Austin ISD Advanced Planning Guide – Social Studies Fourth Six Weeks ©2008-09 Austin Independent School District Matrix Matrix Strand # TEKS Knowledge and Skill Student Expectation TAKS Obj. Time/Pace Suggested Student Work Products Pre-AP World Geography Suggested Assessment Europe: Physical Geography 111 201 214 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* 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 Answer questions about geographic distributions and patterns shown on maps, graphs, and charts. (8.10B) T2 B 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 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, & Society-Impact of technology on economic development Describe the impact of new technologies, new markets, and revised perceptions of resources. (20A) B T2* 707 Have students label and identify the major landforms, bodies of water, the countries, and their respective capitols on a map of Europe. 215 223 Week 1 Students will read about the physical geography of Europe in Chapter 12. As they read sections 1 -3, they will complete the graphic organizer identifying key physical characteristics of the continent. The organizer should include these columns: Landforms, Resources, Climate and Vegetation, Human-Environment Interaction. Working in small groups, students will use the completed organizer and select one of the following to identify: 2 ways that climate directly affects vegetation, How 2 types of landforms have affected life in Europe, How human’s have adapted to the environment, Or, how the environment has been changed by humans? Groups will present their findings to the whole class. McDougal Littell World Geography TE Activity Option: Creating a Montage p. 259 Divide students into small groups and have them look for photographs on the Internet or in magazines that fall into the categories of location, place, and movement. Students will then create posters displaying European landforms, human-made landmarks, and athletic activities. Each image should have a caption that explains how this image fits the theme of geography identified, background information on what is in the picture, and the specific location of what is in the picture. Formal Assessment –Section Quiz, p.180 (1), 181 (2), 182 (3) Integrated Assessment – Rubrics – Venn Diagram 2.8, Chart 2.2, Sketch Map 2.1 Formal Assessment - Chapter tests, Forms A, B, and C, pp. 183-194 (Test Generator) Section Assessment - McDougal Littell World Geography PE pp. 277, 281, 285 Principles of Learning Connections – Clear Expectations: Use the following rubric or have students assist with the creation of a Map Rubric in order to judge the quality/rigor of student-developed maps and to assist with Accountable Talk and Clear Expectations in the classroom. Map Rubric http://www.phschool.com/professional_dev elopment/assessment/rub_map.cfm (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 1 Austin ISD Advanced Planning Guide – Social Studies Fourth Six Weeks ©2008-09 Austin Independent School District Matrix Matrix Strand # TEKS Knowledge and Skill Student Expectation TAKS Obj. Time/Pace Suggested Student Work Products Pre-AP World Geography Suggested Assessment Europe: Physical Geography (Continued) 812 Social Studies Skills-Organize and interpret social studies information from a variety of settings. Construct and interpret maps to answer geographic questions, infer geographic relationships, and analyze geographic change. (21C) B T5 Week 1 Graded evaluation of the article synopsis. McDougal Littell World Geography TE Activity Option: Internet Research 109 History-One era influences other eras Describe the human and physical characteristics of the same place at different periods of history. (2A) 154 History-Historical development of social issues Assess how people’s changing perceptions of geographic features have led to changes in human societies. (2B) p.261 Have students go to www.classzone.com and locate the Current Events section for Unit Four. There are four major issues – The Possibility of Turkey Joining the European Union, Turmoil in the Balkans, Cleaning Up Europe, and European Unification. Students will select one of these issues and go to the links to the electronic Web sites connected to this issue 207 Geography- Physical characteristics of the environment Relate the physical processes to the development of distinctive landforms. (4B) They will need to read at least one of the articles using the information and creating a comic strip using at least 5 panels and a creative title to convey the article’s main ideas. 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) 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) McDougal Littell World Geography TE Activity Option: Critical Thinking p. 263 Have students create a table with two columns and six rows. They should label the columns “Elevation” and “Countries”. Using the physical map on page 263, they will label the rows with six elevation categories shown on the map legend in ascending order. They will then rank the following nations according to overall elevation from lowest to highest elevations: Denmark, France, Netherlands, Spain, and Switzerland. After completing the table, students will need to develop at least three conclusions about elevation in Europe. Principles of Learning Connection Academic Rigor – Active Use of Knowledge: This Internet activity requires students to interpret texts and synthesize several sources of information before they begin to compose their synopsis for their article. Graded evaluation of the table and three conclusions. Principles of Learning Connection Academic Rigor – High-Thinking Demand: By drawing conclusions about the information that they include on the graphs and tables developed for this unit, students should be expected to regularly raise questions and solve problems as they do challenging, high-level assignments in World Geography. (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 2 Austin ISD Advanced Planning Guide – Social Studies Fourth Six Weeks ©2008-09 Austin Independent School District Matrix Matrix Strand # TEKS Knowledge and Skill Student Expectation TAKS Obj. Time/Pace Suggested Student Work Products Pre-AP World Geography Suggested Assessment Europe: Physical Geography (Continued) 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) 221 Geography–Physical environment affects and interacts with the human environment Explain the interrelationships among physical and human processes shape the geographic characteristics of places such as economic development, urbanization, population growth, and environmental change connections. (8A) 231 Geography-Migration influences the environment Explain the political, social, and environmental factors that contribute to human migration such as national and international migrations are shaped by push-pull factors. (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) 601 Culture-Concept of culture Describe distinctive cultural patterns and landscapes associated with…other regions of the world, and how these patterns influenced the processes of innovation and diffusion. (16A) 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 in political, economic, social, and environmental changes. (16C) Week 1 McDougal Littell World Geography TE Activity Option: Link to Math p. 265 Have students use the map scale on the political map found on page 265 to calculate the distance in kilometers of each stage of this train itinerary: Lisbon-Madrid-Barcelona-ParisBrussels-Berlin-Warsaw. Assuming an average speed of 90 km/hour, have them calculate the time it would take to travel to each city. They should then convert kilometers to miles. McDougal Littell World Geography TE Activity Option: Analyzing Data p. 269 Have a brief discussion on how a trade surplus and trade deficit affect a countries economy. Using the Regional Data File on p. 268-271, students will complete the appropriate calculations to select 2 countries that have a trade deficit and 2 countries with a trade surplus. Students should research the types of exports produced by the countries on their list and include visual representations as part of their research. Students will share their findings with the whole class and following the presentations, students will draw conclusions about which regions in Europe are more prosperous than others and what factors have determined these outcomes. McDougal Littell World Geography TE Critical Thinking: Making Comparisons p.283 Have students identify what similar geographic problem is encountered in both the Netherlands and Venice. Students will then create a flow chart showing how people in both areas have each dealt with the problem and the results of this. Graded evaluation of calculations Graded evaluation of calculations TAKS Mini-Lesson (p. 275) To help students understand how the Danube and Rhine rivers influenced population patterns, use the Skillbuilder Lesson Drawing Conclusions on page 275 of the TE. After the students complete the activity, ask them to make a list of other benefits of navigable rivers. TAKS Obj. 2 (WG1A – Understanding of geographic influences) Use the Rubric for a Chart on page 2.2 of the Integrated Assessment booklet. TAKS Mini-Lesson (pp. 282-285) Have students compare how humans have modified the physical environment by finding similarities and differences between the polder in the Netherlands and the canals of Venice. TAKS Obj. 5 (WG 8B – Comparing modifications of 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 Advanced Planning Guide – Social Studies Fourth Six Weeks ©2008-09 Austin Independent School District Matrix Matrix Strand # TEKS Knowledge and Skill Student Expectation TAKS Obj. Time/Pace Suggested Student Work Products Pre-AP World Geography Suggested Assessment Europe: Physical Geography (Continued) 701 Science, Technology, & Society-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, & Society-Impact of technology on economic development Analyze the role of technology in agriculture and other primary economic activities and identify the environmental consequences that have taken place. (20B) 801 Social Studies Skills-Use social studies terminology Apply appropriate vocabulary, geographic modes, 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-Use standard grammar Use standard grammar, spelling, sentence structure, and punctuation. (22D) 813 Social Studies Skills-Create visual and written 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) Week 1 McDougal Littell World Geography TE Activity Option: Creating a Bar Graph p. 271 Have students use the Regional Data File on pages 270-271 to create a bar graph on infant mortality rates in Europe. One axis should be labeled “Infant Mortality per 1,000 Live Births” and the other should be labeled “European Countries (M-Z)”. Direct students to evaluate the data before plotting it. They should make a judgment as to whether it is preferable to list countries alphabetically or to group nations with similar rates together. Students should use color to organize the information in their bar graphs. Afterwards, they should write three conclusions about the infant mortality rate in Europe. McDougal Littell World Geography TE Activity Option: Understanding Economic Terms p. 276 Have students create a T-Chart with the terms “Industrial” and “Agricultural”. Using the Natural Resources map on page 276, have students identify whether each resource is industrial or agricultural and then list these resources in the appropriate spot of the TChart. Students should then write at least three conclusions about the importance of these resources to the European economy. Graded evaluation of bar graphs and written conclusions Principles of Learning Connection Academic Rigor – High-Thinking Demand: By drawing conclusions about the information that they include on the graphs and tables developed for this unit, students should be expected to regularly raise questions and solve problems as they do challenging, high-level assignments in World Geography. Use the Rubric for a Chart on page 2.2 of the Integrated Assessment booklet. Students will use the T-Chart and their conclusions to create a Venn Diagram comparing/contrasting Natural Resources in Europe and Texas. There are more than enough materials in this APG to address the required TEKS for the Fourth Six Weeks. Use the activities that best fit the needs of your classes. (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 ©2008-09 Austin Independent School District Matrix Matrix Strand # TEKS Knowledge and Skill Student Expectation Austin ISD Advanced Planning Guide – Social Studies Fourth Six Weeks TAKS Obj. Time/Pace Suggested Student Work Products Pre-AP World Geography Suggested Assessment Europe: Physical Geography (Continued) 827 Social Studies Skills-Apply critical thinking skills to the decision making process Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. (23D) 829 Social Studies Skills-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) Week 1 Internet Activity – Acid Rain in Europe: Students will use the Web sites at http://greennature.com/ article329.html and http://europa.eu.int/ comm/ environment/ caring/ en/ caring12_en.pdf to do research on acid rain in Europe. They should focus on one aspect of acid rain, such as how the European Union is fighting acid rain or how European students learn about acid rain. Students will write a report on their findings and will include a map or chart that visually presents information on acid rain. Web sites used in preparing the report should be listed as sources. Discuss the importance of tourism to the European Economy. Students will then assume the role of a travel agent and plan a two week trip to one of the following European Regions: Mediterranean Scandinavia British Isles Eastern Europe Students will create a travel itinerary including at least 4 major cities in region in addition to information on weather, climate, and points of interest. Use the video from the ancillary collection The Voyageur Experience in World Geography Italy: Natural Hazards and Disaster as a resource in presenting issues on the physical geography of Europe. Pages 31-40 of the Video Resource Book provide activities to supplement this video. One recommended activity is that students plot the sites visited by the characters in the video and sketch in the significant natural and cultural features on maps of Tuscany and Naples. The report on acid rain should: Concise and well-organized Summarize efforts to control the problem Include a clear, imaginative visual to complement the report Include references to the Web sites used as sources Principles of Learning Connection Accountable Talk – Engagement with Learning Through Talk: In order to provide a more interactive viewing experience, pause the video at the points addressed on page 35 of The Voyageur Experience booklet. By asking the questions posed on this page, a substantial portion of instructional time during the viewing of the video involves students in talk related to the concepts delineated in the standards. (TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS L = Local Expectations; Italics = Local Specificity < > TAKS support for specific grade (s) and not all three grades * TEKS Strand matches different TAKS Objective NOTE: Many of the matrix items can be covered simultaneously 5 ©2008-09 Austin Independent School District Matrix Matrix Strand # TEKS Knowledge and Skill Student Expectation Resources Austin ISD Advanced Planning Guide – Social Studies Fourth Six Weeks TAKS Obj. Time/Pace Suggested Student Work Products Pre-AP World Geography Suggested Assessment Teacher Notes McDougal Littell World Geography Textbook Chapter 12 “The Geography of Europe: The Peninsula of Peninsulas”, Sections 1-3 Online edition and support at www.classzone.com McDougal Littell World Geography Ancillaries: Reading Study Guide, pp. 103-110 Access for Students Acquiring English, pp. 60-63 Spanish Reading Study Guide, pp. 103-110 The Voyageur Experience in World Geography Video Series: Italy: Natural Hazards and Disasters Unit 4 In-Depth Resources: Skill builder p. 8; Building Vocabulary p. 9; Reteaching pp.10-12; Map and Graph Skills p. 6-7 Outline Maps with Activities, Physical and Political Maps of Europe, pp. 29-32 Critical Thinking Transparency CT12, CT 44 Map Transparencies MT21, MT22, MT 23 TAKS Practice Transparencies TT38 - TT40 Content-specific Web Sites on the Physical Geography of Europe: Acid Rain in Europe at http://greennature.com/ article329.html Facts and Trends: It’s Raining Again at http://europa.eu.int/ comm/ environment/ caring/ en/ caring12_en.pdf National Geographic Expeditions: Atlas Map of Europe at http://www.nationalgeographic.com/ xpeditions/ atlas/ index.html?Parent=europe Geographia Europe at http://www.geographia.com/ indx03.htm Yahooligans European Countries List at http://www.yahooligans.com/ Around_the_World/ Regions/ Europe/ Countries Nova On-Line: The Deadly Shadow of Vesuvius at http://www.pbs.org/wgbh/nova/vesuvius/ Vocabulary: fjord, uplands, Meseta, Massif Central, peat North Atlantic Drift, mistral, sirocco, dike, polder, seaworks, terpen, Zuider Zee, ljsselmeer Advanced Vocabulary: Hannibal, Scandinavia Peninsula, glaciers, Pyrenees, Balkan Peninsula, Iberian Peninsula, Iceland, Greenland, Alps, Danube, Rhine, prevailing westerlies, coniferous, Land of the Midnight Sun, Holland, Venice’s Canals, acid rain Maps101.com is an excellent resource for examining a variety of maps and issues connected to World Geography. All AISD schools are licensed with this product for this school year. General Web Sites on Geography and Culture: www.maps101.com 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 Video Selections from www.unitedstreaming.com: Exploring the World's Geography: Segment Two: Geography of Europe and Russia (05:44 minutes) Content-specific Web Sites on Current Events in Europe: EU Backs Turkey Talks at http://www.cnn.com/2004/WORLD/europe/10/06/eu.turkey.talks/index.html Q & A: Turkey and the EU at http://news.bbc.co.uk/1/hi/world/europe/3682828.stm List of European Nation Members and Candidate Nations at http://www.eurunion.org/states/home.htm Court Imposes Lawyer on Milosevic at http://edition.cnn.com/2004/WORLD/europe/09/02/milosevic.trial/index.htm Welcome to Tirana – Europe’s Pollution Capital at http://www.guardian.co.uk/waste/story/0,12188,1179216,00.html Children of the Revolution at http://www.time.com/time/europe/html/040412/story.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 6 Austin ISD Advanced Planning Guide – Social Studies Fourth Six Weeks ©2008-09 Austin Independent School District Matrix Matrix Strand # TEKS Knowledge and Skill Student Expectation TAKS Obj. Time/Pace Suggested Student Work Products Pre-AP World Geography Suggested Assessment Europe: 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* Historic origins of voluntary and forced migrations Trace the spatial diffusion of a phenomenon and describe its effects on regions of contacts such as the spread of the bubonic plague…(1B) B T2* 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 Analyze political, economic, social, and demographic data to determine the level of development and standards of living in nations. (5B) B T3* 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 424 Government-Principles of government addressed in historic documents Identify the influence of ideas including the Magna Carta and the English Bill of Rights…on the U.S. system of government. (8.16A) B T4 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* 166 201 215 301 Week 2 Using the information from Chapter 13, students will list different characteristics of Mediterranean, Western, Northern, and Eastern Europe on the board, such as the Crusades, Renaissance, the Basques, Holocaust. Students will then identify and categorize the characteristics in the proper sub-region of Europe. If the characteristic is specific to one country, they should identify the country as well. Students will arrange the information in chart form. After categorizing the characteristics, students will write a short story set in Europe. They must include 20 characteristics, at least one from each sub-region (characteristics may be those from the chart or additional ones from the text.) After students read Sections One through Three in Chapter 13, they will record major historical events from ancient Greek civilization to the reunification of Germany on a timeline. Students will then create a chart identifying examples of conflict (wars) and cooperation (reunification, NATO) that allocate control of Earth’s surface. Key events to include on the timeline: Greek civilization, Roman Empire, Crusades, Renaissance, Muslim Empires, Spanish Empire, Christopher Columbus’s discovery, development of trade, Bubonic plague, reformation, France becomes a major power, Britain defeats Napoleon, Imperialism, World War I, World War II, NATO is formed, Cold War, Cold War ends, Germany reunified Formal Assessment - Chapter tests, Forms A, B, and C, pp. 199-210 (Test Generator) Section Assessment - McDougal Littell World Geography PE pp. 301, 307, 315 Refer to www.studentsfriend.com/aids/curraids/timeline/1illtl.pdf for a model lesson and rubric on a timeline of European history. Another helpful website with the European timeline and history is www.hyperhistory.com/chart/chart.html. Test on characteristics for each European sub-region. Criteria charts and rubrics developed with student input to evaluate student work the story. Principles of Learning Connection Clear Expectations: Before students turn in the final version of their story, establish intermediate expectations that allow them to review and revise their original draft before submitting it for publication. Using the map of the plague from the website provided, recreate a blank map of the progression of the plague for the students to color. Leave the key and map blank. Also, use the map on p. 294 in TE to help draw outline of the plague’s progression. Students can see this in PE p. 294. (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 7 Austin ISD Advanced Planning Guide – Social Studies Fourth Six Weeks ©2008-09 Austin Independent School District Matrix Matrix Strand # TEKS Knowledge and Skill Student Expectation TAKS Obj. Time/Pace Suggested Student Work Products Pre-AP World Geography Suggested Assessment Europe: Human Geography (cont.) 707 Science, Technology, & 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-Organize and interpret social studies information from a variety of settings. Construct and interpret maps to answer geographic questions, infer geographic relationships, and analyze geographic change. (21C) B T5 109 History-One era influences other eras Describe the human and physical characteristics of the same place at different periods of history. (2A) 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) 221 Geography–Physical environment affects and interacts with the human environment Explain the interrelationships among physical and human processes shape the geographic characteristics of places such as economic development, urbanization, population growth, and environmental change connections. (8A) 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) Week 2 Given an outline map of Europe, students will map the progression of the bubonic plague. Students will read the Disasters section on pp. 294-295. Students will use the map to help them create an original short story assignment using a “Bubonic Plague Carrying Flea” as the main character. Students must include the following factual information in the creative story: The time period in months and years. What started the plague? What countries did the bubonic plague affect? How did the plague spread? What preventative measures did the doctors suggest? Suggest to students that they tell the story from the “Flea’s Perspective”. Where did the Flea travel? How did he travel? What did he see? Smell? Feel? etc. Using the map of the plague from the website provided, recreate a blank map of the progression of the plague for the students to color. Leave the key and map blank. Also, use the map on p. 294 in TE to help draw outline of the plague’s progression. Students can see this in PE p. 294. Principles of Learning Connection Clear Expectations: Provide models of timelines that students can use and discuss as they prepare their own timelines. Graded evaluation of presentation (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 Austin ISD Advanced Planning Guide – Social Studies Fourth Six Weeks ©2008-09 Austin Independent School District Matrix Matrix Strand # TEKS Knowledge and Skill Student Expectation TAKS Obj. Time/Pace Pre-AP World Geography Suggested Student Work Products Suggested Assessment Europe: Human Geography (cont.) 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) 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) 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) 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-People learn about themselves Analyze examples of cultures that maintain traditional ways. (18C) 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 such as the spread of democratic ideas, U.S.-based fast-food franchises in Russia and Eastern Europe, or the English language as a major medium of international communication for scientists and business people. (18D) 629 Week 2 McDougal Littell World Geography TE Activity Option: Creating Multimedia Presentations p. 300 Have pairs of students work together to prepare a ten-minute multimedia presentation on an aspect of Western European music or art. Students should choose a specific topic, such as a particular composer, artist, or style. They should gather information for the text portion of their presentation and copy images and sound onto the computer. Web sites to use for research: Population Reference Bureau at http://www.census.gov/ ipc/ www/ idbpyr.html United Nations Cyber School Bus at http://www.un.org/ Pubs/ CyberSchoolBus/ infonation/ e_infonation.htm . Multimedia presentation on European population should: Provide information on different characteristics of the population. Produce clear, imaginative visuals to complement the report. Include references to the Web sites used as sources. TAKS Mini-Lesson – U.S. History Connection (page 303) Use the critical thinking activity on TE page 303 to have students define the similarities between the Magna Carta and the Declaration of Independence and between the English Bill of Rights and the Bill of Rights in the U.S. Constitution. TAKS Obj. 4 (8.16A – Identifying the influence from historic documents) Criteria chart and rubric developed with student input to evaluate student report Culture-Impact of fundamental institutions and ideas on societies, past and present 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) (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 9 ©2008-09 Austin Independent School District Matrix Matrix Strand # TEKS Knowledge and Skill Student Expectation Austin ISD Advanced Planning Guide – Social Studies Fourth Six Weeks TAKS Obj. Time/Pace Suggested Student Work Products Pre-AP World Geography Suggested Assessment Europe: Human Geography (cont.) 801 Social Studies Skills-Use social studies terminology Apply appropriate vocabulary, geographic modes, 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 visual and written 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) 825 Social Studies Skills-Apply critical thinking skills to identify a social studies problem Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. (23C) 829 Week 2 Social Studies Skills-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) McDougal Littell World Geography TE Activity Option: Exploring the New Germany p. 312 Have students write a report on the reunification of Germany. The following criteria should be included in their reports: When and why Germany was divided The effect of the division on the East German economy and people How reunification occurred Students will then need to compare and contrast German reunification with the ethnic issues currently taking place in the Balkans. Criteria chart and rubrics developed with student input Mapping Our World: GIS Lessons for Educators – Module 4 “Growing Pains: A Regional Case Study of Europe and Africa,” (pages 209-233) Students will compare the processes and implications of population growth in the world’s fastest and slowest growing regions: sub-Saharan Africa and Europe. Through the analysis of standard of living indicators in these two regions, students will explore some of the social and economic implications of rapid population growth. Students will then take on the role of a special liaison to the United Nations in charge of establishing partnerships between nations of slow and fast growth. Through a written report, they will devise a way the countries can form a partnership to improve the standard of living for all countries involved. *This activity can also be conducted during the Fifth Six Weeks study of Africa. Use the rubric on page 233 of the GIS book to evaluate the report. Principles of Learning Connection Academic Rigor – Active Use of Knowledge: This GIS activity requires that students compare and analyze growth and demographic trends in countries throughout the world. They will also need to make predictions from the data provided and additional sources on future population trends as they synthesize several sources of information. (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 10 Austin ISD Advanced Planning Guide – Social Studies Fourth Six Weeks ©2008-09 Austin Independent School District Matrix Matrix Strand # TEKS Knowledge and Skill Student Expectation Resources McDougal Littell World Geography Textbook Chapter 13 “Human Geography of Europe: Diversity, Conflict, Union”, Sections 1-4 TAKS Obj. Suggested Student Work Products Suggested Assessment Teacher Notes: Vocabulary: city-state, republic, Crusades, Renaissance, aqueduct, Benelux, Reformation, feudalism, nationalism, Holocaust, Berlin Wall, Nordic countries, parliament, Silicon Glen, euro, cultural crossroads, balkanization, satellite nation, market economy, folk art, anti-Semitism Online edition and support at www.classzone.com McDougal Littell World Geography Ancillaries: Reading Study Guide, pp. 111-120 Access for Students Acquiring English, pp. 66-70 Spanish Reading Study Guide, pp. 111-120 Cultures Around the World, pp. 19-24 Advanced Vocabulary: democracy, Parthenon, Alexander the Great, Palestine, Byzantine Empire, Western Roman Empire, Bubonic Plague, Ferdinand and Isabella of Spain, Basque, Black Death, Romance Languages, Martin Luther, Charlemagne, French Revolution, guest workers, blitzkrieg, Celtics, Vikings, Magna Carta, Ottoman Empire, Archduke Frances Ferdinand, Romany, Prague Unit 4 In-Depth Resources: Skill builder p. 17; Building Vocabulary p. 18; Reteaching pp.1922 Critical Thinking Transparencies CT13, CT 45 Map Transparency MT24 Cultures Transparencies CW 19 – CW 24 Outline Maps with Activities pp. 33-40 TAKS Practice Transparencies TT41 – TT 44 Additional Resources: Mapping Our World: GIS Lesson for Educators Maps101.com (the login is AISD and the password is AISD) Content-Specific Web Sites on the Human Geography of Europe: European history timeline activity at www.studentsfriend.com/aids/curraids/timeline/1illtl.pdf Bubonic plague website at http://www.mrdowling.com/703plague.html Federal Research Division Country Studies at http://lcweb2.loc.gov/frd/cs/cshome.html Population Reference Bureau at http://www.census.gov/ ipc/ www/ idbpyr.html United Nations Cyber School Bus at http://www.un.org/ Pubs/ CyberSchoolBus/ infonation/ e_infonation.htm Plague and Public Health in Renaissance Europe at http://jefferson.village.virginia.edu/ osheim/ intro.html Frequently-Asked-Questions About the Plague at http://www.cdc.gov/ ncidod/ dvbid/ plague/ qa.htm Human Geography of Europe Links at http://www.geog.le.ac.uk/ cti/ hum.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 Time/Pace Pre-AP World Geography Video Selections from www.unitedstreaming.com: Mystic Lands: Greece: Isle of Revelation (25:00 minutes) Scandinavia: Its Water, Its History, and Its People (14:35 minutes) *Because of time constraints, use selected clips from the videos that enrich and can be integrated into your classroom curriculum. Content-Specific Web Sites on the Human Geography of Europe: Tourism in Mediterranean Has Harmed Ecosystem at http://www.panda.org/ about_wwf/ where_we_work/ mediterranean/ tourism_threats.cfm Bloomberg: Economy Europe at http://www.bloomberg.com/ news/ index_eu_am.html CNN: Focus on Kosovo at http://www.cnn.com/ SPECIALS/ 1998/ 10/ kosovo/ BBC History File: Yugoslavia and the Balkans at http://news.bbc.co.uk/ hi/ english/ static/ map/ yugoslavia/ Internet Modern History Sourcebook at http://www.fordham.edu/ halsall/ mod/ modsbook.html Summaries on Communism: 1898-2002 at http://www.abc.net.au/ rn/ talks/ europe/ index/ eurosubject9902_Communism.htm Europe Tourism at http://www.tripadvisor.com/ Tourism-g4-Europe-Vacations.html European Tourist Information Center at http://www.iol.ie/ ~discover/ europe.htm Visit Europe at http://www.visiteurope.com Europe Pictures at http://home.comcast.net/ ~euro-photos/ Europe for Visitors Photo Galleries at http://europeforvisitors.com/ venice/ galleries/ blg_photo_galleries.htm 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 NOTE: Many of the matrix items can be covered simultaneously Streaming. 11 Austin ISD Advanced Planning Guide – Social Studies Fourth Six Weeks ©2008-09 Austin Independent School District Matrix Matrix Strand # TEKS Knowledge and Skill Student Expectation TAKS Obj. Time/Pace Suggested Student Work Products Pre-AP World Geography Suggested Assessment Europe: Today’s Issues 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* 519 Citizenship-Fundamental rights in a constitutional government Describe the importance of free speech and press in a democratic society. (8.22B) B T4* 812 Social Studies Skills-Organize and interpret social studies information from a variety of settings. Construct and interpret maps to answer geographic questions, infer geographic relationships, and analyze geographic change. (21C) B T5 109 History-One era influences other eras Describe the human and physical characteristics of the same place at different periods of history. (2A) 221 Geography–Physical environment affects and interacts with the human environment Explain the interrelationships among physical and human processes shape the geographic characteristics of places such as economic development, urbanization, population growth, and environmental change connections. (8A) 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) 406 Government–Structures of government Analyze current events to infer the physical and human processes that lead to the formation of boundaries and other political divisions, such as the break up of Yugoslavia. (14A) Week 3 Chart on benefits and drawbacks of the European Union and the Euro. Students will create a political cartoon about the Euro. Have students do research on the adoption of the Euro and the different arguments for and against. Look at different political cartoons from this period about the Euro. Afterwards, students will write a letter to a newspaper either supporting the European Union or requesting that it be disbanded. They will need to be sure to include a discussion of components of political. Have students create an annotated timeline of issues and events in the Balkans (pp. 318-321) from the Ottoman Empire to today including the role of ethnic and religious groups. Students will synthesize the information on the timeline into an essay describing the role of land in the issues/events citing the timeline events as evidence. Have students write and design a memorial for the Balkan War and Srebrenica Massacre. Including a detailed description of the event, lessons learned, and the symbolism of the memorial. One suggested website is http://www.pbs.org/wnet/cryfromthegrave/ Use the video from the ancillary collection The Voyageur Experience in World Geography Greece: Urbanization and the Environment. Pages 21-30 of the Video Resource Book provide activities to supplement this video. One recommended activity is discussing the role that acid rain has taken in damaging the monuments of ancient Greece. Questions for Discussion: Why would some European countries choose not to convert their money to the Euro? How does the European Union benefit members? Criteria chart and rubric developed with student input to evaluate the political cartoon and letter written to the newspaper. Principles of Learning Tip: Accountable Talk – Accountability to Rigorous Thinking: Discussion questions on the Euro and the European Union allow students to synthesize several sources of information since they will be doing research on written sources and political cartoons that either support or go against both of these issues. Based on their research, students will then have to construct explanations, formulate conjectures and hypotheses, and test their own understanding of the issues connected to the Euro and European Union as they participate in the class discussion. TAKS Mini-Lesson – U.S. History Connection (pages 320-321) Ask students to create a list of unalienable rights, including those stated in the U.S. Declaration of Independence. Then have them read pp. 320-321 to determine what unalienable rights were at stake in the wars in Bosnia and Kosovo, and which, if any, were violated in these conflicts. TAKS Obj. 4 (8.20A – Define and give examples of unalienable rights) (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 12 ©2008-09 Austin Independent School District Matrix Matrix Strand # TEKS Knowledge and Skill Student Expectation Austin ISD Advanced Planning Guide – Social Studies Fourth Six Weeks TAKS Obj. Time/Pace Suggested Student Work Products Pre-AP World Geography Suggested Assessment Europe: Today’s Issues (cont.) 412 Government-Different political systems in societies, past and present Prepare maps that illustrate a variety of political entities such as city maps showing precincts, country maps showing states, or continental maps showing countries. (13A) 527 Citizenship-Different points of view in a democratic society Identify and give examples of different points of view that influence the development of public policies and decisionmaking processes on local, state, national, and international levels. (15A) 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) 708 Science, Technology, & Society-Impact of technology on economic development Analyze the role of technology in agriculture and other primary economic activities and identify the environmental consequences that have taken place. (20B) 801 Social Studies Skills-Use social studies terminology Apply appropriate vocabulary, geographic modes, generalizations, theories, and skills to present geographic information. (22B) 802 Social Studies Skills-Use social studies terminology Use geographic terminology correctly. (22C) 829 Social Studies Skills-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) Week 3 McDougal Littell World Geography TE Case Study Project p. 328 Students will choose a European (EU or non-EU) country to represent and will research that country’s position on European Union expansion. In conducting this research, they should consider the following points: Why do certain countries want to join the EU? What do current EU members have to gain and lose in expansion? Why do certain countries want to remain independent? Students will then create a visual to be shown during a panel discussion addressing the questions above. In the panel discussion, they will give a two to three minute speech introducing their country’s position on the European Union. In the case study project, students should: Summarize a country’s position on EU expansion based on research Produce a clear, imaginative visual that complements their presentation Present a concise, well-organized speech on the topic Play an active role in the panel discussion Internet Activity – Pollution and the Green Political Parties: Students will use the following Green Party links to conduct research on pollution in Europe. They will learn about the “Green” political parties and their views on what should be done to redress this issue. They will write a summary of their findings and create a chart listing the programs proposed by these “Green” parties. Web sites to use for research include: The Green Party of England and Wales at http://www.greenparty.org.uk/ European Greens at http://www.europeangreens.org/ For the report on pollution in Europe, students should: Present a concise well-organized report that emphasizes the impact of pollution on politics in Europe Summarize efforts of political parties such as the “Greens” to control pollution Produce a clear, imaginative visual to complement the report Include references to the Web sites used as sources Principles of Learning Connection Accountable Talk – Accountability to Knowledge: For the panel discussion, students will need to make use of specific and accurate knowledge and provide evidence of claims and arguments as they present information on their specific country’s position on the expansion of the European Union. (TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS L = Local Expectations; Italics = Local Specificity < > TAKS support for specific grade (s) and not all three grades * TEKS Strand matches different TAKS Objective NOTE: Many of the matrix items can be covered simultaneously 13 Austin ISD Advanced Planning Guide – Social Studies ©2008-09 Austin Independent School District Fourth Six Weeks Pre-AP World Geography Matrix Matrix Strand TAKS # TEKS Knowledge and Skill Time/Pace Suggested Student Work Products Suggested Assessment Obj. Student Expectation Resources Teacher Notes McDougal Littell World Geography Textbook Chapter 14 “Today’s Issues: Europe”, pages 319-331 Vocabulary: Slobodon Milošević, South Slavs, ethnic cleansing, Kosovo Liberation Army (KLA), Vojislav Kostunica, cyanide, European Online edition and support at www.classzone.com Environmental Agency, particulates, smog, ozone, European Union (Text, Chapter 14, Case Study) McDougal Littell World Geography Ancillaries: Reading Study Guide, pp. 95-102 Access for Students Acquiring English, pp. 54-56 Spanish Reading Study Guide, pp. 95-102 The Voyageur Experience in World Geography Video Series: Greece: Urbanization and the Environment, pp. 11-20 Unit 4 In-Depth Resources: Skill builder p. 28; Building Vocabulary p.29; Reteaching pp.3436; Map and Graph Skills p. 26-27; Exploring Today’s Issues p. 30-33 Critical Thinking Transparency CT 14, CT 46 Map Transparency MT 25 TAKS Practice Transparencies TT45, TT 46, TT 47 Content-Specific Web Sites on Contemporary Issues in Europe: Srebrenica: A Cry From the Grave at http://www.pbs.org/wnet/cryfromthegrave/ Bosnet at http://www.bosnet.org/ reports the latest news about Bosnia. The Rohde to Srebrenica at http://www.columbia.edu/itc/journalism/nelson/rohde/ The Green Party of England and Wales at http://www.greenparty.org.uk/ European Greens at http://www.europeangreens.org/ The European Union On-Line at http://europa.eu.int/ index_en.htm Human Rights Watch: Europe at http://www.hrw.org/ europe United Nations Environment Programme at http://www.unep.net Advanced Vocabulary: War Crimes, Yugoslavia, Joseph Tito, land mines, refugees, water treatment plants, fossil fuels, auto emissions, Benelux countries, coalition government Supplemental Readings from National Geographic: Belt, Don. “Europe’s Big Gamble”. National Geographic. May 2004. Pages 54-65. Reid, T.R. “The New Europe”. National Geographic. January 2002. Pages 32-47. TAKS Mini-Lesson – U.S. History Connection (pages 328-329) Have students read the primary sources from Global Britain, Gϋnter Verheugen, and The New York Times as well as Pat Oliphant’s political cartoon on pages 328 and 329 about the European Union. Then have them explain how each type of source reflects the importance of free speech and press. TAKS Obj. 4 (8.22B – Describe the importance of free speech and press in a democratic society) (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 14 Austin ISD Advanced Planning Guide – Social Studies Fourth Six Weeks ©2008-09 Austin Independent School District Matrix Matrix Strand # TEKS Knowledge and Skill Student Expectation TAKS Obj. Time/Pace Pre-AP World Geography Suggested Student Work Products Suggested Assessment Russia and the Republics: Physical Geography 111 201 220 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* 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-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 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* 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 Social Studies Skills-Organize and interpret social studies information from a variety of settings. Construct and interpret maps to answer geographic questions, infer geographic relationships, and analyze geographic change. (21C) B T5 812 109 205 207 History-One era influences other eras Describe the human and physical characteristics of the same place at different periods in 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) Week 4 Students will locate and label various key political and physical features of the former Soviet Union on a blank outline map. Have students outline all countries of the Commonwealth of Independent States in the same color, but color the inside of the countries in different colors. Have them leave Latvia, Lithuania, and Estonia not colored, as they are not part of the CIS. Use PE pp. 336-341 to label maps. An alternative to this is using History Alive! The Rise and Fall of the Soviet Union, Lesson 1.1 “Mapping Russia’s Physical and Ethnic Diversity”, in which students will map physiographic features of the Russian empire and locate ethnic groups based on a variety of clues. Have students chart the causes and effects of the shrinking Aral Sea (pp. 353-354 in textbook) and research scientific activities to save the sea (independent research). As a contemporary 21st century thinker, students will share their findings with the class. Have students research to compare and contrast the building of the Trans-Siberia Railroad to the United States Transcontinental Railroad. Have TransSiberia Railroad and United States Transcontinental Railroad as column headings and History, Uses, and Current Status as row headings. Use the PE pp. 355-356 to fill in the chart. You can also use (Russia) http://www.interknowledge.com/russia/tra sib01.htm to find information on the internet (United States) http://www.mindspring.com/~jjlanham/trc c1.htm Map Quiz Physical Features Map and Political Map of Russia and Republics Have students write an essay explaining why the Aral Sea is shrinking and what scientists plan to do to help save the Sea. Compare and Contrast Graphic Organizer on the Transcontinental railroads of the U.S. and Siberia Quiz over Aral Sea and Trans-Siberia Railroad Formal Assessment: Chapter Tests, Forms A, B, and C, pp. 229-240 Test Generator Section Quizzes, p. 226, 227, 228 (TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS L = Local Expectations; Italics = Local Specificity < > TAKS support for specific grade (s) and not all three grades * TEKS Strand matches different TAKS Objective NOTE: Many of the matrix items can be covered simultaneously 15 Austin ISD Advanced Planning Guide – Social Studies Fourth Six Weeks ©2008-09 Austin Independent School District Matrix Matrix Strand # TEKS Knowledge and Skill Student Expectation TAKS Obj. Time/Pace Suggested Student Work Products Pre-AP World Geography Suggested Assessment Russia and the Republics: Physical Geography (cont.) 208 209 211 217 218 221 231 233 234 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) 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) 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) 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–Physical environment affects and interacts with the human environment Explain the interrelationships among physical and human processes shape the geographic characteristics of places such as economic development, urbanization, population growth, and environmental change connections. (8A) Geography-Migration influences the environment Explain the political, social, and environmental factors that contribute to human migration such as how national and international migrations are shaped by push-pull factors. (7B) Geography- Geographic factors influence political development Analyze how the character of a place is related to its political… and cultural characteristics. (5A) Week 4 Internet Activity – Creating a Travel Brochure: Have students go to the Web Sites on Central Asia listed in the resource section. These can also be found on www.classzone.com. Have students download photographs of the landscape of Central Asia and compile them into a travel brochure. Each photograph should have captions written underneath. Have students do additional research on Lake Baikal and on the deepest lake in the state of Texas. They will then make a poster that visually compares the size and depth of the two lakes. Other information such as the volume of water in each of the lakes and maps showing the location of each lake should also be included. Have students compare the weather and the geography in a Texas city to a Russian Republic of their choice. Students will collect monthly temperatures and precipitation for the past year to chart on a climograph. Students will then analyze the data collected for both weather and geography to decide what impact the geography has on the weather. Students will create a visual explaining their findings. Criteria chart and rubric to evaluate travel brochure Graded evaluation of completed sketch maps Graded evaluation of climograph Principles of Learning Connection Accountable Talk – Accountability to Knowledge: Collecting data for the climograph requires students to synthesize several sources of information and test their understanding of the concepts through application. Geography- Geographic factors influence political development Analyze how the character of a place is related to its…economic characteristics. (5A) (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 16 Austin ISD Advanced Planning Guide – Social Studies Fourth Six Weeks ©2008-09 Austin Independent School District Matrix Matrix Strand # TEKS Knowledge and Skill Student Expectation TAKS Obj. Time/Pace Pre-AP World Geography Suggested Student Work Products Suggested Assessment Russia and the Republics: Physical Geography (cont.) 310 320 338 411 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) 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) 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) Government-Powers of government Compare maps of voting patterns or political boundaries to make inferences about the distribution of power. (13B) 412 Government – Compare different structures of government Prepare maps that illustrate a variety of political entities such as city map showing precincts, country maps showing states or continental maps showing countries. (13A) 708 Science, Technology, & Society-Impact of technology on economic development Analyze the role of technology in agriculture and other primary economic activities and identify the environmental consequences that have taken place. (20B) 801 Social Studies Skills-Use social studies terminology Apply appropriate vocabulary, geographic modes, generalizations, theories, and skills to present geographic information. (22B) 802 Social Studies Skills-Use social studies terminology Use geographic terminology correctly. (22C) 813 825 Week 4 Internet Activity – Life in Siberia: Students will use the on-line information at http://www.siberiaglobe.com/ to conduct research on Siberia. They should focus on how people cope with the region’s low temperatures. For example, they could investigate the kinds of clothing people wear or how they move about in the winter. This information should then be compiled into a written report. Photos and illustrations that visually present information about life in this region should be included. Web sites used in preparing the report should be listed in a “Works Cited” page. For the report on coping in Siberia, students should: Present a concise, well-organized report Summarize different ways in which inhabitants face the region’s challenges Produce a clear, imaginative visual to complement the report Include references to the web sites used as resources Principles of Learning Connection Academic Rigor in a Thinking Curriculum – High-Thinking Demand: Reports like the one on Siberia are examples of extended projects in which original work and revision to standards are expected. TAKS Mini-Lesson (page 341) Social Studies Skills-Create visual and written 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) Have students use the maps on page 341 to make a list of three patterns that occur in both or either of these two maps of Russia. For example, one pattern they could identify would be the most populated cities in western Russia. TAKS Obj. 2 (WG 6A – Observing geographic patterns) Social Studies Skills-Apply critical thinking skills to identify a social studies problem Use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. (23C) (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 17 Austin ISD Advanced Planning Guide – Social Studies ©2008-09 Austin Independent School District Fourth Six Weeks Pre-AP World Geography Matrix Matrix Strand TAKS # TEKS Knowledge and Skill Time/Pace Suggested Student Work Products Suggested Assessment Obj. Student Expectation Resources Teacher Notes McDougal Littell World Geography Textbook Chapter 15 “Physical Geography of Russia and the Republics: A Land of Extremes”, Sections Vocabulary: One through Three chernozem, Ural Mountains, Eurasia, Transcaucasia, Central Asia, Siberia,continentality, taiga, runoff, Trans-Siberian Railroad Online edition and support at www.classzone.com McDougal Littell World Geography Ancillaries: Reading Study Guide, pp. 129-136 Access for Students Acquiring English, pp. 77-82 Spanish Reading Study Guide, pp. 129-136 Advanced Vocabulary: Kuril Islands, Volga River, Caspian Sea, Lake Baikal, hydroelectric power, thermal pollution, “Whispering of the Stars”, permafrost, Aral Sea, “General Winter”, Greenwich Mean Time Unit 5 In-Depth Resources: Skill builder p. 8; Building Vocabulary p.9; Reteaching pp.10-12; Map and Graph Skills p. 6-7; Exploring Today’s Issues p. 28-31; Unit Atlas Activities, p. 1; Regional Data File Activities, p. 2 Critical Thinking Transparencies CT 15, CT 47 Map Transparency MT28 Outline Maps with Activities pp. 41 - 44 TAKS Practice Transparencies TT48 - 50 Recommended Resource: History Alive! The Rise and Fall of the Soviet Union Content-specific Web Sites on the Physical Geography of Russia and the Republics: Website on the Trans-Siberian Railway at http://www.interknowledge.com/russia/trasib01.htm Website on the U.S. Transcontinental Railroad at http://www.mindspring.com/~jjlanham/trcc1.htm Siberia Globe at http://www.siberiaglobe.com/ About Russia at http://geography.about.com/ library/ maps/ blrussia.htm The Geography of Russia at http://www.harpercollege.edu/ ~mhealy/ g101ilec/ russia/ rumenu.htm Content-specific Web Sites on the Physical Geography of Russia and the Republics: USGS Earthshots at http://edcwww.cr.usgs.gov/ earthshots/ slow/ tableofcontents Historical Text Archive – Central Asia at http://historicaltextarchive.com/ links.php?op=viewslink& sid=11 WebWorld – Focus on Central Asia at http://www.unesco.org/ webworld/ focus_central_asia/ Satellite Images of Central Asia at http://www.fao.org/ giews/ english/ spot4/ cas/ Central Asia Unveiled at http://magma.nationalgeographic.com/ ngm/ data/ 2002/ 02/ 01/ html/ ft_20020201.6.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 18 Austin ISD Advanced Planning Guide – Social Studies Fourth Six Weeks ©2008-09 Austin Independent School District Matrix Matrix Strand # TEKS Knowledge and Skill Student Expectation TAKS Obj. Time/Pace Suggested Student Work Products Pre-AP World Geography Suggested Assessment Russia and The Republics: 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 political revolutions of the…20th century. (WH 1B) 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 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 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 301 T2 T3* 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 T5* Week 5 Have students look at the way that Russia and The Republics are divided using the map on p. 360 – Russia and the Western Republics, Transcauscasia, Central Asia. Have them create a graphic organizer with the three sub regions. Read sections 1-3 and have them draw conclusions on each subregion with the columns – History, Economy, Culture (tradition and modern life). Discuss the differences and similarities between each region. Graphic Organizer: Grading Rubric TE p. 383 McDougal Littell World Geography Textbook TE p. 363 Link to History: Writing a Report Have students choose one of the Russian leaders mentioned on page 363- V.I. Lenin, Joseph Stalin, Mikhail Gorbachev, or Vladimir Putin. Criteria chart and rubric developed with student input to evaluate the obituaries. Quiz over characteristics of each region. Quiz over Regions and their cultural traits Formal Assessment: Chapter Tests, Forms, A, B, and C pp. 244-255 Test Generator – Ch. 16 TAKS Online Practice Tests Students will write two newspaper obituaries for the person. One from the viewpoint of a follower and one from the viewpoint of a critic.s T3 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 707 Science, Technology, & Society-Impact of technology on economic development Describe the impact of new technologies, new markets, and revised perceptions of resources. (20A) B T2* 811 Social Studies Skills – Create visual and written materials Interpret visuals including graphs, charts, timelines, and maps. (WH 26C) B T5 T3* McDougal Littell World Geography Textbook TE p. 365 Internet Research: Making a Poster Direct students to research Russian art, architecture, writing, music, dance, or theater by using key words to find information on the Internet. Have students create posters that depict cultural achievements from the past or present. Graded evaluation of poster *If Internet access is limited, direct students to use the library catalog and periodical indexes to find books and magazines with pictures and information on Russian culture. (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 19 Austin ISD Advanced Planning Guide – Social Studies Fourth Six Weeks ©2008-09 Austin Independent School District Matrix Matrix Strand # TEKS Knowledge and Skill Student Expectation TAKS Obj. Time/Pace Suggested Student Work Products Pre-AP World Geography Suggested Assessment Russia and The Republics: Human Geography (cont.) 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 place at different periods of history. (2A) 159 History – Historical development of political issues Identify and analyze various political systems found throughout the world, such as…communist, socialist, and totalitarian. (L) 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) 229 Geography-How population is distributed Explain the processes that have caused cities to grow such as location along transportation routes, availability of resources that have attracted settlers and economic activities, and continued access to other cities and resources. (6B) 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) 318 Economics – Different economic systems Explain how…command…economies operate in specific countries. (10B) T5 Week 5 After reading Disasters Chernobyl (pp. 368-369 in textbook), have students prepare for a Socratic Seminar by identifying the cause of the accident, the immediate consequences, long term environmental and health effects, and the probability of another repeat disaster of its kind. McDougal Littell World Geography Textbook TE p. 369 Cooperative Learning: Learning About Chernobyl’s “Liquidators” Ask students to focus on health problems that the liquidators and their children may have experienced since the accident. Direct them to the research links on Chernobyl found at www.classzone.com. Have them use the results of their research to write a short report or a multimedia presentation on the current status of the liquidators. In putting together their status reports, one group member should be responsible for writing, making sure to include personal stories from individuals whose lives have been affected by the explosion. Another member should compile charts, maps and graphs that show the impact on public health and the environment. The third member will look for photographs and illustrations to complement the report. Questions for discussion and essay: What caused the explosion at Chernobyl and could it have been prevented? What effect did the explosion have on the community? What effect does the explosion have on the community today? Refer to the Integrated Assessment booklet and use the Rubric 5.4 for a multimedia presentation Principles of Learning Connection Academic Rigor in a Thinking Curriculum – Active Use of Knowledge: Researching the liquidators of Chernobyl requires that students synthesize several sources of information in addition to challenging them to construct explanations and justify arguments that are components of their presentation. TAKS Mini-Lesson (pages 375-376) Ask students to review the map and textual information about the Silk Road on pages 375376. Then have students consider the advantages and disadvantages, similarities and differences between the Silk Road and sea routes for trading. TAKS Obj. 2 (WH 12C – Interpreting historical maps) (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 20 Austin ISD Advanced Planning Guide – Social Studies Fourth Six Weeks ©2008-09 Austin Independent School District Matrix Matrix Strand # TEKS Knowledge and Skill Student Expectation TAKS Obj. Time/Pace Suggested Student Work Products Pre-AP World Geography Suggested Assessment Russia and The Republics: Human Geography (cont.) 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) 406 Government-Structure of governments Analyze current events to infer political and human processes that lead to the formation of boundaries and other divisions, such as the break up of the former Soviet Union. (14A) 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) Week 5 527 Citizenship – Different points of view in a democratic society Identify and give examples of different points of view that influence the development of public policies and decision-making processes on…international levels. (15A) 601 Culture-Concept of culture Describe distinctive cultural patterns and landscapes associated with…other 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) 605 Culture-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. (18B) Compare the culture of a teenager living in Kyrgyzstan to that of a typical American teenager. Read the passage on PE p. 37 ”Growing up in …”. Have students list experiences of Kyrgyzstan teenagers and experiences that they have in a typical day. Make two lists, then put the similarities in one column and the differences in another. Have students write a one page essay describing the cultural differences of their lives compared and contrasted to that of a Kyrgyzstan teenager. Internet Activity – Researching the Western Republics: Have students select two of former Soviet republics west of RussiaBelarus, Estonia, Latvia, Lithuania, Moldova, or the Ukraine. Refer them to Think Quest Web site on former Soviet republics at http://library.thinkquest.org/ 10775/ kgb.htm . They should take the material gained from research and create charts and graphs that compare the two republics chosen. These differences should then be addressed in a written report. Web sites used in this presentation should be included in a Works Cited page. Essay – compare and contrast teenagers in United States with those in Kyrgyzstan. Have students brainsorm and come up with a rubric for grading. Refer to the Integrated Assessment booklet and use the Rubric 4.3 for a diary entry For their charts and graphs on the Western Republics, students should: Focus on suitable data and information Produce a clear, imaginative visual to complement the report Make sure the data is concise and well-organized Include references to the Web sites used as sources (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 Austin ISD Advanced Planning Guide – Social Studies Fourth Six Weeks ©2008-09 Austin Independent School District Matrix Matrix Strand # TEKS Knowledge and Skill Student Expectation TAKS Obj. Time/Pace Suggested Student Work Products Pre-AP World Geography Suggested Assessment Russia and The Republics: Human Geography (cont.) 629 Culture-Impact of fundamental institutions and ideas on societies, past and present 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) 708 Science, Technology, & Society-Impact of technology on economic development Analyze the role of technology in agriculture and other primary economic activities and identify the environmental consequences that have taken place. (20B) 801 Social Studies Skills-Use social studies terminology Apply appropriate vocabulary, geographic modes, generalizations, theories, and skills to present geographic information. (22B) 802 Social Studies Skills – Use social studies terminology Use geographic terminology. (22C) 829 Social Studies Skills-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) Week 5 Recommended Activities from History Alive! The Rise and Fall of the Soviet Union: “Investigating Perspectives on Soviet Daily Life”: Students will examine Soviet propaganda posters from the Stalinist era. They will then write investigative articles to smuggle out of the Soviet Union to publish in western newspapers. Criteria charts and rubrics developed with student input to evaluate student work. Lesson 3.2 “Exploring Events of the Cold War in Europe”: Students will illustrate a map and annotated timeline to analyze escalating events during the Cold War in Europe. Criteria charts and rubrics developed with student input to evaluate student work. Lesson 4.1“Interpreting Underground Soviet Art”: Students will create poetic or graphic interpretations of an underground Soviet painting, poem, or song. Criteria charts and rubrics developed with student input to evaluate student work. Lesson 4.2“The Unraveling of the Soviet Economy”: Students will experience the failures of the Soviet economy that led to the reforms under Gorbachev in the 1980s. Lesson 4.3 “Independence Movements: A Photographic Exhibit”: Students will visually analyze photographs to develop general conclusions of the independence movements that emerged in Eastern European countries in the 1980s. Principles of Learning Tip: Academic Rigor in a Thinking Curriculum – High-Thinking Demand: The History Alive! activities on the rise and fall of the Soviet Union allow students to do challenging, high-level assignments. Students are challenged to construct explanations and to justify arguments as discussion on the issues that led to the fall of the Soviet Union are addressed in class. (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 22 ©2008-09 Austin Independent School District Matrix Matrix Strand # TEKS Knowledge and Skill Student Expectation Resources McDougal Littell World Geography Textbook Chapter 16 “Human Geography of Russia and the Republics: A Diverse Heritage”, Sections One through Three Austin ISD Advanced Planning Guide – Social Studies Fourth Six Weeks Online edition and support at www.classzone.com TAKS Obj. Time/Pace Suggested Student Work Products Pre-AP World Geography Suggested Assessment Teacher Notes Vocabulary: Baltic Republics, czar, Russian Revolution, USSR, Cold War, command economy, collective farm, Red Army, supra,Silk Road, Great Game, nomad, yurt Advanced Vocabulary: Ivan the Great, Tartars, St. Petersburg, Peter the Great, Industrial Revolution, V.I. Lenin, Joseph Stalin, Mikhail Gorbachev, Karl Marx, monopoly, consumer goods, onion domes, realism, bathhouse, Georgia, literate, toasts, caravan McDougal Littell World Geography Ancillaries: Reading Study Guide, pp. 137-144 Access for Students Acquiring English, pp. 83-86 Spanish Reading Study Guide, pp. 137-144 Unit 5 In-Depth Resources: Skill builder p. 16; Building Vocabulary p.17; Reteaching pp.1820; Guided Reading, p. 13 Critical Thinking Transparency CT16, CT48 Map Transparencies MT29 Outline Maps with Activities pp. 45-50 Cultures Transparencies CW25, 26, 27, 28, 29, 30 Cultures Around the World pp. 25-30 TAKS Practice Transparencies TT51 – TT53 Recommended Resource: History Alive! The Rise and Fall of the Soviet Union Supplemental Reading from National Geographic: Montaigne, Fen. “Russia Rising”. National Geographic. February 2002. Pages 32-43. Viviano, Frank. “The Rebirth of Armenia”. National Geographic. March 2004. Pages 28-49. Content-Specific Web Sites on the Human Geography of Russia and the Republics: Former Soviet Republics at http://library.thinkquest.org/ 10775/ kgb.htm UN Report: Chernobyl Still Hurting Millions at http://www.unicef.org/ newsline/ 02prchernobyl1.htm Chernobyl Today at http://library.thinkquest.org/ 3426/ data/ chernobyl-today/ Chernobyl – Ten Years Later at http://www.infoukes.com/ history/ chornobyl/ marples/ Nomadic Civilizations at tp://www.unesco.org/ culture/ dialogue/ eastwest/ html_eng/ nomadic.shtml Center for the Study of Eurasian Nomads at http://www.csen.org/ Central Asia Unveiled at http://magma.nationalgeographic.com/ ngm/ data/ 2002/ 02/ 01/ html/ ft_20020201.6.html Encarta – Chernobyl Accident at http://encarta.msn.com/ find/ Concise.asp?z=1& pg=2& ti=761563993 Population Trends – Russia at http://www.census.gov/ ipc/ prod/ ib96-2.pdf Infant Mortality and Life Expectancy for Selected Countries at http://www.infoplease.com/ ipa/ A0004393.html Chronology of Russian History at http://www.departments.bucknell.edu/ russian/ chrono.html Russia: History at http://www.geographia.com/ russia/ rushis01.htm The State Hermitage Museum at http://www.hermitagemuseum.org/ Art & Architecture in Russia at http://www.geographia.com/ russia/ rusart01.htm St. Petersburg in Pictures at http://petersburgcity.com/ city/ photos/ BBC News Country Profiles at http://news.bbc.co.uk/ hi/ english/ world/ europe/ country_profiles/ default.stm PhotoMann in Russia at http://www.photomann.com/ russia/ Video Selections from www.unitedstreaming.com: City Life in Europe: Life in Modern Russia (04:09 minutes) Men of Our Time: Lenin (40:04 minutes) (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 23 Austin ISD Advanced Planning Guide – Social Studies Fourth Six Weeks ©2008-09 Austin Independent School District Matrix Matrix Strand # TEKS Knowledge and Skill Student Expectation TAKS Obj. Time/Pace Suggested Student Work Products Pre-AP World Geography Suggested Assessment Russia and The Republics: 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* 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 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 place at different periods of history. (2A) T3 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) 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) 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) 317 Economics – Different economic systems Describe the characteristics of…command…economies. (10A) T5 Week 6 Organize a cause and effect chart with Issue 1: Conflict; Issue 2: Economy; and Case Study: Nuclear Legacy in the first columns. Then Cause and Effects as row headings. Use the model on TE p. 384. McDougal Littell World Geography Textbook TE p. 389 Skill builder: Making Decisions Tell students that Russian leaders had a choice to make in moving from a command to a market economy. They could make the change gradually over a number of years, or as rapidly as within a year. Ask students to work in small groups to make a chart like the one on page 389 of the TE, listing the pros and cons of the two choices. Graded evaluation of chart listing the pros and cons McDougal Littell World Geography Textbook TE p. 393 Activity Option: Researching Nuclear Waste Have students use the key words nuclear waste disposal to find Web sites explaining why disposal of nuclear wastes is such a difficult problem. Have students share what they find in a one to two page written report. Criteria chart and rubric developed with student input McDougal Littell World Geography Textbook TE p. 390 Seeing Patterns Have students research a U.S. company currently doing business in Russia, such as MacDonald’s. They will then create a set of guidelines that the company should follow while conducting business in Russia. Principles of Learning Tip: Academic Rigor in a Thinking Curriculum – Active Use of Knowledge: Researching a U.S. company doing business in Russia will require that students use their prior and out-of-school knowledge in completing this learning process. (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 24 Austin ISD Advanced Planning Guide – Social Studies Fourth Six Weeks ©2008-09 Austin Independent School District Matrix Matrix Strand # TEKS Knowledge and Skill Student Expectation TAKS Obj. Time/Pace Suggested Student Work Products Pre-AP World Geography Suggested Assessment Russia and The Republics: Today’s Issues (cont.) 318 Economics – Different economic systems Explain how…command…economies operate in specific countries. (10B) 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) 406 Government – Structures of government Analyze current events to infer the physical and human processes that lead to the formation of boundaries and other political divisions. (14A) 436 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) Week 6 444 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) 527 Citizenship-Different points of view in a democratic society Identify and give examples of different points of view that influence the development of public policies and decision-making processes on local, state, national, and international levels. (15A) 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) 612 Culture-How cultures change over time Analyze cultural changes in specific regions and the obstacles they face. (18B) 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 such as the spread of democratic ideas, or U.S.-based fast-food franchises in Russia and Eastern Europe…(18D) Use the video from the ancillary collection The Voyageur Experience in World Geography Russia: Rebuilding a Nation. Pages 41-50 of the Video Resource Book provide activities to supplement this video. One recommended activity is that students prepare a short scripted conversation between two American students and two Russian students that would address topics such as school, clothing, food, sports, and personal goals. Refer to the Integrated Assessment booklet and use the Rubric 5.5 for a script McDougal Littell World Geography Textbook TE p. 395 Damage Assessment Report Students will choose a nuclear threat to investigate and examine its political, economic, and environmental consequences. They will use online and print resources to research their topic including the primary sources listed on pages 394 and 395 to prepare a damage assessment report of the region’s nuclear situation today. This assessment should include both causes and effects as well as the steps being taken by regional officials to address the problem. The assessment should also include statistics, compelling stories, and firstperson accounts that will enliven the assessment. Maps, charts, graphs, and photos should be added for visual interest. The damage assessment report should: Clearly explain the causes and effects of the problem Describe steps that are or can be taken to solve the problem Include interesting statistics, a story, or a firstperson account to engage the reader Contain informative, visually appealing graphics Principles of Learning Tip: Academic Rigor in a Thinking Curriculum – High Thinking Demand: The Damage Assessment Report is an example of a challenging, high-level assignment in which original work and revision to the standards are expected. (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 25 Austin ISD Advanced Planning Guide – Social Studies Fourth Six Weeks ©2008-09 Austin Independent School District Matrix Matrix Strand # TEKS Knowledge and Skill Student Expectation TAKS Obj. Time/Pace Suggested Student Work Products Pre-AP World Geography Suggested Assessment Russia and The Republics: Today’s Issues (cont.) 708 801 Science, Technology, & Society-Impact of technology on economic development Analyze the role of technology in agriculture and other primary economic activities and identify the environmental consequences that have taken place. (20B) Social Studies Skills-Use social studies terminology Apply appropriate vocabulary, geographic modes, generalizations, theories, and skills to present geographic information. (22B) 802 Social Studies Skills – Use social studies terminology Use geographic terminology. (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 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) 829 Social Studies Skills-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) Week 6 McDougal Littell World Geography Textbook TE p. 397 Multimedia project on the Russian economy: Students will use the links at www.classzone.com to do research on current economic conditions in Russia. Students will create a multimedia presentation comparing the following: Today’s economic conditions in Russian Republics and in the U.S. The economic conditions toward the end of the U.S.S.R. in U.S. and in Soviet Union Students should research information on inflation, poverty rates, average annual income, life expectancy, and cost of living and include graphs, charts, and visuals. In writing, students will assess the changes in daily life over time and discuss the following question. Economically, have the lives of Russians improved? Grading rubric as referenced on page 397. For the multimedia presentation on the Russian economy, students should: Make concise, well-organized presentation Make comparisons that cover comparable data and time periods Include imaginative visual complements in the presentation Include references to the Web sites used as sources TAKS Mini-Lesson – U.S. History Connection (page 389) Ask pairs of students to use prior knowledge, the material on page 389, and additional research to make a compare/contrast chart of the federal systems in the United States and Russia. TAKS Obj. 4 (8.18B – Understanding various governing powers in a federal system) (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 26 Austin ISD Advanced Planning Guide – Social Studies ©2008-09 Austin Independent School District Fourth Six Weeks Matrix Matrix Strand TAKS # TEKS Knowledge and Skill Time/Pace Suggested Student Work Products Obj. Student Expectation Resources Teacher Notes McDougal Littell World Geography Textbook Chapter 17 “Today’s Issues: Vocabulary: Russia and the Republics” Caucasus, Chechnya, Nagorno-Karabakh, privatization, distance decay Online edition and support at www.classzone.com Pre-AP World Geography Suggested Assessment Advanced Vocabulary: ceasefire, vouchers, Russian Mafia, revenue, vertical/horizontal axis McDougal Littell World Geography Ancillaries: Reading Study Guide, pp. 145-152 Access for Students Acquiring English, pp. 87-92 Spanish Reading Study Guide, pp. 145-152 Unit 5 In-Depth Resources: Skill builder p. 26; Building Vocabulary p.27; Reteaching pp. 3234; Guided Reading, p. 21-23 Critical Thinking Transparencies CT23, CT49 Map Transparency MT30 The Voyageur Experience in World Geography Russia: Rebuilding a Nation TAKS Practice Transparencies TT54 – TT56 Content-Specific Web Sites on Contemporary Issues in Russia and the Republics: Central Asia Caucasus Institute at http://www.cacianalyst.org/ gives the latest news and information related to the Caucasus region Post-Soviet Prospects at http://www.csis.org/ruseura/psp/pspiii10.html The Soviet Nuclear Legacy at http://news.bbc.co.uk/ 1/hi/ world/ europe/ 197295.stm Economist.com: Russia at http://www.economist.com/ countries/ Russia/ BBC News Country Profile: Russia at http://news.bbc.co.uk/ 1/hi/ world/ europe/ country_profiles/ 1102275.stm CIA World Factbook: Russia at http://www.cia.gov/ cia/ publications/ factbook/ geos/ rs.html Battle for Chechnya at http://news.bbc.co.uk/ hi/ english/ world/ europe/ newsid_461000/ 461041.stm Human Rights Watch: Chechnya at http://www.hrw.org/ campaigns/ russia/ chechnya Nuclear Waste at http://www.nuclearwaste.com/ Nuclear Waste Dumping at http://environment.about.com/ library/ weekly/ aa011198.htm Russia Awash in Nuclear Leftovers at http://www.spacedaily.com/ news/ nuclear-civil-02l.html Indicates differentiation from the IPG. The APGs are color-coded to explain the type of differentiation used. GREEN = Extensions using depth/complexity, RED = Substitutions, PURPLE = Additions Color-coded APGs are available on the AISD GT website at: http://www.austinisd.org/academics/curriculum/gt/apg.phtml (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 27