Austin ISD Instructional Planning Guide
Social Studies
World Geography
Sixth Six Weeks
Teachers will find the following components provided in this document useful in their professional planning:
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Student Expectations (TEKS)
Recommended Pacing Schedule
Suggested Student Work Products
Suggested Assessments
Compendium of Recommended Resources
Suggested Accommodations for Students with Special Needs
Questions about the information found within the Instructional Planning Guides
can be directed to the Austin ISD Bureau of Curriculum’s Social Studies Department.
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Grade Nine World Geography
Suggested Student Work Products
Suggested Assessment
South Asia: Physical Geography
201
Geography-Concept of location
Locate settlements and observe patterns in the size and
distribution of cities using maps, graphics, and other
information. (6A) B
T2
Geography-Translate and analyze geographic data
Pose and answer questions about geographic distributions
and patterns in world history shown on maps, graphs,
charts, models, and databases. (WH 11B)
B
T2
Geography-Humans have adapted to, and modified, the
physical environment
Compare ways that humans depend on, adapt to, and
modify the physical environment such as coastal fishing,
farming and ranching industrialization, irrigation, timber,
and urbanization using [local,] state, national, and
international human activities in a variety of cultural and
technological contexts. (8B) B
T5*
Science, Technology, and Society-Technology and human
modifications on the physical environment
Evaluate the significance of major technological
innovations, including fire, steam power, diesel machinery,
and electricity that have been used to modify the physical
environment. (19A) B
T2*
812
Social Studies Skills–Create visual and written materials
[Construct] and interpret maps to answer geographic
questions, infer geographic relationships, and analyze
geographic change. (21C) B
T5
207
Geography-Physical characteristics of the environment
Relate the physical processes to the development of distinctive
landforms. (4B)
209
Geography-Physical characteristics of the environment
Explain the distribution of different types of climate in terms of
patterns of temperature, wind, and precipitation and the factors
that influence climate regions such as elevation, latitude,
location near warm and cold ocean currents, position on a
continent, and mountain barriers. (4A)
216
223
715
(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 days
Have students label and identify the
major landforms and bodies of water
located in South Asia. Have students
label and identify countries and their
capitals of South Asia.
Students will read Chapter 24. As they
read sections 1-3, they will complete the
graphic organizer identifying key physical
characteristics of the region. The
organizer should include these columns:
Landforms, Resources, Climate and
Vegetation, Human-Environment
Interaction.
McDougal Littell World Geography TE
Activity Options: Cooperative
Learning, p. 539: Organize students
into small groups and have them look for
photographs of South Asia on the
Internet or in magazines. The
photographs should fall into the
categories of place, region, and location.
Tell students to try and present the
region as a whole, rather than one or two
areas or countries. Students will then
write captions indicating location and why
what is shown would be of interest to a
visitor from another country. Assign the
following roles to one or more students in
each group:

Text researcher and writer

Photo researcher

Designer
Map quiz.
Integrated Assessment Booklet: 2.1 Map/Sketch Map
(p. 28)
McDougal Littell Section Assessments for 1, 2, and 3,
pp. 555, 558, and 563 (answer keys in TE)
Test questions regarding key characteristics of South
Asia.
Integrated Assessment Booklet “Standards for
Evaluating a Cooperative Activity”, page 7
Integrated Assessment Booklet: 1.8 Collage (p. 26)
Social Studies EOY Benchmark
Students in Grades 4-7 and World
Geography will take the End of the
Year Benchmark in Social Studies.
Testing will be from April 27 to May
22, 2009. The deadline for scanning
all information will be May 29, 2009.
NOTE: This Instructional Planning Guide contains many activities that meet the needs of each topic/unit. Teachers
should choose and/or modify activities that best fit the needs of their students. Teachers are also not limited to these
suggested activities. Other activities may be used to meet the objectives of each topic/unit. In addition, the
resources suggested in this document are not a definitive list. There are many other resources available depending
on the topic.
The suggested pacing of each topic/unit reflects the number of days within each six weeks grading period. There are
5 additional days set aside in each six weeks to be used as reviewing, assessing (including six weeks tests), and
reteaching. These additional days may also be used to extend any lesson as needed.
NOTE: Many of the matrix items can be covered simultaneously
1
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
South Asia: Physical Geography (continued)
211
Geography-Physical characteristics of the environment
Explain the distribution of plants and animals in different regions of
the world using the relationships among climate, vegetation, soil,
and geology. (4C)
212
Geography-Physical characteristics of the environment
Describe the impact of and analyze the reaction of the environment
to abnormal and/or hazardous environmental conditions at different
scales such as El Niño, floods, droughts, and hurricanes. (8C)
218
231
Geography-Concepts of region
Identify physical or human factors that constitute a region such as
soils, climate, vegetation, language, trade network, river systems,
and religion. (9A)
Geography-Migration influences the environment
Explain the political, economic, social, and environmental factors
that contribute to human migration such as how national and
international migrations are shaped by push-and-pull factors and
how physical geography affects the routes, flows, and destinations
of migrations. (7B)
310
Economics-Economic factors of production
Analyze how the creation and distribution of resources affect the
location and patterns of movement of products, capital, and people.
(12B)
320
Economics-Types of industry found in different societies
Identify factors affecting the location of different types of economic
activities, such as trading and growth of industries. (11B)
338
Economics-Technology, transportation, and communication
influence a society’s economy
Describe how changes in technology, transportation, and
communication affect the location and patterns of economic
activities. (11C)
601
Culture-Concept of culture
Describe distinctive cultural patterns and landscapes associated
with different places in…regions of the world, and how these
patterns influenced the processes of innovation and diffusion.
(16A)
(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 days
(continued)
McDougal Littell World Geography TE
Activity Options: Writing a Report About
Mineral Resources, p. 554:
Have students choose a mineral resource
from the map on page 554 and do research
to learn about its importance to the South
Asian countries where it is found. Have
them write a brief report, including
information on how the mineral is extracted,
its uses, whether it is used internally or
exported, its economic significance, and
any environmental impact its extraction may
have.
McDougal Littell World
Geography TE Internet
Research: Writing a News
Update, p. 562: Students will write a report
summarizing flooding and flood control in
Bangladesh since 1985. Students should
use the following Web sites to obtain their
information:

PBS Journey to Planet Earth – Floods
in Bangladesh, 1998 at
http://www.pbs.org/journeytoplaneteart
h/profiles/bangladesh.html

BBC News: “Bangladesh Floods
Maroon Thousands”, July 8, 2002, at
http://news.bbc.co.uk/1/hi/world/south
_asia/2116055.stm
McDougal Littell World
Geography TE Internet
Research: Using Spreadsheets
to Chart and Graph Data, pp. 556-558:
Students will create a spreadsheet that
charts the average monthly rainfall in South
Asian cities. They will then use this data to
predict which city will be hardest hit by
monsoons. Weather statistics can be found
at www.weatherbase.com.
Integrated Assessment Booklet: 4.2 Essay/Written
Answer (p. 32)
Integrated Assessment Booklet: 4.2 Essay/Written
Answer (p. 32)
Principles of Learning Connection,
Academic Rigor in a Thinking Curriculum –
Active Use of Knowledge
Researching several Web sites on flooding in
Bangladesh requires that students synthesize
several sources of information as they prepare
to write their report on flooding and flood control
in that nation.
Integrated Assessment Booklet: 5.6 Spreadsheet
(p. 36)
A detailed lesson plan of this activity can be found in
the Technology in the Classroom Activities for
Chapter 24 at www.classzone.com.
NOTE: Many of the matrix items can be covered simultaneously
2
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
©2008-2009 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
South Asia: Physical Geography (continued)
604
Culture-How people and cultures are similar to, and
different from each other
Describe and compare patterns of culture such as language,
religion, land use, systems of education, and customs that
make specific regions of the world distinctive. (17A)
605
Culture-How people learn about themselves
Analyze examples of culture that maintain traditional ways,
such as Hindu beliefs regarding the Ganges. (18C)
701
Science, Technology, and Society-How technology has
affected daily lives
Analyze ways technological innovations have allowed humans
to adapt to places shaped by physical processes such as
floods, earthquakes, and hurricanes. (19B)
708
Science, Technology, and Society-Impact of technology on
economic development
Analyze the role of technology in agriculture and other primary
economic activities and identify the environmental
consequences of the changes that have taken place. (20B)
2 days
(continued)
McDougal Littell World
Geography TE Internet
Activity: Wildlife of South
Asia, p.565: Students will create
a sketch map showing the locations of
different animal habitats. They will add
pictures and captions that explain why
these locations are suited to specific
animals on the map. Students should
use the following Web sites to obtain
their information:

UMBC – An Honors University in
Maryland: Links to Indian Wildlife at
http://userpages.umbc.edu/~sjoshi1/
mirror/wildlife.html

BBC News: “India’s Wildlife
Struggles to Cope”, October 1,
1998, at
http://news.bbc.co.uk/1/hi/world/sout
h_asia/184390.stm
TAKS Mini-Lesson
(Page 537d)
TAKS Obj. 5 (WG 8B – Comparing ways
that humans depend on, adapt to, and
modify the physical environment)
Completed sketch maps should address the following
criteria:

A clear, well-organized overview of the location
of different animal habitats

An explanation of why certain locations are
suited to specific animals

A clear, imaginative visual combining a sketch
map with pictures

References to Web sites that are used as
sources
Principles of Learning Connection,
Academic Rigor – Active Use of
Knowledge:
This GIS activity requires that students
identify the three seasons in South Asia
and then apply this understanding by
composing a series of letters describing the
characteristics of each season and how the
seasons impact daily life.
Have students read pages 554-555 and
then compare ways in which people in
India and Sri Lanka depend on the
environment.
(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
3
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
©2008-2009 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
South Asia: Physical Geography (continued)
801
802
829
Social Studies Skills-Use social studies terminology
Apply appropriate vocabulary, geographic models,
generalizations, theories, and skills to present geographic
information. (22B)
2 days
(continued)
Social Studies Skills-Use social studies terminology
Use geographic terminology correctly. (22C)
Social Studies Skills-How to evaluate social studies data
Use historical, geographic, and statistical information from a
variety of sources such as databases, field interviews, media
services, and questionnaires to answer geographic questions
and infer geographic relationships. (21A)
Tsunami Resources:
In December 2004,
numerous areas of South
Asia were devastated by
a major tsunami. The following resources
and lesson plans addressing this disaster
can be found at
http://www.askasia.org/tsunami/:

TAKS Mini-Lesson
(Page 537d)
TAKS Obj. 2 (WG 6A – Patterns in the
size and distributions of cities)
Direct students to the map on page 545
and have them draw conclusions regarding
the relationship between rivers and the
location of cities in India.

How Did This Happen?: Students
gain a basic understanding of
earthquakes and tsunamis by
looking at the time-distance effects
of the tsunami and its impact on
South Asia. They will complete a
map identifying impacted countries
and discuss how early warning
systems might have worked if they
had been in place.
Political Cartoons: Thinking
Broadly, Communicating
Succinctly: Students will examine
a series of political cartoons related
to the December 2004 tsunami and
its aftermath and will critically think
on how artists use literary devices
such as satire, metaphor, and
personification to convey certain
opinions.
Formal Assessment –Section Quiz, p.372 (1), 373 (2),
374 (3)
Formal Assessment - Chapter tests, Forms A, B, and
C, pp. 375-386 (Test Generator)
Section Assessment - McDougal Littell World Geography
PE pp. 555, 558, 563
Principles of Learning Connection,
Accountable Talk – Accountability to
Rigorous Thinking:
Students will need to synthesize several
sources of information as they discuss and
debrief the activities on the December 2004
tsunami. They are required to construct
explanations and formulate hypotheses
and conjunctures on whether a disaster like
this could happen in the United States.
Note: The activities on tsunamis can
also be done when addressing “Today’s
Issues in South Asia” during the
coverage of Chapter 26 later in the six
weeks.
(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
4
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Resources
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Teacher Notes
McDougal Littell World Geography Textbook Chapter 24, “Physical
Geography of South Asia: The Land Where Continents Collided”
Vocabulary:

Himalaya Mountains, subcontinent, alluvial plain, archipelago, atoll (Text, Chapter 24, Section One)

monsoon, cyclone (Text Chapter 24, Section Two)

Hinduism, Ganges River, storm surge, estuary (Text, Chapter 24, Section Three)
Online edition and support at www.classzone.com
McDougal Littell World Geography Ancillaries:

Reading Study Guide, pp. 205-212

Access for Students Acquiring English, pp. 127-132

Spanish Reading Study Guide, pp. 205-212
Unit 8 In-Depth Resources:

Unit Atlas Activities p. 1; Regional Data Files p. 2; Building
Vocabulary p. 9; Exploring Today’s Issues pp. 30-33; Guided
Reading p. 3-5; Map and Graph Skills pp. 6-7; Reteaching Activity
pp. 10-12

Critical Thinking Transparency CT 24, CT 56

Map Transparencies MT41, MT 42, MT 43

TAKS Practice Transparencies TT77, TT78, TT79
General Web sites on Geography and Culture:

www.cnn.com

www.census.gov/ipc/www/idbpyr (population pyramids)

www.cia.gov/cia/publications/factbook

www.abcnews.com

www.pbs.org

www.adventuredivas.com

www.nationalgeographic.com

Country Studies at http://lcweb2.loc.gov/frd/cs/cshome.html

www.unitedstreaming.com
Outline Maps with Activities:

South Asia: Physical, pp. 75-76

South Asia: Political, pp. 77-78
Video Selections from www.unitedstreaming.com:

Sketches of the World: Down By the Riverside – The Ganges (1:17 minutes) and The Irrawaddy (5:41 minutes)

World Geography Asia and the Pacific – India (2:32 minutes) and Pakistan (3:02 minutes)
Content-specific Web sites on the Physical Geography of South
Asia:

BBC News: “A History of Destruction” (Cyclones in South Asia),
November 2, 1999 at
http://news.bbc.co.uk/1/hi/world/south_asia/503139.stm

Ask Asia – Tsunami Teaching Resources at
http://www.askasia.org/tsunami/

Harper College: Physical Geography of South Asia at
http://www.harpercollege.edu/mhealy/g101ilec/sasia/ssd/ssmon/ssm
onfr.htm

Harper College: Links to South Asian Geography at
http://www.harpercollege.edu/~mhealy/g101ilec/sasia/ssmenu.htm

Weatherbase at http://www.weatherbase.com/

PBS Journey to Planet Earth – Floods in Bangladesh, 1998 at
http://www.pbs.org/journeytoplanetearth/profiles/bangladesh.html
(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
.
Content-specific Web sites on the Physical Geography of South Asia:

BBC News: “Bangladesh Floods Maroon Thousands”, July 8, 2002, at
http://news.bbc.co.uk/1/hi/world/south_asia/2116055.stm

BBC News: Country Profiles-South Asia at http://news.bbc.co.uk/1/hi/world/south_asia/country_profiles/default.stm

Asia Source: Asia Profiles-South Asia at http://www.asiasource.org/profiles/ap_mp_02_southasia.cfm

University of Chicago: The Digital South Asia Library at http://dsal.uchicago.edu/ images/

UMBC – An Honors University in Maryland: Links to Indian Wildlife at
http://userpages.umbc.edu/~sjoshi1/mirror/wildlife.html

BBC News: “India’s Wildlife Struggles to Cope”, October 1, 1998, at
http://news.bbc.co.uk/1/hi/world/south_asia/184390.stm
NOTE: Many of the matrix items can be covered simultaneously
5
©2008-2009 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/Pace
Geography Alive Resources:
Suggested Assessment
Geography Alive Textbook Resources:
Unit 7: Monsoon Asia
(*Lessons 30-32 will be covered in the East Asia unit later this
six weeks.)
Lesson 27
Waiting for the Rains: The Effects of Monsoons in South Asia
Students in this Social Studies Skill Builder learn how monsoons
influence the climate of South Asia and affect the lives of the people
who live there.
Lesson 28
Tech Workers and Time Zones: India’s Comparative Advantage
As reporters in a Writing for Understanding activity, students explore
the global revolution in information technology (IT) and the factors that
give countries such as India a comparative advantage in attracting IT
jobs.
Lesson 29
Mount Everest: Climbing the World’s Tallest Physical Feature
An Experiential Exercise takes students on a simulated climb of Mount
Everest to discover some of the challenges faced by real climbers and
the environmental impact of climbing expeditions.
Lesson 30*
China: The World’s Most Populous Country
In a Response Group activity, students analyze the ways China has
tried to address the challenges created by its large and increasing
population.
Lesson 31*
Population Density in Japan: Life in a Crowded Country
In an Experiential Exercise, students discover the effects of population
density on life in Japan and around the world.
Lesson 32*
The Global Sneaker: From Asia to Everywhere
A Visual Discovery activity leads students to understand globalization
by investigating the key stages in the production of an athletic shoe.
(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
Suggested Student Work Products
Grade Nine World Geography
Ch. 27 p. 399 – “Waiting for the Rains: The Effects of Monsoons in South Asia”
Ch. 28 p. 409 – “Tech Workers and Time Zones: India’s Comparative Advantage”
Ch. 29 p. 419 – “Mount Everest” Climbing the World’s Tallest Physical Feature”
Ch. 30 p. 431 – “China: The World’s Most Populous Country”
Ch. 31 p. 443 – “Population Density in Japan’: Life in a Crowded Country”
Ch. 32 p. 455 – “ The Global Sneaker: From Asia to Everywhere”
NOTE: Many of the matrix items can be covered simultaneously
6
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
South Asia: Human Geography
106
History-Significant dates in history
Explain the significance of the following date: 1776
(8.1C) B
T1
111
History-Present relates to the past
Analyze the effects of physical and human geographic
patterns and processes on events in the past [and describe
their effects on present conditions, including significant
physical features and environmental conditions that
influenced migration patterns in the past and shaped the
distribution of culture groups today.] (1A) B
T2*
140
History-Causes and effects of political revolutions
Explain the issues surrounding important events of the
American Revolution, including declaring independence
[and] writing the Articles of Confederation. (8.4C) B
T1
201
Geography-Concept of location
Locate settlements and observe patterns in the size and
distribution of cities using maps, graphics, and other
information. (6A) B
T2
215
Geography-Translate and analyze geographic data
Analyze political, economic, social, and demographic data
to determine the level of development and standards of
living in nations. (5B) B
T3*
223
Geography-Humans have adapted to, and modified, the
physical environment
Compare ways that humans depend on, adapt to, and
modify the physical environment such as coastal fishing,
farming and ranching industrialization, irrigation, timber,
and urbanization using [local,] state, national, and
international human activities in a variety of cultural and
technological contexts. (8B) B
T5*
Economics-Production of goods and services
Compare the ways people satisfy their basic needs through
the production of goods and services such as subsistence
agriculture versus market-oriented agriculture or cottage
industries versus commercial industries. (10C) B
T3
301
(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 days
Students will divide the chapter into four
sub regions: India, Pakistan and
Bangladesh, Nepal and Bhutan, Sri
Lanka and the Maldives. Have students
draw a cluster diagram in their notebooks
(CT25, in-depth resources p.18). For
each region take notes on the culture,
history, economics, and modern life.
TAKS Connection:
McDougal Littell World Geography TE
Activity Options: Skillbuilder Lesson,
p. 568: Students will compare the
transition of the United States and India
from British rule to independence.
Students should create a graphic
organizer addressing the following
issues:

When did the American colonies
and India become independent from
Britain?

What means did each use to
become independent?

What form of government did each
country choose?
McDougal Littell World Geography TE
Activity Option: Link to History, p. 545:
Have students create a timeline showing
when in the last one hundred years
Pakistan, Sri Lanka, and Bangladesh
adopted their current names. The
timeline should show the dates, the old
and current names, what the new name
means, and why these changes took
place.
Formal Assessment - Chapter tests, Forms A, B, and
C, pp. 391-402 (Test Generator)
Section Assessment - McDougal Littell World
Geography PE pp. 572, 577, 583, and 587.
Integrated Assessment Booklet: Modify Rubric 2.8
Venn Diagram/Tree/Flow Chart on page 29 to evaluate
this activity.
Principles of Learning Connection,
Academic Rigor – Active Use of
Knowledge:
Students will need to use prior knowledge
on the American Revolution in this
Skillbuilder activity.
Integrated Assessment Booklet: 2.4 Time Line (p. 29)
NOTE: Many of the matrix items can be covered simultaneously
7
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
South Asia: Human Geography (continued)
611
Culture-How cultures change over time
Describe the impact of general processes such as migration,
war, trade, independent inventions, and diffusion of ideas and
motivations on cultural change. (18A) B
T3*
707
Science, Technology, and Society-Impact of technology on
economic development
Describe the impact of new technologies, new markets, and
revised perceptions of resources. (20A) B
T2*
812
Social Studies Skills–Create visual and written materials
[Construct] and interpret maps to answer geographic
questions, infer geographic relationships, and analyze
geographic change. (21C) B
109
History-One era influences other eras
Describe the human and physical characteristics of the same
places at different periods of history. (2A)
205
Geography-Construct and interpret maps and other graphics
Construct and analyze population pyramids and use other data,
graphics, and maps to describe the population characteristics of
different societies and to predict future growth trends. (7A)
217
218
231
T5
Geography-Translate and analyze geographic data
Analyze statistical and other data to infer the effects of physical and
human processes on patterns of settlement, population distribution,
economic and political conditions, and resource distribution. (8D)
Geography-Concepts of region
Identify physical or human factors that constitute a region such as
soils, climate, vegetation, language, trade network, river systems,
and religion. (9A)
Geography-Migration influences the environment
Explain the political, economic, social, and environmental factors
that contribute to human migration such as how national and
international migrations are shaped by push-and-pull factors and
how physical geography affects the routes, flows, and destinations
of migrations. (7B)
3 days
(continued)
McDougal Littell World Geography TE
Activity Option: Essay on the Caste
System, p. 572:
Have students identify the different castes that
make up the caste system of India and design
a pyramid in their notes showing these castes.
Discuss how the caste system relates to the
religion of Hinduism. Have students research
how the caste system and arranged marriages
were both outlawed in India, yet still occur in
the present culture. Have them write an essay
describing the role of castes in further
repressing society and Gandhi’s efforts to get
rid of this repressive system. Students can
compare and contrast with other students to
get the class involved in discussion about how
to end such discrimination or the effects that
this discrimination can have on a society.
McDougal Littell World Geography TE
Activity Option: Visual Display on Ethnic
Strife in Sri Lanka, p. 584:
Discuss the ethnic tensions between the two
major ethnic groups that settled in Sri Lanka:
the Tamils and the Sinhalese. Have students
create a visual organizer that compares and
contrasts the two groups, the cultural traits
brought by both, and the civil war of the 1980s.
Have students look at a picture of the emblem
used by the Tamil Tigers, discuss their
terrorists tactics and what they are hoping to
gain, and answer these discussion questions:
Why might the Tamil Tigers have used a
tiger as their militants group’s name? What
other means can be used instead of
violence to achieve an independent nation?
History Alive! Ancient India, Lesson 4.1
Encountering Hindu Traditions in Modern
India: Students will prepare interactive
dramatizations about ancient Hindu traditions
currently found in Indian society.
Integrated Assessment Booklet: 4.2 Essay/Written
Answer (p. 32)
Principles of Learning Connection,
Accountable Talk – Accountability to the
Learning Community:
As students discuss their ideas on the
caste system and listen attentively to each
other’s responses, they are working
towards the goal of clarifying and
expanding the proposition that
discrimination can have numerous effects
on a society.
Integrated Assessment Booklet: Modify Rubric 1.1
Poster on page 25 to evaluate this activity.
TAKS Mini-Lesson
(Page 565d)
TAKS Obj. 5 (WG 18A – Impact of
general processes)
Have students use the information on page
584 to describe cultural change in Sri
Lanka resulting from the arrival of the
Tamils.
Integrated Assessment Booklet: 3.1 Dramatic Scene/
Skit/ Play (p. 30)
(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
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
South Asia: Human Geography (continued)
233
Geography-Geographic factors influence political
development
Analyze how the character of a place is related to its political…
and cultural characteristics. (5A)
234
Geography-Geographic factors influence political
development
Analyze how the character of a place is related to
its…economic…characteristics. (5A)
320
Economics–Types of industries found in different societies
Identify factors affecting the location of different types of
economic activities, such as trading and growth of industries.
(11B)
329
Economics-Different areas of the world are economically
interdependent through trade
Compare global trade patterns at different periods of time and
develop hypotheses to explain changes that have occurred in
world trade and the implications of these changes. (12A)
338
Economics-Technology, transportation and
communication influence a society’s economy
Evaluate the geographic economic impact of policies, such as
embargoes, free trade, and tariffs related to the use of
resources such as regulations for water use or policies related
to the development of scarce natural resources. (12C)
436
Government–Impact of economic issues on different types
of governments
Explain how forces of conflict and cooperation influence the
allocation of control of Earth’s surface such as the formation of
congressional voting districts or free trade zones. (14B)
601
Culture-Concept of culture
Describe distinctive cultural patterns and landscapes
associated with different places in…regions of the world, and
how these patterns influenced the processes of innovation and
diffusion. (16A)
(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 days
(continued)
McDougal Littell World
Geography TE Internet
Activity: Providing an
Economic Update – India’s
Rice Production, p. 565: Students will
search Internet Web sites to write a brief
report on the economic significance of
India’s rice crop. The report should
include the following data:

How much rice is raised in India

How much rice is consumed
domestically in India

How much rice is exported
Students will need to compare
production with previous years and with
that of other rice-producing countries.
They should also create graphs to
illustrate their data. Students should
begin their research at the following Web
sites:

The Ecologist: The World in a
Grain of Rice at
http://www.theecologist.org/archive_
article.html?article=167&category=7
3

Potash and Phosphate Institute of
Canada: Rice Production and
Nutrient Management in India at
http://www.ppifar.org/ppiweb/bcropint.nsf/$webind
ex/D37305EE839F20C685256BDC
00737572/$file/BCI-RICEp18.pdf
McDougal Littell World Geography TE
Activity Option: Political Cartoon,
p. 572: Have students create a political
cartoon illustrating British policies,
actions, or attitudes during colonial rule
in India.
Integrated Assessment Booklet: 4.2 Essay / Written
Answer (p. 32)
Integrated Assessment Booklet: 2.3 Graph (p. 26)
Principles of Learning Connection,
Academic Rigor in a Thinking
Curriculum – High-Thinking Demand:
The report and graphs on rice production in
India require students to raise questions,
solve problems, to think, and to reason as
they create original work and make
revisions to it.
Integrated Assessment Booklet: 1.2 Political Cartoon
(p. 25)
NOTE: Many of the matrix items can be covered simultaneously
9
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
©2008-2009 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
South Asia: Human Geography (continued)
604
Culture-People and cultures are similar to, and different
from, each other
Describe and compare patterns of culture such as language,
religion, land use, systems of education, and customs that
make specific regions of the world distinctive. (17A)
605
Culture-How people learn about themselves
Analyze examples of culture that maintain traditional ways,
such as Hindu beliefs regarding the Ganges. (18C)
612
Culture-How cultures change over time
Analyze cultural changes in specific regions and the obstacles
they face. (19B)
613
Culture-Cultures spread from one society to another
Evaluate case studies of the spread of cultural traits to find
examples of cultural convergence and divergence…(18D)
708
Science, Technology, and Society-Impact of technology on
economic development
Analyze the role of technology in agriculture and other primary
economic activities and identify the environmental
consequences of the changes that have taken place. (20B)
801
Social Studies Skills-Use social studies terminology
Apply appropriate vocabulary, geographic models,
generalizations, theories, and skills to present geographic
information. (22B)
802
Social Studies Skills-Use social studies terminology
Use geographic terminology correctly. (22C)
803
Social Studies Skills-How to evaluate social studies data
Use historical, geographic, and statistical information from a
variety of sources such as databases, field interviews, media
services, and questionnaires to answer geographic questions
and infer geographic relationships. (21A)
(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 days
(continued)
McDougal Littell World Geography TE
Activity Option: Comparing Two
Countries, p. 577: Have students compare
Islam in Pakistan or Bangladesh with a
Muslim country in either Africa or Southwest
Asia. They will then create a chart
comparing the two countries using topics
such as treatment of women, eating
practices, and how strictly a country
enforces Islamic laws.
McDougal Littell World Geography TE
Activity Option: Travel Poster, p. 587:
After reviewing Section Four, students will
create a travel poster advertising the
Maldives as an ideal tourist destination.
McDougal Littell World Geography
TE Internet Activity: The Indus
Valley Region, p.567: Students
will view images of the Indus Valley
to learn more about early civilizations in this
region. Divide the class into six groups and
have each group view fifteen slides, taking
notes on what is pictured. Each group will
then select two images to share with the
class and explain what they reveal about
ancient and modern life in the Indus Valley.
Students should then compose a reflection
paper on how these images brought to life
what they read in the textbook and what
additional information they gained from
viewing the slides. Images can be obtained
at the Harappa Web site “Around the Indus
in 90 Slides” at
http://www.harappa.com/indus/ and at the
Minnesota State University Web site at
http://www.mnsu.edu/emuseum/prehistory/i
ndia/indus/geography.html. A detailed
lesson plan is available in the Technology in
the Classroom Activities for Chapter 24 at
www.classzone.com.
Integrated Assessment Booklet: 2.2 Chart / Table/
List (p. 28)
Integrated Assessment Booklet: Rubric 1.1 Poster
(p. 25)
Integrated Assessment Booklet: 4.2 Essay / Written
Answer (p. 32)
Principles of Learning Connection,
Academic Rigor in a Thinking
Curriculum – High-Thinking Demand:
Instruction on the visual analysis of the
Indus Valley is organized to support
student reflection on the learning
processes and strategies.
NOTE: Many of the matrix items can be covered simultaneously
10
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Resources
McDougal Littell World Geography Textbook Chapter 25 “Human
Geography of South Asia: A Region of Contrasts”
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Teacher Notes:
Vocabulary:

Mughal Empire, raj, nonviolent resistance, land reform, Mohandas Gandhi, Green Revolution, caste system, Kshatriyas,
Vaisyas, Brahmans, untouchables, karma, dharma (Text, Chapter 25, Section One)

Indus Valley civilization, partition, Kashmir, microcredit, entrepreneur, Ramadan (Text, Chapter 25, Section Two)

constitutional monarchy, Sherpa, Siddhartha Guatama, Buddha, mandala (Text, Chapter 25, Section Three)

Sinhalese, Tamils, sultan (Text, Chapter 25, Section Four)
Online edition and support at www.classzone.com
McDougal Littell World Geography Ancillaries:

Reading Study Guide, pp. 213-222

Access for Students Acquiring English, pp. 133-137

Spanish Reading Study Guide, pp. 213-222
Unit 8 In-Depth Resources:

Skillbuilder Practice p. 17; Building Vocabulary p. 18; Reteaching
Activities pp. 19-22; Guided Reading p. 13-16;

Cultures Around the World pp. 43-48

Critical Thinking Transparency CT57

Culture Transparencies CW43, CW44, CW45, CW46, CW47, CW48

Map Transparency MT44

Outline Maps with Activities pp. 79-86

TAKS Practice Transparencies TT80, TT81, TT82, TT83
Video selections from www.unitedstreaming.com:

Mystic Lands: Varanasi: City of Light (25:00 minutes)

Mystic Lands: Taj Mahal: Heaven on Earth (25:00 minutes)

Religions of the World: Hinduism (28:00 minutes)

Sketches of the World: Exchange and Mart (27:26 minutes)

Out There: Crocodile Man (18:40 minutes)

Many Voices: What's in a Name? (Sri Lankan Culture) (15:00 minutes)

Mystic Lands: Bhutan: Land of the Thunder Dragon (25:00 minutes)
Additional Resources:

History Alive! Ancient India
Content-specific Web sites on the Human Geography of South Asia:

South Asia Network Search Engine at http://southasia.net/

South Asia Intelligence Review at http://www.satp.org/

Glimpses of South Asia before 1947 at http://www.harappa.com/

BBC News for South Asia at http://news.bbc.co.uk/1/hi/south_asia/

Digital South Asia Library at http://dsal.uchicago.edu/

University of Washington South Asia Collection at
http://www.lib.washington.edu/southasia/

University of Texas South Asia Institute at
http://asnic.utexas.edu/asnic/outreach/index.htm

South Asian history timeline activity at
www.studentsfriend.com/aids/curraids/timeline/1illtl.pdf

Harappa Web site – Around the Indus in 90 Slides at
http://www.harappa.com/indus/

Minnesota State University: Ancient India at
http://www.mnsu.edu/emuseum/prehistory/india/indus/geography.html

Kamat.com: The People of India at
http://www.kamat.com/kalranga/people/
(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
Content-specific Web sites on the Human Geography of South Asia:

The Ecologist: The World in a Grain of Rice at
http://www.theecologist.org/archive_article.html?article=167&category=73

Potash and Phosphate Institute of Canada: Rice Production and Nutrient Management in India at http://www.ppifar.org/ppiweb/bcropint.nsf/$webindex/D37305EE839F20C685256BDC00737572/$file/BCI-RICEp18.pdf

Park Avenue : British Rule in India at http://www.pakavenue.com/webdigest/history/pre_independence_002.htm

UCLA Resources – History and Politics: British India at
http://www.sscnet.ucla.edu/southasia/History/British/BrIndia.html

Boondocks: “British Rule in India by William Jennings Bryan” at
http://www.boondocksnet.com/ai/ailtexts/bryan990122.html

Fordham University Modern History Sourcebook, “The Benefits of British Rule, 1871” at
http://www.fordham.edu/halsall/mod/1871britishrule.html

All Refer Web site: Shia Islam in Iran at http://reference.allrefer.com/country-guide-study/iran/iran70.html

Muslim Internet Directory: Islamic Sects at http://www.idleb.com/directory/Comparative_Religions/Islamic_Sects/

Indiana State University: World Regions – South Asia at http://mama.indstate.edu/users/gejdg/sasia.pdf

Nation-By-Nation: India History at http://www.nationbynation.com/India/History1.html

Hartford Web Publishing: World History Archives – History of South Asia at http://www.hartford-hwp.com/archives/52/
NOTE: Many of the matrix items can be covered simultaneously
11
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
South Asia: Today’s Issues
111
History-Present relates to the past
Analyze the effects of physical and human geographic
patterns and processes on events in the past [and describe
their effects on present conditions, including significant
physical features and environmental conditions that
influenced migration patterns in the past and shaped the
distribution of culture groups today.] (1A) B
T2*
206
Geography-Construct and interpret maps and other
graphics
Interpret historical maps to identify and explain geographic
factors that have influenced people and events in the past.
(WH 12C) B
T2
214
Geography-Translate and analyze geographic data
Answer questions about geographic distributions and
patterns shown on maps, graphs, and charts. (8.10B)
T2
B
215
Geography-Translate and analyze geographic data
Analyze political, economic, social, and demographic data
to determine the level of development and standards of
living in nations. (5B) B
T3*
811
Social Studies Skills-Create visual and written materials
Interpret visuals including graphs, charts, timelines, and
maps. (WH 26C) B
T5
812
Social Studies Skills-Create visual and written materials
[Construct and] interpret maps to answer geographic
questions, infer geographic relationships, and analyze
geographic change. (21C) B
T5
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 the United States.
(8.30A) B
T5
815
(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 days
McDougal Littell World
Geography TE Activity Option:
Internet Research p. 593-595:
Have students look at the
population of India by region using the
Demographia Web site at
http://www.demographia.com/dbxindia.htm. Have students create a
population density map using the
information, then discuss why the
population might be higher in some areas
by comparing and contrasting where the
highest density is located on the map.
McDougal Littell World Geography TE
Activity Option: Reading a Secondary
Source, p. 593-595:
Have students read the article from the BBC
Web site entitled “India’s Battle With
Population Growth”, September 2, 1998, at
http://news.bbc.co.uk/2/hi/south_asia/25402
71.stm and discuss why India continues to
lose the battle against further population
growth. Students should then compose a
letter to the editor of the BBC News
expressing their views on family planning
programs in India.
The Voyageur Experience in World
Geography Video Series;
Use the video from the ancillary collection
The Voyageur Experience in World
Geography India: Population and
Resources as a resource in presenting
issues on the population growth in India.
Pages 71-80 of the Video Resource Book
provide activities to supplement this video.
One recommended activity is that groups of
students research the lives of people in
India’s various caste systems and study the
daily lives of these members. Each group
will then develop a matrix contrasting life in
each class, including both positive and
negative factors.
Integrated Assessment Booklet: 2.1 Map/Sketch Map
(p. 28)
Principles of Learning Connection,
Accountable Talk – Accountability to
Rigorous Thinking:
Students will need to synthesize several
sources of information as they discuss and
debrief the issues and problems of
population growth in India. They are
required to construct explanations and
formulate hypotheses and conjunctures on
why the population may be higher in some
areas than others.
Integrated Assessment Booklet: 4.3 Diary/Journal
Entry/Letter (p. 32)
Integrated Assessment Booklet: 2.2 Chart/Table/List
(p. 28)
NOTE: Many of the matrix items can be covered simultaneously
12
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
South Asia: Today’s Issues (continued)
823
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. (WH 25C) B
109
History-One era influences other eras
Describe the human and physical characteristics of the same
places at different periods of history. (2A)
154
History-Historical development of issues
Assess how people’s changing perceptions of geographic
features have led to changes in human societies. (2B)
205
Geography-Construct and interpret maps and other
graphics
Construct and analyze population pyramids and use other data,
graphics, and maps to describe the population characteristics of
different societies and to predict future growth trends. (7A)
207
Geography-Physical characteristics of the environment
Relate the physical processes to the development of distinctive
landforms. (4B)
208
Geography-Physical characteristics of the environment
Describe physical environment of regions and the physical
processes that affect these regions such as weather, tectonic
forces, wave action, freezing and thawing, gravity, and soilbuilding processes. (3B)
209
Geography-Physical characteristics of the environment
Explain the distribution of different types of climate in terms of
patterns of temperature, wind, and precipitation and the factors
that influence climate regions such as elevation, latitude,
location near warm and cold ocean currents, position on a
continent, and mountain barriers. (4A)
211
Geography-Physical characteristics of the environment
Explain the distribution of plants and animals in different regions
of the world using the relationships among climate, vegetation,
soil, and geology. (4C)
(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
T5
3 days
(continued)
McDougal Littell World Geography
TE Activity Option: Internet
Research – Multimedia
Presentation, p. 593-595:
Students will use specific Web sites to
research population growth in India and
create a multimedia presentation that
addresses the following criteria:

Includes a concise, well-organized
report on population growth in India

Presents clear, imaginative visuals of
daily life and basic necessities

Uses a variety of charts, maps,
images, and artifacts to describe daily
life

Includes references to Web sites
used as sources
McDougal Littell World Geography TE
Activity Option: Cause and Effect Chart,
p. 597-599:
Compare the summer and winter
monsoons by creating a cause and effect
chart. Have students determine what
causes each and how it affects the
economy and the living situation for people
in this region.
McDougal Littell World Geography TE
Activity Option: Monsoon Map, p. 597599: After completing the video India:
Population and Resources from The
Voyageur Experience in World Geography,
have students create two maps of India –
one representing summer, the other winter.
Have them draw on each map the
Intertropical Convergence Zone, highpressure zones, and low-pressure zones in
addition to arrows to indicate winds
between each pressure zone. They should
also shade in the rains and be able to
explain causes of monsoons.
Integrated Assessment Booklet: 5.4 Multimedia
Presentation/Electronic Presentation (p. 36)
The following Web sites should be used as references:

BBC News: India’s Battle With Population
Growth, September 2, 1998, at
http://news.bbc.co.uk/1/hi/world/south_asia/1628
63.stm

Demographic Briefs: India’s Population at
http://www.demographia.com/dbx-india.htm

Energy Information Administration:
Demographics on India at
http://www.eia.doe.gov/emeu/cabs/india/indiach1.
htm

BBC News: India’s Losing Population Battle,
December 3, 2002, at
http://news.bbc.co.uk/2/hi/south_asia/2540271.st
m
Integrated Assessment Booklet: 2.2 Chart/Table/List
(p. 28)
Integrated Assessment Booklet: 2.1 Map/Sketch Map
(p. 28)
NOTE: Many of the matrix items can be covered simultaneously
13
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
South Asia: Today’s Issues (continued)
212
Geography-Physical characteristics of the environment
Describe the impact of and analyze the reaction of the
environment to abnormal and/or hazardous environmental
conditions at different scales such as El Niño, floods, droughts,
and hurricanes. (8C)
218
Geography-Concepts of region
Identify physical or human factors that constitute a region such
as soils, climate, vegetation, language, trade network, river
systems, and religion. (9A)
230
Geography-How population is distributed
Describe trends in past world population growth and distribution.
(7C)
233
Geography-Geographic factors influence political
development
Analyze how the character of a place is related to its political…
and cultural characteristics. (5A)
234
Geography-Geographic factors influence political
development
Analyze how the character of a place is related to
its…economic…characteristics. (5A)
336
Economics-Political factors influence a society’s economy
Evaluate the geographic economic impact of policies, such as
embargoes, free trade, and tariffs related to the use of
resources such as regulations for water use or policies related
to the development of scarce natural resources. (12C)
436
Government–Impact of economic issues on different types
of governments
Explain how forces of conflict and cooperation influence the
allocation of control of Earth’s surface such as the formation of
congressional voting districts or free trade zones. (14B)
444
Government-Impact of foreign relations on political issues
Explain the geographic factors that influence a nation’s power to
control territory and that shape the foreign policies and
international political relations of selected nations…(14C)
(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 days
(continued)
McDougal Littell World
Geography TE Activity
Option: Internet Research –
Searching an On-line News
Source, p. 600-601:
Students will search an online news
source such as CNN, BBC, USA Today,
The Washington Post, or The New York
Times to research recent events in
Kashmir and recent tensions between
India and Pakistan. They will then
create a T-Chart with the headings
“India” and “Pakistan” and list each
country’s argument as to why they want
to control Kashmir. Have students read
the three most recent articles they found
searching news sources and summarize
each one by answering these questions:

What is the title of the article?

Who wrote the article?

When was the article written?

What is the article’s main idea?

What does the article say about
India?

What does the article say about
Pakistan?
After discussing these articles as a
class, students will write a short essay
describing the current situation in
Kashmir and explaining the relationship
between India, Pakistan, and Kashmir.
Integrated Assessment Booklet: 4.2 Essay / Written
Answer (p. 32)
McDougal Littell World Geography TE
Activity Option: Case Study Project,
pp. 602-603: Divide the class into small
groups. Use the primary sources on
pages 602-603 in addition to other
written and visual sources to write a
news feature on how the peoples of
Kashmir, India, and Pakistan have
suffered in the Kashmiri conflict.
Integrated Assessment Booklet: 4.5 News
Article/Mock Magazine/Description (p. 33)
Principles of Learning Connection,
Accountable Talk – Accountability to
Knowledge:
Students will need to make use of specific
and accurate knowledge, provide evidence
for claims and arguments, and identify
knowledge that may not yet be available as
they discuss their on-line findings on the
recent situation in Kashmir.
NOTE: Many of the matrix items can be covered simultaneously
14
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
South Asia: Today’s Issues (continued)
604
Culture-People and cultures are similar to, and different
from, each other
Describe and compare patterns of culture such as language,
religion, land use, systems of education, and customs that make
specific regions of the world distinctive. (17A)
629
Culture-Impact of fundamental institutions and ideas on
societies
Compare life in a variety of cities and nations in the world to
evaluate the relationships involved in political, economic, social,
and environmental changes. (16C)
701
Science, Technology, and Society-How technology has
affected daily lives
Analyze ways technological innovations have allowed humans
to adapt to places shaped by physical processes such as
floods, earthquakes, and hurricanes. (19B)
801
Social Studies Skills-Use social studies terminology
Apply appropriate vocabulary, geographic models,
generalizations, theories, and skills to present geographic
information. (22B)
802
Social Studies Skills-Use social studies terminology
Use geographic terminology correctly. (22C)
822
Social Studies Skills- Evaluate the validity of a source
Analyze and evaluate the validity and utility of multiple sources
of geographic information such as primary and secondary
sources, aerial photographs, and maps. (21B)
826
829
Social Studies Skills-Apply critical thinking skills to identify
a social studies problem
Use case studies and geographic information systems to
identify contemporary geographic problems and issues and to
apply geographic knowledge and skills to answer real-world
questions. (23B)
Social Studies Skills-How to evaluate social studies data
Use historical, geographic, and statistical information from a
variety of sources such as databases, field interviews, media
services, and questionnaires to answer geographic questions
and infer geographic relationships. (21A)
(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 days
(continued)
McDougal Littell World
Geography TE Activity
Option: Internet Research, p.
594: Students will create a chart
showing the population, land areas, and
population density of India, China, and
the United States. Have them use the
following Web sites to research
population data for each of these three
countries:

CIA World Factbook at
http://www.cia.gov/cia/publications/f
actbook/

World Population Data Sheet at
http://www.prb.org/Template.cfm?S
ection=PRB&template=/ContentMa
nagement/ContentDisplay.cfm&Co
ntentID=11320
Integrated Assessment Booklet: 2.2 Chart / Table/ List
(p. 28)
Extend this activity by having students
conduct further research on comparing
20th century population growth in a city in
India and one in the United States.
Students will then use the data gathered
to create a line graph that compares
population growth in these two cities.
Integrated Assessment Booklet: 2.3 Graph (p. 28)
TAKS Mini-Lesson
(Page 591d)
Have students refer to the map on
page 594. How much of India has
more than 200 persons per square
kilometer and how this might impact
future growth population?
Principles of Learning Connection,
Academic Rigor in a Thinking
Curriculum – High-Thinking Demand:
Internet research on population for India,
China, and the United States require
students to raise questions, solve
problems, to think, and to reason as they
create original work and make
revisions to it.
This Internet activity is an excellent way to transition to
the next unit on East Asia.
Formal Assessment:
Chapter Tests, Forms A, B, and C, pp. 406-420
Case Study Quiz p. 405
Test Generator
Section Quizzes, p. 595, 599
Case Study Project pp. 602-603
TAKS Obj. 5 (WG 21C – Interpret
maps to infer geographic
relationships and analyze
geographic change)
NOTE: Many of the matrix items can be covered simultaneously
15
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
©2008-2009 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Resources
McDougal Littell World Geography Textbook Chapter 26, “Today’s Issues:
South Asia”
Online edition and support at www.classzone.com
McDougal Littell World Geography Ancillaries:

Reading Study Guide, pp. 223-230

Access for Students Acquiring English, pp. 138-143

Spanish Reading Study Guide, pp. 223-230
Unit 8 In-Depth Resources:

Skillbuilder Practice p. 28; Building Vocabulary p.29; Reteaching
pp.34-36; Map and Graph Skills p. 26-27; Exploring Today’s Issues
p. 30-33; Guided Reading pp. 23-25; Geoworkshop pp. 37-38

Critical Thinking Transparency CT58

Map Transparencies MT45

TAKS Practice Transparencies TT 84, TT85, TT86

Video Series – The Voyageur Experience in World Geography, “India:
Population and Resources”

Video Series – The Voyageur Experience in World Geography, Video
Resource Book, pp. 71-80
Recommended Web sites on Today’s Issues in South Asia:
Use these sources to find out about population trends and problems in
India:

BBC News: “India’ Battle With Population Growth,” September 2,
1998, at http://news.bbc.co.uk/1/hi/world/south_asia/162863.stm

Demographia: India’s Population at
http://www.demographia.com/dbx-india.htm

Energy Information Administration: India – Economics,
Demographics, and Environment at
http://www.eia.doe.gov/emeu/cabs/india/indiach1.htm

BBC News: India’s Losing Population Battle, December 3, 2002,
at http://news.bbc.co.uk/2/hi/south_asia/2540271.stm

Human Rights Watch: Behind the Kashmir Conflict at
http://www.hrw.org/reports/1999/kashmir/

CNN – Kashmir: Where Conflict Rules at
http://edition.cnn.com/SPECIALS/2002/kashmir/index.html

BBC News: Flashpoint Kashmir aat
http://news.bbc.co.uk/1/hi/world/south_asia/355280.stm

BBC News: Questions and Answers on the Kashmir Dispute,
September 5, 2004 at
http://news.bbc.co.uk/2/hi/south_asia/2739993.stm
(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
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Teacher Notes
Vocabulary:

basic necessities, illiteracy (Text, Chapter 26, Section One)

summer monsoon, winter monsoon (Text, Chapter 26, Section Two)

Kashmir, nuclear weapons, cease-fire (Text, Chapter 26, Case Study)
Video Connection - United Streaming
Download clips of videos connected to World Geography. Go to
www.unitedstreaming.com to locate videos. Videos can be downloaded to your
computer and projected on a screen with your EZ-Pro projector. An entire video or
clips of it can be shown. The United Streaming titles listed on the IPG provide a direct
electronic link to the video. Electronic access to the IPGs can be obtained by typing
in “matrix” on an AISD computer. Contact your department chair for password
information for United Streaming.
Recommended Web sites on Today’s Issues in South Asia:

BBC News: The Future of Kashmir (Interactive Maps) at
http://news.bbc.co.uk/1/shared/spl/hi/south_asia/03/kashmir_future/html/default.stm

One World: South Asia at http://southasia.oneworld.net/article/frontpage/158/1792

South Asia Network at http://southasia.net/

CIA World Factbook at http://www.cia.gov/cia/publications/factbook/

World Population Data Sheet at
http://www.prb.org/Template.cfm?Section=PRB&template=/ContentManagement/ContentDisplay.cfm&ContentID=113
20
NOTE: Many of the matrix items can be covered simultaneously
16
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Grade Nine World Geography
Suggested Student Work Products
Suggested Assessment
East Asia: Physical Geography
111
History-Present relates to the past
Analyze the effects of physical and human geographic
patterns and processes on events in the past [and describe
their effects on present conditions, including significant
physical features and environmental conditions that
influenced migration patterns in the past and shaped the
distribution of culture groups today.] (1A) B
T2*
201
Geography-Concept of location
Locate settlements and observe patterns in the size and
distribution of cities using maps, graphics, and other
information. (6A) B
T2
214
Geography-Translate and analyze geographic data
Answer questions about geographic distributions and
patterns shown on maps, graphs, and charts. (8.10B)
T2
B
215
Geography-Translate and analyze geographic data
Analyze political, economic, social, and demographic data
to determine the level of development and standards of
living in nations. (5B) B
T3*
216
Geography-Translate and analyze geographic data
Pose and answer questions about geographic distributions
and patterns in world history shown on maps, graphs,
charts, models, and databases. (WH11B) B
T2
223
Geography-Humans have adapted to, and modified, the
physical environment
Compare ways that humans depend on, adapt to, and
modify the physical environment such as coastal fishing,
farming and ranching industrialization, irrigation, timber,
and urbanization using [local,] state, national, and
international human activities in a variety of cultural and
technological contexts. (8B) B
T5*
Science, Technology, and Society-Impact of technology on
economic development
Describe the impact of new technologies, new markets, and
revised perceptions of resources. (20A) B
T2*
707
(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 days
Have students label and identify the
countries, capitals, and major cities on a
political map of East Asia. Have students
label major landforms and bodies of
water on a physical map of East Asia.
Map Quiz
Record the information about the physical
geography of East Asia by creating a
graphic organizer. Have Landforms,
Resources, Climate and Vegetation,
and Human-Environment Interaction
as column heading. Have student read
the three sections and write notes under
each column. Have student get into
groups and compare notes with other
students to see what each group found.
Criteria charts and rubrics developed with student
input to evaluate student work.
McDougal Littell World Geography TE
Activity Option: Seeing Patterns,
p. 623: Place students in pairs and have
them draw a map of East Asia’s rivers
and mountains. They will use arrows to
indicate the directions the rivers flow.
They should develop several written
conclusions about the flow of rivers in
East Asia.
Integrated Assessment Booklet: 2.1 Map/Sketch Map
(p. 28)
McDougal Littell World Geography TE
Activity Option: Exploring Local
Geography, p. 627: Place students in
pairs and have them create a poster that
shows the climate of East Asia where
they would most want to live. They
should include photographs, postcards,
maps, charts, and additional visuals.
Have them include a section on this
poster that shows a location in the United
States with a similar climate and that also
incorporates visuals. Students should
also prepare a short written essay in
which they justify why they would live in
this specific location.
Integrated Assessment Booklet: 1.1 Poster (p. 25)
Integrated Assessment Booklet: 4.2 Essay/Written
Answer (p. 32)
NOTE: Many of the matrix items can be covered simultaneously
17
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
©2008-2009 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
East Asia: Physical Geography (continued)
711
Science, Technology, and Society-Impact of technology on
economic development
Give examples of…technological innovations that occurred at
different period in history and describe the changes produced
by these discoveries and innovations.
(WH 23A) B
715
Science, Technology, and Society-Technology and human
modifications on the physical environment
Evaluate the significance of major technological innovations,
including fire, steam power, diesel machinery, and electricity
that have been used to modify the physical environment. (19A)
B
109
History-One era influences other eras
Describe the human and physical characteristics of the same places
at different periods of history. (2A)
154
History-Historical development of issues
Assess how people’s changing perceptions of geographic features
have led to changes in human societies. (2B)
205
Geography-Construct and interpret maps and other graphics
Construct and analyze population pyramids and use other data,
graphics, and maps to describe the population characteristics of
different societies and to predict future growth trends. (7A)
207
Geography-Physical characteristics of the environment
Relate the physical processes to the development of distinctive
landforms. (4B)
208
Geography-Physical characteristics of the environment
Describe physical environment of regions and the physical
processes that affect these regions such as weather, tectonic
forces, wave action, freezing and thawing, gravity, and soil-building
processes. (3B)
209
Geography-Physical characteristics of the environment
Explain the distribution of different types of climate in terms of
patterns of temperature, wind, and precipitation and the factors that
influence climate regions such as elevation, latitude, location near
warm and cold ocean currents, position on a continent, and
mountain barriers. (4A)
(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
T2*
T2*
2 days
(continued)
McDougal Littell World
Geography TE Activity
Option: Internet Research,
p. 628-630: After students read
about the Yangtze River and the Three
Gorges Dam in their text, have them list
the pros and cons of building the dam
and discuss how they think the Yangtze
River Valley will be affected by the dam.
Divide the class into small groups and
have them imagine that they are
journalists who have been sent down the
Yangtze River to report on what life is
like there today and how people and the
environment will be affected when the
dam is completed. Each group will then
visit the Web sites provided to find out
what life is like today for city dwellers,
farmers, and animals living in and near
the river and how these groups have
been affected by the dam. Groups will
create a multimedia presentation
containing “before the dam” and “after
the dam” sections showing how each
group lives now and how it will fare after
the dam is completed.
TAKS Mini-Lesson
(Page 628)
Ask students to look up the word “gorge” in the
dictionary, as used in the name “Three Gorges
Dam” on PE p. 628. Then ask them to describe
how the area being a “gorge” affects
construction of the dam there.
Integrated Assessment Booklet: 5.4 Multimedia
Presentation (p. 36)
Students should use the following Web sites to do their
research:

CNN: China’s Three Gorges Dam at
http://www.cnn.com/SPECIALS/1999/china.50/asi
an.superpower/three.gorges/

School Discovery: Three Gorges: The Biggest
Dam in the World at
http://school.discovery.com/lessonplans/program
s/threegorges/

PBS: Great Wall Across the Yangtze at
http://www.pbs.org/itvs/greatwall/story.html

International Rivers Network: Three Gorges
Campaign at
http://www.threegorges.org/programs/threeg/
Principles of Learning Connection,
Accountable Talk – Accountability to
Rigorous Thinking:
Students formulate conjectures and
hypotheses as they predict in their class
discussion how they think the Three
Gorges Dam will affect the Yangtze River
Valley.
TAKS Reading Obj. 1 (6E – using reference
material to determine precise meaning)
NOTE: Many of the matrix items can be covered simultaneously
18
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
East Asia: Physical Geography (continued)
212
Geography-Physical characteristics of the environment
Describe the impact of and analyze the reaction of the
environment to abnormal and/or hazardous environmental
conditions at different scales such as El Niño, floods, droughts,
and hurricanes. (8C)
217
Geography-Translate and analyze geographic data
Analyze statistical and other data to infer the effects of physical
and human processes on patterns of settlement, population
distribution, economic and political conditions, and resource
distribution. (8D)
218
Geography-Concepts of region
Identify physical or human factors that constitute a region such
as soils, climate, vegetation, language, trade network, river
systems, and religion. (9A)
231
Geography-Migration influences the environment
Explain the political, economic, social, and environmental
factors that contribute to human migration such as how national
and international migrations are shaped by push-and-pull
factors and how physical geography affects the routes, flows,
and destinations of migrations. (7B)
310
Economics-Economic factors of production
Analyze how the creation and distribution of resources affect the
location and patterns of movement of products, capital, and
people. (12B)
320
Economics–Types of industries found in different societies
Identify factors affecting the location of different types of
economic activities, such as trading and growth of industries.
(11B)
329
Economics-Different areas of the world are economically
interdependent through trade
Compare global trade patterns at different periods of time and
develop hypotheses to explain changes that have occurred in
world trade and the implications of these changes. (12A)
(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 days
(continued)
McDougal Littell World
Geography TE Activity
Option: Internet Research,
p. 633: Students will do research
on the most productive agricultural
regions of East Asia. They should focus
on the impact that precipitation has had
on settlement patterns and crop growth.
They will then combine maps, charts, or
other visual images in an electronic
presentation that show the most
productive farming areas in East Asia
and the most common crops in the
region. They should finish by developing
a conclusion about agricultural
production in East Asia.
TAKS Mini-Lesson
(Page 605d)
Have students use the maps on
pages 614-615 to make a list of
three patterns that occur in these
three maps of East Asia. For
example, one pattern they could
identify would be the most
populated cities in eastern Asia.
Integrated Assessment Booklet: 5.4 Multimedia
Presentation (p. 36)
Students should use the following Web sites to
conduct research on agricultural production in East
Asia:

Rice Web at
http://www.riceweb.org/aginfoasia.htm

Eldis Agricultural Research Guide at
http://www.eldis.org/agriculture/index.htm
Principles of Learning Connection,
Academic Rigor in a Thinking
Curriculum – Active Use of Knowledge:
The multimedia presentation on agricultural
production in East Asia requires that
students synthesize several sources of
information and test their understanding of
this concept by applying it through the
development of this
specific product.
TAKS Obj. 2 (WG 6A – Observing
geographic patterns)
NOTE: Many of the matrix items can be covered simultaneously
19
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
East Asia: Physical Geography (continued)
629
701
708
Culture-Impact of fundamental institutions and ideas on
societies
Compare life in a variety of cities and nations in the world to
evaluate the relationships involved in political, economic, social,
and environmental changes. (16C)
Science, Technology, and Society-How technology has
affected daily lives
Analyze ways technological innovations have allowed humans
to adapt to places shaped by physical processes such as
floods, earthquakes, and hurricanes. (19B)
Science, Technology, and Society-Impact of technology on
economic development
Analyze the role of technology in agriculture and other primary
economic activities and identify the environmental
consequences of the changes that have taken place. (20B)
801
Social Studies Skills-Use social studies terminology
Apply appropriate vocabulary, geographic models,
generalizations, theories, and skills to present geographic
information. (22B)
802
Social Studies Skills-Use social studies terminology
Use geographic terminology correctly. (22C)
813
Social Studies Skills-Create written and visual materials
Design and draw appropriate maps and other graphics such as
sketch maps, diagrams, tables, and graphs to present
geographic information including geographic features,
geographic distributions, and geographic relationships. (22A)
829
Social Studies Skills-How to evaluate social studies data
Use historical, geographic, and statistical information from a
variety of sources such as databases, field interviews, media
services, and questionnaires to answer geographic questions
and infer geographic relationships. (21A)
(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 days
(continued)
Recommended Activities from History
Alive! Imperial China and Feudal
Japan:
Activity 1.1 The Challenge of China’s
Geography: Students will label and
discuss sixteen physiographic features
in China and how they have affected life
for inhabitants there.
Activity 3.1 Land and Population: An
Insight Into Culture: Students will use
their bodies and desks to model
population densities of Japan, Australia,
and the United States.
Activity 4.3 Impressions of Japanese
Landscape: Writing Haiku: Students
will write and illustrate haiku poems
based on analysis of visuals depicting
Japanese landscapes.
Principles of Learning Connection,
Accountable Talk – Accountability to
Rigorous Thinking:
The experiential exercise on the population
density of Japan is way to allow students to
test their own understandings of the
concept of population density.
Integrated Assessment Booklet: 4.8 Poem/Musical
Lyrics/Song (p. 33)
Principles of Learning Connection,
Academic Rigor in a Thinking
Curriculum – Accountability to Rigorous
Thinking:
Writing a haiku is a way to organize
instruction so that students reflect on the
learning process associated
with the geography of Japan.
NOTE: Many of the matrix items can be covered simultaneously
20
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Resources
McDougal Littell World Geography Textbook Chapter 27 “Physical
Geography of East Asia: A Rugged Terrain”; Chapter 30 “Physical
Geography of Southeast Asia: A Region of Extreme”
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Teacher Notes
Vocabulary:

Kunlun Mountains, Qinling Shandi Mountains, Huang He, Chang Jiang, Xi Jiang (Text, Chapter 27, Section One)

typhoon, Taklimakan Desert, Gobi Desert (Text, Chapter 27, Section Two)

Three Gorges Dam, PCBs, landfill (Text, Chapter 27, Section Three)
Online edition and support at www.classzone.com
McDougal Littell World Geography Ancillaries:

Reading Study Guide, pp. 231-238

Access for Students Acquiring English, pp. 144-149

Spanish Reading Study Guide, pp. 231-238
Video selections from www.unitedstreaming.com:

Sketches of the World: Down By the Riverside – The Yangtze (4:47 minutes)

World Geography Asia and the Pacific (67:47 minutes)

China: From Past to Present: Geography, Traditional Religions, and Beliefs (17:56 minutes)
Unit 9 In-Depth Resources:

Skillbuilder Practice p. 8; Building Vocabulary p.9; Reteaching
Activity pp.10-12; Map and Graph Skills p. 6-7; Exploring
Today’s Issues p. 30-33;Guided Reading p. 3-5

Unit Atlas Activities, p. 1; Regional Data File Activities, p. 2

Critical Thinking Transparency CT27, CT59

Map Transparencies MT46, MT47, MT48

Outline Maps with Activities pp. 87-90

TAKS Practice Transparencies TT87, TT88, TT89
Recommended Web sites on the Physical Geography of East Asia:

UCLA Asia Institute at http://www.international.ucla.edu/asia/

United Nations Commission for Asia and the Pacific: Population Information Network at
http://www.unescap.org/esid/psis/

Harper College: The Geography of East Asia at http://www.harpercollege.edu/~mhealy/g101ilec/easia/eamenu.htm

TRAFFIC – The Wildlife Trade Monitoring Network at http://www.traffic.org/

ICUN – The World Conservation Union at http://www.iucn.org/themes/ssc/

Center for Contemporary Conflict:: Resources and Links for East Asia at
http://www.ccc.nps.navy.mil/rsepResources/eastAsia.asp

The Library of Congress: Country Studies at http://memory.loc.gov/frd/cs/cshome.html

Life in Asia: Scenes of All Asia at http://www.lifeinasia.com/pictures.cfm
Additional Resources:

History Alive! Imperial China and Feudal Japan
Recommended Web sites on the Physical Geography of East Asia:
 CNN: China’s Three Gorges Dam at
http://www.cnn.com/SPECIALS/1999/china.50/asian.superpower/thre
e.gorges/

School Discovery: Three Gorges: The Biggest Dam in the World at
http://school.discovery.com/lessonplans/programs/threegorges/

PBS: Great Wall Across the Yangtze at
http://www.pbs.org/itvs/greatwall/story.html

International Rivers Network: Three Gorges Campaign at
http://www.threegorges.org/programs/threeg/

Rice Web at http://www.riceweb.org/aginfoasia.htm

Eldis Agricultural Research Guide at
http://www.eldis.org/agriculture/index.htm

Lamont-Doherty Earth Observatory: Chart on Major Floods in China
at
http://www.ldeo.columbia.edu/edu/dees/U4735/projections/floodsCHI
NA.html
(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
21
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Grade Nine World Geography
Suggested Student Work Products
Suggested Assessment
East Asia: Human Geography
111
History-Present relates to the past
Analyze the effects of physical and human geographic patterns
and processes on events in the past [and describe their effects
on present conditions, including significant physical features
and environmental conditions that influenced migration
patterns in the past and shaped the distribution of culture
groups today.] (1A) B
T2*
114
History-Turning points
Identify changes that resulted from important turning points in
world history such as…the Mongol invasion…
(WH 1B) B
T1
166
History-Historic origins or voluntary and forced migrations
Trace the spatial diffusion of a phenomenon and describe its
effects on regions of contact…(1B) B
T2*
201
Geography-Concept of location
Locate settlements and observe patterns in the size and
distribution of cities using maps, graphics, and other
information. (6A) B
T2
Geography-Construct and interpret maps and other graphics
Interpret historical maps to identify and explain geographic
factors that have influenced people and events in the past.
(WH 12C) B
T2
215
Geography-Translate and analyze geographic data
Analyze political, economic, social, and demographic data to
determine the level of development and standards of living in
nations. (5B) B
T3*
220
Geography-Physical environment affects and interacts with the
human environment
Analyze the effects of physical and human geographic factors
on major events in world history…(WH 12B) B
T2
Economics-Production of goods and services
Compare the ways people satisfy their basic needs through the
production of goods and services such as subsistence
agriculture versus market-oriented agriculture or cottage
industries versus commercial industries. (10C) B
T3
206
301
(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 days
McDougal Littell World Geography TE
Activity Option: Graphic Organizer,
p. 635-659:
Have students look at the way that East
Asia is divided: China, Mongolia and
Taiwan, The Koreas: North and South,
and Japan. Have them create a graphic
organizer with the three sub regions.
Read sections 1-4 and have them draw
conclusions on each sub region with the
columns – History, Economy, Culture
(tradition and modern life). Discuss the
differences and similarities between
each region.
McDougal Littell World Geography
Textbook TE Activity Option:
Researching Historical Figures,
p. 636:
Have students select one of the
following historical figures: Emperor Shi
Huangdi, Emperor Shunzhi, or Mao
Zedong. Have them research how the
chosen historical figure affected some
aspect of China, such as territory,
economics, politics, arts, or daily life.
Then have students prepare a brief
written report on the impact of this figure
on China’s history and culture.
McDougal Littell World Geography
Textbook TE Activity Option:
Learning About Tiananmen Square,
p. 637: Have students use research
links and resources to find information
relating to Tiananmen Square, including
recent news stories and articles. Ask
them to construct a timeline of the
incidents at Tiananmen Square in 1989
and then write a short summary of
events (past and current) that explains
how this historic event affects Chinese
people today.
Quiz over characteristics of each region.
TAKS Mini-Lesson
(Page 633d)
Have students choose an event from the
Chinese history timeline on pages 636-637.
They will then research the specific event and
write a short paragraph that describes what
happened, when, how, and what effect it had
on China, past and present.
TAKS Obj. 5 (WH 26C – Interpreting
Timelines)
Integrated Assessment Booklet: 4.2 Essay/Written
Answer (p. 32)
Principles of Learning Connection,
Academic Rigor in a Thinking
Curriculum – Active Use of Knowledge:
Researching the historical figures will
require that students synthesize several
sources of information, interpret texts, and
construct solutions.
Integrated Assessment Booklet: 2.4 Timeline (p. 29)
Integrated Assessment Booklet: 4.2 Essay/Written
Answer (p. 32)
Students can use the following Web sites for
researching Tiananmen Square:

CNN: Tiananmen Square Revisited at
http://www.cnn.com/SPECIALS/2001/tiananmen/
Interactive Tour of Tiananmen Square at
http://www.tsquare.tv/tour/
NOTE: Many of the matrix items can be covered simultaneously
22
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
East Asia: Human Geography (continued)
611
Culture-How cultures change over time
Describe the impact of general processes such as
migration, war, trade, independent inventions, and
diffusion of ideas and motivations on cultural change.
(18A) B
T3*
811
Social Studies Skills–Create visual and written materials
Interpret visuals including graphs, charts, timelines, and
maps. (WH 26C) B
T5
812
Social Studies Skills–Create visual and written materials
[Construct] and interpret maps to answer geographic
questions, infer geographic relationships, and analyze
geographic change. (21C) B
T5
818
Social Studies Skills-Identify and support different historic
points of view
Identify points of view from the historical context
surrounding an event and the frame of reference which
influenced the participants. (8.30D) B
T5
109
History-One era influences other eras
Describe the human and physical characteristics of the same
places at different periods of history. (2A)
154
History-Historical development of issues
Assess how people’s changing perceptions of geographic
features have led to changes in human societies. (2B)
159
History–Historical development of political issues
Identify and analyze various political systems found throughout
the world, such as…communist, socialist, and totalitarian. (L)
205
Geography-Construct and interpret maps and other
graphics
Construct and analyze population pyramids and use other data,
graphics, and maps to describe the population characteristics of
different societies and to predict future growth trends. (7A)
(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 days
(continued)
McDougal Littell World Geography
Textbook TE Link to Creative Writing:
Writing a Diary Entry, p. 641: Have
students write a one-page diary entry
from the perspective of a victim of the
1931 Yangtze River flood. Ask them to
describe the scene and its effects on
either their lives or people they know.
Integrated Assessment Booklet: 4.3 Diary/Journal
Entry/Letter (p. 32)
McDougal Littell World Geography
Textbook TE Activity Option: Making
Comparisons, p. 643: Have students
make a three-column chart with the
headings “Taiwan”, “Issue”, and
“Mongolia.” Under “Issues”, have them
list the topics “Chinese Control,”
“History of Expansion; Growth,”
“Culture,” and “Economy.” Students will
then use Section 2 of this chapter to
complete the chart. Afterwards, they will
create a visual presentation showing the
similarities and differences between
Taiwan and Mongolia.
Integrated Assessment Booklet: 2.2 Chart / Table/
List (p. 28)
McDougal Littell World Geography
Textbook TE Activity Option:
Assessing Western Influence, p. 645:
Have students work in small groups to
generate a list of products or events that
they think would be popular in East Asia.
Examples could include denim jeans,
pop music, fast-food restaurants, soft
drinks, and baseball. Students will then
discuss the pros and cons of these
Western influences in East Asia and will
write an article for a contemporary
magazine describing the impact of
Western culture in East Asia.
Integrated Assessment Booklet: 4.5 News
Article/Mock Magazine/Description (p. 33)
Integrated Assessment Booklet: 1.11 Mural/Visual
Presentation (p. 27)
Principles of Learning Connection,
Academic Rigor in a Thinking
Curriculum – Active Use of Knowledge:
Students will need to apply prior and out-ofschool knowledge on specific Western
influences in East Asia as they conduct
their research.
NOTE: Many of the matrix items can be covered simultaneously
23
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
East Asia: Human Geography (continued)
217
Geography-Translate and analyze geographic data
Analyze statistical and other data to infer the effects of physical
and human processes on patterns of settlement, population
distribution, economic and political conditions, and resource
distribution. (8D)
218
Geography-Concept of regions
Identify physical or human factors that constitute a region such
as soils, climate, vegetation, language, trade network, river
systems, and religion. (9A)
227
Geography-Location and patterns of settlement in different
areas of the world
Develop and defend hypotheses on likely population patterns
for the future. (7D)
230
Geography-How population is distributed
Describe trends in past world population growth and distribution.
(7C)
231
Geography-Migration influences the environment
Explain the political, economic, social, and environmental
factors that contribute to human migration such as how national
and international migrations are shaped by push-and-pull
factors and how physical geography affects the routes, flows,
and destinations of migrations. (7B)
233
Geography-Geographic factors influence political
development
Analyze how the character of a place is related to its political…
and cultural characteristics. (5A)
234
Geography-Geographic factors influence political
development
Analyze how the character of a place is related to
its…economic…characteristics. (5A)
317
Economics–Different economic systems
Describe the characteristics of…command…economies. (10A)
(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 days
(continued)
McDougal Littell World Geography
Textbook TE Critical Thinking:
Determining Cause and Effect, p. 648:
Distribute two different index cards to
each student. Assign specific causes
and effects about Korea from Section
Three of the textbook to each student
and have them write each of these on
one card. Causes should be written in
black ink/marker and effects in red
ink/marker. Then, have them determine
the converse (either cause or effect) and
write that on the second index card.
Collect all of the cause cards and lay
them in one pile and the effect cards in a
separate pile. Pairs of students should
then choose one card that is not their
own and then find the appropriate
matching effect card. Afterwards,
discuss the historical and cultural
influences on Korean life.
The Voyageur Experience in World
Geography Video Series:
Use the video from the ancillary
collection The Voyageur Experience in
World Geography China: Food for a
Billion Plus as a resource in presenting
issues on the agricultural methods in
China. Pages 81-90 of the Video
Resource Book provide activities to
supplement this video. One
recommended activity is that groups of
students each receive copies of
physical, climatic, and population density
maps of China. They should then list
reasons why some areas have few
people and others have large numbers
of people. They should infer the effects
of temperature and precipitation on
settlement patterns and note regions
that may be too harsh for development.
Principles of Learning Connection,
Accountable Talk – Accountability to
Knowledge:
Students will need to make use of specific
and accurate knowledge in addition to
providing claims and arguments when
discussing their choices of causes and
effects.
This activity may also be addressed when
“Today’s Issues: East Asia” (Chapter 29) is
covered in class.
TAKS Mini-Lesson
(Page 633d)
Have students use the information on pages
637-638 to make a list of the main industries
that fuel China’s economy.
TAKS Obj. 3 (WG 10C – Comparing
industries within an economy)
NOTE: Many of the matrix items can be covered simultaneously
24
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
East Asia: Human Geography (continued)
318
Economics–Different economic systems
Explain how…command…economies operate in specific
countries. (10B)
320
Economics-Types of industry found in different societies
Map the locations of different types of economic activities, such
as trading and growth of industries. (11A)
329
Economics-Different areas of the world are economically
interdependent through trade
Compare global trade patterns at different periods of time and
develop hypotheses to explain changes that have occurred in
world trade and the implications of these changes. (12A)
338
444
3 days
(continued)
Economics-Technology, transportation and communication
influence a society’s economy
Evaluate the geographic economic impact of policies, such as
embargoes, free trade, and tariffs related to the use of
resources such as regulations for water use or policies related
to the development of scarce natural resources. (12C)
Government–Impact of foreign relations on political issues
Explain the geographic factors that influence a nation’s power to
control territory and that shape the foreign policies and
international political relations of selected nations. (14C)
601
Culture-Concept of culture
Describe distinctive cultural patterns and landscapes associated
with different places in…regions of the world, and how these
patterns influenced the processes of innovation and diffusion.
(16A)
603
Culture-How people and cultures are similar to, and
different from each other
Give examples of ways various groups of people view cultures,
places, and regions differently. (16B)
604
Culture-People and cultures are similar to, and different
from, each other
Describe and compare patterns of culture such as language,
religion, land use, systems of education, and customs that make
specific regions of the world distinctive. (17A)
(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
McDougal Littell World Geography
TE Activity Option: Internet
Research,
p. 642-43: Students will conduct
on-line research on the Mongol conquests.
They should focus on the reasons for the
success of their conquests and whether the
results of their conquests were mainly
negative or positive. These results should
then be presented in a chart that
summarizes the positive and negative
impact of the Mongol conquests.
McDougal Littell World Geography
TE Activity Option: Internet
Research,
p. 615: Have students use the
map on page 615 to determine how many
languages are spoken in East Asia. They
should then go to the Travel Lang Travel
and Languages Services Web site at
http://www.travlang.com/languages/indexte
xt.html and listen to the words “hello,”
“good-bye,” “yes,” and “no” in Mandarin,
Japanese, Korean, and Taiwanese (Min
Chinese on the map from page 615). As
they listen, ask them to write down the
pronunciations in each language. Ask
students to discuss how these languages
are similar or different from each other.
Then have them look at the Rivers and
Mountains map on page 620 and ask them
how the physical geography of East Asia
might contribute to the existence of so
many different languages. Groups of
students should then create a multimedia
presentation that begins with a home page
showing a language map of East Asia with
links from each language to new pages that
let users see and hear three to five basic
words in that language.
Students should use the Bartleby.com Web site at
http://www.bartleby.com/86/48.html to conduct their
research.
Use the grading rubric found in the Unit 9 Student
Tools at www.classzone to evaluate this activity in
addition the Integrated Assessment Booklet: 2.2
Chart / Table/ List on page 28.
Integrated Assessment Booklet: 5.4 Multimedia
Presentation (p. 36)
Refer to a more detailed lesson plan in the
“Technology in the Classroom Activities” for Chapter
28 at www.classzone.com.
Principles of Learning Connection,
Academic Rigor in a Thinking
Curriculum – High-Thinking Demand:
The East Asian Languages multimedia
presentation is a challenging, high-level
assignment in which students will be
expected to include original work and
revisions to the standards.
Section Assessment 639, 646, 650
Formal Assessment:
Chapter Tests, Forms, A, B, and C pp. 440-451
Test Generator
TAKS Online Practice Tests
NOTE: Many of the matrix items can be covered simultaneously
25
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
©2008-2009 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
East Asia: Human Geography (continued)
605
Culture-How people learn about themselves
Analyze examples of cultures that maintain traditional ways.
(18C)
612
Culture-How cultures change over time
Analyze cultural changes in specific regions and the obstacles
they face. (19B)
613
Culture-Cultures spread from one society to another
Evaluate case studies of the spread of cultural traits to find
examples of cultural convergence and divergences such as the
spread of democratic ideas, U.S.-based fast-food franchises…
or the English language as a major medium of international
communication for scientists and business people. (18D)
629
Culture-Impact of fundamental institutions and ideas on
societies
Compare life in a variety of cities and nations in the world to
evaluate the relationships involved in political, economic, social,
and environmental changes. (16C)
801
Social Studies Skills-Use social studies terminology
Apply appropriate vocabulary, geographic models,
generalizations, theories, and skills to present geographic
information. (22B)
802
Social Studies Skills–Use social studies terminology
Use geographic terminology (22C)
828
Social Studies Skills- How to work with other students
Plan, organize, and complete a group research project that
involves asking geographic questions; acquiring, organizing,
and analyzing geographic information; answering geographic
questions; and communicating results. (23A)
829
Social Studies Skills-How to evaluate social studies data
Use historical, geographic, and statistical information from a
variety of sources such as databases, field interviews, media
services, and questionnaires to answer geographic questions
and infer geographic relationships. (21A)
(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 days
(continued)
Recommended History Alive!
activities:
History Alive! Ancient China, Lesson
4.1 Encountering Ancient Traditions
in Modern Chinese Family Life:
Students assume the role of travelers to
China to learn about the practices of
modern Chinese families that will then
be recorded in a diary.
History Alive! Imperial China and
Feudal Japan, Lesson 2.1 Writing
Chinese Characters: Students will
practice writing a series of Chinese
characters to explore the pictographic
roots of the language.
Integrated Assessment Booklet: 4.3 Diary/Journal
Entry/Letter (p. 32)
Principles of Learning Tip,
Academic Rigor in a Thinking Curriculum –
High-Thinking Demand:
The History Alive! activities on China and Japan
allow students to do challenging, high-level
assignments. Students are challenged to
construct explanations and to justify arguments
as discussion on various issues of Eastern
Asian culture are addressed in class.
History Alive! Imperial China and
Feudal Japan, Lesson 2.2 Celebrating
Chinese Ingenuity: Students will draw
symbols to represent fifteen cultural
achievements developed by the
Chinese.
History Alive! Communist China and
Modern Japan, Lesson 1.5 Liu Ling:
Writing Journals About Life in a
Chinese Village: Students will assume
the role of Liu Ling villagers to write
about life after the Communist
revolution.
History Alive! Communist China and
Modern Japan, Lesson 2.1 Adept at
Adapting: Japan’s Genius Over Time:
Students will examine various creative
adaptations of ideas and products made
by the Japanese.
Integrated Assessment Booklet: 4.3 Diary/Journal
Entry/Letter (p. 32)
TAKS Mini-Lesson
(Page 633d)
Have students examine library and Internet
sources to compare the United States and
Japanese constitutions and forms of
democracy. Have them create a graphic
organizer that summarizes their findings.
TAKS Obj. 4 (8.20B – Understanding the
rights of U.S. citizens)
NOTE: Many of the matrix items can be covered simultaneously
26
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Resources
McDougal Littell World Geography Textbook Chapter 28 “Human
Geography of East Asia: Shared Cultural Traditions”; Chapter 31 “Human
Geography of Southeast Asia: Migration and Conquest”
Online edition and support at www.classzone.com
McDougal Littell World Geography Ancillaries:

Reading Study Guide, pp. 239-248

Access for Students Acquiring English, pp. 150-154

Spanish Reading Study Guide, pp. 239-248
Unit 9 In-Depth Resources:

Skillbuilder Practice p. 17; Building Vocabulary p.18; Reteaching
Activity pp.19-22; Guided Reading, p. 13-16

Critical Thinking Transparency CT60

Map Transparencies MT49

Outline Maps with Activities pp. 91-98

Cultures Transparencies CW49, CW50, CW51, CW52, CW53, CW54

Cultures Around the World pp. 49-54

TAKS Practice Transparencies TT90, TT91, TT92, TT93

Video Series – The Voyageur Experience in World Geography,
“China: Food For A Billion Plus”

Video Series – The Voyageur Experience in World Geography, Video
Resource Book, pp. 81-90
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Teacher Notes
Vocabulary:

dynasty, spheres of influence, Boxer Rebellion, Mao Zedong, Confucianism, Taoism, Buddhism (Text, Chapter 28,
Section One)

economic tiger, Pacific Rim (Text, Chapter 28, Section Two)

Three Kingdoms, Seoul, Pyongyang (Text, Chapter 28, Section Three)

samurai, shogun (Text, Chapter 28, Section Four)
Video selections from www.unitedstreaming.com:

Religions of the World: Buddhism (28:10 minutes)

Hidden Peoples of China (26:30 minutes)

Mystic Lands: Burma: Triumph of the Spirit (25:00 minutes)

World Geography Asia and the Pacific (67:45 minutes)

China: From Past to Present: Geography, Traditional Religions, and Beliefs (17:56 minutes)

China: From Past to Present: Life in the Ancient Capital Cities (17:08 minutes)

China: From Past to Present: The Silk Road, the Great Wall, Changes in Government (21:09 minutes)

Southeast Asia Today: Hong Kong (20:20 minutes)

Southeast Asia Today: Taiwan (20:06 minutes)

Southeast Asia Today: Malaysia (20:21 minutes

Southeast Asia Today: Singapore (20:01 minutes)
Additional Resources:

History Alive! Ancient China

History Alive! Imperial China and Feudal Japan

History Alive! Communist China and Modern Japan
Content-specific Web sites on the Human Geography of East Asia:

CNN: Tiananmen Square Revisited at
http://www.cnn.com/SPECIALS/2001/tiananmen/

Interactive Tour of Tiananmen Square at http://www.tsquare.tv/tour/

Bartleby.com: The Mongol Invasions at
http://www.bartleby.com/86/48.html

Travel Lang Travel and Languages Services Web site at
http://www.travlang.com/languages/indextext.html

Little League On-Line: Little League – Far East at
http://www.littleleague.org/series/2003divisions/llbb/qualify/asia.htm

Taiwan Tourist Bureau: Naruwán – Welcome to Taiwan at
http://202.39.225.132/jsp/Eng/html/search/index.jsp
(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
Content-specific Web sites on the Human Geography of East Asia:

Lamont-Doherty Earth Observatory: Chart on Major Floods in China at
http://www.ldeo.columbia.edu/edu/dees/U4735/projections/floodsCHINA.html

Think Quest: Flooding Case Studies at http://library.thinkquest.org/C003603/english/flooding/casestudies.shtml

Asia Source at http://www.asiasource.org/

Geography World: Asia at http://members.aol.com/bowermanb/asia.html

U.S. Department of State: International Information Programs – East Asia and the Pacific at
http://usinfo.state.gov/eap/

BBC News: Asia-Pacific at http://news.bbc.co.uk/2/hi/asia-pacific/default.stm
NOTE: Many of the matrix items can be covered simultaneously
27
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
©2008-2009 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
East Asia: Today’s Issues
215
Geography-Translate and analyze geographic data
Analyze political, economic, social, and demographic data to
determine the level of development and standards of living in
nations. (5B) B
T3*
301
Economics-Production of goods and services
Compare the ways people satisfy their basic needs through
the production of goods and services such as subsistence
agriculture versus market-oriented agriculture or cottage
industries versus commercial industries.
(10C) B
T3
812
Social Studies Skills–Create visual and written materials
[Construct] and interpret maps to answer geographic
questions, infer geographic relationships, and analyze
geographic change. (21C) B
T5
815
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 the United States. (8.30A) B
T5
109
205
207
208
History-One era influences other eras
Describe the human and physical characteristics of the same
places at different periods of history. (2A)
Geography-Construct and interpret maps and other graphics
Construct and analyze population pyramids and use other data,
graphics, and maps to describe the population characteristics of
different societies and to predict future growth trends. (7A)
Geography-Physical characteristics of the environment
Relate the physical processes to the development of distinctive
landforms. (4B)
Geography-Physical characteristics of the environment
Describe physical environment of regions and the physical
processes that affect these regions such as weather, tectonic
forces, wave action, freezing and thawing, gravity, and soil-building
processes. (3B)
(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 days
McDougal Littell World Geography
Textbook TE Critical Thinking:
Designing a Plan, pp. 661-663:
Have students get into groups and
discuss ways to prepare a city’s
infrastructure for possible volcanoes,
tsunamis, and other disasters related to
living in the Ring of Fire. Have students
compare their solutions with the class,
and then each student will design a plan
to implement these ideas.
McDougal Littell World Geography
Textbook TE Exploring Local
Geography, p. 663: Place students in
pairs and have them research the natural
disasters that might occur in Austin.
Each pair should then develop an
Emergency Procedures brochure that
lists the steps needed to deal with such
an emergency.
McDougal Littell World
Geography TE Internet
Activity, p. 673: Students will
combine charts, maps, or other visual
images in a presentation showing
strategies to prepare for natural disasters
along the Ring of Fire. Students can
begin their research at the following Web
sites:

U.S. Geological Survey: The Ring
of Fire at
http://pubs.usgs.gov/publications/te
xt/fire.html

BBC News, “The Earth’s Ring of
Fire, “ June 5, 2000, at
http://news.bbc.co.uk/1/hi/world/136
248.stm
Integrated Assessment Booklet: 1.13
Brochure/Leaflet/Booklet (p. 27)
Principles of Learning Connection,
Accountable Talk – Accountability to the
Learning Community:
Students will need to listen attentively when
discussing the disaster plans to one
another so they can build upon ideas and
each other’s contributions in preparing their
plans.
Integrated Assessment Booklet: 1.13
Brochure/Leaflet/Booklet (p. 27)
Use the grading rubric found in the Unit 9 Student
Tools at www.classzone to evaluate this activity in
addition the Integrated Assessment Booklet: 5.4
Multimedia Presentation on page 36.
TAKS Mini-Lesson
(Page 659d)
Ask students to choose one country or location
within the Ring of Fire and have them do research
to find out the following facts:

When the last volcanic or earthquake activity
occurred

How the location and its people were affected

What is being done to prepare for future
occurrences
TAKS Obj. 2 (WH 12C – Identifying and
explaining geographic factors influencing
events)
NOTE: Many of the matrix items can be covered simultaneously
28
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
East Asia: Today’s Issues (continued)
212
Geography-Physical characteristics of the environment
Describe the impact of and analyze the reaction of the
environment to abnormal and/or hazardous environmental
conditions at different scales such as El Niño, floods, droughts,
and hurricanes. (8C)
217
Geography–Translate and analyze geographic data
Analyze statistical and other data to infer the effects of physical
and human processes on patterns of settlement,…economic
and political conditions, and resource distribution. (8D)
221
Geography–People, places, and environments are
connected and interdependent
Explain the interrelationships among physical and human
processes that shape geographic characteristics – economic
development, urbanization, population growth, and
environmental change. (8A)
230
Geography-How population is distributed
Describe trends in past world population growth and
distribution. (7C)
233
Geography–Geographic factors influence political
development
Analyze how the character of place is related to its
political…and cultural characteristics. (5A)
234
Geography-Geographic factors influence political
development
Analyze how the character of a place is related to
its…economic…characteristics. (5A)
320
Economics-Types of industry found in different societies
Map the locations of different types of economic activities, such
as trading and growth of industries. (11A)
329
Economics-Different areas of the world are economically
interdependent through trade
Compare global trade patterns at different periods of time and
develop hypotheses to explain changes that have occurred in
world trade and the implications of these changes. (12A)
(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 days
(continued)
McDougal Littell World Geography TE
Activity, Preparing a Progress Report,
p. 669: Students will research and
prepare a report on recent progress on
child-labor issues in one East Asian
country. Multimedia sources should be
used in the reports.
Reports should identify past abuses, explain how they
have been addressed, and describe the current
situation. Reports should also focus on progress in
correcting child labor abuses.
NOTE: Many of the matrix items can be covered simultaneously
29
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Grade Nine World Geography
Suggested Student Work Products
Suggested Assessment
East Asia: Today’s Issues (continued)
436
444
Government-Student understands comparisons between
different structures of government systems.
Explain how forces of conflict and cooperation influence the
allocation of control of Earth’s surface such as the formation of
congressional voting districts or free trade zones. (14B)
Government–Impact of foreign relations on political issues
Explain the geographic factors that influence a nation’s power
to control territory and that shape the foreign policies and
international political relations of selected nations. (14C)
616
Culture-Individuals and groups shape a society’s culture
Compare economic opportunities in different cultures for
women and religious minorities in selected regions of the world.
(17B)
701
Science, Technology, and Society-How technology has
affected daily lives
Analyze ways technological innovations have allowed humans
to adapt to places shaped by physical processes such as
floods, earthquakes, and hurricanes. (19B)
801
Social Studies Skills-Use social studies terminology
Apply appropriate vocabulary, geographic models,
generalizations, theories, and skills to present geographic
information. (22B)
802
Social Studies Skills–Use social studies terminology
Use geographic terminology (22C)
813
Social Studies Skills-Create written and visual materials
Design and draw appropriate maps and other graphics such as
sketch maps, diagrams, tables, and graphs to present
geographic information including geographic features,
geographic distributions, and geographic relationships. (22A)
822
2 days
(continued)
McDougal Littell World
Geography TE Activity Option:
Internet Research, p. 666:
Students will choose one of the
Jakota triangle countries to research:
Japan, South Korea, or Taiwan. Ask
students to find two current pieces of
economic information on that country.
The following questions should serve as
guidelines:

How stable is the country’s
economy today?

Has the quality of life in that country
changed since the 1980s?

What changes have occurred in that
country’s business practices?

Are foreigners investing heavily in
that country?
Students should begin their research at the following
Web sites:






Students will then write a short summary
of their findings. They should also
include any statistical information
through the use of graphs.
McDougal Littell World
Geography TE Activity Option:
Internet Research, p. 667:
Have students go to the Web sites
provided to see what two companies and
two nonprofit organizations have to say
about factory labor in China. Then hold
a class debate on the issues.
Social Studies Skills-Evaluate the validity of a source
Analyze and evaluate the validity and utility of multiple sources
of geographic information such as primary and secondary
sources, aerial photographs, and maps. (21B)
(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
Integrated Assessment Booklet: 4.2 Essay/Written
Answer (p. 32)
Economist.com: South Korea at
http://www.economist.com/countries/SouthKorea/profile
.cfm?folder=Profile-Economic%20Structure
Economist.com: Taiwan at
http://www.economist.com/countries/Taiwan/
Economist.com: Japan at
http://www.economist.com/countries/japan/
U.K. Trade & Investment:: Country Profile – Taiwan at
https://www.uktradeinvest.gov.uk/ukti/appmanager/ukti/f
areast?_nfpb=true&_pageLabel=taiwan&HidePages=tr
ue
U.K. Trade & Investment: Country Profile – Japan at
https://www.uktradeinvest.gov.uk/ukti/appmanager/ukti/f
areast?_nfpb=true&_pageLabel=japan&HidePages=tru
e
U.K. Trade & Investment: Country Profile – South
Korea at
https://www.uktradeinvest.gov.uk/ukti/appmanager/ukti/f
areast?_nfpb=true&_pageLabel=koreaSouth&HidePag
es=true
Integrated Assessment Booklet: 3.4 Debate (p. 31)
Students should begin their research at the following
Web sites:




Asian Week, “China Sends the U.S. Jobs,” May 25,
2000, at
http://www.asianweek.com/2000_05_25/biz_chinae
xportsjobs.html
Global Exchange: Human Rights Principles for U.S.
Businesses in China at
http://www.globalexchange.org/campaigns/sweatsh
ops/china/index.html
NikeBiz at
http://www.nike.com/nikebiz/nikebiz.jhtml?page=24
Timberland at
http://www.timberland.com/timberlandserve/content.
jsp?pageName=timberlandserve_inform_global
NOTE: Many of the matrix items can be covered simultaneously
30
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
East Asia: Today’s Issues (continued)
826
Social Studies Skills-Apply critical thinking skills to
identify a social studies problem
Use case studies and geographic information systems to
identify contemporary geographic problems and issues and to
apply geographic knowledge and skills to answer real-world
questions. (23B)
828
Social Studies Skills- How to work with other students
Plan, organize, and complete a group research project that
involves asking geographic questions; acquiring, organizing,
and analyzing geographic information; answering geographic
questions; and communicating results. (23A)
829
Social Studies Skills-How to evaluate social studies data
Use historical, geographic, and statistical information from a
variety of sources such as databases, field interviews, media
services, and questionnaires to answer geographic questions
and infer geographic relationships. (21A)
TAKS Mini-Lesson
(Page 659d)
Ask students to examine the pie charts of exports in the
Jakota Triangle countries found on page 666 and
convert the information into written form by writing one
summary paragraph for each country represented with
a pie chart.
TAKS Obj. 5 (WH 26C – Interpreting Visuals)
2 days
(continued)
McDougal Littell World Geography TE
Activity Option: Case Study Project,
pp. 670-671: Have students review the
primary source materials on pages 670
and 671 and use them along with
additional resources to prepare maps,
graphs, and charts that tell a story about
population and quality of life in one
specific East Asian country.
For the Case Study Visual Presentation, students will
need to do the following:

Research solutions or initiatives to deal with
population and the quality of life in East Asia.

Use a variety of resources in their research.

Prepare a brief speech to introduce the topic.

Give a visual presentation containing a variety of
data.
Refer to the grading rubric on page 671.
Recommended History Alive!
activities:
History Alive! Communist China and
Modern Japan, Lesson 2.2 The Rise of
Modern Japan: After viewing a series of
visuals, students will create a comic strip
chronicling Japan’s economic
ascendancy.
Integrated Assessment Booklet: 1.3
Illustration/Diagram Picture/Scene/Comic
Strip/Cartoons (p. 25)
History Alive! Communist China and
Modern Japan, Lesson 2.3 Learning
Japanese Values in the Workplace:
Students will construct paper houses
using two processes – Japanese and
traditional U.S. business management.
They will then write a short report of their
findings.
Integrated Assessment Booklet: 4.2 Essay/Written
Answer (p. 32)
History Alive! Communist China and
Modern Japan, Lesson 2.4 The
Student Perspective: Reporting on
Japanese Education: Students will
write a news article for a school
newspaper in which they compare and
contrast Japanese and American
education systems.
Integrated Assessment Booklet: 4.5 News
Article/Mock Magazine/Description (p. 33)
Section Assessment 663, 667 Case Study 670-671
Formal Assessment:
Chapter Tests, Forms, A, B, and C pp. 455-466
Test Generator
TAKS Online Practice Tests
(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
31
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Resources
McDougal Littell World Geography Textbook Chapter 29 “Today’s Issues:
East Asia”; Chapter 32 “Today’s Issues: Southeast Asia”, Section Two.
Online edition and support at www.classzone.com
McDougal Littell World Geography Ancillaries:

Reading Study Guide, pp. 249-256

Access for Students Acquiring English, pp. 155-160

Spanish Reading Study Guide, pp. 249-256
Suggested Student Work Products
Suggested Assessment
Teacher Notes
Vocabulary:

Ring of Fire, Great Kanto earthquake, tsunami (Text, Chapter 29, Section One)

UNICEF, global economy, Jakota Triangle, recession, sweatshop (Text, Chapter 29, Section Two)
Video selections from www.unitedstreaming.com:

When the Earth Quakes (28:00 minutes)
Unit 9 In-Depth Resources:

Skillbuilder Practice p. 26; Building Vocabulary p.29; Reteaching
Activity pp. 34-36; Guided Reading, p. 23-25; Exploring Today’s
Issues 30-33; Map and Graph Skills p. 26-27; GeoWorkshop p. 3738

Critical Thinking Transparency CT29, CT61

Map Transparencies MT50

TAKS Practice Transparencies TT94, TT95, TT96

Video Series – The Voyageur Experience in World Geography,
“China: Food For A Billion Plus”

Video Resource Book: China: Food for a Billion Plus p. 81-90
Additional Resources:

History Alive! Communist China and Modern Japan
Specific Web sites on Today’s Issues in East Asia:

U.S. Geological Survey: The Ring of Fire at
http://pubs.usgs.gov/publications/text/fire.html

BBC News, “The Earth’s Ring of Fire, “ June 5, 2000, at
http://news.bbc.co.uk/1/hi/world/136248.stm

Asian Week, “China Sends the U.S. Jobs,” May 25, 2000, at
http://www.asianweek.com/2000_05_25/biz_chinaexportsjobs.html

Global Exchange: Human Rights Principles for U.S. Businesses in
China at
http://www.globalexchange.org/campaigns/sweatshops/china/index.h
tml

NikeBiz at http://www.nike.com/nikebiz/nikebiz.jhtml?page=24

Timberland at
http://www.timberland.com/timberlandserve/content.jsp?pageName=t
imberlandserve_inform_global
(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
Time/Pace
Grade Nine World Geography
Specific Web sites on Today’s Issues in East Asia:

BBC World Service – East Asia Today at http://www.bbc.co.uk/worldservice/asiapacific/eastasiatoday/index.shtml

East Asia WWW Virtual Library at http://ea-vl.sbc.edu/

Durham University Ancient East Asia website at http://www.ancienteastasia.org/home.htm

China and East Asia Chronology at http://campus.northpark.edu/history/WebChron/China/China.html

University of Washington East Asia Library at http://www.lib.washington.edu/East-Asia/

East Asia News at http://www.eastasianews.com/

Population and Area Comparison of East Asian Countries at
http://www.indiana.edu/~easc/resources/TEAMS/1997/pdf/population_and_area_comparison.pdf

China On-Line: The Three Gorges Dam website at
http://www.chinaonline.com/refer/ministry_profiles/threegorgesdam.asp

Economist.com: South Korea at http://www.economist.com/countries/SouthKorea/profile.cfm?folder=ProfileEconomic%20Structure

Economist.com: Taiwan at http://www.economist.com/countries/Taiwan/

Economist.com: Japan at http://www.economist.com/countries/japan/

U.K. Trade & Investment:: Country Profile – Taiwan at
https://www.uktradeinvest.gov.uk/ukti/appmanager/ukti/fareast?_nfpb=true&_pageLabel=taiwan&HidePages=true

U.K. Trade & Investment: Country Profile – Japan at
https://www.uktradeinvest.gov.uk/ukti/appmanager/ukti/fareast?_nfpb=true&_pageLabel=japan&HidePages=true

U.K. Trade & Investment: Country Profile – South Korea at
https://www.uktradeinvest.gov.uk/ukti/appmanager/ukti/fareast?_nfpb=true&_pageLabel=koreaSouth&HidePages=true
Recommended Readings from National Geographic:

Becker, Jasper. “China’s Growing Pains.” National Geographic. March 2004. Pages 68-95.

Edwards, Mike. “Han.” National Geographic. February 2004. Pages 2-29.

Simons, Lewis. “Tibetans: Moving Forward; Holding On.” National Geographic. April 2002. Pages 2-37.
NOTE: Many of the matrix items can be covered simultaneously
32
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
©2008-2009 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation











Time/Pace
Suggested Student Work Products
Suggested Assessment
Possible Accommodations for Students with Special Needs
Reading


TAKS
Obj.
Grade Nine World Geography
Emphasis on major points
Pre-teach vocabulary to
ensure understanding
Provide page numbers to
specific answers
Use brief conferences to
ensure comprehension
Tape text
Read orally
Use organizers, visual aids
Teach comprehension
strategies
Highlight materials
Peer reading
Ask leading questions to help
focus reading on important
points
Have students list important
people, facts, after reading
Provide a reading guide
(leading questions to answer)
Writing









Allow student to select
method of writing (cursive,
manuscript, assistive
technology)
Oral response (tape-record)
Provide student with hard
copy of notes or fill in the
blank
Reduce amount of copying
from board
Check for understanding of
content
Don’t penalize for spelling or
grammatical errors
Provide graphic organizer (i.e.
Inspiration® software, chart,
map, graph, picture)
Provide outline
Accentuate positive aspects
of student writing
Assignment Completion











Reduce assignments
Reduced number of problems
Provide hard copy of teacher
expected work
Extra time for response, in
class work, homework
Alternate projects
Provide multiple opportunities
to learn content: cooperative
learning, choral responses,
hands-on participation
Assignment contracts
Provide opportunities for extra
credit
Repeat directions or have
student repeat
Provide directions orally, in
writing, and show model
Task analyze – break down
the steps and teach one at a
time, gradually adding
additional steps
Student Assessment
















Alternate form of exam
(multiple choice vs. short
answer, oral vs. written essay)
Open book test
Open note test
Oral tests
Oral responses
Extended time
Provide a study guide
Opportunity to retake an exam
Allow test corrections
Provide extra credit
opportunities
Provide a concrete example
of how students are to
respond
Provide an alternative test site
Give practice test prior to
actual test
Avoid unnecessary words that
do not help student select the
correct answer
Avoid choices such as “ A and
B”, “all of the above”, or “none
of the above” on multiple
choice test
Provide a word bank for fill in
the blank items
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations;
Italics = Local
Specificity
NOTE:
Each campus
should
consult with their department chair or student’s case manager when questions arise on what is an allowable accommodation.
< > TAKS support for specific grade (s) and not all three grades
Teachers
should
also
refer to each student’s IEP/Accommodation
page.
* TEKS Strand matches different TAKS Objective
NOTE: Many ofand
the Modification
matrix items can
be covered simultaneously
33