Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2005-2006 Austin Independent School District
Matrix
#
201
218
223
224
227
214
205
801
802
811
825
827
Matrix
TEKS Knowledge and Skill
Student Expectation
Strand
Geography-Concept of location
Locate major historical and contemporary societies on maps and globes. (4A)
B
Geography-Concept of regions
Identify physical or human factors that constitute a region such as soils, climate,
vegetation, language, trade network, river systems, and religion. (L) B
Geography-Humans have adapted to and modified, the physical environment
Identify and analyze ways people have modified the physical environment, such as the
Amazon River Basin, the Aswan and Three Gorges dams, and the Nile River Valley.
(7A) B
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. (7B) B <WG.8.6>
Geography-Location and patterns of settlement in different areas of the world
Identify and explain the geographic factors, such as climate, land use, vegetation, and
water resources responsible for patterns of population in places and regions. (4B) B
Geography-Translate and analyze geographic data
Pose and answer questions about geographic distributions and patterns for selected
world regions and countries shown on maps, graphs, charts, models, and databases.
(3B) B
Geography-Construct and interpret maps and other graphics
Create thematic maps, graphs, charts, models, and databases depicting various aspects of
world regions and countries such as population, disease, and economic activities. (3A)
Social Studies Skills-Use social studies terminology
Use social studies terminology correctly.(22A)
Social Studies Skills-Use social studies terminology
Use geographic terminology correctly. (L)
Social Studies Skills-Create visual and written materials
Create written and visual materials such as journal entries, reports, graphic organizers,
outlines, and bibliographies. (22D)
Social Studies Skills-Apply critical thinking skills to identify a social studies problem
Use a problem solving process to identify problem, gather information, list and consider
options, consider advantages and disadvantages, choose and implement a solution, and
evaluate the effectiveness of the solution. (23A)
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)
TAKS
Obj.
T2
Time/Pace
Week 1
T2
T5*
1
* Latitude/ Longitude
Scavenger Hunt of North
Africa and Southwest Asia
(See Teaching Notes for
additional information)
Thematic map of region
North Africa and Southwest
Asia (teacher’s choice of
theme, see DATABANK at
back of book & pp. 78 – 79
for possible themes)
T5*
T2
Suggested Assessment
To generate rubrics go to:
www.rubistar.4teachers.org
(English & Spanish; write your
own or use theirs)
T2
Indicates differentiation from the IPG. The
APGs are color-coded to explain the type of
differentiation used.
GREEN = Modifications with Depth & Complexity,
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); 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
Pre-AP Grade 6
Suggested Student Work
Products
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2005-2006 Austin Independent School District
Matrix
Matrix
TEKS Knowledge and Skill
#
Strand
Resources
Our World Today: Chapter 3, pp. 74 – 79; 82 – 86
Student Expectation
Suggested resource – History Alive! Middle East,: “Adapting to the Geography of the Arabian
Peninsula”, Activity 2, critical thinking questions
Go to www.historyalive.com for details on ordering the Contemporary World Cultures curriculum kit.
www.maps101.com - website with a variety of map activities complete with lesson plans. Enter “aisd”
for user name and password.
TAKS Connection: A 6th grade Social Studies Middle of the Year
Benchmark and End of Year benchmark will be given in late January and early
May. Both benchmarks will incorporate concepts and skills addressed in the
Grade 8 Social Studies TAKS exam. These are identified with a notation in
the Knowledge and Skill section of the IPG. Teachers should refer to the
Campus Level Matrix for the specific wording of the Grade 8 TEKS.
TAKS Preparation: TAKS Skill Practice Workbook, Activity 3,
pp. 5-7 “Identifying and Evaluating Sources” – Students will recognize
points of view, propaganda, and statements of fact and non-fact in a variety of
primary and secondary sources related to North Africa and Southwest Asia.
TAKS Objective 5 – The student will use critical thinking skills to analyze
social studies information. (6.21A; 6.21D)
Topics: Mesopotamia and Ancient Egypt, and religions of the Middle East
Mural picture: see 6 weeks appendix
Instead of giving places and locations to label, give clues and coordinates to find landforms
and countries. You can also use primary/secondary directions or ask them to develop and
challenge another group
Chapter 3 Sec 1
Using Pre-AP strategy (Dialectical Journal) students will interpret Big Picture Question: Why is
Mesopotamia considered the “Cradle of Civilization”? Students will formulate a generalization
answering the question.
Principles of Learning
Academic Rigor: Commitment to a Knowledge
Core – Group response for “Adapting to Geography”.
A substantial portion of instructional time involves
students in talk related to the concept of how Arabs
adapted to the geography of Southwest Asia.
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
2
Pre-AP Grade 6
TAKS
Suggested Student Work
Time/Pace
Suggested Assessment
Obj.
Products
Teacher Notes
Vocabulary:civilization, irrigation system, city-state, theocracy, cuneiform, empire, delta,
pharaoh, polytheistic, embalmed, pyramids, hieroglyphics, papyrus, scribes
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2005-2006 Austin Independent School District
Matrix
#
115
116
126
127
820
205
602
626
705
804
810
811
Matrix
TEKS Knowledge and Skill
Student Expectation
Strand
History-Notable individuals
Describe the influence of individual…achievement on selected historical or
contemporary societies. (2B)
B
History-Historical figures shape the state and nation
Explain the significance of individuals from selected societies, past and present.
(2A)
B
History-Historical groups from selected societies and their contributions
Explain the significance of groups such as OPEC the Palestinian Liberation
Organization, and the Taliban or groups from selected societies, past and present.
(2A)
B
History-Historical groups from selected societies and their contributions
Describe the influence of…group achievement on selected historical or contemporary
societies. (2B)
B
Social Studies Skills-Identify bias in a variety of sources
Identify bias in written, oral, and visual material. (L) B
Geography-Construct and interpret maps and other graphics
Create thematic maps, graphs, charts, models, and databases depicting various aspects of
world regions and countries such as population, disease, and economic activities. (3A)
Culture-Concept of culture
Define the concept of culture and culture regions. (15A)
Culture-Impact of religion on societies
Explain the relationship among religious ideas, philosophical ideas, and cultures. (19A)
Science, Technology, & Society-Individuals have created or invented technology
Give examples of scientific discoveries and technological innovations, including the roles of
scientists and inventors, that have transcended the boundaries of societies and have shaped
the world. (20A)
Social Studies Skills-Express Ideas Orally
Express ideas orally based on research and experiences. (22C)
Social Studies Skills-Transfer information from one medium to another
Transfer information from one medium to another, including written and statistical to written
or visual, using computer software as appropriate. (L)
Social Studies Skills-Create visual and written materials
Create written and visual material such as journal entries, reports, graphic organizers
outlines and bibliographies. (22D)
TAKS
Obj.
T3*
Time/Pace
Week 2
T3*
3
Rubric
Time Reports: Teacher
Guide & Student Activities.
p. 6 (part of OWT
ancillaries)
T3*
T5*
Suggested Assessment
Graphic organizer
T3*
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
Pre-AP Grade 6
Suggested Student Work
Products
Completed APPARTS
Pre-AP strategy on 3
religions (See Teaching
Notes for additional
information)
Thematic map of religions
Choose from 1 or more
activities from Our World
Today, p. 121. Activities
address informative and
persuasive writing as well as
use of the internet.
Vocabulary quiz
Time Reports quiz OR
alternative assessment project
(Teacher’s Assessment Book,
Activity 4)
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2005-2006 Austin Independent School District
Matrix
Matrix
TEKS Knowledge and Skill
#
Strand
Resources
Our World Today: Chapter 3
Time Reports: Teacher Guide & Student Activities
Student Expectation
Suggested resource – History Alive! : Contemporary World Cultures - “Understanding Christianity,
Islam, and Judaism” Middle East, Activity 4
www:cmep.org
APPARTS is a Pre-AP strategy designed to help students dig deeper into the
content.

A- author

P- place/time

P- prior knowledge

A- audience

R- reason

T- thesis/main idea

S- significance
Use APPARTS to decipher selections of:
o
*Koran
o
*Bible
o
*Torah
6 Weeks Available Resources
Living History: Living in Ancient Egypt (20:26)
Religions of the World: Islam (28:00)
Religions of the World: Christianity (28:14)
Religions of the World: Judaism (27:47)
Pre-AP Grade 6
TAKS
Suggested Student Work
Time/Pace
Suggested Assessment
Obj.
Products
Teacher Notes
Vocabulary: monotheism, Diaspora, scapegoat, messiah, disciples, minister, Crusades, five
pillars of faith, hajj
Alternative Activity www.pbs.org
Global Connections “The Middle East” Chose activity from website as extension
Use the United Nations Websites to identify biases in content that both Israel and Palestine
use.
Use the CMEP (Churches for Middle East Peace) website to compare this organization’s
goals to those shared with Palestinian Muslims and the Israeli Jews.
Principles of Learning
Accountable Talk: Engagement with Learning Through
Talk – “What does your completed diagram (from the Time
Reports activity) tell you about Judaism, Christianity, and
Islam?” Accountable Talk sharpens students’ thinking by
reinforcing their ability to build and use knowledge.
TAKS Mini-Lessons: Analyzing Visuals, Comparing and Contrasting, & Using
Primary Sources



Use Daily Focus Transparency 4-1 on the Spanish flag as an introduction to the unit on
exploration as support for 8th grade TEKS 8.30C on the 8th grade TAKS exam. (7.21C)
Use Daily Focus Transparency 4-2 to compare the myths and realities of the Texas landscape
as support for 8th grade TEKS 8.30B Analyze information by comparing and contrasting on the
8th grade TAKS exam. (7.21B)
Use Daily Focus Transparency 4-3 on Pedro Castañeda’s journal to analyze the main idea
found in a primary source as support for 8th grade TEKS 8.30A Use primary and secondary
sources on the 8th grade TAKS exam. (7.21A)
TAKS Objective 5: The student will use critical-thinking skills to analyze social studies
NOTE: Many of the matrix items can beinformation.
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
4
Use E-Pals.com to correspond with students in Israel and in Arab countries and have them
discuss how the Arab- Israeli dispute affects them.
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2005-2006 Austin Independent School District
Matrix
#
111
166
214
227
711
403
407
629
630
811
824
Matrix
Strand
TEKS Knowledge and Skill
Student Expectation
History – Present relates to the past
Describe characteristics of selected contemporary societies such as Bosnia and
Northern Ireland that resulted from historical events or factors such as invasion,
conquests, colonization, immigration, and trade. (1A) B <Gr. 10, 11 >
History – Historic origins of voluntary and forced migrations
Identify the effects of physical and human geographic patterns and processes on
present conditions that influence migration patterns. (L) B
Geography – Translate and analyze geographic data
Pose and answer questions about geographic distributions and patterns for selected
world regions and countries shown on maps, graphs, charts, models, and databases.
(3B)
B
Geography – Location and patterns of settlement in different areas of the world
Identify and explain the geographic factors, such as climate, land use, vegetation, and
water resources responsible for patterns of population in places and regions. (4B) B
Science, Technology and Society – Impact of technology on cultural development
Explain how resources, belief systems, economic factors, and political decisions have
affected the use of technology from place to place, culture to culture, and society to
society. (20B)
B
Government – Role, selection, and responsibilities of authority figures
Identify national government officials of contemporary societies. (L)
Government – Structure of governments
Describe the structure and functions of different types of selected governments in different
regions of the world. (L)
Culture – Impact of fundamental institutions and ideas on societies
Explain the impact of political boundaries that cut across culture regions. (17B)
Culture – Impact of fundamental institutions and ideas on societies
Identify institutions basic to all societies, including government, economic, educational, and
religious institutions. (16A)
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- Identify and interpret main ideas
Incorporate main and supporting ideas in verbal and written communication. (22B)
TAKS
Obj.
Time/Pace
5
Suggested Assessment
T2*
Weeks 3-4
T2*
T2
T2
T2*
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
Pre-AP Grade 6
Suggested Student Work
Products
Storyboard
1. Cultural Picture
2. Historical Picture
3. Government
4. Economics
5. Religion
Compare/ Contrast
essay or poster on
contemporary North Africa &
Southwest Asia. Students
should include specific
information/data that
indicates the
similarities/differences
between these two regions.
Principles of
Learning:
Clear Expectations—
Student-generated
criteria chart allows for
specified intermediate
expectations that lead
to the formally
measured standards.
Before students
develop the foldable,
generate a criteria chart
with the class focusing
on the topics that need
to be included in the
foldable.
Accountable Talk:
Students should ask
and answer questions
related to the content
covered on the foldable.
After story boards are
created. Students get in pairs
to compare 2 different cultures.
Using the photos, answer the
following questions in essay or
poster form.
1.How does government
impact development of
society?
2.How does location impact
industry development?
3.Has culture changed over
time? Why or why not?
4.How and why do you think
culture in 2 countries are
different?
5.others to be determined by
teacher
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2005-2006 Austin Independent School District
Matrix
Matrix
TEKS Knowledge and Skill
#
Strand
Resources
Our World Today: Chapter 4, pp. 98 – 120
Student Expectation
History Alive!: Contemporary World Studies - Middle East Activity 1 slides/transparencies
www:cloudnet.com
www:awesomelibrary.org
www.marcopolo-educaiton.org
www.education-world.com
http://menic.utexas.edu/menic/education/K12_Resources/
TAKS
Time/Pace
Obj.
Teacher Notes
Pre-AP Grade 6
Suggested Student Work
Products
Suggested Assessment
Vocabulary: delta, silt, oasis, aquifers, dictator, terrorism, secular, constitutional monarchy,
mosques, kibbutz, Bedouins, desalinization, hajj
At the beginning of contemporary North Africa Southwest Asia show History Alive! Middle
East Activity 1 slides/transparencies. Analyze each with attached frame using the elements of
culture. Then study contemporary cultures as you normally would.
As a culminating activity students are assigned a contemporary culture. Students then
create a storyboard, similar to the Activity 1 slides/transparencies, depicting the elements of
culture.
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
6
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2005-2006 Austin Independent School District
Matrix
#
112
223
224
227
812
811
824
828
Matrix
TEKS Knowledge and Skill
Student Expectation
Strand
History-Present relates to the past
Analyze the historical background of selected contemporary societies to evaluate
relationships between past conflicts and current conditions, such as those in
Southwest Asia and North Africa, and North and South Korea, and South Africa. (1B)
B <Gr. 10,11>
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
Geography-Humans have adapted to, and modified, the physical environment
Identify and analyze ways people have modified the physical environment, such as the
Amazon River Basin, the Aswan and Three Gorges Dams, and the Nile River Valley.
(7B)
B <WG. 8.6>
Geography-Location and patterns of settlement in different areas of the world
Identify and explain the geographic factors, such as climate, land use, vegetation, and
water resources responsible for patterns of population in places and regions.
(4B)
B
Social Studies Skills-Create visual and written materials
Interpret and create databases, research outlines, bibliographies, and visuals
including graphs, charts, timelines, and maps. (L) B
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-Identify and interpret main ideas
Incorporate main and supporting ideas in verbal and written communication. (22B)
Social Studies Skills-How to work with other students
Plan, organize and complete a group research project. (L)
TAKS
Obj.
T1
Time/Pace
Week 5
T5*
T5*
7
Thematic map of oil & water
resources in Middle East
T2
T5
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
Pre-AP Grade 6
Suggested Student Work
Products
Choose 1 or more activities
from Our World Today, p.
121. Activities address
informative and persuasive
writing as well as use of the
internet.
Group report summarizing
discussion of questions –
www.nationalgeogrphic.com
/xpeditions/lessons/01/g68/ir
aqoil.html
Our World Today, Unit 2
Resource Book “Economics
& Geography: The Demand
for Oil”, Activity 2
Suggested Assessment
Rubric
Authentic assessment on
group report
TAKS
Connection: Problem
Solving - TAKS Skill
Practice Workbook,
Activity 4, pp. 8-10
“Identifying and
Evaluating Sources”
– Students will read
primary sources on the
Camp David Accords to
decide if Egypt should
pursue peace with
Israel.
TAKS Objective 5 –
Critical Thinking
Skills (6.23A; 6.23B)
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2005-2006 Austin Independent School District
Matrix
Matrix
TEKS Knowledge and Skill
#
Strand
Resources
Our World Today: Chapter 4, : pp. 115 –121
Student Expectation
Pre-AP Grade 6
TAKS
Suggested Student Work
Time/Pace
Suggested Assessment
Obj.
Products
Teacher Notes
Vocabulary: compromise, alliance, treaty, immigrant, immigration, resettlement (Our World
Today, pp. 110 & 122)
Our World Today, Resource Book
Model Lesson: “Oil and Water in the Middle East Region” can be found at:
www.nationalgeographic.com/xpeditions/lessons/01/g68/iraqoil.html.
Satellite Images of Environmental Change can be found at:
http://edcwww.cr.usgs.gov/earthshots/slow/Iraq/Iraq.
These images show the impact of the Iran- Iraq War, the oil fires from the 1991 Gulf War, and
waterworks outside Iraq.
United Nations website for Palestine: www.palestine-un.org/index.html
United Nations website for Israel: www.israel-un.org
Churches for a Middle East Peace (CMEP) website: www.cmep.org
E-Pals website: www.epals.com
Principles of Learning
Accountable Talk: Accountability to Rigorous Thinking – Students
synthesize several sources of information to construct explanations and formulate
hypotheses.
Have students observe news stories on Southwest Asia on television,
newspapers, and news magazines for five days. They should keep a log and
decide if the story is more about conflict or cooperation. At the beginning of the
following week, students will discuss their findings as a class and formulate a
hypothesis on what type of news on this region is more likely to appear in print or
on television.
Enrichment – Our World Today; Performance Assessment Activities & Rubrics, p. 12 – “Black
Gold Found in the Desert”: Students will develop a graph to show the board
of directors of a bank what riches lie in Southwest Asia and will then use it in
an oral presentation that persuades the board to do business with the Arab countries of
Southwest Asia.
Extension Activity: History Alive! : Contemporary World Cultures - Activity 6: 2 claims
Role Play Pads/ Jebs
Principles of Learning
Clear Expectations – Student-created criteria chart for assessment of the
graph and the oral presentation. Components for oral presentation assessment
should include speaker’s tone and pace as well as knowledge of the subject
area. Components for assessing the graph should include organization and
accuracy. Charts should then be incorporated into a rubric.
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
8
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2005-2006 Austin Independent School District
Matrix
#
201
214
218
220
223
227
818
820
205
623
801
827
Matrix
TEKS Knowledge and Skill
Student Expectation
Strand
Geography-Concept of location
Locate major historical and contemporary societies on maps and globes. (4A)
B
Geography-Translate and analyze geographic data
Pose and answer questions about geographic distributions and patterns for selected
world regions and countries shown on maps, graphs, charts, models, and databases.
(3B)
B
Geography-Concept of regions
Identify physical or human factors that constitute a region such as soils, climate,
vegetation, language, trade network, river, systems, and religion. (L) B
Geography-Physical environment affects and interacts with the human environment
Analyze the effects of physical processes such as natural disasters and the physical
environment of humans. (6C) B
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
Geography-Location and patterns of settlement in different areas of the world
Identify and explain the geographic factors, such as climate, land use, vegetation, and
water resources responsible for patterns of population in places and regions. (4B) B
Social studies Skills-Identify and support different historic points of view
Identify different points of view about an issue or topic. (21D)
B
Social Studies Skills-Identify bias in a variety of sources
Identify bias in written, oral, and visual material. (L) B
Geography-Construct and interpret maps and other graphics
Create thematic maps, graphs, charts, models, and databases depicting various aspects of
world regions and countries such as population, disease, and economic activities. (3A)
Culture-Relationship between art and literature and societies
Identify examples of art, music and literature that have transcended the boundaries of
societies and convey universal themes. (18D)
Social Studies Skills-Use social studies terminology
Use social studies terminology correctly. (22A)
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)
TAKS
Obj.
T2
Time/Pace
Week 6
T2
T2
T2
T5*
T5
T5
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
9
Pre-AP Grade 6
Suggested Student Work
Products
Create a tour of South
Asia. On your tour be sure
to plan to visit a
1. religious site
2. diverse area
3.industrial area
4. At least three different
landforms
Then map out the tour and
present to your assigned
group (See Teaching Notes
for additional information).
Thematic map of South Asia
(teacher’s choice of theme,
see DATABANK at back of
book & pp. 78 –79 for
possible themes)
Suggested Assessment
Evaluate accuracy of map
contents
Use the Performance Task
Assessment for a Map and the
Scoring Rubric for a Map (pp.
42-43) from the Performance
Assessment Activities and
Rubrics
Principles of
Learning
Connection:
Accountable Talk Accountability to
Rigorous Thinking:
Students formulate
hypotheses to
explain which
physical features
promoted city growth
in India.
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2005-2006 Austin Independent School District
Matrix
#
Matrix
Strand
TEKS Knowledge and Skill
Student Expectation
Resources
Our World Today, Chapter 5, pp. 134 – 140
TAKS
Obj.
Time/Pace
Pre-AP Grade 6
Suggested Student Work
Products
Suggested Assessment
Teacher Notes
Vocabulary: monsoons, contiguous, import, export, literacy,
life expectancy, ethnic, urban, rural, landmass
For the tour, assign students an intended audience:

Teachers

Church group

College students

Historians

Elementary students

Politicians

Environmentalist

Others of teachers choosing
Have students write an invitation or brochure selling their tour to the selected group. Tours
should match the interests of the audience.
Have students map South Asia. Have students then predict where early settlements/ cities
were located.
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
10