Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2006-07 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
The Thirteen English Colonies (
512
523
626
Citizenship-Characteristics of good citizenship
Explain role of significant individuals such as William Penn in the development of selfgovernment in colonial America. (21A)
Citizenship-Individual and group participation in the democratic process
Identify examples of responsible citizenship including rules and laws, voting, and serving
on juries. (20D)
Culture-Relationship between art and literature and societies
Trace the development of religious freedom in the United States. (26A)
801
Social Studies Skills-Use social studies terminology
Use social studies terminology correctly. (31A)
803
Social Studies Skills-Use standard grammar
Use standard grammar, spelling, sentence structure, and punctuation. (31B)
811
Social Studies Skills-Create visual and written materials
Create written, oral, and visual presentations of social studies information. (31D)
United Video Streaming
United Video Streaming is an educational video database containing
+2000 videos that transforms videos into teacher friendly tools. Teachers
and students can view the entire video or short clips. More videos will
soon be added.
Many videos include printable activities and lesson plans.
Each AISD school has access codes necessary for the first time use.
Social studies department chairs have the necessary information.
Contact Rosemary Morrow for additional information.
Titles are referenced in the resource list by video title, grade level,
clip title and duration.
2
weeks
Suggested Assessment
Documents)
Comparative Chart of the Founding Documents:
Students will research and complete a chart that compares
and contrasts the various Founding Colonial Documents.
TAKS Mini-Lesson
(65D)
Have students explain
the influence of the
House of Burgesses
(p.72), the Mayflower
Compact (p.27), and
the Fundamental
Orders of Connecticut
(p.79) in the creation of
representative
government in the
colonies.
(Obj. 4, 8.3B)
Socratic Seminars with a selected Founding Document
(Preamble, Bill of Rights, etc.)
Pre-AP Document Analysis Worksheets (available from
Social Studies Curriculum office)
Have students rewrite primary source documents in their
own words.
Essay Test/Presentatio
Prompt-Create your ideal
Founding Document. Be su
to include and site 2 qualitie
from each of the Founding
Documents you have studie
during this unit.
Indicates differentiation from the IPG. The APGs are color-coded to
explain the type of differentiation used.
GREEN = Modifications with Depth & Complexity,
RED = Substitutions, PURPLE = Additions
Color-coded APGs are available on the AISD matrix website at:
www.austinschools/org/matrix
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades

TEKS Strand matches different TAKS Objective
Pre-AP Eighth Grade
Suggested Student Work
Products
1
©2006-07 Austin Independent School District
Matrix
#
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Pre-AP Eighth Grade
Suggested Student Work
Products
Suggested Assessment
Resources
McDougal-Littell Creating America –Chapter 3 & Chapter 5 Section 2
There are many more resources and lesson plans listed within the teachers edition of the
textbook.
Chapter 3

In-Depth Resources: Unit 1

Humanities Transparencies – HT5, HT6

Critical Thinking Transparencies – CT7, CT8, CT9

Primary Source Explorer – The Mayflower Compact and The Fundamental Orders of
Connecticut

Why it Matters Now – British Connections Today

America’s Music CD

Outline Map Activity – The 13 Colonies

Geography Transparency – GT3
Chapter 5, Section 2

In-Depth Resources: Unit 1

Critical Thinking Transparency CT13
Teacher Notes
Vocabulary: Charter of Liberties, predestination, natural law, rule of law, established church, theocracy,
Fundamental Orders of Connecticut, Mayflower Compact, Virginia House of Burgesses, Virginia Dare, Anne
Hutchinson, Pocahontas, Queen Elizabeth, Queen Isabella, Salem Witch Trials, joint stock company, proprietary
colony, royal colony, indentured servant, charter, Jamestown, John Smith, John Rolfe, Sir Walter Raleigh, Puritan
Pilgrims, Great Migration, patroon, Quaker, William Penn
LRE activities – “The Road to Religious Freedom” – Jan Miller
Websites on Teaching
http://www.ncela.gwu.edu/ncbepubs/pigs/pig12.htm - Information on cooperative teaching.
Additional Pre-AP website:
LRE activities -- "The Founding Documents" - Jan Miller
Digital History website
http://www.austin.isd.tenet.edu/educators/principlesoflearning/index.phtml- POL information
District online map resources – www.maps101.com
Video Clips – www.unitedstreaming.com
The Avalon Project – www.yale.edu/lawweb/avalon/avalon.htm - primary source documents by
century
Salem Witch Trials 1692: Documents http://etext.Virginia.edu/salem/witchcraft/texts
http://www.eyewitnesstohistory.com- Eyewitness accounts of history-17th century information on
the Salem witch trials
Websites for teachers
http://personal.pitnet.net/primarysources/ronoake.html - Account of the return to Roanoke.
http://www.nationalcenter.org/SettlementofJamestown.html - General information about Jamestown written by Joh
Smith.
http://members.aol.com/mayflo1620/pocahontas.html - Letter from John Smith to Queen Anne about Pocahontas.
http://www.timepage.org/spl/13colony.html - Information on the 13 colonies including maps and information for ea
of the colonies
http://volcano.und.nodak.edu/vwdocs/msh/llc/is/cl.html - Information on cooperative learning
http://www.jigsaw.org/steps.htm - Information on the Jigsaw Classroom
Enrichment:

In-depth Resources Unit 1 -Writing a review of Pocahontas,

America’s History Makers – William Bradford
Students write biographies of King Philip, or Metacom, for younger students. Tell students to prepare an illustrate
biography of King Philip suitable for fifth-grade students. The biography should include information about King
Philip’s family, his leadership of the Wampanoag, and his attempts to unite many groups of Native Americans.
http://www.yale.edu/lawweb/avalon/amerdoc/mayflower.htm - Actual copy of Mayflower Compact.
http://members.aol.com/mayflo1620/wills.html - Wills of Mayflower passengers.
http://www.constitution.org/eng/petright.htm - Petition of English citizens that would lead to the
English Civil War of 1649.
http://www.constitution.org/bcp/fo_1639.htm - Fundamental Orders of Connecticut
http://www.libs.uga.edu/darchive/hargrett/maps/colamer.html - Collection of rare maps.
http://www.eduplace.com/kids/hme/k_5/graphorg/index.html - Printable graphic organizers
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
©2006-07 Austin Independent School District
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
http://www.nationalcenter.org/ColonyofRoanoke.html - General information about the colony of
Roanoke with an account from Ralph Lane.
Matrix
#
TAKS
Obj.
Time/Pace
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades

TEKS Strand matches different TAKS Objective
Pre-AP Eighth Grade
Suggested Student Work
Products
Suggested Assessment
3
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2006-07 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Pre-AP Eighth Grade
Suggested Student Work
Products
Suggested Assessment
British Colonization
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
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2006-07 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
155
History-Historical development of social issues
Analyze the impact of slavery on different sections of the United States. (7C) B
T1
201
Geography-Concept of location
Locate places and regions of importance in the United States during the 18th and 19th
centuries, such as the Appalachian and Rocky Mountains, Boston, the Confederacy and
the Union, the Great Plains, the Louisiana Purchase, the Mississippi River, New Orleans,
New York City, the Oregon Trail, Philadelphia, the Thirteen British colonies and their
regions, and Washington, D.C. (11A) B
T2
Geography-Translate and analyze geographic data
[Pose and answer] questions about geographic distributions and patterns shown on
maps, graphs, charts, [models and databases.] (10B) B
T2
219
Geography-One area is similar to, and different from, another area
Compare places and regions of the United States in terms of physical and human
characteristics. (11B) B
T2
220
Geography-Physical environment affects and interacts with the human environment
Analyze the effects of physical and human geographic factors on major historical [and
contemporary] events, such as the National Road, the Erie Canal, and the
transcontinental railroad in the United States. (11C) B
T2
227
Geography-Location and patterns of settlement in different areas of the world
Analyze how physical characteristics of the environment such as climate, mountain
ranges, and river valleys influences…settlement patterns…in the United States during
the 18th and 19th centuries. (12A) B
T2
327
Economics-Economic differences between different societies
Identify economic differences among different regions of the United States, such as the
New England, Middle and Southern Colonies as well as the North, South, and West of the
antebellum period. (13A) B
T3
223
Geography-Humans have adapted to, and modified, the physical environment
Describe the consequences of human modification, such as coastal fishing, farming and
ranching industrialization, timber, and urbanization of the physical environment of the United
States. (12B)
214
3 weeks
Time/Pace
Pre-AP Eighth Grade
Suggested Student Work
Products
Suggested Assessment
Students can create a foldable comparing the landforms,
climate, economics and vegetation of the 13 colonies.
Teacher made quiz/tests
Students will use the information on the foldable to
answer the following question:

Which colony offered colonists the easiest life?
Include data to justify your answer.
Teacher observation
History Alive! –“Colonial Life and the American Revolution”,
Section 1, Activity1.2: Colonial brochures
Periodic quizzes over
vocabulary
Student research and
presentations
Students will compare and contrast the different regions
of the thirteen colonies using a graphic organizer of their
choice. Students will use the data collected to write two
imaginary historical based journal entries. The journals
should be written by imaginary citizens from two different
colonies and both journal entries will include information on
the life of these people at this time.
Have students define market and free enterprise system of
economics.
231
Geography-Migration influences the environment
Describe how different immigrant groups, such as Native Americans, Europeans, Africans, and
Asians interacted with the environment in the United States during the 18th and 19th
centuries.(12C)
328
Economics-Economic differences between different societies
Analyze the causes and effects of economic differences among different regions of the United
States at selected times in U.S. History. (13C)
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
Indicates differentiation from the IPG. The APGs are color-coded to
explain the type of differentiation used.
GREEN = Modifications with Depth & Complexity,
RED = Substitutions, PURPLE = Additions
Color-coded APGs are available on the AISD matrix website at:
www.austinschools/org/matrix
5
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2006-07 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Pre-AP Eighth Grade
Suggested Student Work
Products
Suggested Assessment
British Colonization (continued)
Culture-individuals and groups shape a society’s culture
Identify the political, social, and economic contributions of women to American
society.
(24E) B
Culture-Contributions and effects of ethnic and racial groups
Analyze the contributions of people of various racial, ethnic, and religious groups
to our national identity. (24D) B
T3*
823
Social Studies Skills-Apply critical thinking skills to gather and analyze social
studies information.
Analyze information by comparing, contrasting, summarizing, making
generalizations (30 B) B
T5
205
Geography-Construct and interpret maps and other graphics
Create thematic maps, graphs, charts, models and databases representing various
aspects of the US. (10A)
616
619
512
Citizenship-Characteristics of good citizenship
Explain the role of significant individuals such as William Penn in the development of selfgovernment in colonial America. (21A)
608
Culture-Relationships between and among cultures
Explain the relationship between urbanization and conflicts resulting from differences in
religion, social class, and political beliefs. (24B)
609
Culture-Relationships between and among cultures
Identify ways conflicts between people from various racial, ethnic, and religious groups
were resolved. (24C)
613
Culture-Cultures spread from one society to another
Identify selected racial, ethnic, and religious groups that settled in the United States and
their reasons for immigration. (24A)
621
Culture-Relationship between the art and literature and the societies
Describe developments in art, music, literature, drama, and other cultural activities in the
history of the United States. (27A)
T3*
3 weeks
(continued)
Students in groups of four will analyze the information from
each station.
Station 1: Analyze how people earned a living during the
colonial period;
Station 2: Explain the effects of supply and demand on the
consumer, businesses, industries and agriculture including
the plantation system;
Station 3: How geographic features influenced the location
of economic activities;
Station 4: Identify major industries of colonial America.
(Use Chapter 4 and the listed websites for the content
materials for the
Learning stations.) [See p.4 of IPG for websites.)
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
Teacher made quiz/tests
Teacher observation
Student research and
presentations
Periodic quizzes over
vocabulary
Principles of
Learning
Explain a relationship
between the
differences in the 13
colonies’ regional
environments and
economies.
6
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2006-07 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Pre-AP Eighth Grade
Suggested Student Work
Products
Suggested Assessment
British Colonization (continued)
622
Culture-Relationship between the art and literature and the societies
Analyze the relationship between fine arts and continuity and change in the American
way of life. (27B)
623
Culture-Relationship between the art and literature and the societies
Identify examples of American art, music, and literature that transcend American culture
and convey universal themes. (27C)
627
Culture-Impact of religion on the American way of life
Describe religious influences on immigration and on social movements, including the
impact
of the first and second Great Awakenings. (26B)
801
803
3 weeks
(continued)
See the following website for ideas on timelines for
the students to create.
Teacher made quiz/tests
Teacher observation
http://www.historyplace.com/unitedstates/revolution/revprel.htm
Student research and
presentations
Periodic quizzes over
vocabulary
Social Studies Skills-Use Social Studies terminology
Use social studies terminology correctly (31A)
Social Studies Use standard grammar
Use standard grammar, spelling, sentence structure, and punctuation. (31B)
Principles of
Learning:
Accountable Talk
Compare the purpose
and goals of early
public education in the
US and public school
today.
United Video Streaming
United Video Streaming is an educational video database containing
+2000 videos that transforms videos into teacher friendly tools. Teachers
and students can view the entire video or short clips. More videos will
soon be added.
Many videos include printable activities and lesson plans.
Each AISD campus has access codes necessary for the first time use.
Social studies department chairs have the necessary information.
Contact Rosemary Morrow for additional information.
Titles are referenced in the resource list by video title, grade level,
clip title and duration.
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
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2006-07 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Pre-AP Eighth Grade
Suggested Student Work
Products
Suggested Assessment
British Colonization (continued)
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades

TEKS Strand matches different TAKS Objective
8
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2006-07 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
Resources
McDougall-Littell Creating America – Chapter 4 (& Chapter 5, sections 1-2)
There are many more resources and lesson plans within the teachers edition of the textbook.

In-Depth Resources: Unit 1

Humanities Transparencies – HT7, HT8

Critical Thinking Transparencies – CT10, CT11, CT12

Economics in History – Native American Economies

Outline Map Activities – Colonial Products

American Music CD
General information of the development of the thirteen colonies-social, political, economic
overview
http://usinfo.state.gov/usa/infousa/facts/history/ch2.htm
Colonization information broken down by New England, Middle, and Southern colonies
http://www.fcps.k12.va.us/OakViewES/harris/97-98/america/colonization/index.html
Colonization information broken down by New England, Middle, and Southern colonies
http://www.coins.nd.edu/ColCurrency/
Africans in America: historical documents
http://www.pbs.org/wgbh/aia/rb_index_hd.html
African-American quiz, three levels
http://www.brightmoments.com/blackhistory/
Brief description of Bacon’s Rebellion
http://www.pbs.org/wgbh/aia/part1/1p274.html
Account of Bacon’s Rebellion
http://www.pbs.org/wgbh/aia/part1/1p274.html
Principles of
Learning:
Accountable Talk
Student(s) explains
the previous day’s
lesson and
significance to the
class to up date
students who were
absent.
TAKS
Obj.
Time/Pace
Pre-AP Eighth Grade
Suggested Student Work
Products
Suggested Assessment
Teacher Notes
Vocabulary: Mercantilism, Navigation acts, middle passage, backcountry, triangular trade, subsistence farming, cash cro
gristmill, diversity, indigo, overseer, Great Awakening, Enlightenment, Appalachian mountains, credit, demand, favorable
balance of trade, Great Wagon Road, market, naval stores, staple, supply, trade, tariff, plantation, plantation system, slav
codes, slave trade, slavery, commercial farming, commerce, customs duty, surplus crops, yeomen, Intercostals trade, fre
enterprise system, market economy, Navigation Acts, smuggling, artisans, Conestoga wagons, Stono Rebellion.
Famous People: John Smith, Nathaniel Bacon, Sir Edmund Andros, Lord John Berkeley, William Berkeley, William
Bradford, William Byrd II, John Calvin, Calvinists, Sir George Carteret, Charles II, Anthony Ashley Cooper, Creeks,
Jonathan Edwards, George Fox, Henry Hudson, Thomas Hooker, James II, Massasoit, Metacomet, Peter Miniut, James
Oglethorpe, William Penn, Scotch-Irish, Peter Stuyvesant, King William, Squanto, King William, John Winthrop, George
Whitefield.
Web site explains benefits of cooperative learning
http://www.ncela.gwu.edu/ncbepubs/pigs/pig12.htm
Site explains components of cooperative learning
http://volcano.und.nodak.edu/vwdocs/msh/llc/is/cl.html
10 steps to create a successful jigsaw activity
http://www.jigsaw.org/steps.htm
Rubric information
http://school.discovery.com/schrockguide/assess.html
Problem solving guidelines
http://edservices.aea7.k12.ia.us/framework/thinking/problemsolving/problemsolving.pdf
Enrichment
Students choose a colony and write a postcard to someone back in England describing all the advantages of living in the
New World. Students must include description of the social, political, economics and geography of their colony.
Click on the original 13 colonies to learn basic facts, includes links to additional information
http://www.socialstudiesforkids.com/graphics/13mapnew.htm
Information on farming in the 13 colonies, broken up by region
http://www.socialstudiesforkids.com/articles/ushistory/13coloniesfarm.htm
Links to sites about the 13 colonies-http://www.rcs.k12.va.us/csjh/colonies.htm
Online presentation comparing the original 13 colonies
http://www.centennial.k12.mn.us/cms/teams/701/Gould/Calendar/13%20Colonies_files/frame.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
9
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2006-07 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades

TEKS Strand matches different TAKS Objective
Pre-AP Eighth Grade
Suggested Student Work
Products
Suggested Assessment
10