Austin ISD Advanced Planning Guide – Social Studies
1st Six Weeks
©2006-07 Austin Independent School District
Matrix
#
801
Matrix
TEKS Knowledge and Skill
Strand
Social Studies Skills – Use social studies terminology
Use social studies terminology correctly. (22A)
Student Expectation
TAKS
Obj.
Time/Pace
1 week
803
Social Studies Skills – Use standard grammar
Use standard grammar, spelling, sentence structure, and punctuation. (22E)
805
Social Studies Skills – Interpret and use sources of evidence
Use various parts of a source, including the table of contents, glossary, and index, as well as
keyword computer searches, to locate information.(L)
809
Social Studies Skills – Obtain information using a variety of visual resources
Obtain information, including historical and geographic data about using a variety of print,
oral, visual, and computer sources.(L)
811
Social Studies Skills - Create visual and written materials
Create written and visual material such as journal entries, reports, graphic organizers,
outlines and bibliographies. (22D)
Resources:
Glencoe, Our World Today (OWT): pp. 4 – 7, adoption atlases, ancillary materials
6th Grade (Pre-AP)
Suggested Student Work
Products
Specific Activities
Building Geography Skills
for Life
Select from Activities
1-11
Note: Students can
complete 1-2 activities a day
Suggested Assessment
Vocabulary & skill-based
quizzes
Organizational rubric for
interactive notebook
Teacher Notes
Standard Vocabulary - cartographer, physical, political, thematic maps, map projections,
cardinal and secondary directions, compass rose,
www.nationalgeographic.com (click on “map machine”, to create thematic, political, physical maps)
www.learnorienteering.org/old/lesson1.html (using a compass)
Suggested resource: History Alive! Contemporary Cultures Kit, User’s Guide, Activity 2, p. 21:
“Drawing a Freehand Map”
Advanced Vocabulary- map projections: Mercator, planar, conic, Robinson, Winkel
Tripel; types of maps: choropleth, dot, proportional symbol, isoline; geographic distributions,
geographic patterns * dictionary may be needed for advanced terms
Teachers may choose to review geography terms through OWT (text), Bellringer Skill Builder
activity or teacher-created warm-ups
Pose the question: What is the most common projection and why?
Indicates differentiation from the IPG. The APGs are color-coded
to explain the type of differentiation used.
GREEN = Modifications, RED = Substitutions, PURPLE = Additions
Color-coded APGs are available on the AISD matrix website at:
www.austinschools.org/matrix
NOTE: Many of the matrix items can be covered simultaneously
TEKS = (##); Local Objective = (L); Benchmark = B; TAKS = T
7/1/2016
Page 1 of 7
Austin ISD Advanced Planning Guide – Social Studies
1st Six Weeks
©2006-07 Austin Independent School District
Matrix
#
801
Matrix
TEKS Knowledge and Skill
Strand
Social Studies Skills – Use Social Studies Terminology
Use social studies terminology correctly. (22A)
Student Expectation
TAKS
Obj.
Time/Pace
1 day
803
Social Studies Skills – Use Standard grammar
Use standard grammar, spelling, sentence structure, and punctuation. (22E)
805
Social Studies Skills – Interpret and use sources of evidence
Use various parts of a source, including the table of contents, glossary, and index, as well as
keyword computer searches, to locate information.(L)
809
Social Studies Skills – Obtain information using a variety of visual resources
Obtain information, including historical and geographic data about using a variety of print,
oral, visual, and computer sources.(L)
811
Social Studies Skills - Create visual and written materials
Create written and visual material such as journal entries, reports, graphic organizers,
outlines and bibliographies. (22D)
Social Studies Skills – Transfer information from one medium to another
Transfer information from one medium to another, including written or visual and statistical to
written or visual, using computer software as appropriate.(L)
Resources:
6th Grade (Pre-AP)
Suggested Student Work
Products
Create and organize
Interactive Student
Notebooks
Suggested Assessment
Organizational rubric for
interactive notebook
810
For details on creating Interactive Student Notebooks refer to the
History Alive! Contemporary Cultures Kit. Suggestions for using
The notebook are given throughout the curriculum materials.
Go to www.historyalive.com for more information on Interactive
Student Notebooks and how to order the curriculum kit.
Principles of Learning:
Clear Expectations –
Using student-created criteria
chart, generate a rubric
assessment of interactive
notebook.
Teacher Notes
To create Interactive Student Notebooks, students must bring these materials to class each
day:

8 x 11 spiral-bound notebook (at least 100 pages)

pen and pencil with eraser

two felt-tip pens of different colors and two highlighters of different colors
Have students record class notes on the right side of the notebook – the “input” section.
Typically, all “testable” information is found here. Notes may be in outline form, but the
teacher can also use this side of the notebook to model how to think graphically by using
illustrated outlines, flowcharts, annotated slides, and other graphic organizers. The right side
of the notebook is where the teacher organizes a common set of information that all students
must know.
Have students process information on the left side of the notebook – the “output” section.
Students process new ideas by using illustrations, diagrams, and other visual materials.
Students also explore their opinions and clarify their values in this section of the notebook.
The left side of the notebook requires that students actively do something with the information
presented in class before they internalize it.
NOTE: Many of the matrix items can be covered simultaneously
TEKS = (##); Local Objective = (L); Benchmark = B; TAKS = T
7/1/2016
Page 2 of 7
©2006-07 Austin Independent School District
Matrix
#
201
807
205
Austin ISD Advanced Planning Guide – Social Studies
1st Six Weeks
Matrix
TEKS Knowledge and Skill
Student Expectation
Strand
Geography – Concept of location
Locate major historical and contemporary societies on maps and globes.(4A) B
Social Studies Skills – Organize and interpret information
Organize and interpret information in outlines, reports, databases, and visuals
including graphs, charts, timelines, and maps. (21C) B
TAKS
Obj.
T2
Time/Pace
2 days
6th Grade (Pre-AP)
Suggested Student Work
Products
Suggested Assessment
Collection of work showing
practice of latitude and
longitude
Authentic assessment: Locate
& plot world cities on a world
map correctly
“Crack the Code” lesson
(National Geographic web
site)
Have students create their own
quizzes to have classmates
locate mystery places using
the form provided in the lesson
plan.
T5
Geography – Construct and interpret maps and other graphics
Create thematic maps, graphs, charts, models, models and databases depicting various
aspects of world regions and countries such as population, disease and economic activities.
(3A)
Model Lesson: Latitude,
Longitude, and
Mapmaking – Students will
review concepts of latitude
and longitude and use these
concepts to create maps of
different countries on the
Student created maps
and answers to questions.
computer.
Students will
answer the following
questions:
-What terms/words are used
by professional
Cartographers?
-What distinguishes this
type of map from others?
Resources
OWT (pp. 4,5; 10-12) p. 58 (plate tectonics)
Teacher Notes
Standard Vocabulary – hemisphere, latitude, parallel, Equator, longitude, meridian,
coordinates, plot, Tropic of Cancer, Tropic of Capricorn, Arctic Circle, Antarctic Circle, scale,
scale bar, relief, elevation, continents, oceans, tectonic plates, Pangaea, axis, bar graph, line
graph, circle graph, chart, pictograph, diagram (bold-faced terms correlate with 8th grade
TEKS/TAKS),
Adoption atlases
See T.E. p. 4, Section Resources
www.maps.com/learn/games (map skills tutorials & games)
www.nationalgeographic.com/xpeditions/activities/01/crackcode.html (lesson on latitude & longitude)
Advanced Vocabulary- axis, “x” axis, “y” axis, degree, meridian (connect to math terms),
Cartographer,
Austin ISD has recently had a donation of a yearlong license to maps101.com. This site has
numerous lesson plans identified by grade level and content area. Enter “aisd” for both
subscriber name and password.
www.maps101.com - website with a variety of map activities.
www.nhc.noaa.gov - National Hurricane Center Website
The MODEL LESSON can be found at
www.nationalgeographic.com/xpeditions/lessons/01/g68/mapmaking.html
TEKS 6.4A Correlates to 8th Grade TAKS STUDENT EXPECTATION
8.11A
NOTE: Many of the matrix items can be covered simultaneously
TEKS = (##); Local Objective = (L); Benchmark = B; TAKS = T
7/1/2016
Page 3 of 7
©2006-07 Austin Independent School District
Matrix
#
201
Austin ISD Advanced Planning Guide – Social Studies
1st Six Weeks
Matrix
TEKS Knowledge and Skill
Student Expectation
Strand
Geography – Concept of location
Locate major historical and contemporary societies on maps and globes. (4A) B
223
Geography – Humans have adapted to and modified the physical environment
Identify and analyze ways people have adapted to the physical environment in
selected places and regions. (7A) B
207
Geography – Physical characteristics of the environment
Describe and explain how physical processes such as erosion, ocean circulation, and
earthquakes have resulted in physical patterns on Earth’s surface. (6A)
811
Social Studies Skills - Create visual and written materials
Create written and visual material such as journal entries, reports, graphic organizers,
outlines and bibliographies. (22D)
Resources:
OWT: pp. 4 –7 and 14 – 15, adoption atlases
www.vathena.arc.nasa.gov/curric/land/landform/landform.html (pictorial dictionary of landforms)
TAKS
Obj.
T2
6th Grade (Pre-AP)
Time/Pace
Suggested Student Work
Products
5 days
Curriculum Starter
Card. Create oral/visual
presentations, such
as,power point, posters,
portfolio, display board
T5*
(3 days
vocabulary, 2
days Biome
activity)
Suggested Assessment
Create rubric for
Independent Study.
Create rubric for oral
and/or visual presentations
Teacher Notes
Standard Vocabulary – place, landforms, regions, bodies of water, mountain ranges, glacier,
hill, valley, plateau, sea level, erosion, canyon, river, tributary, peninsula, island, strait,
isthmus, bay, gulf, volcano, desert, oasis, dunes, climate, natural resources, vegetation,
aquifer, plain, tropics,
www.enchantedlearning.com/geography/landorms/glossary.htlm (photographs of landforms)
www.homestead.com/mrspeimann/landorms.html (activity to make pictorial dictionary of landforms)
Advanced Vocabulary- biome
www.maps101.com - website with a variety of map activities
Suggested Resource: Hitory Alive! Contemporary World Cultures Kit, Users Guide, Activity 1, p. 12
“Creating a Visual Guide to Geographic Terms”
Each campus library has a copy of TAGT 2001© Curriculum Starter Cards
Curriculum Starter Cards: Independent Study #3 (gray card) Social Studies/ Elementary
Steps 1-4
Curriculum Starter Cards: Independent Study #3
Social Studies/ Elementary Steps 1-4
Describe the details and Rules that make each biome unique. Choose 1: rainforest, ocean,
desert, woodlands, plains, tundra, or others of teachers choosing. Consider that each of the
environments has been the focus of political action. * see card for remainder of activity.
Principles of Learning
Clear Expectations – Develop a criteria chart with students for quality
projects and assignments. Have students help create rubrics to judge
quality assignments. Post quality criteria in the classroom and models of
student work that exemplify the criteria.
NOTE: Many of the matrix items can be covered simultaneously
TEKS = (##); Local Objective = (L); Benchmark = B; TAKS = T
7/1/2016
Page 4 of 7
©2006-07 Austin Independent School District
Matrix
#
314
319
811
Austin ISD Advanced Planning Guide – Social Studies
1st Six Weeks
Matrix
TEKS Knowledge and Skill
Student Expectation
Strand
Economics – Different economic systems
Identify and differentiate among traditional market, and command economics in
selected contemporary societies, including the benefits of the U.S. free enterprise
system. (8B) B
TAKS
Obj.
T3
Time/Pace
2 days
Economics – Types of industry found in different societies
Define and give examples of primary industries, such as mining forestry, fishing, and
agriculture; secondary industries, such as construction, factories, and processing plants;
tertiary industries, such as restaurants, supermarkets, hospitals, education and emergency
services and quaternary industry, such as research industries. (10A)
6th Grade (Pre-AP)
Suggested Student Work
Products
Foldables : Envelope fold
graphic organizer using 4
types of industry chart.
(OWT p. 32)
Rubric to assess foldable
The Geography of Clothes
Poster:

Social Studies Skills - Create visual and written materials
Create written and visual material such as journal entries, reports, graphic organizers,
outlines and bibliographies. (22D)




Resources
OWT : pp. 32 (TWE “Cooperative Learning: Developing Nations”)
Time Reports (“Our Shrinking World” T.E. pp. 39 – 41)
Suggested Assessment
Students use clothing
labels from their
personal wardrobe to
create a “diversity” outfit.
Students will then draw a
self-portrait on poster
board labeling the origin
of each piece of clothing.
Student will add a world
map to their poster
labeling and coloring the
countries where their
clothes originated.
Compile a class list
arranged by continents
and discuss trade routes
and partners.
Trace the article of
clothing through four
levels of economic
development.
Criteria charts and rubric to
evaluate poster project
Teacher Notes
Standard Vocabulary: economic development, foreign investment, free enterprise, industry,
market, merchant, resources, tariff, trade, mercantilism, plantation system
will be integrated throughout the school year.
“Jobs” section of 12 Cultural Keys attachment
These words
Enrichment: Give each small group a natural resource (primary) to process into a product
(secondary), a service (tertiary), & quaternary (market research). (OWT, TWE p. 32)
Hispanic Heritage Month websites:
www.mcps.k12.md.us/curriculum/socialstd/Hispanic.html
www.education-world.com/a_lesson/lesson023.shtml
www.galegroup.com/free_resources/chh/activities/independence.htm
www.marcopolo-education.org/MarcoGrams/8-27-01.html
Principles of Learning
Accountable Talk – Students pick a natural
resource & tell a neighbor a primary,
secondary, tertiary, and quaternary industry for
it.
NOTE: Many of the matrix items can be covered simultaneously
TEKS = (##); Local Objective = (L); Benchmark = B; TAKS = T
7/1/2016
Page 5 of 7
©2006-07 Austin Independent School District
Austin ISD Advanced Planning Guide – Social Studies
1st Six Weeks
Matrix
#
321
Matrix
TEKS Knowledge and Skill
Student Expectation
Strand
Economics – Economic problems encountered by different societies
Identify problems and issues that may arise when one or more of the factors of
production is in relatively short supply, such as overdependence on other nations or
trade deficits. (9B) B
311
Economics – Concept of scarcity
Explain the impact of scarcity on international trade and economic interdependence among
societies. (8C)
804
Social Studies Skills – Express ideas orally
Express ideas orally based on research and experiences. (22C)
827
Social Studies Skills – Apply critical thinking skills to the decision making process
Use a decision-making process to identify a situation that requires a decision, gather
information, identify options, predict consequences, and take action to implement a decision.
(23B)
Resources
OWT : pp. 32
TAKS
Obj.
T3
Time/Pace
2 days
6th Grade (Pre-AP)
Suggested Student Work
Products
Model Lesson: Supply
and Demand
This lesson allows for
personal involvement in the
concept of supply and
demand, which helps the
students see how it relates
to their everyday life. Refer
to the website listed in the
Resource section for
complete details.
Suggested Assessment
Refer to the “Tying It All
Together” section of the model
lesson plan on the website for
ideas on assessment.
Curriculum Starter
Card Using subtopics on
card, teacher can assign
small groups then each
person will be given one of
the subtopics. The groups
should discuss their findings
Teacher Notes
Standard Vocabulary: supply and demand, scarcity, economic stability, affluence,
globalization, global warming, global
economy, global village
Supply and demand lesson:
www.askeric.org/Virtual/Lessons/Social_Studies/Economics/ECO0011.html
Materials needed:
Tokens for simulation
Prizes for each student in class
3 index cards for each student
Use step 4 on card with a focus on
economics
Principles of Learning
Accountable Talk – Students will
be able to explain how supply
and demand affects choices such
as careers selected by people.
Each campus library has a copy of TAGT 2001© Curriculum Starter Cards
Curriculum Starter Cards: Extension #5 (green card)
NOTE: Many of the matrix items can be covered simultaneously
TEKS = (##); Local Objective = (L); Benchmark = B; TAKS = T
7/1/2016
Page 6 of 7
Austin ISD Advanced Planning Guide – Social Studies
1st Six Weeks
©2006-07 Austin Independent School District
Matrix
#
410
Matrix
TEKS Knowledge and Skill
Student Expectation
Strand
Government – Powers of government
Identify reasons for limiting the power of government. (11C) B
TAKS
Obj.
T4
Time/Pace
1 – 2 weeks
Government – Different political systems in societies, past and present
Describe characteristics of limited and unlimited governments. (11A) B <Gr.8.16D>
T4
413
Government – Different political systems in societies, past and present
Identify examples of limited and unlimited governments. (11D) B <Gr.8.16D>
T4
414
Government – Different political systems in societies, past and present
Identify examples of governments with rule by one, few, or many. (12B) B <Gr.8.16D>
412
415
Government – Comparisons between different types of governments
Compare limited and unlimited governments. (11D) B <Gr.8.16D>
804
Social Studies Skills – Express ideas orally
Express ideas orally based on research and experience.
Culture – Concept of culture
Describe some traits that define cultures, such as region, language, and customs.
(15B)
Principles of Learning
Clear Expectations – Use a performance rubric to
evaluate simulation. The websites at
rubistar.4teachers.org and teach-nology.com
provides examples of these rubrics.
Each campus library has a copy of TAGT 2001© Curriculum Starter Cards
Curriculum Starter Cards: Thinking Skills #3 (purple card)
6 Weeks Available Resources
Maps and Globes: Maps and Their Use (12:16)
Finding Your Way: Using Maps and Globes (22:36)
Geography Basics: Globes, Maps, and Graphs (20:00)
Physical Geography (29:21)
Geography for Everyone (19:00)
Understanding Economics (25:00)
T4
Vocabulary Concept
concept_____________
definition___________
example____________
historical significance
___________________
general significance
___________________
Rubric to assess group
participation
1 day 6 weeks test
Concept Framecompleted frames for
pictures
602
12 Cultural Keys attachment
Evaluation of collection of
notes & participation
(22C)
Culture – Concept of culture
Define the concepts of culture and culture regions. (15A)
p. 33, #7 (Graphic Organizer)
DRA Activity – teacher
created note taking strategy
on main ideas
Suggested Assessment
-OR-
T4
601
Resources
OWT : pp. 151- 153, “Global Pencil”
6th Grade (Pre-AP)
Suggested Student Work
Products
8.16B
Curriculum Starter
Card Bibliography of cited
references to prove the
statements are facts
Teacher Notes
Standard Vocabulary: 12 cultural keys terms, limited government, democracy, unlimited
government, dictatorship, absolute monarchy, constitutional monarchy, oligarchy, aristocracy,
election, self-government, tyranny, republic, representative government,
Students will learn how to categorize observable cultural traits, cultural systems &
environmental interaction in order to compare & contrast world cultures.
Activity 2 days Read OWT Chapter 1 section 2 (pg 27-33) Choose one of the following note
taking strategies: * DRA or ** Vocabulary Concept
1 day – use visuals available through OWT having students generalize the traits of a culture
and then teach the 12 Cultural Keys
Concept Frames 2 days “Our Shrinking World” pg 39-45 using the attached picture frame
analyze the pictures on pages 39 and 42
2 days Curriculum Starter Card: Thinking Skills #3 - answer step 3 (create
bibliography)
*get format from Language Arts teacher
NOTE: Many of the matrix items can be covered simultaneously
TEKS = (##); Local Objective = (L); Benchmark = B; TAKS = T
7/1/2016
Page 7 of 7