©2004-2005 Austin Independent School District
Matrix
#
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Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
Matrix
TEKS Knowledge and Skill
Student Expectation
Strand
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>
History-Understands turning points in history
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
TAKS
Obj.
T2
T1
Time/Pace
2 Days
(geography)
12 days
(East and Central
Africa)
Principles of Learning
Socializing Intelligence—Students chare knowledge
and understanding of climatic affects of various subSaharan climate regions on lifestyles.
Indicates differentiation from the IPG. The APGs are color-coded
to explain the type of differentiation used.
GREEN = Modifications addressing depth/complexity,
RED = Substitutions, PURPLE = Additions
Color-coded APGs are available on the AISD GT website at:
http://www.austinisd.org/academics/curriculum/gt/apg.phtml
Pre-AP World Cultures Sixth Grade
Suggested Student Work
Products
Maps on Africa
Annotated time line
labeled with four important
events and their dates in
Kenya’s history. (See
Teacher Notes for more
information.)
Students will read the
following articles, p. 415420 and analyze the data on
World Refugees on p. 421.
Using the data on P. 421,
students will create a colorcoded world map indicating
which global regions are
losing a large number of
refugees. Analyzing the
information in the articles,
chart, and map, students
will make connections to
answer the following
questions:
-What conclusions about
world refugees can you
make from all the data
sources crisis?
-What are some major
causes in the refugee
crisis?
-How can Americans
resolve some of these
issues?
Suggested Assessment
Maps will be graded.
Graded homework.
Vocabulary quiz
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
Assessment on topic.
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)
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
©2004-2005 Austin Independent School District
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
Matrix
Matrix
TEKS Knowledge and Skill
Student Expectation
#
Strand
Resources:
Our World Today: People, Places, and Issues, Chapter 15, 16, 17 “Africa South of the Sahara”
History Alive!: “Mapping the Physiographic Features of Africa”—Africa, p. 15
“Adapting to the Climate Regions of Sub-Saharan Africa”—Africa, p. 26
“Analyzing 3 types of Nigerian Art”—Africa, p. 47
“Understanding the System of Apartheid”—Africa, p. 53
Ancillary materials for Unit 6—“Environmental Case Study”
www.maps101.com
www.videostreaming.com
Pre-AP World Cultures Sixth Grade
TAKS
Suggested Student Work
Time/Pace
Suggested Assessment
Obj.
Products
Teacher Notes
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,
canopy,
hydroelectric power, parasite, tsetse fly, deforestation
Enrichment: Graphic organizer, Ancillary Activity 15
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)
Simulation: http://www.global-issues.org/gamessimulation.htm
or http://classes.seattleu.edu/mastersinteaching/teed521/professor/ssunedquairesources.html
Annotated Timelines have two basic components
1.
It is a list of specific events during a specified time period.
2.
They 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
2
©2004-2005 Austin Independent School District
Matrix
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Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
Matrix
TEKS Knowledge and Skill
Student Expectation
Strand
History-Accomplishments of notable individuals from different periods of history
Describe the influence of individual…achievement on selected historical or
contemporary societies. (2B)
B
TAKS
Obj.
T3
History-Historical figures shape the state and nation
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
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
T2
136
History-Connection between history and international relationships
Summarize the major political and cultural developments of the civilizations of sub-Saharan
Africa. (L)
159
Time/Pace
2 Days
(geography)
12 days
(East and Central
Africa)
(cont.)
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)
Pre-AP World Cultures Sixth Grade
Suggested Student Work
Products
Suggested Assessment
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 p. 405)
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.
Rubric on conflict chart and
Chart on gold and salt.
Mural Rubric:
http://www.readthinkwrite.org/lesso
n_images/lesson266/rubric_mural.
pdf
Students research the current
diamonds, gold,
coffee, and oil on the world
prices of
market. Then 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?
Students should use
the chart to make
predictions- “Thinking
about their major export
item, which country do you
think has the largest GNP
ranking?” Students will
check answers using the
“Nations of World
Databank” on p. 690 and
write a justification
explaining why their first
prediction was either
correct or incorrect?
TAKS PRACTICE:
On p. 431 students
will use a map
scale to calculate
distance between
to cities.
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
©2004-2005 Austin Independent School District
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
Matrix
Matrix
TEKS Knowledge and Skill
Student Expectation
#
Strand
Resources
The World & Its People: VideoProgram: Chapter 19 West Africa – Dino Dig, Rain Forest Walkway
TIME PREPORTS in text on pp. 415 - 421
http://www.metmuseum.ort/toah/hd/simb/hd_simb.htm (photos & information on ancient city of Great
Zimbabwe)
TAKS
Time/Pace
Obj.
Teacher Notes:
Pre-AP World Cultures Sixth Grade
Suggested Student Work
Products
Suggested Assessment
More TAKS practice activities may be
found on pp. 393, 394, 395, 400, 405,
407, 409, 411, 424, and 427 of
student text.
http://www.smm.org./sin/tf/h/habitat/namib.html (photos & information on Namib Desert
Principles of Learning
Accountable talk—
Students identify serious
issues that Nigeria may
face in the future and
share with the class.
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
©2004-2005 Austin Independent School District
Matrix
#
201
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
Matrix
TEKS Knowledge and Skill
Student Expectation
Strand
Geography-Concept of location
Locate major historical and contemporary societies on maps and globes. (4A)
TAKS
Obj.
T2
B
218
Geography-Understands the 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
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
Time/Pace
5 days
(West Africa)
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)
Pre-AP World Cultures Sixth Grade
Suggested Student Work
Products
Foldable summarizing
information
Place the following
historical & contemporary
events of Nigeria on an
annotated timeline.
-NOK people
-Islamic religion
-Arrival of Europeans
-European colonization
-Independence
-Civil War
-Modern Government
Using the information on
the timeline, have students
explain in writing the impact
Europeans have had on the
development of Nigeria and
how they contributed to its
current problems.
Suggested Assessment
Graded assignments.
Rubrics designed by teacher,
students, or combination of teacher
and student.
Vocabulary assignment graded.
Assessment of the concept web
and timeline.
Use criteria chart for database.
Assessment rubric for the mural.
Students create a concept web
on these four terms: European
contact, slavery, colonization,
and independence.
Students create a database
showing the countries of Africa,
their location, year of
independence, government,
major problems, and economic
system.
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.
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
5
©2004-2005 Austin Independent School District
Matrix
Matrix
#
Strand
Resources
The World & Its People
TEKS Knowledge and Skill
TAKS Practice: On page 449, students will use the
information on a graph to analyze the leading
Cacao-producing country in West Africa.
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
Student Expectation
TAKS
Time/Pace
Obj.
Teacher Notes
Pre-AP World Cultures Sixth Grade
Suggested Student Work
Products
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, 445.
Suggested Assessment
Principles of Learning:
Clear Expectations:
Students judge their
work with respect to the
standards.
Accountable Talk:
Students elaborate and
build upon ideas and
each others’
contributions.
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
©2004-2005 Austin Independent School District
Matrix
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Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
Matrix
TEKS Knowledge and Skill
Student Expectation
Strand
Geography-Migration influences the environment
Explain the ways in which human migration influences the character of places and
regions. (4C) 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)
TAKS
Obj.
T2
Time/Pace
5 days
(South Africa)
T2
B
301
Economics-Basic human needs are met through the 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)
319
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)
Pre-AP World Cultures Sixth Grade
Suggested Student Work
Products
Suggested Assessment
Create a display (TE Ancillary—
Performance Assessment,
“South African Treasures”,
Activity 17)
Graded assignments.
Students will compare
and contrast two South
African countries on a Venn
diagram- TE, p. 462.
Using the information on
the diagram, students
answer the following
questions:
If you had to select
one of these
countries to live in,
which one would you
select and explain
why?
Develop a set of
criteria to help you
with your selection
and share your
choice and criteria
with a different
student in the class.
Grading rubric for student
developed criteria charts and
Venn diagrams.
Have student write a journal
entry after hearing a speaker in
a Pan-African rally.
Give students background
information on the meaning of
African Masks (p.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.
Teacher/student made rubrics for
both the masks and the paper that
summarizes the mask’s meaning.
Masks Rubric:
http://ruistar.4teachers.org/index.ph
p?screen=ShowRubric&rubric_id=1
53611
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
©2004-2005 Austin Independent School District
Matrix
Matrix
#
Strand
Resources:
TEKS Knowledge and Skill
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
Student Expectation
The World and Its People Video Program: Chapter 22 South Africa and Its Neighbors- Soweto,
Leaping Lemurs, Sand and Sea
TAKS Practice: On p. 471, students will
Use a population density map and the key
To generate an answer to population
density.
321
323
Vocabulary: industrialized country, Boer, apartheid,
Township, enclave, copper belt, sorghum, exclave,
slash-and-burn farming, deforestation, cyclone
More opportunities for TAKS Practice may be found
In the student text on pages 455, 456, 457, 463, 465,
and 468.
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
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
403
Government-Understands the role, selection, and responsibilities of authority figures
Identify national government officials of contemporary societies. (L)
407
Government-Understands the 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)
511
Citizenship-Characteristics of good citizenship as exemplified by historic figures and
ordinary citizens
Identify significant individuals such as Mohandas Gandhi and Nelson Mandela who modeled
active participation in the democratic process. (L)
Pre-AP World Cultures Sixth Grade
TAKS
Suggested Student Work
Time/Pace
Obj.
Products
Teacher Notes
Topics: South Africa- apartheid, Nelson Mandela
4 – 5 days
Independent
Country Study
Each student will choose an
African country to study and
develop an authentic
assessment of his/her learning
on this continent and country.
(visuals, graphics, video,
powerpoint, oral presentations,
written components)
See page 7 of the
IPG under Teacher Notes
for suggestions of possible
components for the project.
Suggested Assessment
Principles of Learning:
Accountable Talk: Students
actively participate in
classroom talk.
Clear Expectations: Students
judge their work with respect
to the standards.
Use rubrics generated by the
teacher or by the student or a
combination of student and
teacher generated rubric.
Websites for study content and
rubrics for assessment.
http://www.mcpsK12.md.us/schools
/travelabes/pfheritage/heritagenebn
c.html
htttp://students.edu.uiuc.edu/gkasto
r/eportfolio/ss.htm
http://www.nisd.net/stinson/teams/t
eam64_74/ferrellASIAN.htm
NOTE: Many of the matrix items can be covered simultaneously
(TEKS);T=TAKS; B=Benchmark; [ ]=not tested on TAKS
L=Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade(s) and not all three grades
* TEKS Strand matches different TAKS Objective
8
©2004-2005 Austin Independent School District
Matrix
Matrix
#
Strand
Resources
TEKS Knowledge and Skill
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
Student Expectation
TAKS
Obj.
Time/Pace
Pre-AP World Cultures Sixth Grade
Suggested Student Work
Products
Suggested Assessment
Our World Today: People, Places, and Issues
Ancillary materials:
www.maps101.com
www.videostreaming.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)
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
9
©2004-2005 Austin Independent School District
Matrix
#
807
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
Matrix
TEKS Knowledge and Skill
Student Expectation
Strand
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
528
Citizenship-Expression of different points of view in a democratic society
Compare different points of view on geographic and cultural issues. (L)
601
Culture-Understands the concept of culture
Define the concepts of culture and culture regions. (15A)
602
Culture-Understands the concept of culture
Describe some traits that define cultures, such as religion, language, and customs. (15B)
608
Culture-Understands 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)
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)
Resources
TAKS
Obj.
T5
Time/Pace
4 – 5 days
Independent
Country Study
(cont.)
Pre-AP World Cultures Sixth Grade
Suggested Student Work
Products
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.
Suggested Assessment
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/sc
hrockguide/assess.html
811
Our World Today: People, Places, and Issues
Ancillary materials:
www.maps101.com
www.videostreaming.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)
Teacher Notes
The study of an African country may have any number of components some of which
are:
geography
climate/weather
general history: ancient, colonial, modern times
wildlife
description of government
entertainment/sports
military
national/world industries
money and currency
transportation
population
languages
traditions
religion(s)
foods
Possible student products: tourist poster, time line, illustrated thematic maps, etc.
Bonus: terrorism (Does it exist in this country?) (Is it tied to religions, military, education,
ethnic groups, or tribal traditions?)
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
©2004-2005 Austin Independent School District
Matrix
#
818
823
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
Matrix
TEKS Knowledge and Skill
Student Expectation
Strand
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 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
TAKS
Obj.
T5
T5
Time/Pace
4 – 5 days
Independent
Country Study
(cont.)
Pre-AP World Cultures Sixth Grade
Suggested Student Work
Products
Each student will choose an
African country to study and
Develop an authentic
assessment of his/her
learning on this continent
and country.
(visuals, graphics, video,
powerpoint, oral
presentations, written
components)
(cont.)
6 Weeks Available Resources
Suggested Assessment
Use rubrics generated by the
teacher or by the student or a
combination of student and
teacher generated rubric.
(cont.)
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/sc
hrockguide/assess.html
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)
Resources
Teacher Notes:
Our World Today: People, Places, and Issues
Another source for rubrics especially for Social Studies topics/themes is:
http://www.rubrician.com/socialstudies.htm
Ancillary materials:
http://austinshcools.og/porter/teacher_assessemnt_rubrics.htm.
www.maps101.com
www.videostreaming.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)
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