©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
Pre-AP Eighth Grade
Suggested Student Work
Products
Suggested Assessment
Freedom Week (Week of November 11)
508
Citizenship-Rights and responsibilities of good citizenship
Define and give examples of unalienable rights. (20A) B
T4*
518
Citizenship-Fundamental rights in a constitutional government
Summarize rights guaranteed in the Bill of Rights. (20B) B
T4*
519
Citizenship-Fundamental rights in a constitutional government
Describe the importance of free speech and press in a democratic society. (22B) B
506
Citizenship-Developments of political concepts
Summarize a historical event in which compromise resulted in a peaceful resolution, such as
the Missouri Compromise, the Nullification Crisis, and the Compromise of 1850. (22C)
509
Citizenship-Rights and responsibilities of good citizenship
Explain the importance of personal responsibilities such as accepting responsibility for one's
behavior and supporting one's family. (20C)
510
Citizenship-Rights and responsibilities of good citizenship
Explain how the rights and responsibilities of U.S. citizens reflect our national identity. (20F)
513
Citizenship-Characteristics of good citizenship
Evaluate the contributions of the Founding Fathers as models of civic virtue. (21B)
523
Citizenship-Individual and group participation in the democratic process
Identify examples of responsible citizenship, including obeying rules and laws, voting, and
serving on juries. (20D)
524
Citizenship-Individual and group participation in the democratic process
Summarize the criteria and explain the process for becoming a naturalized citizen of the
United States. (20E)
527
Citizenship-Different points of view in a democratic society
Identify different points of view of political parties and interest groups on important historical
and contemporary issues, such as federalism, slavery, states’ rights, tariffs, civil and
individual rights, education, and environmental policies. (22A)
1 – 3 Days
T4*
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
Students read and listen to
the second paragraph of the
Declaration of
Independence.
(Use the kit: The Declaration
of Independence: A Living
Blueprint for Democracy)
Teacher made quiz/tests
Teacher observation
Student research and
presentations
Periodic quizzes over
vocabulary
Students refer to the
Declaration of
Independence and the Bill
of Rights as they write an
explanation of what
“freedom” means to them.
Students will include
other rights they think
should be added to these
American documents to help
protect the American people
further considering the
changes in today’s
American society. They will
include examples of the
changes in society that
justify their choices for
additions. The written
explanation will include a
graphic or visual that adds
further clarifying details.
1
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
McDougall-Littell Creating America – Chapter 8
There are many more resources and lesson plans within the text.
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
Pre-AP Eighth Grade
Suggested Student Work
Products
Teacher Notes
Vocabulary: Declaration of Independence,
Famous Americans: Thomas Jefferson, Thomas Paine
Richard Henry Lee, Benjamin Franklin, John Adams,
Roger Sherman, Robert Livingston
Chapter 8: “Confederation to Constitution”
 Citizenship Handbook – pages 264-271
Suggested Assessment
Lesson plan ideas for “Celebrate Freedom Week”
http://socialstudies.tea.state.tx.us/whatsnew/freedom/freedom.htm
Principles of Learning,
Academic Rigor:
Students learn how to
utilize the World Wide
Web to locate primary
and secondary sources
of information beyond
the textbook.
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.
Celebrate Freedom Week: House Bill 1776 requires that students in the
state of Texas recite and study the following text from the Declaration of
Independence during Celebrate Freedom Week, the week of November 11:
“WE hold these Truths to be self-evident, that all Men are created equal,
that they are endowed by their Creator with certain unalienable Rights, that among
these are Life, Liberty and the Pursuit of Happiness. That to secure these Rights,
Governments are instituted among Men, deriving their just Powers from the
Consent of the Governed . . .”
Sample lessons may be found of the following web sites:
http://www.tea.state.tx.us/ssc/whatsnew/freedom/hb1776_text.htm
http://www.texaslre.org/
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 Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
Pre-AP Eighth Grade
Suggested Student Work
Products
Suggested Assessment
American Revolution through the Articles of Confederation
106
History-Significant dates in history
Explain the significance of the following dates: 1607, 1776, 1787, 1803, and 1861-1865.
(1C) B
T1
120
History-Political revolutionary leaders
Explain the roles played by significant individuals during the American Revolution,
including Samuel Adams, Benjamin Franklin, King George III, Thomas Jefferson, [the
Marquis de Lafayette], Thomas Paine, and George Washington. (4B) B
T1
140
History-Cause and effects of political revolutions
Explain the issues surrounding [important events of] the American Revolution,
including declaring independence; [writing] the Articles of Confederation; [fighting the
battles of Lexington, Concord, Saratoga, and Yorktown; and signing the Treaty of
Paris.] (4C) B
T1
173
History-Historical issues related to the founding documents of the U.S.
Explain how the Northwest Ordinance established principles and procedures for
orderly expansion of the United States. (6A) B
T1
411
Government-Powers of government
Summarize the strengths and weaknesses of the Articles of Confederation. (16B) B
T4
424
Government-Principles of government addressed in historic documents
Identify the influence of ideas from historic documents including the Magna Carta, the
English Bill of Rights, [the Mayflower Compact], the Declaration of Independence, the
Federalist Papers, [and selected anti-federalist writings] on the U.S. system of
government. (16A) B
T4
508
Citizenship-Rights and responsibilities of good citizenship
Define and give examples of unalienable rights. (20A) B
T4*
815
Social Studies Skills-Locate, differentiate, and use primary and secondary sources
Use primary and secondary sources to acquire information about the United States.
(30A) B
T5
811
3 Weeks
TAKS
Strategies:
Pages S1-S33
provide
strategies for
students in
various formats
contained in the
TAKS.
Social Studies Skills-Create visual and written materials
Create written, oral, and visual presentations of social studies information. (31D)
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
Students participate in a
“Town Hall meeting” –
History Alive! activity
Teacher-made quiz/tests
After reading the
pamphlet, Common Sense,
written by Thomas Paine
students will take the side of
John Adams (who was
against the pamphlet) or of
the common colonist (who
supported the ideas) and
write a 1776 journal entry
describing their thoughts
and include specific quotes
from the pamphlet to
support their viewpoint.
Students analyze primary
source documents using
inference chart
Students will create an
annotated timeline
highlighting the key events
from the year 1776 that
helped to shape it as one of
the most important years in
U.S. History. (See teaching
notes for additional
information.) Using the
timeline as a guide, students
will create a movie poster or
stamp collection
commemorating the year
1776.
Have a Loyalist vs. Patriots
debate or town hall meeting
addressing such issues as
taxation, banking and
representation. Include a
group of neutral citizens and
have both sides try to
convince them to join their
cause.
Teacher observation
Student research and
presentations
Periodic quizzes over
vocabulary
Either in small groups or
individually, students define
unalienable rights, then read
and analyze the second
paragraph of the Declaration of
Independence. Next students
draw an illustration to
represent their interpretation of
the meaning of unalienable
rights and present to the class.
Hold a mock convention to
develop a plan of government
for the newly independent US.
Compare the class results with
the Articles of Confederation.
3
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
Pre-AP Eighth Grade
Suggested Student Work
Products
Suggested Assessment
American Revolution through the Articles of Confederation
Resources
McDougall-Littell Creating America – Chapters 6, 7 and 8
There are many more resources and lesson plans within the text.
Chapter 6: “The Road to Revolution”

In-Depth Resources: Unit 2

Economics in History pg 6

Why It Matters Now – Politics and Protest

Humanities Transparencies – HT11, HT12

Primary Source Explorer – The Declaration of Independence

Critical Thinking Transparencies – CT16, CT17

America’s music CD
Chapter 7: “The American Revolution”

In-depth Resources: Unit 2

American History Plays – Fires at Valley Forge

Humanities Transparencies – HT13, HT14

Outline Map Activities – North America 1783

Why it Matters Now – Democracy in South Africa

Critical Thinking Transparencies – CT19, CT20, CT21

Warm-up Transparency WT7
Chapter 8: “Confederation to Constitution”

Section 1, Moving West
History Alive! – American Revolution
Brief history of the writing of the Declaration of Independence
http://memory.loc.gov/const/abt_declar.html
Teacher Notes
Vocabulary: artillery, cash crop, export, import, loyalist, patriot, mercantilism, pacifist, militia,
minutemen, guerrillas, privateer, bayonets, desert, monopoly, propaganda, strategy,
rendezvous, revenue, unalienable rights, grievances, Second Continental Congress,
Declaration of Independence, mercenary, republicanism, Common Sense, Lexington and
Concord, Continental Army, Yorktown, Breeds Hill, Saratoga, Treaty of Paris 1783, Articles of
Confederation, Wilderness Road, Land Ordinance of 1785, Northwest Territory, Northwest
Ordinance, Shays’s Rebellion
Famous Americans: Thomas Jefferson, Thomas Paine, Patrick Henry, John Adams,
Benedict Arnold, Benjamin Banneaker, Richard Henry Lee, Marquis de Lafayette, Paul
Revere, George Washington, Alexander Hamilton, General Cornwallis, John Paul Jones,
Daniel Shays
Principles of Learning,
Academic Rigor and
Accountable Talk:
Students analyze the entire US
Declaration of Independence and
predict how the contributors to the
US Constitution addressed
grievances.
Library of Congress site on the drafting of the Declaration of Independence
http://www.loc.gov/exhibits/declara/declara1.html
Reproduction of the Declaration of Independence
http://www.yale.edu/lawweb/avalon/declare.htm
Primary Source Explorer included with McDougal-Littell kit – Declaration of Independence
Pre-AP Activity - Select various speeches from Thomas Jefferson to Samuel Adams, which
instill the principle of unalienable rights. Have students analyze the documents using the
document analysis worksheet found @
http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/document.html
Annotated Timelines have two basic components:
1.
A list of specific events during a specified time period.
2.
A brief explanation (paragraph) of the significance and impact of the
timeline 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.
Kid friendly site of links to learn more about the US revolution
http://cybersleuth-kids.com/sleuth/History/US_History/American_Revolution/
Time line, description and link to more detailed info about battles of the US Revolution
http://usrevolution.casebook.org/battles/
Biographies of individuals involved in the US Revolution
http://www.multied.com/Bio/RevoltBIOS/INDEX.html
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 Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
Pre-AP Eighth Grade
Suggested Student Work
Products
Suggested Assessment
Constitutional Convention and Ratification
106
History-Significant dates in history
Explain the significance of the following dates: 1607, 1776, 1787, 1803, and 1861-1865.
(1C) B
T1
History-Historical issues related to the U.S. Constitution
Analyze the issues of the Philadelphia Convention of 1787, including major
compromises and arguments for and against ratification. (4D) B
T1
419
Government-Principles of government found in individuals
Analyze the arguments of the Federalists and Anti-Federalists, including those of
Alexander Hamilton, Patrick Henry, James Madison, [and George Mason]. (18A) B
T4
420
Government-Purpose and functions of the U.S. Constitution
Identify colonial grievances listed in the Declaration of Independence and explain how
those grievances were addressed in the U.S. Constitution and the Bill of Rights.
(16C) B
T4
518
Citizenship-Fundamental rights in a constitutional government
Summarize rights guaranteed in the Bill of Rights. (20B) B
T4*
519
Citizenship-Fundamental rights in a constitutional government
Describe the importance of free speech and press in a democratic society. (22B) B
T4*
174
823
Social Studies Skills-Apply critical thinking skills to gather and analyze social studies
information
Analyze information by comparing, contrasting, summarizing, and drawing inferences
and conclusions. (30B) B
506
Citizenship-Developments of political concepts
Summarize a historical event in which compromise resulted in a peaceful resolution, such as
the Missouri Compromise, the Nullification Crisis, and the Compromise of 1850. (22C)
628
Culture. The impact of religion on societies
Analyze the impact of the first amendment guarantees of religious freedom on the American
way of life. (26C)
810
Social Studies Skills-Transfer information from one medium to another
Transfer information from one medium to another including written to visual... (31C)
2 weeks
T5
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Students make a visual
presentation that explains
major arguments and
compromises made during
the Constitutional
Convention.
After
students share their
presentations to the class,
students will answer the
following questions:
1. Were the members of
the Constitutional
Convention right or
wrong to ignore their
original instructions?
Why?
2. Should the debates at
the convention have
been open to the public?
Why?
Teacher made quiz/tests
Teacher observation
Student research and
presentations
Periodic quizzes over
vocabulary
End of Six Weeks
Assessment:
Students should consider all of
the Famous Americans
discussed this six weeks and
select the one that has the
closest beliefs, attitudes,
viewpoints, and personality
traits as they do. Students will
write a comparison essay
highlighting the similarities.
Students research the
debates over ratification and
hold a federalist and Antifederalist debate.
Using modern English,
students will rewrite the Bill
of Rights as the lyrics to a
song. Students can create
original music or use a wellknown piece of music as the
foundation of their song.
Students create their own
state constitution.
Principles of Learning,
Clear Expectations:
Students explain
instructions to
assignments to ensure
accurate understanding
and reinforce peer
comprehension.
5
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
Pre-AP Eighth Grade
Suggested Student Work
Products
Suggested Assessment
Constitutional Convention and Ratification
Resources
McDougall-Littell Creating America – Chapter 8, “Confederation to Constitution”
There are many more resources and lesson plans within the text.
Chapter 8, “Confederation to Constitution”

In-Depth Resources: Unit 2

Economics in History – The Value of Land

Warm-up Transparency – WT8

Critical Thinking Transparency – CT22

Constitution Handbook – pages 226-232
Teacher Notes
Vocabulary: constitution, Constitutional Convention, delegate, Virginia Plan, New Jersey
Plan, Great Compromise, Three-Fifths Compromise, Federalism, Federalist, Anti-federalists,
Bill of Rights
Famous Americans: James Madison, George Mason, George Washington, Benjamin
Franklin, Alexander Hamilton, Edmund Randolph, William Paterson, John Jay, Patrick Henry,
Chapter 8, “Confederation to Constitution”
Enrichment::

Debate – Federalist vs. Anti-Federalist

America’ History Makers – James Madison
Online reproductions of many primary sources
http://www.yale.edu/lawweb/avalon/avalon.htm
Kids’ online encyclopedia brief articles about the Constitutional Convention
Http://www.factmonster.com/ce6/history/A0813344.html
Debate on ratifying the Constitution –
http://score.rims.k12.ca.us/activity/ratification/
Principles of Learning,
Accountable Talk
Students assist one
another in completion of
activities to immediately
use newly acquired
information
Copies of The Federalist Papers –
http://www.constitution.org/fed/federa00.htm
Federalist and Anti-Federalist arguments –
http://www.usconstitution.net/consttop_faf.html
James Madison’s reports concerning debates during the Constitutional Convention, click on a date to
see the notes
http://www.yale.edu/lawweb/Avalon/debates/debcont.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
6
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
McDougall-Littell Creating America –
14 minute movie of celebrities reading the Declaration of Independence, intro by Morgan Freeman
http://www.independenceroadtrip.org/trailer.html
Brief history of the writing of the Declaration of Independence
http://memory.loc.gov/const/abt_declar.html
Library of Congress site on the drafting of the Declaration of Independence
http://www.loc.gov/exhibits/declara/declara1.html
Reproduction of the Declaration of Independence
http://www.yale.edu/lawweb/avalon/declare.htm
Vietnam Declaration of Independence (1945)
http://coombs.anu.edu.au/~vern/van_kien/declar.html
Hungarian Declaration of Independence (1849)
http://www2.h-net.msu.edu/~habsweb/sourcetexts/hungind.html
Kid friendly site of links to learn more about the American Revolution
http://cybersleuth-kids.com/sleuth/History/US_History/American_Revolution/
Time line, description and link to more detailed info about battles of the American Revolution
http://usrevolution.casebook.org/battles/
Articles of Confederation
http://www.yale.edu/lawweb/avalon/artconf.htm
Biographies about Americans in the Revolution, click on the portrait
http://theamericanrevolution.org/ipeople.asp
Biographies of individuals involved in the American Revolution
http://www.multied.com/Bio/RevoltBIOS/INDEX.html
Facts about the American Revolution
http://www.state.de.us/facts/ushist/revfacts.htm
Video clips for any topic in U.S. History
www.unitedstreaming.com
Online reproductions of many primary sources
http://www.yale.edu/lawweb/avalon/avalon.htm
Kids’ online encyclopedia brief articles about the Constitutional Convention
Http://www.factmonster.com/ce6/history/A0813344.html
Debate on ratifying the Constitution
http://score.rims.k12.ca.us/activity/ratification/
Copies of The Federalist Papers
http://www.constitution.org/fed/federa00.htm
Federalist and Anti-Federalist arguments
http://www.usconstitution.net/consttop_faf.html
James Madison’s reports concerning debates during the Constitutional
Convention, click on a date to see the notes
http://www.yale.edu/lawweb/Avalon/debates/debcont.htm
Celebrate Freedom week activities (week of November 11)
http://www.texaslre.org/pne.html
http://socialstudies.tea.state.tx.us/whatsnew/freedom/freedom.htm
TAKS
Obj.
Time/Pace
Suggested Assessment
Teacher Notes
Primary source examination is critical for success on TAKS. This includes documents,
artifacts, paintings, photographs (not yet available in this time period), maps and other objects.
Teachers should provide hands-on experiences for students to analyze these primary sources
individually, in pairs or small groups and then as a whole class. The Smithsonian Institution
has resources for examining primary sources: http://www.si.edu/
TAKS Connection:
All of these skills support TAKS
Objective 5: The student will use
critical-thinking skills to analyze social
studies information. Specific TAKS
Skills Practice activities are cited
throughout the IPG.
Principles of Learning,
Accountable Talk
Students assist one
another in completion of
activities to immediately
use newly acquired
information
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
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
7