loc.gov/ exhibits/ scrolls/
toc.html and the Rutgers Web site at
http://virtualreligion.net/iho/dss_2.html
are two recommended Web sites for
research. Tell students to investigate the
climatic conditions that allowed the
scrolls to survive for so long. Have
students use their research to create a
poster that illustrates the importance of
the discovery. Students may wish to use
pictures of the scrolls, maps, timelines,
and translations from the scrolls.
Integrated Assessment Booklet: 3.6 Speech/Oral
Report/Oral History Presentation/News Report (p. 31)
Principles of Learning Connection
Academic Rigor in a Thinking
Curriculum – Active Use of Knowledge:
Students are required to synthesize several
sources of information as they research
information on the Internet on job
possibilities in Southwest Asia through the
Asian Job Market Links.
Integrated Assessment Booklet: 1.1 Poster (p. 25)
Principles of Learning Connection
Academic Rigor in a Thinking
Curriculum – Active Use of Knowledge:
Students are required to interpret texts and
construct solutions as they complete their
research on the Dead Sea Scrolls and
create a poster that addresses their
findings.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 18 of 31
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
©2008-09 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Southwest Asia: Physical Geography (cont.)
320
Economics-Types of industry found in different societies
Identify factors affecting the location of different types of
economic activities, such as trading and growth of industries.
(11B)
336
Economics-Political factors influence a society’s economy
Evaluate the geographic economic impact of policies, such as
embargoes, free trade, and tariffs related to the use of
resources such as regulations for water use or policies related
to the development of natural resources. (12C)
436
Government-Impact of economic issues on different types
of government
Explain how forces of conflict and cooperation influence the
allocation of control of Earth’s surface such as the formation of
congressional voting districts or free trade zones. (14B)
444
601
604
801
802
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 such as
Iraq…and Israel…(14C)
Culture-Concept of culture
Describe distinctive cultural patterns and landscapes
associated with different places in…other regions of the world,
and how these patterns influence the processes of innovation
and diffusion. (16A)
Culture-How people and cultures are similar to, and
different
Describe and compare patterns of culture such as language,
religion, land use, systems of education, and customs that
make specific regions of the world distinctive. (17A)
Social Studies Skills-Use social studies terminology
Apply appropriate vocabulary, geographic models,
generalizations, theories, and skills to present geographic
information. (22B)
Social Studies Skills–Use social studies terminology
Use geographic terminology correctly. (22C)
Week 4
(cont.)
McDougal Littell, World Geography TE
Activity Options: Creating and Using
a Database, p. 492
Have students construct a database on
some aspect of climate or vegetation in
Southwest Asia. For example, students
might create a database of weather
extremes in the region. Assist students
in identifying the types of information that
should be included in their database.
Have students use the Internet or library
resources to develop the database.
Students should partner with a
student with a different database.
Partners should create a visual
illustrating connections between the 2
databases.
Integrated Assessment Booklet: 2.6 Database (p. 29)
Integrated Assessment Booklet: 5.4 Multimedia
Presentation / Electronic Presentation (p. 36)
McDougal Littell, World Geography TE
McDougal Littell, World Geography TE
Activity Options: Chart Explaining the
Process of Oil Refining, p. 498
Divide students into groups that will carry
out in-depth research on the processing
of crude oil. Have each team use the
Internet or library resources to
investigate how crude oil is transformed
into useable form, employing such
methods as fractional distillation or
chemical processing. Each team will be
responsible for creating a chart that
explains and illustrates the process.
Students should review the text on
p. 499 and determine some of the risk
factors affecting the following:
- Environment
- Oil Producers
- Oil Transporters
- Oil Consumers
Integrated Assessment Booklet: 2.2 Chart/Table/List
(p. 28)
McDougal-Littell Section Assessments, pp. 490, 493,
499
Test questions regarding regional characteristics of
Southwest Asia
Formal Assessment – Section Quiz, p. 324 (1), p. 325
(2), p. 326 (3)
Formal Assessment – Chapter Tests, Forms A, B, and
C, pp. 327-338
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 19 of 31
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
©2008-09 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Southwest Asia: Physical Geography (cont.)
803
Social Studies Skills–Use standard grammar
Use standard grammar, spelling, sentence structure, and
punctuation. (22D)
809
Social Studies Skills–Obtain information using a variety of
visual references
Use a series of maps, including a computer-based geographic
information system, to obtain and analyze data needed to solve
geographic and locational problems. (21E)
813
Social Studies Skills–Create visual and written materials
Design and draw appropriate maps and other graphics such as
sketch maps, diagrams, tables, and graphs to present
geographic information including geographic features,
geographic distributions, and geographic relationships. (22A)
822
825
Week 4
(cont.)
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)
Social Studies Skills–Apply critical thinking skills to gather
and analyze social studies information
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)
TAKS Mini-Lesson (p. 473d)
Have students research the Golan Heights
and list the times that this area has been the
site of a conflict in Southwest Asia. After
students complete the list, have them
consider why the Golan Heights was fought
over and how the fighting has affected people
living there.
TAKS Obj. 3 (WG 18A)
McDougal Littell, World
Geography TE Activity
Options: Internet Research
and Chart on Petroleum
Products, p. 501 Have students create
an illustrated chart showing the products
that are produced from petroleum. Web
sites used in preparing this information
should be listed. One helpful Web site is
Arab Gateway: Oil and Gas at
http://www.al-bab.com/arab/econ/oil.htm.
McDougal Littell, World
Geography TE Activity
Options: Internet Research
and Spreadsheet on Population and
Water Availability
Students will hypothesize which
Southwest Asian countries are facing the
greatest water-related problems and use
a spreadsheet program comparing these
statistics. Population Action International
at http://www.populationaction.org/
provides statistics on renewable
freshwater availability.
Students
should select one country that has
few water related problems, and one
country with greater water related
issues. Students will compare data
from both countries and hypothesize
possible reasons for these differing
water needs/issues.
Activity 2.5 Creating a Regional
Handbook on the Middle East:
Students will compare demographic data
from nine Middle Eastern countries and
publish regional handbooks.
Note to Teachers:
The events since September 11, 2001 have heightened sensitivities
around the topics in TCI's Modern Middle East unit. Use discretion in
assessing whether the materials and pedagogy, like Activity 3.1 that
allows students to experience tense historical dilemmas, are most
appropriate for your students and community.
Integrated Assessment Booklet: 2.2 Chart/Table/List
(p. 28)
Students should:

Write an introductory overview

Use different mediums to illustrate products

Include references to the Web sites used as
sources
Integrated Assessment Booklet: 5.6 Spreadsheet
(p. 36)
Principles of Learning Connection
Academic Rigor in a Thinking
Curriculum – High-Thinking Demand:
The research activity on water availability
allows students to construct explanations
and justify arguments regarding the
connection between population and
scarcity of water in selected Southwest
Asian countries.
Integrated Assessment Booklet: 1.13
Brochure/Leaflet/Booklet (p. 27)
The History Alive! materials
referenced in this IPG are recommended
resources. Not every campus may have
these materials. For ordering information,
you may call (800) 497-6138.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 20 of 31
©2008-09 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Resources
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
McDougal Littell, World Geography, Chapter 21 “Physical Geography of
Southwest Asia: Harsh and Arid Lands”

Online edition and support at www.classzone.com
McDougal Littell World Geography Ancillaries:

Reading Study Guide, pp. 181-188

Access for Students Acquiring English, pp. 111-116

Spanish Reading Study Guide, pp. 181-188
Unit 7 In-Depth Resources:

Guided Reading, pp. 3-5; Map and Graph Skills, p. 6-7; Skillbuilder
Practice, p. 8; Building Vocabulary, p. 9; Reteaching Activities, pp.
10-12; Geoworkshops, pp. 35-36

Outline Maps with Activities, pp. 65-74

Critical Thinking Transparency CT 21 “Harsh and Arid Lands”, CT 53
“Deserts in Southwest Asia”

Map Transparency MT 36 “Southwest Asia: Physical”, MT 37
“Southwest Asia: Political”, MT 38 “Oil Pipelines in Southwest Asia”

TAKS Practice Transparency TT 68, TT 69, TT 70
Suggested Resource:

History Alive! The Modern Middle East
Content-specific Web Sites on the Physical Geography of Southwest
Asia:

The Jerusalem Post at www.jpost.com

The Department of Middle Eastern Studies at the University of
Texas at http://menic.utexas.edu/mes.html

The Middle East / North Africa Internet Resource Guide at
http://www.cc.utah.edu/~jwr9311/MENA.html

Population Action International at http://www.populationaction.org/

Asia Resource Center: Asian Job Market Links at
http://www.asianmall.com/amall/arc/business/index_jobmarket.shtml

Wheeling Jesuit University/Center for Educational Technologies:
The Middle East – Geography at
http://www.cet.edu/earthinfo/meast/MEgeo.html

Ocean Color Web: Oil Pollution at
http://seawifs.gsfc.nasa.gov/OCEAN_PLANET/HTML/peril_oil_polluti
on.html
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Teacher Notes
Vocabulary:



Golan Heights, wadi, Tigris and Euphrates Rivers, Jordan River, Dead Sea (Text, Chapter 21, Section One)
Rub al-Khali, oasis, salt flat (Text, Chapter 21, Section Two)
drip irrigation, desalinization, fossil water, crude oil, refinery (Text, Chapter 21, Section Three)
Maps101.com is an excellent resource for examining a variety of maps and issues connected to World Geography. All AISD
schools are licensed with this product for this school year.
Principles of Learning Connection: Clear Expectations – The rubrics found
in the Integrated Assessment Booklet allow students to judge their work with
respect to the standards in addition to specifying intermediate expectations that
lead up to these formally measured standards. Standards include models of
student work that are available to and discussed with students.
Content-specific Web sites on the Physical Geography of Southwest Asia:

Library of Congress: Scrolls from the Dead Sea at http://www.loc.gov/exhibits/scrolls/toc.html

Rutgers University: The Dead Sea Scrolls at http://virtualreligion.net/iho/dss_2.html

Arab Gateway: Oil and Gas at http://www.al-bab.com/arab/econ/oil.htm

Harper College: North Africa and Southwest Asia Physical Features at
http://www.harpercollege.edu/~mhealy/mapquiz/nafswas/nwphyfr.htm

Travel Images: The Middle East at http://geo.ya.com/travelimages/mdeast.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
Page 21 of 31
©2008-09 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Southwest Asia: Human Geography
111
History - The 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
T3*
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 such as the effects
of the opening of the Suez Canal on world trade patterns.
(WH 12B) B
T2
301
Economics–Production of goods and services
Compare the ways people satisfy their basic needs through
the production of goods and services such as subsistence
agriculture versus market-oriented agriculture or cottage
industries versus commercial industries. (10C) B
T3
611
Culture-How cultures change over time
Describe the impact of general processes such as
migration, war, trade, independent inventions, and
diffusion of ideas and motivations on cultural change.
(18A) B
T3*
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
Week 5
McDougal Littell, World Geography
TE Activity Options: Creating an Art
History Booklet about Islamic Art and
Architecture, p. 504
Have students use Internet and library
resources to research Islamic art. Ask
them to use their research to put
together a short booklet that explains
and illustrates some aspect of Islamic
art or architecture, making sure that
themes and traditions are addressed.
Integrated Assessment Booklet: 2.13 Brochure /
Leaflet / Booklet (p. 27)
McDougal Littell, World Geography
TE Activity Options: Creating Graphs
on Population and Ethnic Groups in
the Eastern Mediterranean, p. 511
Have students research population and
ethnic groups in the Eastern
Mediterranean, particularly on the 19th
and 20th century growth of the Jewish
population in Palestine. After they
complete their research, ask them to
select a graph style to summarize and
display their findings.
Integrated Assessment Booklet: 2.3 Graph (p. 28)
McDougal Littell, World Geography
TE Activity Options: Booklet on
Eastern Mediterranean Cuisine, p. 514
Divide students into small groups and
assign each group a dish from the
Eastern Mediterranean such as
hummus, baba ganouzh, or falafel.
Students should then conduct research
to locate a recipe for their assigned dish.
Once a group has located its recipe,
students should divide the ingredients
among themselves and carry out further
research on these ingredients. Have
students use the research to put
together a booklet that features the
written recipe, pictures of the dish, and
pictures and interesting information
about the recipe’s different ingredients.
Integrated Assessment Booklet: 2.13 Brochure /
Leaflet / Booklet (p. 27)
Principles of Learning Connection
Academic Rigor in a Thinking
Curriculum – Active Use of Knowledge:
Students can integrate out-of-school
knowledge in researching their specific
food dish by contacting a local
Mediterranean/Middle Eastern restaurant in
the community to gather information for
their recipe and ingredients.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 22 of 31
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
©2008-09 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Southwest Asia: Human Geography (cont.)
812
Social Studies Skills–Create visual and written materials
[Construct and] interpret maps to answer geographic
questions, infer geographic relationships, and analyze
geographic change. (21C) B
T5
823
Social Studies Skills–Apply critical thinking skills to gather
and analyze social studies information
Analyze information by sequencing, categorizing,
identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences
and conclusions. (WH 25C) B
T5
109
History–One era influences another era
Describe the human and physical characteristics of the same
place at different periods of history. (2A)
205
Geography-Construct and interpret maps and other
graphics
Construct and analyze population pyramids and use other data,
graphics, and maps to describe the population characteristics of
different societies and to predict future growth trends. (7A)
217
Geography-Translate and analyze geographic data
Analyze statistical and other data to infer the effects of physical
and human processes on patterns of settlement, population
distribution, economic and political conditions, and resource
distribution. (8D)
218
Geography–Concept of regions
Identify physical or human factors that constitute a region such
as soils, climate, vegetation, language, trade network, river
system, and religion. (9A)
221
Geography-Physical environment affects and interacts with
the human environment
Explain the interrelationships among physical and human
processes that shape the geographic characteristics of places
such as connections among economic development,
urbanization, population growth, and environmental change.
(8A)
Week 5
(cont.)
McDougal Littell, World
Geography TE Activity
Options: Internet research
and oral report on the Jewish
Seder, p. 512
Ask students to use the Internet to carry
out research on the Jewish Seder, the
religious meal served during the festival
of Passover. Have them use their
research to create a short oral report.
Remind students to consider important
elements of Seder, including the
Haggadah, a special book with
commentaries on the story of Exodus,
and the symbolic foods served at the
meal. Also encourage students to add
visual aids to their reports. Have
students use the Free Dictionary Web
site at
http://encyclopedia.thefreedictionary.co
m/Passover and The Vegetarian
Resource Group Web site at
http://www.vrg.org/recipes/passover.htm
to research the traditions and recipes
associated with Passover.
Integrated Assessment Booklet: 3.6 Speech/Oral
Report/Oral History Presentation/News Report (p. 31)
McDougal Littell, World Geography
TE Activity Options: Making a chart
on the different branches or sects of
Islam, p. 517
Have students conduct research on
Islam and focus on identifying different
branches or sects, such as the Sunni
and Shi’ite branches. Have students
use their research to create a chart that
shows the different groups they have
identified along with a brief written
explanation of what makes each group
Integrated Assessment Booklet: 2.2 Chart/Table/List
(p. 28)
Principles of Learning Connection
Academic Rigor in a Thinking
Curriculum – Active Use of Knowledge:
The research activity on Passover allows
students to bring in prior and out-of-school
knowledge to the learning process
connected with preparations for their oral
reports.
unique.
Students should then pair
with students who have chosen a
different group and develop a visual
organizer comparing/contrasting
both groups.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 23 of 31
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
©2008-09 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Pre-AP World Geography
Suggested Student Work Products
Suggested Assessment
Southwest Asia: Human Geography (cont.)
231
233
Geography-Migration influences the environment
Explain the political, economic, social, and environmental
factors that contribute to human migration such as how national
and international migrations are shaped by push-and-pull
factors and how physical geography affects the routes, flows,
and destinations of migration. (7B)
Geography-Geographic factors influence political
development
Analyze how the character of a place is related to its
political…and cultural characteristics. (5A)
234
Geography-Geographic factors influence economic
development
Analyze how the character of a place is related to its…
economic…characteristics. (5A)
320
Economics-Types of industry found in different societies
Identify factors affecting the location of different types of
economic activities, such as trading and growth of industries.
(11B)
336
Economics-Political factors influence a society’s economy
Evaluate the geographic economic impact of policies, such as
embargoes, free trade, and tariffs related to the use of
resources such as regulations for water use or policies related
to the development of natural resources. (12C)
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)
406
Government–Structure of governments
Analyze current events to infer the physical and human
processes that lead to the formation of boundaries and other
political divisions. (14A)
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, and
continental maps showing countries. (13A)
Week 5
(cont.)
McDougal Littell, World
Geography TE Activity
Options: Internet Research
on OPEC
Use the OPEC Home Page at
http://www.opec.org/homepage/frame.ht
m to do research on this organization.
Students should make a list of the
current members of the organization
and focus on the impact of the price of
oil as a result of actions taken by the
group. Students should study the data
collected on oil prices and the action of
OPEC. They will then create charts or
graphs to illustrate the information. They
will conclude this assignment by writing
a generalization about the information
found.
Integrated Assessment Booklet: 2.2 Chart/Table/List
(p. 28)
McDougal Littell, World
Geography TE Activity
Options: Creating a Web
Site on Oil Production
Have students conduct Internet
research to complete a graphic
organizer about different aspects of oil
and its importance in Southwest Asia.
Divide the class into groups of four, and
have each group focus on one of these
aspects of oil: its location and the
extraction process; its importance in
the Southwest Asian economy;
environmental issues related to its
production, transport, and use;
political issues related to its
production and trade. Then have them
create Web sites that reflect what they
have learned and that link to pages with
additional information. Refer to the
“Technology in the Classroom Activities”
in the Teacher Resource Section at
www.classzone.com for specific details.
Integrated Assessment Booklet: 5.1 Web Page (p. 35)
Charts and graphs on OPEC data should:



List all member countries
Include visuals that show fluctuations in oil prices
that result from OPEC actions.
Include references to the Web sites used as
sources.
Students should make use of the following Web sites
to conduct research and complete their own Web site:

California Energy Commission – The Energy
Story at
http://www.energyquest.ca.gov/story/index.html

OPEC Home Page at
http://www.opec.org/homepage/frame.htm

Ocean Color Web: Oil Pollution at
http://seawifs.gsfc.nasa.gov/OCEAN_PLANET/H
TML/peril_oil_pollution.html

Southampton Oceanography Centre – Oil Spills
at
http://www.soc.soton.ac.uk/CHD/classroom@sea/
general_science/oil_cleanup.html

Energy Information Administration – The Oil
Crisis of 1973 at
http://www.eia.doe.gov/emeu/25opec/anniversary
.html

PBS Frontline: The Gulf War at
http://www.pbs.org/wgbh/pages/frontline/gulf/
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 24 of 31
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
©2008-09 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Southwest Asia: Human Geography (cont.)
436
Government-Impact of economic issues on different types
of government
Explain how forces of conflict and cooperation influence the
allocation of control of Earth’s surface such as the formation of
congressional voting districts or free trade zones. (14B)
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 such as
Iraq…and Israel…(14C)
503
Citizenship-Customs, symbols, and celebrations
Explain how citizenship practices, public policies, and decisionmaking may be influenced by cultural beliefs. (15B)
Week 5
(cont.)
McDougal Littell, World Geography
TE Activity Options: Time Line of the
Iranian Revolution, p. 518
Integrated Assessment Booklet: 2.4 Time Line (p. 29)
Have students conduct research on the
Iranian Revolution of 1978-1979 and take
note of important dates and events. They
will use this information to create a time
line showing the key dates and events
leading up to, during and after the
Revolution. They should also include
explanatory notes and visuals for each
Students will then create a
list of at least 3 factors that explain
why this Revolution occurred in such
a short amount of time.
entry.
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)
Mapping Our World: GIS Lessons for
Educators – Module 5 “A Line in the
Sand: A Regional Case Study of
Saudi Arabia and Yemen”, (pages
283-305)
604
Culture–How people and cultures are similar to, and
different from each other
Describe and compare patterns of culture such as language,
religion, land use, systems of education, and customs that make
specific regions of the world distinctive. (17A)
629
Culture-Impact of fundamental institutions and ideas on
societies
Compare life in a variety of cities and nations in the world to
evaluate the relationships involved in political, economic, social,
and environmental changes. (16C)
801
Social Studies Skills-Use social studies terminology
Apply appropriate vocabulary, geographic models,
generalizations, theories, and skills to present geographic
information. (22B)
802
Social Studies Skills–Use social studies terminology
Use geographic terminology correctly. (22C)
Students will study the creation of a new
border between Saudi Arabia and Yemen
on the Arabian Peninsula. Using data
included in the June 2000 Treaty of
Jeddah, they will draw the new boundary
described in the treaty and analyze the
underlying physiographic and cultural
forces that influenced the location of that
boundary. They will then write an article
either from a Saudi or Yemeni perspective
addressing the following issues from the
Treaty:

A map showing the boundary line,
boundaries claimed by Yemen and
Saudi Arabia prior to the settlement,
and a relevant physical or cultural
characteristic

A description of the physical and
cultural characteristics of the region
affected by the boundary change

A description of historical factors that
led to this long-standing conflict

A description of the new boundary
established by the treaty and its
implications for people living in the
affected areas
Use the assessment rubric found on page 305 of
Mapping Our World: GIS Lessons for Educators to
evaluate the article.
Principles of Learning Connection
Academic Rigor in a Thinking
Curriculum – High-Thinking Demand:
The GIS activity and student-created article
on the Treaty of Jeddah requires that
students complete a challenging, high-level
assignment in which they raise questions
and solve problems. Additionally, an
opportunity for reflection on the learning
process and instructional strategies is
incorporated in to the activity.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 25 of 31
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
©2008-09 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Southwest Asia: Human Geography (cont.)
813
826
829
Social Studies Skills–Create visual and written materials
Design and draw appropriate maps and other graphics such as
sketch maps, diagrams, tables, and graphs to present
geographic information including geographic features,
geographic distributions, and geographic relationships. (22A)
Social Studies Skills-Apply critical thinking skills to identify
a social studies problem
Use case studies and geographic information systems to
identify contemporary geographic problems and issues and to
apply geographic knowledge and skills to answer real-world
questions. (23B)
Social Studies Skills-How to evaluate social studies data
Use historical, geographic, and statistical information from a
variety of sources such as databases, field interviews, media
services, and questionnaires to answer geographic questions
and infer geographic relationships. (21A)
TAKS Mini-Lesson (p. 501d)
To help students understand the factors that affect where
people settle, use the Northeast Ethnic Areas map on
page 516 and have them answer the Skillbuilder:
Interpreting Maps questions. Then have students do
further research and discuss how the groups are different
and how groups choose where they settle.
TAKS Obj. 2 (WG 6A)
Week 5
(cont.)
Recommended Activities from
History Alive! The Modern Middle
East:
Activity 1.1 Impressions of the Middle
East: Students will identify cultural
elements in eight visuals and compose
a postcard of their initial impressions.
Integrated Assessment Booklet: Modify 1.7 Trading
Cards/Flash Cards (p. 26)
Activity 1.3 Constructing a Timeline
of Middle Eastern History: Students
will match descriptions of key historical
eras with corresponding maps and
dates to complete a timeline.
Integrated Assessment Booklet: 2.4 Time Line (p. 29)
Activity 2.1 Determining Borders:
The Legacy of Colonialism: Students
will examine maps from 1918 to
determine where to draw borders for six
new Middle Eastern nations.
Integrated Assessment Booklet: 2.1 Map/Sketch Map
(p. 28)
Activity 2.2 Key Events in the
Formation of States: Students will
annotate visual metaphors for six major
events in the formation of states in the
modern Middle East.
Integrated Assessment Booklet: Modify 1.3
Illustration/Diagram Picture/Scene/Comic
Strip/Cartoon (p. 25)
Activity 2.4 Analyzing Propaganda
Posters from the Iranian Revolution:
Students will closely examine Iranian
propaganda posters to uncover the
goals of the 1979 revolution.
Recommended Activities from
History Alive! The Rise of Islam:
Review the activities from Sections One
and Two of this resource. Activities deal
with the revelation of Islam and the
development of an Islamic culture.
McDougal-Littell Section Assessments, pp. 507, 515,
519
Formal Assessment – Section Quiz, p. 339 (1), p. 340
(2), p. 341 (3)
Formal Assessment – Chapter Tests, Forms A, B, and
C, pp. 342-353
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 26 of 31
©2008-09 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
Resources
McDougal Littell, World Geography, Chapter 22 “Human Geography of
Southwest Asia: Religion, Politics, and Oil”

Online edition and support at www.classzone.com
McDougal Littell World Geography Ancillaries:

Reading Study Guide, pp. 189-196

Access for Students Acquiring English, pp. 117-120

Spanish Reading Study Guide, pp. 189-196
Unit 7 In-Depth Resources:

Guided Reading, pp. 13-15; Skillbuilder Practice, p. 16; Building
Vocabulary, p. 17; Reteaching Activities, pp. 18-20

Critical Thinking Transparency CT 54 “Selected Cities of Southwest
Asia”

Cultures Transparency CW 37 “Petra”, CW 38 “Living on a Kibbutz”,
CW 39 “Islamic Calligraphy, CW 40 “Turkish Ceramic Tiles”, CW 41
“Whirling Dervishes”, CW 42 “Western Wall”

Map Transparency MT 39 “Creation of Israel”

TAKS Practice Transparency TT 71, TT 72, TT 73
Suggested Resources:

Mapping Our World: GIS Lessons for Educators

History Alive! The Modern Middle East

History Alive! The Rise of Islam
Suggested Videos from United Streaming
(www.unitedstreaming.com)

Middle East, The: Land of Contrast (51:15 minutes)

Iran: Behind the Veil (26:30 minutes)

Mystic Lands: Jerusalem: Mosaic of Faith (25:00 minutes)
Content-specific Web Sites on the Human Geography of Southwest
Asia:

The Jerusalem Post at www.jpost.com

The Department of Middle Eastern Studies at the University of
Texas at http://menic.utexas.edu/mes.html

The Middle East / North Africa Internet Resource Guide at
http://www.cc.utah.edu/~jwr9311/MENA.html

Passover - Free Dictionary Web site at
http://encyclopedia.thefreedictionary.com/Passover

Passover - The Vegetarian Resource Group Web site at
http://www.vrg.org/recipes/passover.htm
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Teacher Notes
Vocabulary:

Mecca, Islam, Muhammad, mosque, theocratic, OPEC (Text, Chapter 22, Section One)

Western Wall, Dome of the Rock, Zionism, Palestine Liberation Organization (Text, Chapter 22, Section Two)

Kurds, Mesopotamia, Sunni, Shi’ite, Taliban (Text, Chapter 22, Section Three)
Content-specific Websites on the Human Geography of Southwest Asia:

California Energy Commission – The Energy Story at http://www.energyquest.ca.gov/story/index.html

Ocean Color Web: Oil Pollution at http://seawifs.gsfc.nasa.gov/OCEAN_PLANET/HTML/peril_oil_pollution.html

Southampton Oceanography Centre – Oil Spills at
http://www.soc.soton.ac.uk/CHD/classroom@sea/general_science/oil_cleanup.html

Energy Information Administration – The Oil Crisis of 1973 at http://www.eia.doe.gov/emeu/25opec/anniversary.html

PBS Frontline: The Gulf War at http://www.pbs.org/wgbh/pages/frontline/gulf/

Massachusetts Institute of Technology: The Vocabulary of Islamic Religious Architecture at
http://web.mit.edu/4.614/www/handout02.html

Population Action International at http://www.populationaction.org/

Wheeling Jesuit University/Center for Educational Technologies: The Middle East – History at
http://www.cet.edu/earthinfo/meast/MEhis.html

The University of Albany – Culture of the Middle East at http://www.albany.edu/history/middle-east/culture.htm

BBC News: History of the Middle East Conflict at
http://news.bbc.co.uk/1/hi/in_depth/middle_east/2000/mideast_peace_process/340237.stm

Travel Images: The Middle East at http://geo.ya.com/travelimages/mdeast.html

OPEC Home Page at http://www.opec.org/homepage/frame.htm
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 27 of 31
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
©2008-09 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Southwest Asia: Today’s Issues
201
Geography-Concept of location
Locate settlements and observe patterns in the size and
distribution of cities using maps, graphics, and other
information. (6A) B
T2
214
Geography-Translate and analyze geographic data
Answer questions about geographic distributions and
patterns shown on maps, graphs, and charts. (8.10B)
T2
B
301
Economics–Production of goods and services
Compare the ways people satisfy their basic needs through
the production of goods and services such as subsistence
agriculture versus market-oriented agriculture or cottage
industries versus commercial industries. (10C) B
T3
611
Culture-How cultures change over time
Describe the impact of general processes such as
migration, war, trade, independent inventions, and
diffusion of ideas and motivations on cultural change.
(18A) B
T3*
812
Social Studies Skills–Create visual and written materials
[Construct and] interpret maps to answer geographic
questions, infer geographic relationships, and analyze
geographic change. (21C) B
T5
109
History–One era influences another era
Describe the human and physical characteristics of the same
place at different periods of history. (2A)
205
Geography-Construct and interpret maps and other
graphics
Construct and analyze population pyramids and use other data,
graphics, and maps to describe the population characteristics of
different societies and to predict future growth trends. (7A)
221
Geography-Physical environment affects and interacts with
the human environment
Explain the interrelationships among physical and human
processes that shape the geographic characteristics of places
such as connections among economic development,
urbanization, population growth, and environmental change.
(8A)
Week 6
McDougal Littell, World Geography TE
Activity Options: Creating a Travel
Itinerary for a Week-long Trip to a
Country in Southwest Asia, p. 526
Have students use Internet and library
resources to plan a weeklong trip to a
country in Southwest Asia. This trip
should be a journey on which they can
gain first-hand experience of one of the
issues discussed in Chapter 23,
including “guest workers”, stateless
nations, Palestinian refugees, oil
production and demand, or control of
Jerusalem. Students will need to create
a day-by-day itinerary that lists places
they will visit, the sites and people they
hope to see, their means of
transportation, and other details that they
think are important.
Integrated Assessment Booklet: 4.3 Diary/Journal
Entry/Letter (p. 32)
McDougal Littell, World Geography TE
Activity Options: Debate Issues in the
Arab-Israeli Conflict, p. 533
Divide students into competing teams
that will take different sides on one or
more issues of importance in the ArabIsraeli conflict, including Palestinian
claims to property lost in the 1948 war,
security measures taken to protect
Israelis against terrorist attacks, or the
construction of new Jewish settlements
in territories claimed by Palestinians.
Each team should prepare for the debate
with a period of intensive research. They
should concentrate on finding information
and arguments that support their
position. Teachers should structure the
debate so as to give each team several
chances to present arguments for their
position and to respond to the arguments
of their opponents.
Integrated Assessment Booklet: 3.4 Debate (p. 31)
Principles of Learning Connection:
Accountable Talk – Accountability to
Rigorous Thinking: The debate on the
Arab-Israeli conflict requires that students
synthesize several sources of information in
preparing for this debate. As they debate,
they are required to construct explanations,
formulate conjectures and hypotheses, and
test their own understandings of the
concepts.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 28 of 31
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
©2008-09 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Southwest Asia: Today’s Issues (cont.)
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)
230
Geography-How population is distributed
Describe trends in past world population growth and
distribution. (7C)
231
Geography-Migration influences the environment
Explain the political, economic, social, and environmental
factors that contribute to human migration such as how national
and international migrations are shaped by push-and-pull
factors and how physical geography affects the routes, flows,
and destinations of migration. (7B)
320
Economics–Types of industry found in different societies
Identify factors affecting the location of different types of
economic activities. (11B)
329
Economics–Areas of the world are economically
interdependent through trade
Compare global trade patterns at different periods of time and
develop hypotheses to explain changes that have occurred in
world trade and the implications of these changes. (12A)
338
406
436
Economics–Technology, transportation, and
communication influence a society’s economy
Describe how changes in technology, transportation, and
communication affect the location and patterns of economic
activities. (11C)
Government–Structure of governments
Analyze current events to infer the physical and human
processes that lead to the formation of boundaries and other
political divisions. (14A)
Government–Issues on different types of governments
Explain how forces of conflict and cooperation influence the
allocation of control of Earth’s surface such as the formation of
congressional voting districts or free trade zones. (14B)
Week 6
(cont.)
McDougal Littell, World Geography TE
Activity Options: Distinguishing Fact
from Opinion (News articles
comparison), p. 534
Provide students with an objective and
factual article demonstrating an
important event or issue in the conflict
between Israelis and Arabs over land
and statehood in Southwest Asia. .
Students should identify, select,
and print an article on one of the
issues that is clearly biased and
contains misleading or false
information about the same event or
issue. While reading, instruct
students to highlight the biased
information in one color and highlight
factual information in a different color.
Students will compare both colors on
this article, compare it to the first
article, and then initiate a class
discussion about these two perspectives.
Address the following issues:


What are the backgrounds and
interests of the authors and
publishers of the two articles?
How might the deliberate
publishing of misleading
information, or propaganda, give an
advantage in the conflict?
McDougal Littell, World Geography TE
Activity Options: Case Study Project:
A Peace Conference, pp. 534-535
Students will choose one of the proposed
solutions on the control of Jerusalem to
investigate. They will use online and print
resources to research the positions of
Israelis, Palestinians, and Americans. They
will also create visuals to make the
conference discussion clearer and will
select two or three representatives to take
part in the conference. The rest of the class
should act as journalists, take notes on the
presentation, and be prepared to ask
questions of the representatives.
Principles of Learning Connection
Accountable Talk – Accountability to
Knowledge: Analyzing the objective and
biased articles over the Arab-Israeli conflict
allows students to provide evidence for their
claims and arguments in the discussion
addressing the purpose for writing each article.
Integrated Assessment Booklet: 3.2 Panel
Discussion/ Talk Show/ Conference (p. 30)
Principles of Learning Connection:
Academic Rigor – Active Use of
Knowledge: The Case Study Project on the
Arab-Israeli Peace Conference requires
students to synthesize several sources of
information as they construct explanations
and test their understanding of concepts by
applying and discussing them.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 29 of 31
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
©2008-09 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP World Geography
Suggested Assessment
Southwest Asia: Today’s Issues (cont.)
604
801
Culture–How people and cultures are similar to, and
different from each other
Describe and compare patterns of culture such as language,
religion, land use, systems of education, and customs that
make specific regions of the world distinctive. (17A)
Social Studies Skills-Use social studies terminology
Apply appropriate vocabulary, geographic models,
generalizations, theories, and skills to present geographic
information. (22B)
802
Social Studies Skills–Use social studies terminology
Use geographic terminology correctly. (22C)
813
Social Studies Skills–Create visual and written materials
Design and draw appropriate maps and other graphics such as
sketch maps, diagrams, tables, and graphs to present
geographic information including geographic features,
geographic distributions, and geographic relationships. (22A)
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)
826
Social Studies Skills–Apply critical thinking skills to gather
and analyze social studies information
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
question. (23B)
829
Social Studies Skills-How to evaluate social studies data
Use historical, geographic, and statistical information from a
variety of sources such as databases, field interviews, media
services, and questionnaires to answer geographic questions
and infer geographic relationships. (21A)
Week 6
(cont.)
Recommended Activities from History
Alive! The Modern Middle East
Integrated Assessment Booklet: 3.2 Panel
Discussion/ Talk Show/ Conference (p. 30)
Lesson 2.3 “Negotiating For Oil: Who
Will Profit?” Students will assume the
role of a western or Middle Eastern
nation to negotiate oil concessions.
Integrated Assessment Booklet: 3.2 Panel
Discussion/ Talk Show/ Conference (p. 30)
Lessons 3.1, 3.2, and 3.3 A Case
Study of the Arab-Israeli Conflict
Students will assume the roles of Jews
and Palestinians to understand how
Jewish immigration affected each group.
They will also act as U.N.
representatives to respond to the ArabIsraeli conflict and debate what type of
political state should exist in the land of
Israel/Palestine. These activities may be
done in place of the Case Study Project
found on pp. 534-535.
Integrated Assessment Booklet: 3.4 Debate (p. 31)
Use the video United Arab Emirates:
Oil and Water Resources from the
ancillary collection The Voyageur
Experience in World Geography as a
resource in presenting on today’s
issues in Southwest Asia. Pages 6170 of the Video Resource Book
provide activities to supplement this
video. One recommended activity is that
students use Internet resources to
identify where petroleum is produced and
where it is consumed. Students will then
map the transportation of petroleum from
its sources to its markets by drawing flow
lines on a world outline map. The widths
of each flow line may be varied to show
the amount of petroleum being exported
to various countries. Helpful information
can be found at www.eia.doe.gov
Formal Assessment – Chapter Tests, Forms A, B, and
C, pp. 357-371
McDougal-Littell Section Assessments, pp. 527, 531
Formal Assessment – Section Quiz, p. 354 (1), p. 355
(2), p. 356 (Case Study)
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 30 of 31
©2008-09 Austin Independent School District
Matrix
Matrix Strand
#
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
Resources
McDougal Littell, World Geography, Chapter 23 “Today’s Issues:
Southwest Asia”

Online edition and support at www.classzone.com
McDougal Littell World Geography Ancillaries:

Reading Study Guide, pp. 197-204

Access for Students Acquiring English, pp. 121-126

Spanish Reading Study Guide, pp. 197-204

The Voyageur Experience in World Geography Video Series: United
Arab Emirates: Oil and Water Resources
Unit 7 In-Depth Resources:

Guided Reading, pp. 21-23; Map and Graph Skills, pp. 24-25,
Skillbuilder Practice, p. 26; Building Vocabulary, p. 27; Exploring
Today’s Issues, pp. 28-31; Reteaching Activities, pp. 32-34;

Critical Thinking Transparency CT 23 “Today’s Issues: Southwest
Asia”, CT 55 “Refugees of Southwest Asia”

Map Transparency MT 40 “Southwest Asia: Religious Groups”

TAKS Practice Transparency TT 74, TT 75, TT76
Suggested Resources:

History Alive! The Modern Middle East

History Alive! The Rise of Islam
Content-Specific Web Sites on Today’s Issues in Southwest Asia:

The Jerusalem Post at www.jpost.com

The Department of Middle Eastern Studies at the University of
Texas at http://menic.utexas.edu/mes.html

The Middle East / North Africa Internet Resource Guide at
http://www.cc.utah.edu/~jwr9311/MENA.html

BBC News: Water Conflict in the Middle East at
http://news.bbc.co.uk/1/hi/world/middle_east/764142.stm

PBS Frontline: Battle for the Holy Land at
http://www.pbs.org/wgbh/pages/frontline/shows/holy/

BBC News: Israel and the Palestinians at
http://news.bbc.co.uk/1/hi/in_depth/middle_east/2001/israel_and_the
_palestinians/default.stm

The OPEC Home Page at http://www.opec.org/

Scholastic: Conflict in the Middle East at
http://teacher.scholastic.com/scholasticnews/indepth/holy_land/index.
asp
TAKS
Obj.
Time/Pace
Pre-AP World Geography
Suggested Student Work Products
Suggested Assessment
Teacher Notes
Vocabulary:

guest workers, stateless nation, Palestinians, West Bank, Gaza Strip (Text, Chapter 23, Section One)

strategic commodity, human resources (Text, Chapter 23, Section Two)
Principles of Learning Connection
Accountable Talk – Accountability to the
Learning Community: In order to provide an
interactive viewing experience, pause the video
at the points called for in the Teachers
Resource Book. Students should elaborate and
build upon the ideas and each other’s
contributions as the teacher asks the specific
questions from the Resource Book that allow for
an enriching discussion on the video.
TAKS Mini-Lesson (p. 523d)
To help students understand different economic systems,
refer to the information on pages 525-526 and the graph
on page 526. After students have interpreted the graph,
have them compare and contrast the economic system of
Southwest Asia to that of the United States.
TAKS Obj. 3 (WG 10C)
Content-Specific Web sites on Today’s Issues in Southwest Asia:

Yahooligans: The Middle East Peace Process at http://dailynews.yahoo.com/fc3/yahooligans/middleeastpeace

The Independent: The Middle East at http://news.independent.co.uk/world/middle_east/

Ha-aretz at http://www.haaretzdaily.com/

The Center for Contemporary Conflicts: Country Profiles – The Middle East at
http://www.ccc.nps.navy.mil/rsepResources/middleEast.asp
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 31 of 31