Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2006-07 Austin Independent School District
Tenth Grade – Pre AP World History
Open Days
First Three Days of Third Six Weeks
Explanation of Open Days: Our vision for Open Days is to see the following types of events: Six Weeks Tests, Review Days, Enrichment Lessons, Student Make-up
Days, Catch-up Days. Our hope is that Open Days will allow everyone to stay at the same pace
Matrix
Matrix Strand
TEKS Knowledge and Skills
Student Expectations
TAKS
Obj.
501
Citizenship-Customs, symbols, and celebrations
Celebrate Freedom Week requires that students study and recite
part of the Declaration of Independence in order to “educate
students about sacrifices made for freedom in the founding of
the country and the values on which this country was founded”.
HB 1776
106
History-Significant dates in history
Explain the significance of the following date: 1776.
(8.1C) B
T1
120
History-Political revolutionary leaders
Explain the role played by significant individuals during the
American Revolution, including Thomas Jefferson…(8.4B) B
T1
140
History-Causes and effects of political revolutions
Explain the issues surrounding [important events of] the
American Revolution, including declaring independence…
(8.4C) B
Time/Pace
Suggested Student Work Products
Suggested Assessment
Celebrate Freedom Week: November 7-11, 2005
Week of
November
7- 11
House Bill 1776 requires that students in the state of Texas
recite and study the following text from the Declaration of
Independence:
“WE hold these Truths to be self-evident, that all Men are
created equal, that they are endowed by their Creator
with certain unalienable Rights, that among these are
Life, Liberty and the Pursuit of Happiness. That to
secure these Rights, Governments are instituted among
Men, deriving their just Powers from the Consent of the
Governed . . .”
Student generated written, oral
and/or visual presentations
(modification for special population
students)
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
T1
Ask students to write a paragraph stating which idea
expressed in the Declaration of Independence they think is
the most important one, making sure to explain their
reasoning with specific evidence taken from the text of the
Declaration.
Government-Purpose and functions of the U.S. Constitution
Identify colonial grievances listed in the Declaration of
Independence and explain how those grievances were
addressed in the U.S. Constitution and the Bill of Rights.
(8.16C) B
T4
The Declaration of Independence: A Living Blueprint for
Democracy contains five mini-lessons on the Declaration in
addition to a video. Review these resources and select the
ones that best meet the needs of your classes.
424
Government-Principles of government addressed in historic
documents
Identify the influence of ideas from historic documents
including…the Declaration of Independence…on the U.S. system
of government. (8.16A) B
T4
508
Citizenship-Rights and responsibilities of good citizenship
Define and give examples of unalienable rights. (8.20A) B
T4*
815
Social Studies Skills-Locate, differentiate, and use primary and
secondary sources
[Locate and] use primary and secondary sources [such as
computer software, databases, media and news services,
biographies, interviews, and artifacts] to acquire information
about the United States. (24A) B
T5
420
Internet Activity - The Declaration of
Independence:
Have students navigate the Thomas Jefferson
Exhibit at the Library of Congress web site at
http://www.loc.gov/exhibits/jefferson/. They will then create a
collage of words, drawings, and magazine cutouts to express
their personal ideas about freedom.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
TAKS Connection – The Declaration of Independence
Review of the Declaration of Independence during Celebrate Freedom Week is an
excellent way to reinforce the content from this topic assessed in Objectives One
and Four of the TAKS Social Studies exam.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 1
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2006-07 Austin Independent School District
Tenth Grade – Pre AP World History
Resources
Teacher Notes
Curriculum materials for The Declaration of Independence: A Living
Blueprint for Democracy
Curriculum materials for The Declaration of Independence: A Living Blueprint for Democracy should be located on
secondary campus libraries. Check with your department chair and librarian for access to these materials.
Specific Web Sites on Celebrate Freedom Week:

The Social Studies Center at
http://socialstudies.tea.state.tx.us/whatsnew/freedom/freedom.htm
provides information on the background of Celebrate Freedom Week
as well as recommended lesson plans to use in the study of the
Declaration of Independence.

American Bar Association at http://www.abanet.org/publiced

Bill of Rights Institute at http://www.BillofRightsInstitute.org

Center for Civic Education at http://www.civiced.org

Constitutional Rights Foundation at http://www.crf-usa.org

Electronic Smithsonian at http://www.si.edu/

National Archives: The Constitution Community at
http://www.nara.gov/education/cc/

State Bar of Texas at http://www.texasbar.com

U.S. Founding Documents at http://www.law.emory.edu/FEDERAL/

Thomas Jefferson Exhibit at the Library of Congress at
http://www.loc.gov/exhibits/jefferson/
Recommended video from www.unitedstreaming.com:

Declaration of Independence, The: A Foundation of Ideas for a
New Age (17:13 minutes)
Video Connection - United Streaming
Download clips of videos connected to World History. Go to www.unitedstreaming.com to
locate videos. Videos can be downloaded to your computer and projected on a screen
with your EZ-Pro projector. An entire video or clips of it can be shown. The United
Streaming titles listed on the IPG provide a direct electronic link to the video. Electronic
access to the IPGs can be obtained by typing in “matrix” on an AISD computer. Contact
your department chair for password information for United Streaming.
SPECIAL NOTE ON PACING AND SUGGESTED STUDENT WORK
PRODUCTS:
There are more than enough classroom activities provided in this document to fulfill the number
of days in the third six weeks grading period. Choose and /or modify the activities to best fit the
needs and learning style of your students.
Special Note on Celebrate Freedom Week:
Activities should be integrated with the curriculum. Since the
World History curriculum is beginning a unit on the Middle
Ages, this week is a good opportunity to address how the
Magna Carta has influenced the ideas found in the
Declaration of Independence.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 2
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skills
Student Expectations
TAKS
Obj.
114
History-Turning points in history
Identify changes that resulted from important turning points
in world history such as the development of farming and of
cities. (1B) B Correlates with World Geography TEKS 18
T1
201
Geography-Concept of location
Observe patterns in the size and distribution of cities using
maps, graphics, and other information. (WG6A) B
206
214
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
Middle Ages Unit: Europe
215
611
711
McDougal Littell Patterns of Interaction TE, Interact with
History, p. 316: Students imagine themselves confronting the
realities and limitations of working on a feudal estate and
answer the four questions.
Informal assessment of student
responses to questions
T2
McDougal Littell Patterns of Interaction TE, History from
Visuals, p. 321: Students review the map of Charlemagne’s
empire. How did the Treaty of Verdun change the empire?
What present day nations were parts of this empire?
Informal assessment of student
responses to questions
Geography-Construct and interpret maps
Interpret historical and contemporary maps to identify and
explain geographic factors such as control of the Straits of
Hormuz that have influenced people and events in the past.
(12C) B
Correlates with W Geo TEKS 21C & 8B
T2
McDougal Littell Patterns of Interaction TE, Critical
Thinking Activity, p. 320: Students create a chart showing
at least three of Charlemagne’s actions and identifying the
effects of these actions.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
Geography-Translate and analyze geographic data
Answer questions about geographic distributions and
patterns shown on maps, graphs, and charts (8.10B) B
T2
McDougal Littell Patterns of Interaction TE, Section
Assessment #2, p. 321: Students create a chart to
summarize how certain leaders helped spread Christianity.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
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. (WG5B) B
T3*
Ask students which of these people they think was the
most influential in spreading Christianity? Why?
Graded assessment of student
paragraphs
Informal assessment of student
responses to questions
Culture-How cultures change over time
Describe the impact of general processes such as migration,
war, trade, independent inventions, and diffusion of ideas
and motivation on cultural change. (WG18A) B
T3*
McDougal Littell Patterns of Interaction TE, History from
Visuals, p. 323: Students analyze the map to understand
why the Viking, Magyar, and Muslim invasions of Europe
were so threatening to its inhabitants. What made the Battle
of Tours so relevant to world history?
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
Science, Technology, and Society–Impact of technology on
cultural development.
Give examples of major mathematical and scientific
discoveries and technological innovations that occurred at
different periods in history and describe the changes
produced by these discoveries and innovations. (23A) B
T2*
McDougal Littell Patterns of Interaction TE, Close
Activity, p. 331: Students create medieval help-wanted ads
written from the point of view of someone who needs the
services of a knight.
Weeks
1&2
[5 Days]
Principles of Learning: Academic
Rigor
The map activities for this unit allow
students to raise questions, solve
problems, to think,
and to reason.
The Suggested Student Work Products in the IPGs and APGs
are to be used as a guide in lesson planning. Teachers should
take into account the individual needs of students, time
constraints, and available resources when choosing specific
activities to use in their classrooms.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 3
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skills
Student Expectations
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
Middle Ages Unit: Europe (continued)
811
820
823
Social Studies Skills–Create visual and written material
Interpret [and create databases, research outlines,
bibliographies, and] visuals including graphs, charts,
timelines, and maps. (26C) B
Social Studies Skills-Identify bias in a variety of sources
Identify bias in written, [oral], and visual material. (8.30F)
T5
(continued)
T5
B
Social Studies Skills-Apply critical thinking skills to 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. (25C) B
108
History-Sequence events
Apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods. (1C)
112
History–Present relates to the past
Identify elements in a contemporary situation that parallel a
historical situation. (2A)
170
Weeks
1&2
History-Historical origins of imperialism
Analyze examples of major empires of the world such as the
Greek empire. (7A)
325
Economics–Economic patterns of different societies
Explain economic, social, and geographic factors such as
irrigation, legal systems, religion, and trade that led to the
development of the first civilizations. (13B)
406
Government–Structures of government
Explain the impact of parliamentary and constitutional systems of
government on significant world political developments. (15A)
412
Government–Different political systems in societies, past
and present
Define and give examples of different political systems, past and
present. (15B)
T5
McDougal Littell Patterns of Interaction TE, History
Through Art, p. 325: Students examine the painting March:
Two Workmen in a Garden. Students create a chart
contrasting the people in the painting and how the clothing of
the three people in the painting reflects their status and
responsibilities in medieval society.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
Principles of Learning: Academic Rigor
The analysis of the medieval painting should include instruction that is organized to support
reflection on the learning process and the strategies addressed.
Principles of
Learning:
Accountable Talk
The class
discussion on
whether students
would join the
Crusades allows
them to participate
in classroom talk
and build upon
each other’s
contributions
and ideas.
McDougal Littell Patterns of Interaction TE, Critical
Thinking Activity, p. 334: Students create a cause and
effect chart showing at least 6 events/causes from the conflict
between Henry IV and Pope Gregory VII.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
McDougal Littell Patterns of Interaction TE,
Researching Henry IV and Pope Gregory VII, p. 334:
Student pairs research the conflict between Henry IV and
Pope Gregory VII, and each write a letter from one man’s
point of view expressing his opinion about lay investiture.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
McDougal Littell Patterns of Interaction Ch. 13 In Depth
Resources, Skillbuilder Practice: Comparing, p. 56.
Students create a Venn Diagram comparing feudal systems
in Europe and Japan.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
McDougal Littell Patterns of Interaction, Ch. 13 InDepth Resources, Connections Across Time and
Cultures: Roles of Women, p. 68: Students read about the
status of women in Muslim, Chinese, and feudal European
societies and answer the questions. Have students evaluate
whether or not the idea of romantic love helped or hindered
women during the Middle Ages.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
McDougal Littell Patterns of Interaction TE, Interact with
History, p. 340: Students consider whether to go on a
Crusade to free Jerusalem and answer the four questions.
Informal assessment to student
responses
Principles of Learning: Clear Expectations
Develop criteria chart with student input for in-class
assignments and homework. Engage students in
discussion of criteria expected for quality work.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 4
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skills
Student Expectations
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
Middle Ages Unit: Europe (continued)
413
418
506
523
621
622
630
Government–Different political systems in societies, past
and present
Apply knowledge of political systems to make decisions about
contemporary issues and events. (15D)
Government–Historical origins and developments in
government
Trace the process by which democratic-republican government
evolved from its beginning in classical Greece and Rome. (16A)
Citizenship-Developments of political concepts
Evaluate political choices and decisions that individuals, groups,
and nations have made in the past, taking into account historical
context, and apply this knowledge to the analysis of choices and
decisions faced by contemporary societies. (17A)
Citizenship-Individual and group participation in the
democratic process
Describe the different roles of citizens and noncitizens in
historical cultures, especially as the roles pertain to civic
participation. (17B)
Culture–Relationship between art and society
Analyze examples of how art, architecture, literature, music, and
drama reflect the history of cultures in which they are produced.
(20B)
Culture-Relationship between art and literature and the
societies
Identify significant examples of art and architecture that
demonstrate an artistic ideal or visual principle from selected
cultures. (20A)
Culture-Impact of fundamental institutions and ideas on
societies
Summarize the fundamental ideas and institutions of Western
civilizations that originated in Greece and Rome. (22B)
TAKS Mini-Lesson (p. 337D)
Half the class writes a paragraph on the effects
of the spread of bubonic plague throughout
Europe, and the other half sketches out maps
showing the spread of the disease. TAKS Obj. 2
(WG1B)
Weeks
1&2
(continued)
Principles of
Learning:
Accountable Talk
Students will
discuss the effects
of the
Crusades
on the
current world.
McDougal Littell Patterns of Interaction, Ch. 14 InDepth Resources, Primary Source: Massacre at Acre, p.
77: Students read about Saladin and King Richard, then write
an editorial about the massacre at Acre from the point of view
of a supporter of Saladin or a supporter of King Richard.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
McDougal Littell Patterns of Interaction TE, History from
Visuals, p. 346: Students copy the chart and identify which
causes of the Crusades originated in western Europe and
which occurred elsewhere.
Informal assessment of student
charts and responses to questions
Students choose one effect of the Crusades and write a
brief paragraph explaining why it occurred, based on
information in the textbook and/or outside sources.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
McDougal Littell Patterns of Interaction TE, Different
Perspectives, p. 347: Students discuss why the Crusades
matter now.
Informal assessment of student
responses
McDougal Littell Patterns of Interaction TE, Section
Assessment #2, p. 351: Students create a diagram showing
how medieval society changed between 1000 and 1300.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
McDougal Littell Patterns of Interaction TE, History from
Visuals, p. 355: Students copy the chart on the development
of England and France and answer the two questions.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
Students choose one of the kings in the chart and write a
brief report giving more in-depth information about that
monarch.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
McDougal Littell Patterns of Interaction, Ch. 14 InDepth Resources, Primary Source: from the Magna Carta,
p. 78: Students read clauses of the Magna Carta and create
a Venn Diagram comparing it with the Bill of Rights.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
Principles of Learning: Clear Expectations
Use the bulletin board to inform the learning community about
accomplished standards achieved by students. Be sure to frame displayed
work by specifically stating the assignment’s objectives and connections to TEKS on
the bulletin board along with the displayed work.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 5
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skills
Student Expectations
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
Middle Ages Unit: Europe (continued)
705
712
816
Science, Technology, and Society–Individuals create or
invent technology
Identify the contributions of significant scientists such as
Archimedes, Erastosthenes, and Pythagorus. (23E)
Weeks
1&2
(continued)
Science, Technology, and Society-Impact of technology on
the cultural development
Identify new ideas in mathematics, science, and technology that
occurred during the Greco-Roman, Indian, Islamic, and Chinese
civilizations and trace the spread of these ideas to other
civilizations. (23B)
Social Studies Skills-Locate, differentiate, and use primary
and secondary sources
Locate and use primary and secondary sources such as
computer software, databases, media and news services,
biographies, interviews, and artifacts to acquire information.
(25B)
Principles of Learning Connection
Socializing Intelligence:
The History Alive! experiential exercises from the Middle
Ages allow students to actively analyze problems, ask
questions, and obtain information about feudalism and the
role of the Church during that time period.
The Social Studies Skills strand of the TEKS
should be incorporated into all the topics
through the year. The skills developed and
reviewed here should be extended and
reinforced within the context of the social
studies concepts being taught on the bulletin
board along with the displayed work.
Principles of
Learning: Clear
Expectations:
Develop a rubric
with student input
for
Crusades
editorial.
Engage students
in discussion of
criteria expected
for quality work.
Display examples
of exemplary
work, if available.
McDougal Littell Patterns of Interaction Video, The
Spread of Epidemic Disease: Students will view the
video to explore how interaction of peoples can spread
catastrophic disease and complete related activities from
the Teacher’s Resource Book.
Extension Activity at www.classzone.com:
Medieval Tournaments
Students design a video war game modeled
after medieval tournaments of the middle
ages. Classzone.com gives detailed
descriptions for the assignment.
Recommended History Alive! activities
History Alive! The Rise of Islam: Lesson 4.1, “The
Crusades” – Students will use a series of visuals to
investigate the major crusades to the Holy Land, the
figures involved, and the outcomes of each crusade.
Graded assessment of student
responses to questions
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
Informal assessment of student
responses
History Alive! The Rise of Islam: Lesson 4.4,
“Editorializing on the Crusades” – Students will write
an editorial “from diverse viewpoints” on a major event
from the Crusades.
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
History Alive! Europe After the Fall of the Roman
Empire: Lesson 3.1, “Experiencing European
Feudalism” – Students will assume the roles of serfs,
knights, lords, and a monarch to re-create European
feudal society in an experiential exercise.
Informal assessment of student
responses
History Alive! Europe After the Fall of the Roman
Empire: Lesson 3.2, “The Development of Feudalism
in Western Europe” – Students will discuss a series of
images depicting historical events, ideas, and people that
shaped feudalism.
Informal assessment of student
responses
History Alive! Europe After the Fall of the Roman
Empire: Lesson 4.1, “The Role of the Church in
Medieval Europe” – Students will learn about the Roman
Catholic Church’s influence on life in medieval Europe.
Informal assessment of student
responses
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 6
©2006-07 Austin Independent School District
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
Tenth Grade – Pre AP World History
Recommended Resources:
Resources


McDougal Littell, World History: Patterns of Interaction:

Chapter 13, “European Middle Ages, 500-1200”

Chapter 14, “The Formation of Western Europe, 800-1500”
History Alive!: Europe After the Fall of the Roman Empire
History Alive! The Rise of Islam
United Streaming Video at www.unitedstreaming.com
On-line edition at classzone.com
Chapter 13 Ancillary Materials:
In-Depth Resources: “An Age of Exchange and Encounter,” Unit 3
 Guided Reading
o
Ch. 13, pp. 52-55
o
Ch. 14, pp. 70-73
 Skillbuilder Practice
o
Comparing, p. 56
o
Recognizing Effects, p. 74
 Literature
o
from Piers Plowman, pp. 63-64
o
from The Song of Roland, p. 65
o
from The Canterbury Tales, pp. 81-83
 Geography Application
o
Feudal Europe’s Religious Influences, pp. 57-58
o
The Reconquista, pp. 75-76
 Primary Sources
o
The Duties of Lords and Vassals, p. 59
o
From The Art of Courtly Love, p. 60
o
Letters of Gregory VII and Henry IV, p. 61
o
Massacre at Acre, p. 77
o
From the Magna Carta, p. 78
o
Plague in Siena, p. 79
o
Joan of Arc’s Trial, p. 80
 History Makers
o
Charlemagne, p. 66
o
Leif Ericson, p. 67
o
William the Conqueror, p. 84
o
Joan of Arch, p. 85
 Connections Across Time and Cultures
o
Roles of Women, p. 68
o
New Beginnings for Democracy, p. 86
 Science and Technology
o
Medieval Technology in Hand Weapons, p. 69
o
TAKS Practice Transparencies TT46 – TT49
 Patterns of Interaction: Cultural Connections Across Time and Place Video
Series: “Arming for War”






Black Death (1347-1351 A.D.), The (15:12 minutes)
Civilizations in Conflict: Byzantium, Islam, and the Crusades (330-1453 A.D.) (17:06 minutes)
Dark Ages, The: Europe After the Fall of Rome (410-1066 A.D.) (30:29 minutes)
Destiny Determined: Power and Ritual in Asia (54:00 minutes)
Horsepower: Harnessed for War (54:00 minutes)
Medieval Times: Life in the Middle Ages (1000-1450 A.D.) (32:38 minutes )
Specific Websites on the Middle Ages:
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





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
Charlemagne http://www2.lucidcafe.com/ lucidcafe/ library/ 96apr/ charlemagne.html
Map of the Germanic Kingdoms http://historymedren.about.com/ library/ atlas/ blatmapgermanic.htm
The Rise of Feudalism http://www.ku.edu/ kansas/ medieval/ 108/ lectures/ feudalism.html
The Middle Ages: Feudal Life http://www.learner.org/ exhibits/ middleages/ feudal.html
The Labyrinth: Resources for Medieval Studies http://www.georgetown.edu/ labyrinth/
Medieval Sourcebook: Southampton Guild Organization, 14th Century http://www.fordham.edu/ halsall/ source/
guild-sthhmptn.html
Knighthood, Chivalry & Tournaments Resource Library http://www.chronique.com/ intro.htm
The English Medieval Castle http://www.britannia.com/ history/ david1.html
Charlemagne's Biography http://www.chronique.com/ Library/ MedHistory/ charlemagne.htm
Charlemagne: King of the Franks http://www2.lucidcafe.com/ lucidcafe/ library/ 96apr/ Charlemagne.html
Pope St. Leo III http://www.newadvent.org/ cathen/ 09157b.htm
Pope St. Gregory VII http://www.newadvent.org/ cathen/ 06791c.htm
Frederick I http://www.infopls.com/ ce5/ CE019355.html
Catholic Encyclopædia: Crusades http://www.knight.org/ advent/ cathen/ 04543c.htm
Medieval Sourcebook: The Crusades http://www.fordham.edu/ halsall/ sbook1k.html
St. Francis of Assisi http://www.knight.org/ advent/ cathen/ 06221a.htm
Richard I http://www.britannia.com/ history/ monarchs/ mon27.html
Dante's Divine Comedy http://italian.about.com/ library/ anthology/ dante/ blaboutdante.htm
geoffreychaucer.org: an annotated guide to online resources http://geoffreychaucer.org/
Saint Thomas Aquinas http://plato.stanford.edu/ entries/ aquinas/
Guilds and Commerce http://mars.acnet.wnec.edu/ ~grempel/ courses/ wc1/ lectures/ 24guilds.html
William the Conqueror http://www.britannia.com/ history/ monarchs/ mon22.html
Internet Medieval History Sourcebook http://www.fordham.edu/ halsall/ sbook1m.html
HWC, The Black Death http://history.boisestate.edu/ westciv/ plague/
The Great Schism http://www.ku.edu/ kansas/ medieval/ 108/ lectures/ great_schism.html
Maps101.com
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 7
©2006-07 Austin Independent School District
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
Resources
Chapter 14 Ancillary Materials:
In-Depth Resources: “An Age of Exchange and Encounter,” Unit 3
 Geography Transparencies
o
GT13 The Empire of Charlemagne, 814
o
GT14 Trade and Manufacturing in Medieval Europe, 10001300
 Critical Thinking Transparencies
o
CT13 Development of Feudalism
o
CT49 Chapter 13 Visual Summary
o
CT14 Rise of the Middle Class
o
CT50 Chapter 14 Visual Summary
 World Art and Cultures Transparencies
o
AT28 Sarcophagus of Charlemagne
o
AT29 Viking Ship
o
AT30 Notre Dame
o
AT31 Entry of the Crusaders into Constantinople, 12 April
1204
 Electronic Library of Primary Sources
o
From Life of Charlemagne
o
From the Assizes of Romania
o
From “The Art of Courtly Love”
o
From the Investiture Controversy
o
“The Knight in Battle”
o
from “A Description of the Most Noble City of London”
o
from The Divine Comedy
o
from Calendar of Coroner’s Rolls
o
from “The Battle of Agincourt”
 TAKS Practice Transparencies TT50 – TT53
 Patterns of Interaction: Cultural Connections Across Time and Place Video
Series: “The Spread of Epidemic Disease”
Tenth Grade – Pre AP World History
Teacher Notes
Vocabulary:
Chapter 13
Section 1: Middle Ages, Franks, monastery, secular, Carolingian Dynasty, Charlemagne
Section 2: lord, fief, vassal, night, serf, manor, tithe
Section 3: chivalry, tournament, troubadour
Section 4: clergy, sacrament, canon law, Holy Roman Empire, lay investiture
Chapter 14
Section 1: simony, St. Francis of Assisi, Gothic, Urban II, Crusade, Saladin, Richard the Lion-Hearted,
Reconquista, Inquisition
Section 2: three-field system, guild, burgher, vernacular, Dante Alighieri, Geoffrey Chaucer, Thomas Aquinas,
scholastics
Section 3: William the Conqueror, Henry II, Eleanor of Aquitaine, Magna Carta, parliament, Philip II, Louis IX
Section 5: Avignon, Great Schism, John Wycliff, Jan Hus, bubonic plague, Hundred Years’ War, Joan of Arc
Social Studies Professional Development is available through the
Professional Development Academy (PDA). Sign up online at
http://www.austinschools.org/pda/registration.html .
History Alive! materials may or may not be
available at all high schools. This is an
excellent resource addressing history
through the multiple intelligences. More
information regarding the ordering of this
curriculum can be obtained at
www.historyalive.com.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 8
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skills
Student Expectations
TAKS
Obj.
114
History-Turning points
Identify changes that resulted from important turning points
in history such as…the scientific…revolution…(1B) B
T1
201
Geography-Concept of location
Observe patterns in the size and distribution of cities using
maps, graphics, and other information. (WG 6A) B
T2
Geography-Analyze geographic data
Pose and answer questions about geographic distributions
and patterns in world history shown on maps, graphs,
charts, models, and databases. (11B) B
T2
611
Culture-How cultures change over time
Describe the general processes such as migration, war,
trade, independent inventions, and diffusion of ideas and
motivations on cultural change. (WG 18A) B
711
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
Renaissance & Reformation
216
823
McDougal Littell Patterns of Interaction TE, Interact
with History, p. 415: Students use Jan van Eyck’s
painting as a primary source and answer the three
questions.
Informal assessment of student
responses to questions
McDougal Littell Patterns of Interaction, Ch. 17 InDepth Resources, Primary Source: from The Courtier,
p. 25: Students read the excerpt and answer the
questions.
Graded assessment of student
responses to questions
Students identify the characteristics of a “true
Renaissance man” through written and visual information
Integrated Assessment
Booklet, “Standards for Evaluating
a Product or Performance”, p. 16
T3*
McDougal Littell Patterns of Interaction, Ch. 17 InDepth Resources, Primary Source: from The Prince,
p. 26: Students read the excerpt and answer the
questions.
Graded assessment of student
diagrams and lists
Science, Technology, and Society-Impact of technology on
cultural development
Give examples of major mathematical and scientific
discoveries and technological innovations that occurred at
different periods in history and describe the changes
produced by these discoveries and innovations. (23A) B
T2*
Students select three contemporary world leaders and
apply and evaluate at least four of the characteristics from
their list to these individuals.
Integrated Assessment
Booklet, “Standards for Evaluating
a Product or Performance”, p. 16
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
Social Studies Skills-Apply critical thinking skills to 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. (25C) B
T5
McDougal Littell Patterns of Interaction TE,
Reteaching Activity, p. 422: Students create a “Top Ten
List” of the greatest achievements of Italian Renaissance
artists and support their rankings with reasons.
McDougal Littell Patterns of Interaction TE,
Creating Trading Cards, p. 419: Students create trading
cards of Italian Renaissance painters.
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
McDougal Littell Patterns of Interaction TE, History
Through Art: Renaissance Art, p. 421: Students read
about the artwork of Michelangelo. How does the work of
Michelangelo show that he was influenced by
Renaissance values? Explain.
Informal assessment of student
responses
Students research 20th century artists who work in
more than one medium and write a short biography.
Graded assessment of student
biographies
McDougal Littell Patterns of Interaction TE, Critical
Thinking Activity: Summarizing, p. 425: Students
create a chart with details about writers of the
Renaissance.
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
Principles of Learning: Academic
Rigor
The PreAP Core Structure
rubric can be found in the
AP Vertical Teams Guide for Social
Studies from the College Board. This
resource also contains categories for
organizing their essays, such as
PERSI, and ideas for helping students
improve their writing.
Weeks
2, 3 & 4
[8 Days]
Principles of
Learning:
Academic Rigor
Students
examine current
leaders and
determine
how they
compare to the
characteristics of
a leader defined
in The Prince.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 9
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skills
Student Expectations
TAKS
Obj.
103
History-Periods, eras, and points of reference
Identify the major eras in world history and describe their defining
characteristics. (1A)
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
Renaissance & Reformation (continued)
105
108
110
126
History-Major periods and eras
Identify the causes and characteristics of the European
Renaissance and the Reformation eras. (4A)
History-Sequencing events
Apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods. (1C)
History-Eras influence other eras
Identify the effects of the European Renaissance and the
Reformation eras. (4B)
History-Historical groups from selected societies and their
contributions
Analyze the role played by significant groups in world history
such as…Renaissance artists and scientists… (L)
233
Geography-Geographic factors influence political
development
Identify and explain changes in political boundaries that resulted
from independence and international conflicts such as…the
development of the nation-state. (L)
418
Government-Historical origins and developments in
government
Trace the process by which democratic-republican government
evolved …through developments in England…(16A)
Clear Expectations:
Have students help create rubrics to judge quality
homework, written papers, and projects.
Post quality criteria in the classroom and models
of student work that exemplify the criteria.
Weeks
2, 3, & 4
(continued)
McDougal Littell Patterns of Interaction TE, History
Through Art: Renaissance Art, p. 421: Students
explore the impact of the printing press by role-playing
medieval bookmakers who copy books by hand.
Informal assessment of student
responses
McDougal Littell Patterns of Interaction TE,
Customizing for Special Needs, p. 430: Students create
a chart showing the impact of Martin Luther’s beliefs.
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
McDougal Littell Patterns of Interaction TE, Section
Assessment #2, p. 436: Students create a chart
comparing the ideas of the reformers who came after
Luther.
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
McDougal Littell Patterns of Interaction TE, Close
Activity: Arranging Events in Sequential Order p. 436:
Students create a flow chart of major steps that popes
took to reform the Catholic Church from 1534 to 1559.
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
Discussion: Was the Concordat of Worms a fair
compromise for both the emperor and the Church? Think
about:

The Church’s authority in spiritual manners

The emperor’s political power

The problems that remained unresolved
Informal assessment of student
responses
Principles of Learning:
Accountable Talk
Through the criteria set for the
class discussion on
the Concordat of Worms,
students are able to
make use of specific and
accurate knowledge, provide
evidence for claims and
arguments, and identify the
knowledge that may not be
available yet which is needed
to address an issue.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 10
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skills
Student Expectations
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
Renaissance & Reformation (continued)
506
Citizenship-Developments of political concepts
Evaluate political choices and decisions that individuals, groups,
and nations have made in the past, taking into account historical
context, and apply this knowledge to the analysis of choices and
decisions faced by contemporary societies. (17A)
616
Culture-Individuals and groups shape a society
Analyze the specific roles of women, children, and families in
different historical cultures.(21A)
621
Culture-Relationship between art and literature and the
societies that produced them
Analyze examples of how art, architecture, literature, music, and
drama reflect the history of cultures in which they are produced.
(20B)
622
Culture-Relationship between art and literature and the
societies that produced them
Identify significant examples of art and architecture that
demonstrate an artistic ideal or visual principle from selected
cultures. (20A)
623
Culture-Relationship between art and literature and the
societies that produced them
Identify examples of art, music, and literature that transcend the
cultures in which they were created and convey universal
themes. (20C)
630
701
Culture-Impact of fundamental institutions
Analyze how ideas such as Judeo-Christian ethics have
influenced institutions and societies. (22C)
Science, Technology, and Society-Impact of technology on
daily life
Describe the origins of the scientific revolution in 16th-century
Europe and explain its impact on scientific thinking worldwide.
(23D)
Weeks
2, 3, & 4
continued
TAKS Support
The paragraph on
Christian
humanism is an
excellent way to
address World
Geography TEKS
18A that
is assessed
in Objective
Three of the
Grade 10 TAKS
Social Studies
exam.
McDougal Littell Patterns of Interaction TE, Reporting
on the Wives of Henry VIII, p. 431: Students will create
front pages of newspaper issues reporting on activities of
different wives of Henry VIII.
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
Internet Research - Church Response to the
Reformation: During the late 20th century, both
Protestants and Catholics made delayed
responses to the Reformation. In the 1960s,
the Catholic Church held a council called
Vatican II to promote additional reforms. In
1997, several U.S. Protestant denominations signed a
document agreeing to form closer ties with one another.
Students will work with a team to create a poster that
explains one of these developments and how it is a
response to the Reformation. They will use the Internet,
news magazines, encyclopedias, or books to research
the topic. Look for specific information about what was
decided during Vatican II or in the Protestant agreement
at the Vatican Council Documents Web Site at
http://www.cin.org/ vatiidoc.html .
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
TAKS Support
Comparing the chart to the primary source texts allows
students to identify different points of view, which
addressed in Grade 8 TEKS 8.30F and is
assessed in Objective Five of the Grade 10
TAKS Social Studies exam.
Humanism Paragraph: Have students write paragraphs
on the effects of Christian humanism’s emergence on
European culture during the Renaissance.
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
Protestant Characteristics Chart: Have students create
a chart showing general characteristics of devout
Protestants and Catholics during the Reformation, and
then compare these traits with what may be learned by
reading the text’s excerpts from Katherina Zell and
Ignatius of Loyala on page 435.
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 11
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skills
Student Expectations
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
Renaissance & Reformation (continued)
616
Culture-Individuals and groups shape a society’s culture
Analyze the specific roles of women, children, and families in
different historical cultures. (21A)
617
Culture-Individuals and groups shape a society’s culture
Describe the political, economic, and cultural influence of women
in different historical cultures. (21B)
621
Culture-Relationship between art and society
Analyze examples of how art, architecture, literature, music, and
drama reflect the history of cultures in which they are produced.
(20B)
627
Culture-Impact of religion on society
Identify examples of religious influence in historic and
contemporary world events. (19B)
630
Culture-Impact of fundamental institutions
Summarize the fundamental ideas and institutions of Western
civilizations that originated in Greece and Rome. (22B)
631
Culture-Impact of fundamental institutions
Analyze how ideas such as Judeo-Christian ethics have
influenced institutions and societies. (22C)
712
Science, Technology, and Society-Impact of technology on
cultural development
Identify new ideas in mathematics, science, and technology that
occurred during the Greco-Roman…civilizations and trace the
spread of these ideas to other civilizations. (23B)
816
Social Studies Skills-Locate, differentiate, and use primary
and secondary sources
Locate and use primary and secondary sources such as
computer software, databases, media and news services,
biographies, interviews, and artifacts to acquire information.
(25B)
817
Social Studies Skills-Locate, differentiate, and use primary
and secondary sources
Explain and apply different methods that historians use to
interpret the past, including the use of primary and secondary
sources, points of view, frames of reference, and historical
context. (25D)
Weeks
2, 3, & 4
continued
Recommended History Alive! activities
History Alive! Europe’s Transition to the Modern
World: Lesson 1.2, “Europe’s Transition from the
Middle Ages to the Renaissance” – Students will
discuss images depicting the breakdown of the feudal
system and the rise of trade and commerce.
Informal assessment of student
responses
History Alive! Europe’s Transition to the Modern
World: Lesson 1.3, “Rediscovering the Classical
Tradition Through Art” – Students will identify the
period in which seven pieces of art were created:
classical, medieval, or Renaissance.
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
History Alive! Europe’s Transition to the Modern
World: Lesson 2.1, “Experiencing the Power of the
Press” – Students will discover the importance of
Gutenberg’s printing press as a vehicle for spreading
ideas.
Informal assessment of student
responses
History Alive! Europe’s Transition to the Modern
World: Lesson 3.2, “The Spread of Protestantism” –
Students will view and discuss a series of images
depicting the spread of Protestantism throughout Europe.
Informal assessment of student
responses
History Alive! Europe’s Transition to the Modern
World: Lesson 3.3, “Creating Spoke Diagrams on the
Religions of the Reformation” – Students will create
visual spoke diagrams depicting the features of one of
five Christian religions involved in the turmoil of the
Protestant Reformation.
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
Principles of Learning: Accountable Talk
Create the norms and skills of Accountable Talk (AT) by modeling
appropriate forms of discussion and by questioning, probing, and
leading conversations. Help students develop talk that is appropriate in tone
and content to the social group and setting and to the purpose of the
conversation
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 12
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2006-07 Austin Independent School District
Tenth Grade – Pre AP World History
Resources
Recommended Resources (continued)
McDougal Littell, World History: Patterns of Interaction:

Chapter 17, “European Renaissance and Reformation, 1300-1600”
United Streaming Video at www.unitedstreaming.com

All About the Renaissance, Part One: Historical Background, Beginnings, and Art (15:58
minutes)

All About the Renaissance, Part Two: Science, Invention, Architecture, Exploration, and
Religious Reform (15:00 minutes)

Exploring the Renaissance (1350-1650) (20:17 minutes)

Protestant Reformation (1517-1565), The (21:15 minutes)
On-line edition at classzone.com
Ancillary Materials:
In-Depth Resources: “Connecting Hemispheres,” Unit 4
 Guided Reading, pp. 18-21
 Skillbuilder Practice: Synthesizing, p. 22
 Literature
o
from The Agony and the Ecstasy, pp. 29-31
 History Makers
o
Niccolo Machiavelli, p. 32
o
Elizabeth I, p. 33
 Geography Application: Trade in Renaissance Europe, pp. 23-24
 Primary Sources
o
From The Courtier, p. 25
o
From The Prince, p. 26
o
A Conference with Elizabeth I, p. 27
o
Report on the English Reformation, p. 28
 Connections Across Time and Cultures: A Flowering of Creativity and Knowledge,
p. 34
 Geography Transparencies
o
GT17 Reformation: Lutheranism and Calvinism, 1500-1600
 Critical Thinking Transparencies
o
CT17 Protestant and Catholic Reformations
o
CT53 Chapter 17 Visual Summary
 World Art and Cultures Transparencies
o
AT36 Leonardo da Vinci’s The Last Supper
o
AT37 Mona Lisa
o
AT38 Van Eyck’s Wedding Portrait
 Electronic Library of Primary Sources
o
“The Art of Painting”
o
from the Ninety-Five Theses
o
“The St. Bartholomew’s Day Massacre”
o
“Luther: Giant of His Time and Ours”
 TAKS Practice Transparencies TT61-TT64
Specific Websites on the Renaissance and Reformation:

Art website: Mark Harden’s Artchive at www.artchive.com

The Civilization of the Renaissance in Italy at http://www.idbsu.edu/ courses/ hy309/ docs/ burckhardt/
burckhardt.html

Vinci: Leonardo’s Home Town at http://www.leonet.it/ comuni/ vinci/

The Catholic Encyclopedia: The Reformation at http://www.knight.org/ advent/ cathen/ 12700b.htm

The 95 Theses of Martin Luther at http://home.cvc.org/ 95.htm
Maps 101.com
Teacher Notes
Vocabulary:
Chapter 17
Section 1:
Section 2:
Section 3:
Section 4:
Renaissance, humanism, secular, patron, perspective, vernacular
Utopia, printing press, Gutenberg Bible
indulgence, Reformation, Lutheran, Protestant, Peace of Augsburg, annul, Anglican
predestination, Calvinism, theocracy, Presbyterian, Anabaptist, Catholic Reformation, Jesuits,
Council of Trent
Recommended Resources:
 History Alive! Europe’s Transition to the Modern World
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 13
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skills
Student Expectations
TAKS
Obj.
114
History-Turning points
Identify changes that resulted from important turning points
in history such as…the scientific…revolution…(1B) B
T1
216
Geography-Analyze geographic data
Pose and answer questions about geographic distributions
and patterns in world history shown on maps, graphs,
charts, models, and databases. (11B) B
T2
Science, Technology, and Society–Impact of technology on
cultural development.
Give examples of major mathematical and scientific
discoveries and technological innovations that occurred at
different periods in history and describe the changes
produced by these discoveries and innovations. (23A) B
T2*
Social Studies Skills–Create visual and written material
Interpret [and create databases, research outlines,
bibliographies, and] visuals including graphs, charts,
timelines, and maps. (26C) B
T5
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
Exploration & The Atlantic World
711
811
138
170
529
History-Connection between history and international
relationships
Summarize the major political, economic, and cultural
developments of civilizations in China, India, and Japan. (6C)
History-Historical origins of imperialism
Analyze examples of major empires of the world. (7A)
Citizenship-Impact of political decisions on citizens
Identify examples of political, economic, and social oppression
and violations of human rights throughout history, including
slavery, the Holocaust, other examples of genocide, and
politically-motivated mass murders in Cambodia, China, and the
Soviet Union. (18C)
Weeks
4&5
[5 Days]
McDougal Littell Patterns of Interaction TE, Interact
with History, p. 462: Students will consider the benefits
and hazards of a voyage of exploration and answer the
two questions.
Informal assessment of student
responses
McDougal Littell Patterns of Interaction TE,
Navigation School, p. 459C: Students will create a chart
comparing the voyages of Vasco da Gama, Christopher
Columbus, Bartholomeu Dias, and Zheng He.
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
McDougal Littell Patterns of Interaction TE, Critical
Thinking Activity: Analyzing Causes, p. 464: Students
will create a graphic organizer to show the causes of
Europe exploration.
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
Students will decide which of the causes might have
prompted wealthy individuals to finance voyages of
exploration.
Informal assessment of student
responses
McDougal Littell Patterns of Interaction TE, Section
Assessment #2, p. 473: Students will create a chart
listing five relevant facts about each Ming and Qing
emperor.
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
Students will choose one emperor and write a oneparagraph biography using the information in the chart
and textbook.
Graded assessment of student
paragraphs
McDougal Littell Patterns of Interaction TE, Close
Activity, p. 477: Students will compose a haiku referring
to some person or incident about Japanese society.
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
McDougal Littell Patterns of Interaction
TE, Connect to Today: Cooperative
Learning, p. 479: Student groups debate
another team over the issue of U.S. trade
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
with China.
McDougal Littell Patterns of Interaction, Ch. 19 InDepth Resources, Primary Source: The Treaty of
Tordesillas, p. 58: Students read the excerpt and answer
the questions.
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
McDougal Littell Patterns of Interaction, Ch. 19 InDepth Resources, The Breakdown of Feudal Society,
p. 66: Students compare the changes in Japanese
society and medieval European society.
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 14
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skills
Student Expectations
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
Exploration and the Atlantic World (continued)
616
Culture- Individuals and groups shape a society’s culture
Analyze the specific roles of women, children, and families in
different historical cultures. (21A)
626
Culture-Cultural impact of religion on society
Compare the historical origins, central ideas, and the spread of
major religious and philosophical traditions including Christianity,
Islam, and Judaism and recognize specific individuals associated
with these religions such as Jesus and Muhammad. (19A)
816
Weeks
4&5
continued
Social Studies Skills-Locate, differentiate, and use primary
and secondary sources
Locate and use primary and secondary sources such as
computer software, databases, media and news services,
biographies, interviews, and artifacts to acquire information.
(25B)
TAKS Mini-Lesson (p. 479D)
Students read the Columbus quote on page 483, and
write one or two paragraphs on the behavior of both
the Europeans and the natives, and on what the
Europeans might have concluded about the natives after
experience with them. Students should predict the future
behavior of both groups and support their responses with
textual evidence.
Principles of
Learning:
Academic Rigor
Students will
compare slavery
in the
Americas
to slavery
in Africa and
Muslim lands.
McDougal Littell Patterns of Interaction TE, Interact
with History, p. 482: Students will choose sides between
the Aztecs and the Spaniards and answer the two
questions.
Informal assessment of student
responses to questions.
McDougal Littell Patterns of Interaction TE, Critical
Thinking Activity: Making a Chart, p. 487: Students will
create a chart to show how and why Spain expanded its
influence.
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
McDougal Littell Patterns of Interaction TE, Critical
Thinking Activity: Comparing and Contrasting, p. 494
and Section Assessment #2, p. 494: Students will
create a chart to show the relationship between
Europeans and Native Americans and the location and
main reasons for the establishments of settlements by
Europeans.
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
Students will write a letter convincing someone to
settle in one of these settlements.
Integrated Assessment
Booklet, “Standards for Evaluating
a Product or Performance”, p. 16
McDougal Littell Patterns of Interaction TE,
Interpreting Art, p. 497: Students will look at the art
transparency AT44 Slaves Below the Deck of the
Albanez. Which conditions aboard a slave ship would you
find most intolerable. What would you have done in those
circumstances? How might you have attempted to
improve conditions?
Informal assessment of student
responses
McDougal Littell Patterns of Interaction TE, Section
Assessment #2, p. 499: Students will create a diagram
listing the ways in which the Atlantic slave trade affected
both Africa and the Americas.
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
Students write a paragraph to the prompt: How was
slavery in the Americas different from slavery in Africa
and Muslim lands?
Integrated Assessment
Booklet, “Standards for Evaluating
a Product or Performance”, p. 16
McDougal Littell Patterns of Interaction Video, The
Geography of Food: The Impact of Potatoes and
Sugar: Students will view the video to explore how the
potato and sugar affected Europe and the Americas and
complete related activities from the Teacher’s Resource
Book.
Graded assessment of student
responses to activities
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 15
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skills
Student Expectations
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
Exploration and the Atlantic World (continued)
Weeks
4&5
continued
Suggested Novel Studies for the Third
Six Weeks
Each 6 weeks you may want to assign a novel for students
to read and complete activities and discussions.

Bradley, M. Zimmer. The Mists of Avalon. New Your:
Knopf, 1983. A popular and thrilling tale of the chivalric
age.

Chaucer, Geoffrey. The Canterbury Tales. McDougal
Littell, 1998. Filled with wit and humor, this classic work
provides a rich portrait of medieval life.

Kreeft, Peter, ed. A Summa of the Summa. San
Francisco: Ignatius Press, 1990. A condensed version of
Thomas Aquinas’s philosophy. Well organized and
explained for the beginning student of medieval times.

Penman, Sharon Kay. The Sunne in Splendour. New
York: Ballantine, 1990. A richly detailed story about
Richard III, involving 15th-century battle scenes, political
intrigues, and family conflicts.

Machiavelli, Niccolo. The Prince. New York: Bantam
Classics, 1984. Machiavelli’s harsh assessment of
governing is a classic example of modern political
thought.

Clavell, James. Shogun. New York: Dell Books, 1976. A
historical novel set in 16th-century Japan. It is a gripping
tale of political intrigue

Pate, Alexs. Amistad. New York: Penguin, 1997. The
exciting tale of a slave revolt. This story was the basis of a
major motion picture directed by Steven Spielberg.

Leon-Portilla, Miguel. The Broken Spears: The Aztec
Account of the Conquest of Mexico. Boston: Beacon
Press, 1992. Aztec accounts of the conquest of Mexico by
Cortes. Includes Aztec illustrations and is an easy read.
Principles of
Learning:
Academic Rigor
Students will
examine
perspective
in looking
at conquest
in the Americas.
History Alive! Imperial China and Feudal Japan:
Lesson 3.2, “The Development of Feudalism in
Japan” – Students will view a series of visual depicting
the early history of Japan.
Informal assessment of student
responses
History Alive! Imperial China and Feudal Japan:
Lesson 3.3, “Kabuki Dramas of Life in Feudal Japan”
– Students will create kabuki dramas for eight groups
representative of life in feudal Japan.
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
History Alive! Imperial China and Feudal Japan:
Lesson 4.2, “Impressions of Japan’s Landscape –
Writing a Haiku” – Students will become poets to write
and illustrate haikus based on visuals of Japan’s natural
enviornment.
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
History Alive! Europe’s Transition to the Modern
World: Lesson 3.2, “Examining a Sunken Ship –
Motives for Exploration” – Students will examine
images of a variety of artifacts found on a European
explorer’s ships to draw conclusions about why the age of
exploration occurred.
Informal assessment of student
responses
History Alive! Europe’s Transition to the Modern
World: Lesson 4.3, “Charting Monuments to
Exploration – Two Perspectives” – Students will read
information on several European explorers and will then,
in small groups, create monuments to these men from
both European and Native America perspectives.
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
History Alive! Civilizations of the Americas: Lesson
4.3, “Reenacting Scenes of the Conquest from Two
Perspectives” – Students will create brief dramatizations
from both Spanish and Aztec perspectives during the
Spanish conquest.
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
History Alive! Civilizations of the Americas: Lesson
4.3, “The Conquest of the Aztec and Inca” – Students
will evaluate the relative importance of weapons, horses,
and other factors in explaining why the Spanish were able
to conquer the Aztecs and the Inca.
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 16
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2006-07 Austin Independent School District
Resources
McDougal Littell, World History: Patterns of Interaction:

Chapter 19, “An Age of Exploration and Isolation, 1400-1800”

Chapter 20, “The Atlantic World, 1492-1800”
On-line edition at classzone.com
Ancillary Materials:
In-Depth Resources: “Connecting Hemispheres,” Unit 4
 Guided Reading
o
Ch. 19, pp. 51-53
o
Ch. 20, pp. 68-71
 Skillbuilder Practice
o
Interpreting Graphs, p. 54
o
Contrasting, p. 72
 Literature
o
From The Dream of the Red Chamber, pp. 61-62
o
Haiku, p. 63
o
From The Feathered Serpent, pp. 79-81
 History Makers
o
Vasco da Gama, p. 64
o
Tokugawa Ieyasu, p. 65
o
Ferdinand Magellan, p. 82
o
Hernando Cortes, p. 83
 Geography Application
o
The Voyages of Zheng He, pp. 55-56
o
The Potato Impacts the World, pp. 73-74
 Primary Sources
o
Exploration of Cape Verde, p. 57
o
The Treaty of Tordesillas, p. 58
o
From The Journals of Matteo Ricci, pp. 59-60
o
From The Journal of Christopher Columbus, pp. 75-76
o
From The Broken Spears, p. 77
o
From The Life of Olaudah Equiano, pg. 78
 Connections Across Time and Cultures
o
The Breakdown of Feudal Society, p. 66
o
Impact of the Columbian Exchange, p. 84
 Geography Transparencies:
o
GT19 Tokugawa leyasu Unites Japan, 1603
o
GT Spain’s Colonies Provide Wealth, 1600-1790
 Critical Thinking Transparencies
o
CT19 The Impact of Exploration on East Asia
o
CT55 Chapter 19 Visual Summary
o
CT20 The Atlantic Slave Trade, 1451-1870
o
CT56 Chapter 20 Visual Summary
Tenth Grade – Pre AP World History
 World Art and Cultures Transparencies
o
AT41 Portuguese Tower of Belem
o
AT42 Japanese screen painting
o
AT43 Meeting of Cortes and Montezuma
o
AT44 Meynell’s Slaves Below the Deck of the Albanez
 Electronic Library of Primary Sources
o
Letter to King George III
o
From The Life and Letters of St. Francis Xavier
o
From the Act of Seclusion
o
“On the Destruction of the Indies”
o
from Letter to King Charles V of Spain
o
“The French Lose Quebec”
o
Letter to the King of Portugal
o
“Concerning the Dearness of All Things and the Remedy Thereof”
TAKS Practice Transparencies TT68-TT74
Maps 101.com
Teacher Notes
Vocabulary:
Chapter 19
Section 1: Bartolomeu Dias, Prince Henry, Vasco da Gama, Treaty of Tordesillas, Dutch East India Company
Section 2: Ming Dynasty, Hongwu, Yonglo, Zheng He, Manchus, Qing Dynasty, Kangxi
Section 3: daimyo, Oda Nobunaga, Toyotomi Hideyoshi, Tokugawa Shogunate, kapuki, haiku
Chapter 20:
Section 1: Christopher Columbus, colony, Hernando Cortes, conquistadors, Monteuma II, Francisco Pizarro,
mestizo, encomienda
Section 2: New France, Jamestown, Pilgrims, Puritans, New Netherland, French and Indian War, Metacom
Section 3: Atlantic slave trade, triangular trade, middle passage
Section 4: Columbian Exchange, Commerical Revolution, capitalism, joint-stock company, mercantilism,
favorable balance of trade
Recommended Resources:

History Alive! Imperial China and Feudal Japan

History Alive! Europe’s Transition to the Modern World

History Alive! Civilizations of the Americas
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 17
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
©2006-07 Austin Independent School District
United Streaming Video at www.unitedstreaming.com:

All About the Renaissance, Part Two: Science, Invention, Architecture,
Exploration, and Religious Reform
o
“World Exploration During the Renaissance” (2:11 minutes)

Exploring the Renaissance (1350-1650)
o
“Exploration During the Renaissance” (00:58 seconds)

Great Age of Exploration (1400-1550), The (31:55 minutes)

All About the Renaissance, Part Two: Science, Invention, Architecture,
Exploration, and Religious Reform
o
“World Exploration During the Renaissance” (2:11 minutes)

Destiny Determined: Power and Ritual in Asia
o
“Secrets of the Samurai” (25:11 minutes)

Exploring the Renaissance (1350-1650)
o
“Exploration During the Renaissance” (00:58 seconds)

Great Age of Exploration (1400-1550), The (31:55 minutes)

Slave Ship (52:00 minutes)

Slavery, Society, and Apartheid
o
“Slave Revolt” (1:27 minutes)
o
“Atlantic Slave Trade” (6:10 minutes)
Specific Web sites on The Age of Exploration:

Mariner’s Museum Age of Exploration Curriculum Guide at
http://www.mariner.org/age/menu.html

Henry the Navigator at http://www.win.tue.nl/ ~engels/ discovery/ henry.html

Prince Henry the Navigator and the Institute of Sagres at
http://geography.about.com/ library/ weekly/ aa100499.htm

Secrets of Ancient Navigation at http://www.pbs.org/ wgbh/ nova/ longitude/
secrets.html

Mystic Seaport: Nautical Instruments at http://www.mysticseaport.org/
research/ ro-ni.htm

The History of Navigation at http://www.boatsafe.com/ kids/ navigation.htm

Food and Supplies on Canadian Naval Ships at
http://www.cbc.ca/news/indepth/targetterrorism/backgrounders/canships_sup
plies.html

Navy Supply System Command: Improving the Quality of Life for Sailors at
http://www.navsup.navy.mil/npi/lintest/marapr2000/lindell.htm.

Navy Supply System Command: Menus at
http://www.navsup.navy.mil/npi/textonly/our_team/hq/org/05/food/menus.jsp

Business Coalition of U.S.-China Trade Fact Watch at
http://www.uschina.org/ public/ wto/ b4ct/ fact0410.html .

United States-China Business Council: Understanding the U.S.-China
Business Trade at http://www.uschina.org/ public/ wto/ b4ct/ fact0410.html

Old and New Worlds http://www.earlymodernweb.org.uk/themes/worlds.htm

Tenth Grade – Pre AP World History
Specific Web sites on the Atlantic World:

Exploration: http://www.teacheroz.com/colonies.htm#Exploration

Native Americans/Exchange: http://www.teacheroz.com/colonies.htm#Native

The Columbus Navigation Home Page at http://www1.minn.net/ %7Ekeithp/

PBS Conquistadors: The Fall of the Aztecs at http://www.pbs.org/conquistadors/cortes/cortes_flat.html

National Geographic: Pirates at http://www.nationalgeographic.com/ features/ 97/ pirates/ maina.html

The Virtual Museum of New France at http://www.civilization.ca/ vmnf/ vmnfe.asp

Colonial Williamsburg: To Live Like a Slave at http://www.colonialwilliamsburg.com/ Foundation/ journal/
slave.cfm

Slavery: The Peculiar Institution at http://memory.loc.gov/ ammem/ aaohtml/ exhibit/ aopart1.html#01a

National Museum of Natural History – Seeds of Change: Commemorating the Columbian Exchange at
http://www.mnh.si.edu/ garden/ emeritus.html

Ohio State University College of Humanities: The Columbian Exchange at http://people.cohums.ohiostate.edu/odlin1/courses/571/ex12k.htm

Harper College – The Columbian Exchange at
http://www.harpercollege.edu/mhealy/reggeog/midamer/mmh/mmhenc/encount.htm

National Humanities Center Exhibit – The Columbian Exchange: Plants, Animals, and Disease Between the
Old and New World at http://www.nhc.rtp.nc.us/ tserve/ nattrans/ ntecoindian/ essays/ columbian.htm

PBS The Conquistadors: The Conquest of the Incas at
http://www.pbs.org/conquistadors/pizarro/pizarro_flat.html

Inca Expansion and the Conquistadors at
http://www.ecuadorexplorer.com/html/inca_expansion___the_conquista.html

Incas and Conquistadors at http://www.incaconquest.com/
Final Exams
Last 4 Days of Third Six Weeks
Indicates differentiation from the IPG. The APGs are
color-coded to explain the type of differentiation used.
GREEN = Modifications addressing depth/complexity,
RED = Substitutions, PURPLE = Additions
Color-coded APGs are available on the AISD GT website
at: http://www.austinisd.org/academics/curriculum/gt/apg.phtml
OVERVIEW: China and Japan and Contact with the West, 1450-1750
http://afe.easia.columbia.edu/webcourse/key_points/kp_8.htm
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 18