©2005-2006 Austin Independent School District
Matrix
#
201
214
218
158
159
205
Matrix
Strand
TEKS Knowledge and Skill
Austin ISD Advanced Planning Guide
– Social Studies
Fourth Six Weeks
Student Expectation
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-Concepts 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
History-Historical development of political issues
Identify examples of world superpowers, such as the United States, Russia, China, and
Japan.
(L)
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)
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)
Resources:
Our World Today, Ch. 9, pp. 234 – 251
Reading and Study Skills: Foldables, pp. 66 – 67 & 68 – 69
Performance Assessment: Activities & Rubrics, p. 17
Daily Focus Skills Transparency 9-1, 9-2, 9-3, & 10-1, 10-2, 10-3
Presentation Plus! CD-Rom
The World and Its People Video Program: Ch. 10 –13 Europe; Gondolas of Venice, Dracula’s Castle,
The New Forest & Avalanche, Shipwreck, Fire and Ice
Mindjogger Videoquiz
Bellringer Skillbuilder Activity transparency
History Alive! Activity Book
National Geographic Magazine www.nationalgeographic.com
www..tx.owt.glencoe.com www.maps101.com
www.unitedstreaming.com
TAKS
Obj.
Time/Pace
Pre-AP Sixth Grade Contemporary Cultures
Suggested Student Work
Products
T2
T2
T2
1 week
Use a foldable to organize events from the history of Europe using the following categories:

Classical Europe

Medieval Europe

Modern Europe
Using the foldable, the students will create a Travel
Brochure of one of the time periods covered including information on the following issues:

Health

Economics

Societal roles

Education
Students produce a physical, political, and thematic map for this chapter.
Teacher Notes
Vocabulary: classical, polis, democracy, philosophy, republic, consul, senate, emperor, bishop, pope, missionary, monastery, convent, common law, feudalism, vassal, manor, tenant, serf, guild, apprentice, plague charter, indulgences, Protestant , reform, Columbian
Exchange, revolution, divine right of kings, Parliament, constitution, Magna Carta, Renaissance
Suggested Assessment
Have students develop a criteria chart to evaluate accuracy of the foldable and travel brochure.
Have students develop a rubric or modify one you already use.
To generate rubrics go to” www.rubistr.4teachers.org
(English and Spanish; write your own descriptors or use theirs)
Principles of Learning
Clear Expectations :
Students judge their work with respect to the standards.
Academic Rigor:
Student’s prior and outof-school knowledge is used regularly in the teaching and learning process.
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
1

©2005-2006 Austin Independent School District
Austin ISD Advanced Planning Guide
– Social Studies
Fourth Six Weeks Pre-AP Sixth Grade Contemporary Cultures
Matrix
#
Matrix
Strand
TEKS Knowledge and Skill Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work
Products
Suggested Assessment
321
418
301
310
407
621
Resources
Economics-Production of goods and services
Compare ways in which various societies organize the production and distribution of goods and services. (8A) B
Economics-Economic factors of production
Describe ways in which factors of production (natural resources, labor, capital, and entrepreneurs) influence the economics of selected contemporary societies, such as
Japan, Kuwait, and China. (9A) B
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
Government-Historic origins and developments in government
Identify historical origins of democratic forms of government, such as democracy in
ancient Athens or common law in Medieval England. (12C) B
Government-Structure of governments
Describe the structure and functions of different types of selected governments in different regions of the world.
(L)
Culture-Relationship between art and literature and societies
Explain the relationships that exist between societies and their architecture, art, music, and
Literature. (18A)
T3
T4
T3
T3
Week 1 continued
Students compare U.S.
Congress to British
Parliament on a graphic organizer of their choice.
Students will use the graphic organizer to write an essay detailing the similarities and differences between the two.
Student Individual KWL charts.
Teacher Notes
Enrichment: Search the Internet for information on the
Twelve Tables of Roman law. After reading the laws, note the ones that you strongly agree or disagree with and tell why.
Principles of Learning
Accountable Talk :
Students actively participate in classroom talk.
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

©2005-2006 Austin Independent School District
Matrix
#
823
801
Matrix
Strand
TEKS Knowledge and Skill
Austin ISD Advanced Planning Guide
– Social Studies
Fourth Six Weeks
Student Expectation
Social Studies Skills-Apply critical thinking skills to gather and analyze social studies information
Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing making generalizations and predictions, and drawing inferences and conclusions. (21B) B
Social Studies Skills-Use social studies terminology correctly
Use social studies terminology correctly. (22A)
TAKS
Obj.
T5
Time/Pace
Week 1 continued
Pre-AP Sixth Grade Contemporary Cultures
Suggested Student Work
Products
Suggested Assessment
Students will select a
Classical European picture to research. Examples of pictures may include:

Parthenon

Pantheon

Aqueducts
Students will then select a piece of U.S. architecture that shares common features to research, and will include a photo or drawing. Students will share their findings by creating a class bulletin board or web page featuring both the pictures and descriptive comparisons.
Use the assessment found in Performance Assessment: p. 37.
Vocabulary Quiz
Teacher created test on
Europe including the following ages:

Classical

Medieval

Modern
Resources
Principles of Learning
Socializing
Intelligence: Classroom
Practice holds students
Accountable for using learning, problem solving, and helping strategies.
compared to
OR
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

©2005-2006 Austin Independent School District
Matrix
#
111
112
126
127
201
214
Matrix
Strand
TEKS Knowledge and Skill
Austin ISD Advanced Planning Guide
– Social Studies
Fourth Six Weeks
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-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, North and South Korea, and South Africa.
(1B) B <Gr.10,11>
History-Historical groups from selected societies and their contributions
Explain the significance of 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
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
TAKS
Obj.
T2*
T1
T3*
T3*
T2
T2
Time/Pace
Week 2
Resources
Our World Today, Chapter 10, pp. 254 – 271
Reading and Study Skills: Foldables, pp. 68 – 69
Performance Assessment: Activities & Rubrics, p. 18
Daily Focus Skills Transparency 10-1
Presentation Plus! CD-Rom
The World and Its People Video Program: Ch. 10 –13 Europe: Avalanche, Shiprwreck, Fire and Ice
Mindjogger Videoquiz
Bellringer Skillbuilder Activity
History Alive! Activity Book on Europe
National Geographic Magazine ww.nationalgeographic.com tx.owt.glencoe.com www.maps101.com
www.untiedstreaming.com
Teacher Notes
Pre-AP Sixth Grade Contemporary Cultures
Suggested Student Work
Products
Foldable activity:
See pp. 68 & 69 in Reading and Study Skills booklet for two alternative foldable ideas.
Students produce a physical, political, and thematic map for this chapter.
Suggested Assessment
Criteria charts developed by the students.
Principles of Learning
Academic Rigor:
Instruction is organized to support reflection on learning processes and and strategies.
Vocabulary: productivity, human resources, textiles, cottage industry, union, strike, imperialism, alliance, communism, Holocaust, genocide, Cold War, nuclear weapon, deterrence, satellite nation, blockade, airlift, glasnost, perestroika, capitalism, European Union, Euro
Principles of Learning
Accountable Talk:
Students actively participate in classroom talk.
Academic Rigor: Each subject includes assignments that require students to synthesize several sources of 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
4

©2005-2006 Austin Independent School District
Matrix
#
Matrix
Strand
TEKS Knowledge and Skill
Austin ISD Advanced Planning Guide
– Social Studies
Fourth Six Weeks
Student Expectation
224
235
314
311
301
310
Geography-Humans have adapted to, and modified, the physical environment
Identify and analyze way people have modified the physical environments, such as the
Amazon River Basin, the Aswan and Three Gorges Dams, and the Nile River Valley.
(7B) B <WG8G>
Geography-Geographic factors influence economic development
Explain factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence the economic development and foreign policies of societies such as Mexico. (5A) B
Economics-Production of goods and services
Compare ways in which various societies organize the production and distribution of goods and services. (8A) B
Economics-Economic factors of production
801
Resources
Describe way in which factors of production (natural resources, labor, capital, and entrepreneurs) influence the economics of selected contemporary societies, such as
Japan, Kuwait, and China. (9A) B
Economics-Free enterprise system
Identify and differentiate among traditional, market, and command economies in selected contemporary societies, including the benefits of the U.S. free enterprise system. (8B) B
Economics-Concept of scarcity
Explain the impact of scarcity on international trade and economic interdependence among societies. (8C)
Social Studies Skills-Use social studies terminology correctly
Use social studies terminology correctly. (22A)
Reading a Population Map on p. 266 will help students to build social studies skills in reading different kinds of maps.
On p. 273, the map question will give students the opportunity of read a map and analyze information
TAKS
Obj.
T5*
T2
T3
T3
T3
Time/Pace
Week 2 continued
Pre-AP Sixth Grade Contemporary Cultures
Suggested Student Work
Products
Suggested Assessment
Research report on a major issue or event that occurred in Europe from the
1940s to present day.
Possible topics may include:
Berlin Wall
Atomic Bomb
Warsaw Pact
Communism
Hungarian Revolt
Acid Rain, etc.
Students should include visuals, such as, maps and/or drawings. As a contemporary thinker in the 21 st
Century, students will share lessons learned from their research findings with the class.
Use Performance Assessment
Booklet which suggests a scoring rubric .
Use the oral presentation assessment on p. 48 of
Performance Assessment booklet. (The activity lends itself to various kinds of methods for oral or visual presentations .)
Teacher Notes
Enrichment: Oral presentations on current event articles that pertain to the countries studied in this chapter.
Research an update on the status of Germany now that it is united into one country.
(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
NOTE: Many of the matrix items can be covered simultaneously
5

©2005-2006 Austin Independent School District
Matrix
#
Matrix
Strand
TEKS Knowledge and Skill
Austin ISD Advanced Planning Guide
– Social Studies
Fourth Six Weeks
Student Expectation
807
815
823
416
608
609
809
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>
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
Social Studies Skills-Locate, differentiate, and use primary and secondary sources
Differentiate between locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about selected world cultures. (21A) B
Social Studies Skills-Apply critical thing skills to gather and analyze social studies
Information
Analyze information by sequencing, categorizing, identifying, cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. (21B) B
Government-Comparisons between different types of governments
Compare how governments function in selected world societies such as China, Germany,
India, and Russia. (12D)
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)
Culture-Relationships between and among cultures
Explain aspects that link or separate cultures and societies. (17A)
Social Studies Skills-Obtain information using a variety of visual sources
Obtain information, including historical and geographic data about using a variety of print, oral, visual, and computer sources. (L)
Resources
TAKS
Obj.
T4
T5
T5
T5
Time/Pace
Week 2 continued
Pre-AP Sixth Grade Contemporary Cultures
Suggested Student Work
Products
Suggested Assessment
Working in groups, students will conduct research on the Industrial
Revolution and the
Information Revolution (see p. 1-2 in supplemental materials packet). After gathering data, students will compare information on both ages.
Teacher and student created Criteria Charts and
Rubrics.
Principles of Learning
Academic Rigor
Students are doing challenging, high-level assignments in every subject.
Clear Expectations:
Students judge their work with respect to the standards.
Teacher Notes
(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
NOTE: Many of the matrix items can be covered simultaneously
6

©2005-2006 Austin Independent School District
Matrix
#
111
112
126
127
205
Matrix
Strand
TEKS Knowledge and Skill
Austin ISD Advanced Planning Guide
– Social Studies
Fourth Six Weeks
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-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, North and South Korea, and South Africa.
(1B) B <Gr.10,11>
History-Historical groups from selected societies and their contributions
Explain the significance of 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
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)
Resources
Our World Today, Ch. 11
– 12 , p. 276-331
Reading and Study Skills: Foldables, pp. 70 - 3
Daily Focus Skills Transparency 11-1, GeoQuiz Transparency 11-1, 11-4, 11-5 & 12-1,12-2,12-3
The World and Its People Video Program: Ch. 10-12 Western Europe: Crazy for Tulips, Bears of
Svalbard, Gran Paradiso, & Down the Dunajec, Poland’s Storks, Dracula’s Castle
Mindjogger Videoquiz
Bellringer Skillbuilder Activity
History Alive!
Activity Booklet on Europe
National Geographic Magazine www.nationalgeographic.com www.maps101.com www.unitedstreaming.com
TAKS
Obj.
Time/Pace
Pre-AP Sixth Grade Contemporary Cultures
Suggested Student Work
Products
Suggested Assessment
T2*
T1
T3*
T3*
Week 3 -4 Foldable comparing and contrasting eastern and western Europe using the following categories:
Technology, Government,
Economics, Social Society,
Religion, and Education.
Students will analyze the information and imagine they are either :
a college student selecting a university in
Europe
or, a business man looking for a place to open a new company in Europe.
They must select either
Eastern or Western
Europe for their venture.
Students will write a proposal to either their parents (to help pay for college) or their company investors (to help fund new company) including data and other information to support their choice.
Class created criteria chart and scoring criteria for student proposals.
Teacher created test on
Europe including the following ages:

Classical

Medieval

Modern
Teacher Notes: Teachers may choose to have a each
Student select a country for in-depth research This process would include using multiple types of sources, cassifying and summarizing information and organizing a product.
Vocabulary: parliamentary democracy, constitutional monarchy, navigable, polder, multinational company, multilingual, autobahn, federal republic, reunification, neutrality, continental divide, fjord, welfare state, heavy industry, geyser, dikes, geothermal energy, dry farming, parliamentary republic, sirocco, coalition government, acid rain, consumer goods, ethnic cleansing, refugee, steppe
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
7

©2005-2006 Austin Independent School District
Matrix
#
Matrix
Strand
TEKS Knowledge and Skill Student Expectation
201
214
219
235
233
227
234
Resources
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-One area is similar to, and different from, another area
Compare selected world regions and countries using data from maps, graphs, charts, databases, and models. (3C) 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
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
Geography-Geographic factors influence economic development
Explain factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence the economic development and foreign policies of societies, such as Mexico. (5A) B
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)
Austin ISD Advanced Planning Guide
– Social Studies
Fourth Six Weeks
TAKS
Obj.
T2
T2
T2
T2
T2
T2
Time/Pace
Week 3 –4 continued
Teacher Notes
Pre-AP Sixth Grade Contemporary Cultures
Suggested Student Work
Products
Suggested Assessment
Students are the producer and reporter for a
Geographic Themed Radio
Show. Students will select a region in Eastern Europe to highlight by creating a 5 minute oral travel program.
The radio show should be designed to promote tourism in the region including the following information:
Unique geographic features,
Unique attractions, and
Propaganda techniques to lure tourists.
Activity completion
Rubrics are found in the
Performance Assessment
Booklet pp. 47 & 49.
(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
NOTE: Many of the matrix items can be covered simultaneously
8

©2005-2006 Austin Independent School District
Matrix
#
Matrix
Strand
TEKS Knowledge and Skill Student Expectation
220
223
224
Geography-Physical environment affects and interacts with the human environment
Analyze the effects of physical processes such as natural disasters and physical environment on 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-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.
225
(7B) B <WG8G>
Geography-Humans have adapted to, and modified, the physical environment
Describe ways in which technology, such as the development of the steam engine,
301
railroad, automobile, aerospace industries, and development of nuclear weapons influences human capacity to modify the physical environment. (7C) B <WG8G>
Economics-Production of goods and services
Compare ways in which various societies organize the production and distribution of goods and services. (8A) B
222 Geography-Humans rely on natural resources
Describe and explain the physical processes that produce renewable and nonrenewable natural resources such as fossil fuels, fertile soils, and timber. (6B)
Resources
Austin ISD Advanced Planning Guide
– Social Studies
Fourth Six Weeks
TAKS
Obj.
T2
T5*
T5*
T5*
T3
Time/Pace
Week 3-4 continued
:
On page 331, student will practice the skill of analyzing information and reading a map.
Pre-AP Sixth Grade Contemporary Cultures
Suggested Student Work
Products
Suggested Assessment
Create an annotated and illustrated timeline on one of the countries profiled in this chapter. Include events from ancient to modern times.
Each student should select a different theme/topic for the timeline.
Suggested themes:
Conflicts and Battles
Development of government
Development of society/cultures
Economic development
-Students must include between 4-6 events. The annotated timeline should show the chronological relationship between the major events featured .
Use or adapt the rubric at this website for an illustrated time line: http://webtech.Kennesaw.edu/j poynton/time_line_rubric.htm
Teacher Notes
1. To list specific events during a specified time period, and
2. to include a brief explanation (paragraph) of the significance and impact of the events. The explanation should include information that explains why the event was chosen, and its relationship to the events that occur before
AND after it on the timeline.
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

Matrix
#
310
314
406
410
412
413
611
602
603
608
630
631
609
613
621
©2005-2006 Austin Independent School District
Matrix
Strand
TEKS Knowledge and Skill
Austin ISD Advanced Planning Guide
– Social Studies
Fourth Six Weeks
Student Expectation
Economics-Economic factors of production
Describe ways in which factors of production (natural resources, labor, capital, and entrepreneurs) influence the economics of selected contemporary societies such as
Japan, Kuwait, and China. (9A) B
Economics-Understands the free enterprise system
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
Government-Structure of governments
Identify alternative ways of organizing governments such as rule by one, few, or many.
(12A) B <Gr.8.16D>
Government-Powers of government
Identify reasons for limiting the power of government. (11C) B
Government-Different political systems in societies, past, and present
Describe characteristics of limited and unlimited governments. (11A) B <Gr.8.16D>
Government-Different political systems in societies, past and present
Identify examples of limited and unlimited governments. (11B) B <Gr.8.16D>
Culture-How cultures change over time
Relate ways in which contemporary expressions of culture have been influenced by the past. (18B) B
Culture-Concept of culture
Describe some traits that define cultures, such as religion, language, and customs. (15B)
Culture-How people and cultures are similar to, and different from, each other
Analyze the similarities and differences among selected world societies. (15C)
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)
Culture-Relationships between and among cultures
Explain aspects that link or separate cultures and societies. (17A)
Culture-Cultures spread from one society to another
Analyze how culture traits spread. (17C)
Culture-Relationship between art and literature and societies
Explain the relationships that exist between societies and their architecture, art, music, and literature. (18A)
Culture-Impact of fundamental institutions and ideas on societies
Identify institutions basic to al societies, including government, economic, educational, and religious institutions. (16A)
Culture-Impact of fundamental institutions and ideas on societies
Compare characteristics of institutions in selected contemporary societies. (16B)
TAKS
Obj.
T3
T3
T4
T4
T4
T4
T3*
Time/Pace
Weeks 3-4 continued
Principles of Learning
Pre-AP Sixth Grade Contemporary Cultures
Suggested Student Work
Products
Students produce a physical, political, and thematic map for this chapter.
Readings and questions from Time Reports:
“The
European Union”.
Suggested Assessment
Activity completion.
Teacher created quiz.
Principles of Learning
Accountable Talk:
Students actively participate in classroom talk. Students make use of specific and accurate knowledge.
Clear Expectations- Students judge their work with respect to the standards.
Accountable talkStudents
Synthesize several sources of information. Students construct explanations.
Students challenge the quality of each other’s evidence.
Academic RigorStudents are challenged to construct explanations and to justify arguments in each subject
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

Matrix
#
711
807
815
818
823
622
703
705
801
804
811
814
819
824
825
©2005-2006 Austin Independent School District
Matrix
Strand
TEKS Knowledge and Skill
Austin ISD Advanced Planning Guide
– Social Studies
Fourth Six Weeks
Student Expectation
Science, Technology & Society-Impact of technology on the cultural development
Explain how resources, belief systems, economic factors, and political decisions have affected the use of technology from place to place, culture, and society to society.
(20B) 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
Social Studies Skills-Locate, differentiate, and use primary and secondary sources
Differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about selected world cultures. (21A) 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-Apply critical thinking skills to gather and analyze social studies information
Analyze information by sequencing, categorizing, identifying, cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. (21B) B
Culture-Relationship between art and literature and societies
Describe ways in which societal issues influence creative expressions. (18C)
Science, Technology & Society-How technology has affected daily lives
Make predictions about future social, economic, and environmental consequences that may result from future scientific discoveries and technological innovations. (20C)
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-Use social studies terminology
Use social studies terminology correctly. (22A)
Social Studies Skills-Express ideas orally
Express ideas orally based on research and experience. (22C)
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-Use appropriate mathematical skills
Use appropriate mathematical skills to interpret social studies information such as maps and graphs. (21F)
Social Studies Skills-Identify and support different historic points of view
Identify the elements of frame of reference that influenced the participants in an event. (21E)
Social Studies Skills-Identify and interpret main ideas
Incorporate main and supporting ideas in verbal and written communication. (22B)
Social Studies Skills-Apply critical thinking skills to identify a social studies problem
Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. (23A)
TAKS
Obj.
T2*
T5
T5
T5
T5
Time/Pace
Week 3-4 continued
Pre-AP Sixth Grade Contemporary Cultures
Suggested Student Work
Products
Read some descriptive passages penned by British authors. Using the passages, make a list of words describing England’s
Physical geography. Then use a physical map of
England to try to identify the areas in the literature.
Suggested Assessment
Activity completion.
Vocabulary quiz.
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
11

©2005-2006 Austin Independent School District
Matrix
#
111
115
219
205
Matrix
Strand
TEKS Knowledge and Skill
Austin ISD Advanced Planning Guide
– Social Studies
Fourth Six Weeks
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-Notable individuals
Describe the influence of individual …achievement on selected historical or contemporary societies. (2B) B
Geography-One area is similar to, and different from, another area
Compare selected world regions and countries using data from maps, graphs, charts, databases, and models. (3C) 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)
TAKS
Obj.
T2*
T3*
T2
Time/Pace
Week 5, 6, & 7
Pre-AP Sixth Grade Contemporary Cultures
Suggested Student Work
Products
Suggested Assessment
Completion of activities
The class should be divided into groups that cover each of the Russian
Republics. Students will work in groups to research their assigned republic using the grid provided in supplemental handouts.
After gathering all the research, each student group will present the information to the rest of the class. During presentations, individual students will collect data on a table to complete three data graphs.
Students will compare information on graphs to original data gathered for assigned Russian Republic.
(p. 3-7 in supplemental appendix)
Student created criteria chart for graphs.
Use the grading rubric on p. 36 of the Performance
Assessment booklet.
Principles of Learning
Academic Rigor:
Assignments in each subject include extended projects in which original work and revision to standards are expected.
Resources
Our World Today, Ch. 13 – 14, p. 332-389
Reading and Study Skills: Foldables, pp. 74 – 77
Performance Assessment: Activities & Rubrics, p. 21 & 22
Daily Focus Skills Transparency 13-1, 13-2, 13-3 & 14-1, 14-2
Geoquiz Transparency 13-1, 13-3, & 14-1
Presentation Plus! CD-Rom
The World and Its People Video Program: Ch. 14 & 18 Russia & Its Neighbors: The Biggest Cat,
Lake Kaikal, Oil Boom and Ch. 15 Return to Russia, Circus School
Teacher Notes
TOPIC:
Vocabulary: Eurasia, urban, suburb, consumer goods, rural, tundra, taiga, steppe, communism, heavy industry, light industry, Slav, majority culture, inority culture, ethnic conflict, nomad, oasis, elevation,czar, serf, industrialize, communist state, Cold War, glasnost, free market economy, nuclear energy, federal republic
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
12

Matrix
#
201
214
223
227
234
235
©2005-2006 Austin Independent School District
Matrix
Strand
TEKS Knowledge and Skill
Austin ISD Advanced Planning Guide
– Social Studies
Fourth Six Weeks
Student Expectation
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-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
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
Geography-Geographic factors influence economic development
Explain factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence the economic development and foreign policies of societies such as Mexico. (5A) B
Resources
Mindjogger Videoquiz
Bellringer Skillbuilder Activity
History Alive!
Activity Booklet on Europe
National Geographic magazine www.nationalgeographic.com www.maps101.com www.unitedstreaming.com
TAKS
Obj.
T2
T2
T5*
T2
T2
T2
Pre-AP Sixth Grade Contemporary Cultures
Time/Pace
Suggested Student Work
Products
Week 5, 6, & 7 Students create a chart that compares the counties list on the map on p. 359 in terms of resources, economic activities, population, ethnic mix, and their most important challenges. After completing the chart, the students will write an essay describing the factors necessary for a free market economy, identify which country they think is most likely to succeed in achieving one, and explaining why they believe this. Then have a class debate the selections based on the reasons provided by students.
Suggested Assessment
Use scoring rubric on p. 52 of the Performance Assessment
Booklet.
Students and teacher design a criteria chart or rubric to assess the project.
(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
NOTE: Many of the matrix items can be covered simultaneously
13

©2005-2006 Austin Independent School District
Matrix
#
224
301
310
321
323
412
508
509
413
414
416
523
525
Matrix
Strand
TEKS Knowledge and Skill
Austin ISD Advanced Planning Guide
– Social Studies
Fourth Six Weeks
Student Expectation
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 <WG8G>
Economics-Production of goods and services
Compare ways in which various societies organize the production and distribution of goods and services. (8A) B
Economics-Economic factors of production
Describe ways in which factors of production (natural resources, labor, capital, and entrepreneurs) influence the economics of selected contemporary societies, such as
Japan, Kuwait, and China. (9A) B
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
Economics-How to 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
Government-Different political systems in societies past and present
Describe characteristics of limited and unlimited governments. (11A) B <Gr.8.16D>
Government-Different political systems in societies past and present
Identify examples of limited and unlimited governments. (11B) B <Gr.8.16D>
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>
Government-Comparisons between different types of governments
Compare how governments function in selected world societies such as China, Germany,
India, and Russia. (12D)
Citizenship-Rights and responsibilities of good citizenship
Describe roles and responsibilities of citizens in selected contemporary societies such as the
United States. (13A)
Citizenship-Rights and responsibilities of good citizenship
Explain relationships among rights and responsibilities in democratic societies. (14B)
Citizenship-Individual and group participation in the democratic process
Explain how opportunities for citizens to participate in and influence the political process vary among selected contemporary societies. (13B)
Citizenship-Individual and group participation in the democratic process
Identify and explain the importance of voluntary civic participation in democratic societies.
(14A)
TAKS
Obj.
T5*
T3
T3
T4
T4
T3
T3
T4
Time/Pace
Week 5, 6, & 7
Pre-AP Sixth Grade Contemporary Cultures
Suggested Student Work
Products
Suggested Assessment
Students should create one of the following timelines below:
The class will be divided into groups. Each group will create a cause and effect timeline depicting how the geography and climate of Russia has affected the history of its people.
Students will include six to eight events along with descriptive timeline entries that explain the impact each item had on the next item and add maps and drawings for specific visual details.
- OR -
Illustrated timeline on one of the following time periods:
900s-1400s, 1400s-1800s,
1800s-1917, 1920-1990 &
1991-present. In groups, research the assigned time period and choose events to place on the time line.
Use the rubric located at the following website or revise : http://www.myschoolline.com/ page/o,1871,35077-36373-
8899,00.html
Use or adapt the rubric at this website for an illustrated time line: http://webtech.Kennesaw.edu/j poynton/time_line_rubric.htm
TAKS SKILLS: The technology skill of evaluating a web site on p. 349.
On p. 363, students will find the main idea and analyze 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
14

©2005-2006 Austin Independent School District
Matrix
#
608
621
602
603
622
623
629
630
Matrix
Strand
TEKS Knowledge and Skill
Austin ISD Advanced Planning Guide
– Social Studies
Fourth Six Weeks
Student Expectation
Culture-Concept of culture
Describe some traits that define cultures, such as religion, language, and customs. (15B)
Culture-How people and cultures are similar to, and different
Analyze the similarities and differences among selected world societies. (15C)
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)
Culture-Relationship between art and literature and societies
Explain the relationships that exist between societies and their architecture, art, music, and literature. (18A)
Culture-Relationship between art and literature and societies
Describe ways in which societal issues influence creative expressions. (18C)
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)
Cultures-Impact of fundamental institutions and ideas on societies
Explain the impact of political boundaries that cut across culture regions. (17B)
Cultures-Impact of fundamental institutions and ideas on societies
Identify institutions basic to all societies, including government, economic, educational, and religious institutions. (16A)
TAKS
Obj.
Time/Pace
Week 5, 6, & 7
Pre-AP Sixth Grade Contemporary Cultures
Suggested Student Work
Products
Suggested Assessment
Working in pairs, students will research a person of Russian heritage and learn about his/her impact on U.S. society, cultures, life, education, etc…
Students will design a commemorative plaque which includes a picture of the person and a list of major contributions he/she made to U.S. society. The class should research people from the following categories:
Artists
Politicians
Humanitarians
Writers
Scientists
Inventors
The students will role play the presentation of the plaque where one student gives the presentation speech and the other gives the acceptance speech.
Students will include specific data in their presentation.
Class created oral presentation chart.
Sample commemorative plaque found on Google
(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
NOTE: Many of the matrix items can be covered simultaneously
15

Matrix
#
711
807
823
815
818
705
811
814
824
825
©2005-2006 Austin Independent School District
Matrix
Strand
TEKS Knowledge and Skill
Austin ISD Advanced Planning Guide
– Social Studies
Fourth Six Weeks
Student Expectation
Science, Technology, & 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
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
Social Studies Skills-Locate, differentiate, and use primary and secondary sources
Differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about selected world cultures. (21A) 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-Apply critical thinking skills to gather and analyze social studies information
Analyze information by sequencing, categorizing, identifying, cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. (21B) B
Science, Technology, & Society-Individuals have created or invented technology
Give examples of scientific discoveries and technological innovations, including the roles of scientists and inventions that have transcended the boundaries of societies and have helped shape the world. (20A)
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-Use appropriate mathematical skills
Use appropriate mathematical skills to interpret social studies information such as maps and graphs. (21F)
Social Studies Skills-Identify and interpret main ideas
Incorporate main and supporting ideas in verbal and written communication. (22B)
Social Studies Skills-Apply critical thinking skills to identify a social studies problem
Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. (23A)
TAKS
Obj.
T2*
T5
T5
T5
T5
Time/Pace
Week 5, 6, & 7
Pre-AP Sixth Grade Contemporary Cultures
Suggested Student Work
Products
Suggested Assessment
Living History: Living in Ancient Greece (19:54)
Life in Ancient Rome (22:00)
Living History: Living in the Roman Empire (18:12)
Medieval Times: Life in the Middle Ages (1000-1450 A.D.) (31:38)
Black Death (1347-1351 A.D.), The (15:12)
Exploring the Renaissance (1350-1650) (20:17)
America in the 20th Century: World War I: The War in Europe
(30:00)
America in the 20th Century: World War II: The Road to War (30:00)
World War II: In Memoriam: The Holocaust (10:05)
Cold War Into Guerrilla War (54:00)
Living History: Living During the Industrial Revolution (20:00)
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
16