Austin ISD Instructional Planning Guide
Social Studies
Grade Six
Third Six Weeks
Teachers will find the following components provided in this document useful in their professional planning:
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Student Expectations
Recommended Pacing Schedule
Suggested Student Work Products
Suggested Assessments
Compendium of Recommended Resources
Suggested Accommodations for Students with Special Needs
Questions about the information found within the Instructional Planning Guides
can be directed to the Austin ISD Bureau of Curriculum’s Social Studies Department.
Austin ISD Instructional Planning Guide – Social Studies
©2009-2010 Austin Independent School District
Third Six Weeks
Matrix Strand
Matrix
TAKS
TEKS Knowledge and Skill
Time/Pace
#
Obj.
Student Expectation
Sixth Grade Contemporary World Cultures
Suggested Student Work
Products
Suggested Assessment
East and Central Africa
108
History-Sequence events
Apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods. (L) B
T1
111
History-The 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>
T2
2 Days
(geography)
114
History-Turning points
Identify changes that resulted from important turning points in world history such as
the attack on Pearl Harbor; the atomic bombing of Hiroshima and Nagasaki; the
creation of NATO; the United Nations; the establishment of the state of Israel; the
building and collapse of the Berlin Wall; the end of apartheid in South Africa; and the
rise and fall of Communism. (L) B
T1
12 days
(East and
Central
Africa)
115
History- Notable individuals
Describe the influence of individual…achievement on selected historical or
contemporary societies. (2B) B
T3*
116
History-Individualism, inventiveness, and reform
Explain the significance of individuals such as Yasser Arafat, Mohandas Gandhi, Pope
John Paul II, Nelson Mandela, Mother Teresa, and Desmond Tutu from selected
societies, past and present. (2A) B
T3*
127
History-Historical groups from selected societies and their contributions
Describe the influence of … group achievement on selected historical or
contemporary societies. (2B) B
T3*
129
History-Events that shape history
Analyze various issues and events of the 20th century such as continuity, and change,
democracy, and global connections. (L) B
T1
166
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
807
Social Studies-Organize and interpret information
Organize and interpret information in outlines reports, databases, and visuals
including graphs, charts, timelines, and maps. (21C) B
T5
812
Social Studies-Create visual and written materials
Interpret and create… visuals including charts, timelines and maps. (L) B
T5
T2*
Weeks One
through Three
Social Studies
Best Practices
Principles of
Learning
Socializing
Intelligence—
Students chare
knowledge and
understanding
of climatic
affects of
various subSaharan climate
regions on
lifestyles.
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
Foldable to compare and
contrast traditional and modern
cultures in East and Central
Africa.
Rubric to assess foldable.
Quiz over vocabulary.
Students will participate in a
simulation “Unequal
Resources”. The students will
analyze the ramifications of the
distribution of unequal resources
by answering questions in the
debriefing period and written
response (See Teacher Notes).
Students write a response to the
simulation.
Rubrics:
www.rubistar.4teachers.org
www.teach-nology.com
Position paper rubric:
http://www.phschool.development/a
ssessment/rub_positionpaper.cfm
Create a conflict chart.
Have students identify the major
economic activities in Kenya.
(agriculture, international
business, tourism). They create
a graphic organizer that
identifies these main activities
and shows the subdivisions that
make up each (TE pg. 405).
Rubric on conflict chart.
Organize students into 8 groups.
Their task is to create a wall
mural on one of the 8 countries
in this region; assign each group
to a country. Areas of study:
land and climate; economy;
history; government and culture.
Groups will develop or locate
graphics that illustrate their
areas. Then, they will create
their section of the mural.
Group members should divide
the work of art, design, captions,
etc. Finished sections will be
combined to create the mural
and explain to the rest of their
class their portion of the mural.
Mural Rubric:
http://www.readthinkwrite.org/lesso
n_images/lesson266/rubric_mural.
pdf
Social Studies Best
Practices
Principles of
Learning,
Accountable talk—
Students identify
serious issues that
Nigeria may face in
the future and share
with the class.
1
Austin ISD Instructional Planning Guide – Social Studies
©2009-2010 Austin Independent School District
Third Six Weeks
Matrix Strand
Matrix
TAKS
TEKS Knowledge and Skill
Time/Pace
#
Obj.
Student Expectation
Sixth Grade Contemporary World Cultures
Suggested Student Work
Products
Suggested Assessment
East and Central Africa
136
History-Connection between history and international relationships
Summarize the major political and cultural developments of the civilizations of sub-Saharan
Africa (L)
159
History-Historical development of political issues
Identify the characteristics of classic forms of government, such as absolute monarchy,
authoritarianism, classical republic, despotism, feudalism, liberal democracy and
totalitarianism. (L)
Week 2 – 3
continued
3rd 6 Weeks Hook Questions


How can a place be rich and poor at the same
time?
Does boycotting items like diamonds, chocolate
and ivory make a difference in current African
political affairs?
Students research the current
prices of gold, salt, and other
trading items on the world
market in order to make a
chart that shows their relative
value. How much gold for
instance, would one have to
trade today for an equal value
of salt?
Solutions to Poaching: In a
cooperative learning group
students develop solutions to
the problem of poaching in
African countries such as
Kenya, Uganda and Rwanda.
Students use the Internet to
research the causes of
poaching. After researching
causes and possible
solutions, students will create
a group poster with causes
and at least two solutions to
prevent poaching.
History Alive!
Contemporary World
Cultures, Africa Activity 3
“Adapting to the Climate
Regions of Sub-Saharan
Africa:” Students learn about
four climate regions in
Africa—tropical rainforest,
savanna, semiarid, and
desert—and explore how
people in each region adapt to
their environment in a
response group activity.
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
Rubric or criteria chart for the
chart on gold and salt
Rubric on poster.
Criteria chart to assess group
participation
2
Austin ISD Instructional Planning Guide – Social Studies
©2009-2010 Austin Independent School District
Third Six Weeks
Sixth Grade Contemporary World Cultures
Matrix Strand
Matrix
TAKS
Suggested Student Work
TEKS Knowledge and Skill
Time/Pace
Suggested Assessment
#
Obj.
Products
Student Expectation
Resources
Teacher Notes
Our World Today: People, Places, and Issues, Chapter 15 “East and Central Africa”
Vocabulary: coral reef, poaching, free enterprise system, cassava, sisal, habitat, eco-tourist,
drought, plate, clan, endangered species, genocide, refugee, human rights,
convention, asylum, persecution, internally displaced persons (IDPs), host countries, savanna,
History Alive!: “Mapping the Physiographic Features of Africa”—Africa, pg. 15
canopy, hydroelectric power, parasite, tsetse fly, deforestation
“Adapting to the Climate Regions of Sub-Saharan Africa”—Africa, pg. 26
“Analyzing 3 types of Nigerian Art”—Africa, pg. 47
“Understanding the System of Apartheid”—Africa, pg. 53
Our World Today: People, Places and Issues Activity Workbook: Activity 15-A “Recognizing the
History of East Africa” p. 36, Activity 15-B “Recognizing the Physical Characteristics of Central Africa”
ancillary materials for Unit 6—“Environmental Case Study”
www.streaming.discoverylearning.com
www. tx.owt.glencoe.com
http://nationalgeographic.com/eye/deforestation/phenomena.html
http://globalissues.org (deforestation)
http://www.getty.edu/artsednet/images/BM/Djenne/gallery.html (photos & info about Great Mosque of
Djenne)
Enrichment: Graphic organizer, Ancillary Activity 15
Content specific Web Sites:

United Nations Commissioner for Refugees at www.unhcr.ch

What is a Refugee at www.un.org/CyberSchoolBus/briefing/refugees

United States Committee for Refugees at www.refugees.org/index.cfm

Explore the regions of Africa at http://www.pbs.ort/wnet/africa/

Comprehensive sites on Africa at www.africaonline.com
Discovery Learning videos:

African and African-American Folktales (20min.)

Journey to Understanding: Understanding Each Other (16:38 min)

Regions of the World: Africa (39:00min.)

Africa in Focus: Ghana (22:31 min)

Africa in Focus: Central African Republic (20:16 min)
TAKS PRACTICE:
On pg. 431 students will use a map scale to calculate distance
between to cities. More TAKS practice activities may be found on
pgs. 393-5, 400, 405, 407, 409, 411, 424 and 427 of student text.
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
3
Austin ISD Instructional Planning Guide – Social Studies
©2009-2010 Austin Independent School District
Third Six Weeks
Matrix Strand
Matrix
TAKS
TEKS Knowledge and Skill
Time/Pace
#
Obj.
Student Expectation
Sixth Grade Contemporary World Cultures
Suggested Student Work
Products
Suggested Assessment
West Africa
108
History-Sequence events
Apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods. (L)
T1
129
History-Events that shape history
Analyze various issues and events of the 20th century such as continuity and change,
democracy, and global connections. (L) B
T1
144
History-Impact of wars on history
Explain the [causes of and] issues surrounding important conflicts on contemporary
world cultures. (L) B
T1
170
History-Historic origins of imperialism
Analyze examples of territorial expansion and growth undertaken by different nations.
(L) B
T1
201
Geography-Concept of location
Locate major historical and contemporary societies on maps and globes. (4A) B
T2
218
Geography-Concept of regions
Identify physical or human factors that constitute a region such as soils, climate,
vegetarian, language, trade network, river systems, and religion. (L) B
T2
220
Geography-Physical environment affects and interacts with the human environment
Analyze the effects of physical processes such as natural disasters and the physical
environment on humans. (6C) B
T2
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
T5*
227
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
T2
807
Social Studies-Organize and interpret information
Organize and interpret information in outlines reports, databases, and visuals
including graphs, charts, timelines, and maps. (21C) B
T5
5 days
(West Africa)
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
Foldable summarizing
information
Quiz to assess information on
foldable.
Time line (TWE) pg. 438
Rubrics designed by teacher,
students, or combination of
teacher and student to assess
timeline and graphic organizer.
Graphic Organizer
(TWE) pg. 445
Place historical &
contemporary events of
Nigeria on timeline.
Students create a concept
web on these four terms:
European contact, slavery,
colonization, and
independence.
Vocabulary assignment graded.
Rubric to assess concept web.
Students create a database
showing the countries of
Africa, their location, year of
independence, government,
major problems, and
economic system.
Use criteria chart to assess
database.
Students create a mural of the
slave trade, depicting one of
the following topics: the
journey across the Atlantic,
the slave auction, work
activities, or family separation.
Assessment rubric for the mural.
4
Austin ISD Instructional Planning Guide – Social Studies
©2009-2010 Austin Independent School District
Third Six Weeks
Matrix Strand
Matrix
TAKS
TEKS Knowledge and Skill
Time/Pace
#
Obj.
Student Expectation
Sixth Grade Contemporary World Cultures
Suggested Student Work
Products
Suggested Assessment
West Africa (continued)
205
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)
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)
Resources
Our World Today: People, Places, and Issues, Chapter 16 “West Africa”
The World and Its People: Video Program: Chapter 16 West Africa – “Dino Dig, Rain Forest
Walkway”
TIME REPORTS in text on pgs. 415 - 421
http://www.metmuseum.ort/toah/hd/simb/hd_simb.htm (photos and information on ancient city of Great
Zimbabwe)
http://www.smm.org./sin/tf/h/habitat/namib.html (photos and information on Namib Desert)
5 Days
(continued)
Assessment for learning
through class discussion
Teacher Notes
Vocabulary: mangrove, savanna, harmattan, subsistence farm, cacao, compound, civil war,
overgraze, drought, desertification, bauxite, phosphate
More TAKS practice activities may be found in the student text on pages 435, 436, 439, 444,
and 445.
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
History Alive!:
Contemporary World
Cultures, Africa Activity 4
“Analyzing 3 Types of
Nigerian Art”: In a
response group, students
identify and compare
traditional, urban, and
international artworks to
learn about art in modern
Nigeria.
5
Austin ISD Instructional Planning Guide – Social Studies
©2009-2010 Austin Independent School District
Third Six Weeks
Matrix Strand
Matrix
TAKS
TEKS Knowledge and Skill
Time/Pace
#
Obj.
Student Expectation
Sixth Grade Contemporary World Cultures
Suggested Student Work
Products
Suggested Assessment
South Africa
Category foldable (OWT,
pg.453)
Quiz over information in foldable.
Create a display (OWT
Ancillary—Performance
Assessment, “South African
Treasures”, Activity 17)
Rubric to assess display.
T1
History-Impact of wars on history
Explain the [causes of and] issues surrounding important conflicts on contemporary
world cultures. (L) B
T1
Graphic organizer—OWT:
TWE, pgs. 457, 468
Criteria chart for graphic
organizer.
History-Historic origins of imperialism
Analyze examples of territorial expansion and growth undertaken by different nations.
(L) B
T1
Venn diagram—OWT: TWE,
pg. 462
Criteria chart to assess Venn
diagram.
Have student write a journal
entry after hearing a speaker
at a Pan-African rally.
Geography-Migration influences the environment
Explain the ways in which human migration influences the character of places and
regions. (4C) B
T2
Geography-Geographic factors influence economic development
Identify and explain the geographic factors such as climate, land and water
responsible for the location of economic activities in places and regions. (4D) B
T2
Rubrics for journal entry:
http://www.readwritethink.org/les
son_images/lesson313/rubric.pdf
.
http://www.saskchools.ca/~abori
ginal_res/elavuation/jrnlrub.htm
http://captain.park.edu/facultydev
elopment/journals.htm
Economics-Production of goods and services
Compare ways in which various societies organize the production and distribution of
goods and services. (8A) B
T3
311
Economics-Concept of scarcity
Explain the impact of scarcity on international trade and economic interdependence
among societies. (8C) B
T3
233
Geography-Geographic factors influence political development
Identify geographic factors that influence a society’s ability to control territory and that shape
the domestic and foreign policies of the society. (5B)
108
History-Sequence events
Apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods. (L) B
T1
129
History-Events that shape history
Analyze various issues and events of the 20th century such as continuity and change,
democracy, and global connections. (L) B
144
170
231
234
301
5 days
(South Africa)
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
Give students background
information on the meaning of
African Masks (pg.452D).
Have students make their own
masks out of paper, feathers,
and other items much like the
ethnic groups in Africa.
Student’s masks however
must reflect their own
community resources and/or
interests. Have the students
write a paper or give an oral
report explaining how their
mask ties to their community.
History Alive!:
Contemporary World
Cultures, Africa Activity 5,
“Understanding the System
of Apartheid”: In this
experiential exercises
students experience aspects
of apartheid by participating
In an activity that favors a
small group of students.
Teacher/student made rubrics for
both the masks and the paper
that summarizes the mask’s
meaning.
Masks Rubric:
http://ruistar.4teachers.org/index.
php?screen=ShowRubric&rubric
_id=153611
Criteria chart to assess group
participation.
6
Austin ISD Instructional Planning Guide – Social Studies
©2009-2010 Austin Independent School District
Third Six Weeks
Matrix Strand
Matrix
TAKS
TEKS Knowledge and Skill
Time/Pace
#
Obj.
Student Expectation
Sixth Grade Contemporary World Cultures
Suggested Student Work
Products
Suggested Assessment
South Africa (continued)
319
811
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 industries, such as research industries. (10A)
5 Days
(continued)
Social Studies-Create visual and written material from a variety of sources
Create written and visual material such as journal entries, reports, graphic organizers, and
outlines… (22D)
Given a picture,
students will make
a list of
possessions for
an African or
American family,
then select and
justify what they
think would be
one of the family's
most valued
possessions.
Students will
contribute to a
discussion on how
the material
possessions of a
family and the
uses of their
possessions are
affected by their
place of living.
Resources:
Our World Today: People, Places, and Issues, Chapter 17 “South Africa and Its Neighbors”
Teacher Notes
Topics: South Africa - apartheid, Nelson Mandela
The World and Its People Video Program: Chapter 22 “South Africa and Its Neighbors- Soweto,
Leaping Lemurs, Sand and Sea”
Vocabulary: industrialized country, Boer, apartheid,
township, enclave, copper belt, sorghum, exclave,
slash-and-burn farming, deforestation, cyclone
TAKS Practice: On pg. 471, students will
use a population density map and the key
to generate an answer to population density.
More opportunities for TAKS Practice may be found
In the student text on pages 455, 456, 457, 463,
465, and 468.
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
Class participation
Student may develop a rubric
that will assist them in
selecting a valued possession
in each society
Rubric for oral presentations
Students develop a dialogue of
two people describing and
explaining their valued
possession.
Students with teacher will
create a criteria list or rubric for
the contents of the dialogue.
Social Studies Best Practices
Principles of Learning,
Accountable Talk: Students
actively participate in classroom
talk.
Clear Expectations: Students
judge their work with respect to
the standards.
7
Austin ISD Instructional Planning Guide – Social Studies
©2009-2010 Austin Independent School District
Third Six Weeks
Matrix Strand
Matrix
TAKS
TEKS Knowledge and Skill
Time/Pace
#
Obj.
Student Expectation
Sixth Grade Contemporary World Cultures
Suggested Student Work
Products
Suggested Assessment
Africa: Independent Country Study
History-Sequence events
Apply absolute and relative chronology through the sequencing of significant
individuals, events, and time periods. (L) B
T1
4 – 5 days
129
History-Events that shape history
Analyze various issues and events of the 20th century such as continuity and change,
democracy, and global connections. (L) B
T1
Independent
African Country
Study
144
History-Impact of wars on history
Explain the [causes of and] issues surrounding important conflicts on contemporary
world cultures. (L) B
T1
History-Historic origins of imperialism
Analyze examples of territorial expansion and growth undertaken by different nations.
(L) B
T1
321
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
T3
323
Economics-Interpret and analyze economic data
Describe and measure levels of economic development using various indicators such
as individual purchasing power, life expectancy, and literacy. (10B) B
T3
807
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
T5
818
Social Studies Skills-Identify and support different historic points of view
Identify different points of view about an issue or topic. (21D) B
T5
823
Social Studies Skills-Apply critical thinking skills to gather and analyze social studies
information through a variety of strategies
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. (21B) B
T5
108
170
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
Each student will choose an
African country to study in
order to develop an authentic
assessment of his/her
learning on this continent and
country. Assessments may
include visuals, graphics,
video, powerpoint, oral
presentations, or written
components.
Use rubrics generated by the
teacher and student for
assessment.
See page 7 of the
IPG under Teacher Notes
for suggestions of possible
components for the project.
htttp://students.edu.uiuc.edu/gka
stor/eportfolio/ss.htm
Put students into groups to
create a four-page travel
brochure that highlights the
attractions of one of the
countries in this chapter.
Explain that the travel
brochure should include both
physical and cultural features
that visitors would want to
see. Remind students that
one part of the brochure
should have practical
information such as clothing
appropriate for climate,
language(s) used in the
country, and currency.
History Alive!:
Contemporary World
Cultures, Africa Activity 1
“Mapping the
Physiographic Features of
Africa”: Students will view
images that reflect diversity in
Africa—in such areas as the
economy, religion, and
clothing—to write an acrostic
poem
Websites for study content and
rubrics for assessment:
http://www.mcpsK12.md.us/scho
ols/travelabes/pfheritage/heritag
enebnc.html
http://www.nisd.net/stinson/team
s/team64_74/ferrellASIAN.htm
The following website has
Many samples of rubrics to use
with almost any type of product
the student decides to use. They
may need to be adapted to suit
your particular
requirements:
http://school.discovery.com/schr
ockguide/assess.html
Use a criteria chart to assess
acrostic poem.
8
Austin ISD Instructional Planning Guide – Social Studies
©2009-2010 Austin Independent School District
Third Six Weeks
Matrix Strand
Matrix
TAKS
TEKS Knowledge and Skill
Time/Pace
#
Obj.
Student Expectation
Sixth Grade Contemporary World Cultures
Suggested Student Work
Products
Suggested Assessment
Africa: Independent Country Study
403
Government-Role, selection, and responsibilities of authority figures
Identify national government officials of contemporary societies. (L)
407
Government-Structure of governments
Describe the structure and functions of different types of selected governments in different
regions of the world. (L)
510
Citizenship-Rights and responsibilities of good citizenship
Identify how human rights and democratic ideals and practices have been advanced
throughout the world during the 20th century. (L)
528
Citizenship-Different points of view in a democratic society
Compare different points of view on geographic and cultural issues. (L)
601
Culture-Concept of culture
Define the concepts of culture and culture regions. (15A)
602
Culture-Concept of culture
Describe some traits that define cultures, such as religion, language, and customs. (15B)
608
Culture-Relationships between and among cultures
Identify and explain examples of conflict and cooperation between and among cultures within
selected societies such as Belgium, Canada, and Rwanda. (15D)
613
Culture-Cultures spread from one society to another
Analyze how cultural traits spread. (17C)
615
Culture-Cultures spread from one society to another
Evaluate how cultural borrowing affects world cultures. (17E)
801
Social Studies Skills-Use social studies terminology correctly
Use social studies terminology correctly. (22A)
810
Social Studies Skills-Transfer information from one medium to another
Transfer information from one medium to another, including written to visual and statistical to
written or visual, using computer software as appropriate. (L)
811
Social Studies Skills-Create visual and written materials from a variety of sources
Create written and visual material such as journal entries, reports, graphic organizers,
outlines, and bibliographies. (22D)
4 – 5 days
Independent
Country Study
(continued)
Video Connection: Download clips of videos associated with this
content. Go to http://streaming.discoveryeducation.com to locate videos.
The titles listed on this IPG page provide direct links to the videos, although you
will be required to login initially. Please contact your department chair for
password information.
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 Weeks Available Resources
`
Regions of the World: Africa (39:00)
Africa in Focus: South Africa: A Land Apart
(20:00)
Journey to Understanding: Facing the Future
(15:48)
Africa in Focus: Kenya (20:15)
9
Austin ISD Instructional Planning Guide – Social Studies
©2009-2010 Austin Independent School District
Third Six Weeks
Matrix Strand
Matrix
TAKS
TEKS Knowledge and Skill
Time/Pace
#
Obj.
Student Expectation
Resources
Sixth Grade Contemporary World Cultures
Suggested Student Work
Products
Suggested Assessment
Our World Today: People, Places, and Issues, Chapter 15, “East and Central Africa”,
Chapter 16, “West Africa”, and Chapter 17, “South Africa and Its Neighbors”
Ancillary materials:
www.streaming.discoverylearning..com
www.tx.owt.glencoe.com
http://nationalgeographic.com/eye/deforestation/phenomena.html
http://globalissues.org/games_simualtion (deforestation)
http://www.getty.edu/artsednet/images/BM/Djenne/gallery.html (photos & info about Great Mosque of
Djenne)
http://africa.mrdonn.org/lessons.html
http://www.marcopolo-education.org/index.aspx
http://www.mrdowling.com/610africatoday.html
Social Studies Best Practices
Principles of Learning: The in depth study of a country will address all of the
following Principles of Learning.
Clear expectations: Students judge their work with respect to the standards.
Academic Rigor: Students are doing challenging, high-level assignments in every
assignment. Assignments in each subject include extended projects in which
original work and revision to standards are expected.
Accountable Talk: Students make use of specific and accurate knowledge.
Students synthesize several sources of information. Student construct
explanations.
Socializing Intelligence: Classroom practice holds students accountable for
using learning, problem solving, and helping strategies. Students regularly expect
to do “better than before”.
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
Possible Accommodations for Students with Special Needs
Reading
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Emphasis on major points
Pre-teach vocabulary to
ensure understanding
Provide page numbers to
specific answers
Use brief conferences to
ensure comprehension
Tape text
Read orally
Use organizers, visual aids
Teach comprehension
strategies
Highlight materials
Peer reading
Ask leading questions to help
focus reading on important
points
Have students list important
people, facts, after reading
Provide a reading guide
(leading questions to answer)
Writing
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Allow student to select
method of writing (cursive,
manuscript, assistive
technology)
Oral response (tape-record)
Provide student with hard
copy of notes or fill in the
blank
Reduce amount of copying
from board
Check for understanding of
content
Don’t penalize for spelling
or grammatical errors
Provide graphic organizer
(i.e. Inspiration® software,
chart, map, graph, picture)
Provide outline
Accentuate positive aspects
of student writing
Assignment Completion
Student Assessment
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Reduce assignments
Reduced number of problems
Provide hard copy of teacher
expected work
Extra time for response, in
class work, homework
Alternate projects
Provide multiple opportunities
to learn content: cooperative
learning, choral responses,
hands-on participation
Assignment contracts
Provide opportunities for extra
credit
Repeat directions or have
student repeat
Provide directions orally, in
writing, and show model
Task analyze – break down the
steps and teach one at a time,
gradually adding additional
steps
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Alternate form of exam
(multiple choice vs. short
answer, oral vs. written
essay)
Open book test
Open note test
Oral tests
Oral responses
Extended time
Provide a study guide
Opportunity to retake an
exam
Allow test corrections
Provide extra credit
opportunities
Provide a concrete
example of how students
are to respond
Provide an alternative test
site
Give practice test prior to
actual test
Avoid unnecessary words
that do not help student
select the correct answer
Avoid choices such as “ A
and B”, “all of the above”,
or “none of the above” on
multiple choice test
Provide a word bank for fill
in the blank items
NOTE: Each campus should consult with their department chair or student’s case manager when questions arise on what is an allowable accommodation.
Teachers should also refer to each student’s IEP/Accommodation and Modification page.