Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
An Age of Democracy and Progress, 1815 - 1914
106
History-Significant dates in history
Explain the significance of the following dates: 1861-1865.
(8.1C) B
T1
111
History-Present relates to the past
Analyze the effects of physical and human geographic
patterns and processes on events in the past…
(WG 1A) B
T2*
201
Geography-Concept of location
…Observe patterns in the size and distribution of cities using
maps, graphics, and other information.
(WG 6A) B
T2
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. (11B)
B
T2
417
Government-Historic origins and development of government
Describe historical conflicts arising over the issue of states’
rights, including the Nullification Crisis and the Civil War.
(8.18B) B
T4
422
Government-Purpose and functions of the U.S. Constitution
Describe the impact of the 19th-century amendments including
the 13th, 14th, and 15th amendments on life in the United
States. (8.17B) B
T4
Cultures-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.
(WG 18A) B
T3*
Science, Technology, & Society-Impact of technology on
cultural development
Give examples of [major mathematical and scientific
discoveries and] technological innovations that occurred at
different periods in history and describe the changes
produced by these discoveries and innovations.
(23A) B
T2*
611
711
(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
Week 1
[4 Days]
McDougal Littell Patterns of Interaction TE, Interact with
History, p. 658: Students discuss what invention they would
create and answer the three questions.
Informal assessment of student
responses
McDougal Littell Patterns of Interaction TE, Section
Assessment #2, p. 663: Students create a chart to list and
evaluate five significant reforms or events in terms of whether
they expanded democracy or negatively affected democracy.
Graded assessment of student
charts
McDougal Littell Patterns of Interaction TE, Creating
Campaign Materials, p. 662: Students work in small groups to
create posters, leaflets, and slogans for and against the Reform
Bill to extend suffrage. Groups should represent the views of
workers, wealthy middle-class, women, and the upper class.
Integrated Assessment Booklet,
“Standards for Evaluating a
Cooperative Activity”, p. 5
McDougal Littell Patterns of Interaction TE, Critical Thinking
Activity, p. 665: Students will create a web chart to list reasons
why the people of Canada, Australia, and New Zealand might
want to remain within the British Empire.
Informal assessment of student
charts
McDougal Littell Patterns of Interaction TE, Creating
Political Cartoons, p. 665: Students will draw political cartoons
to express the relationship between Great Britain and its four
colonies – Canada, New Zealand, Australia, and Ireland –
described in Section Two.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
McDougal Littell Patterns of Interaction Video, The
Geography of Food: The Impact of Potatoes and Sugar:
Students will view the video to explore how food impacts history
and complete related activities from the Teacher’s Resource
Book.
Graded assessment of student
responses to activities
McDougal Littell Patterns of Interaction TE, Video
Activity VII, p. 667: Students work in small groups to create a
cause and effect chart showing the contributing factors that led
to the famine and the effects of the famine on Irish and U.S.
history.
Informal assessment of student
charts
Indicates differentiation from the IPG. The APGs are color-coded
to explain the type of differentiation used.
GREEN = Modifications addressing depth/complexity,
RED = Substitutions, PURPLE = Additions
Color-coded APGs are available on the AISD GT website at:
http://www.austinisd.org/academics/curriculum/gt/apg.phtml
Principles of Learning – Accountable Talk
After viewing the video, conduct a class discussion
on how Irish history would have been different and
how Irish immigration to the United States would
have been affected if the Irish Potato Famine had
been dealt with at the outset. Students will need to
synthesize several sources of information in
addition to formulating conjectures
and hypotheses.
1
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
818
Social Studies Skills-Identify and support different historic
points of view
Identify points of view from the historical context surrounding
an event and the frame of reference which influenced the
participants. (8.30D) B
T5
Social Studies Skills-Apply critical thinking skills to gather
and analyze social studies information
Analyze information by sequencing, categorizing, identifying,
cause-and-effect relationships, comparing, contrasting,
finding the main idea, summarizing, making generalizations
[and predictions] and drawing inferences and conclusions.
(25C)
T5
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
An Age of Democracy and Progress, 1815 – 1914 (continued)
823
170
History-Historic origins of imperialism
Analyze examples of major empires of the world such as
the…British…empire. (7A)
406
Government-Structure of government
Explain the impact of parliamentary and constitutional systems of
government on significant world political developments, such as
human rights, international conflicts and trade policies. (15A)
506
507
Citizenship-Developments of political concepts
Evaluate political choices and decisions that individuals, groups,
and nations have made in the past, taking into account historical
context, and apply this knowledge to the analysis of choices and
decisions faced by contemporary societies.
(17A)
Citizenship-Developments of political concepts
Trace the historical development of the rule of law and rights and
responsibilities, beginning in the ancient world and continuing to
the beginning of the first modern constitutional republics. (18A)
523
Citizenship-Individual and group participation in the
democratic process
Describe the different roles of citizens and noncitizens in historical
cultures, especially as the roles pertain to civic participation. (17B)
616
Culture-Individuals and groups shape a society’s culture
Analyze the specific roles of women, children, and families in
different historical cultures. (21A)
Week 1
(continued)
McDougal Littell Patterns of Interaction TE, Section
Assessment #2, p. 672: Students create a time line showing
the major events of the United States in the 19th century.
Graded assessment of student
timelines
McDougal Littell Patterns of Interaction TE, Section
Assessment #2, p. 672: Students indicate which events
contributed to U.S. expansion and which events involved a war
or other crisis.
Graded assessment of student
responses
McDougal Littell Patterns of Interaction TE, Creating an
Editorial Page, p. 670
Groups of students will create part of an editorial page on
Manifest Destiny. They will write editorials or letters to the editor
from various points of view – Native Americans, Mexicans,
Canadians, and recent European immigrants. Each group will
either support or attack the doctrine of Manifest Destiny in their
editorial.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
Recommended activity from History Alive! The United
States Coming of Age, 1890-1920
Activity 2.1 Experiencing the Assembly Line
Students will feel the impact of assembly line production as they
participate in completing a product through an assembly line.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
TAKS Mini-Lesson (p. 655D)
Have students read page 670 and write a speech that argues
against the right of states to secede from the Union.
TAKS Objective 4 (8.18B)
TAKS Mini-Lesson (p. 655D)
Have students write a paragraph that describes how they
think the United States would be different if the Thirteenth,
Fourteenth, and Fifteenth amendments had not
been passed. TAKS Objective 4 (8.17B)
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
2
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work
Products
Suggested Assessment
An Age of Democracy and Progress, 1815 – 1914 (continued)
621
Culture-Relationship between art and literature and the
societies that produced them
Analyze examples of how art, architecture, literature, music, and
drama reflect the history of cultures in which they are produced.
(20B)
804
Social Studies Skills-Express ideas orally
Express ideas orally based on research and experiences. (L)
814
Social Studies Skills-Use appropriate mathematical skills
Use appropriate mathematical skills to interpret social studies
information such as maps and graphs. (25I)
816
Social Studies Skills-Locate, differentiate, and use primary and
secondary sources
Locate and use primary and secondary sources such as computer
software, databases, media and news services, biographies,
interviews, and artifacts to acquire information. (25B)
819
Social Studies Skills-Identify and support different historic
points of view
Support a point of view on a social studies issue or event. (25H)
Week 1
(continued)
McDougal Littell Patterns of Interaction TE, Timeline of 19th
Century Progress, p. 673-679
Have students find ten examples of inventions/ideas covered in
the chapter that were considered signs of ”progress.” The ten
selected should include at least one example each of
improvements in communication, transportation, entertainment,
science, and psychology. The time line should be given an
appropriate title. Each entry should state the accomplishment,
the creator, the date, and have a picture to associate with the
accomplishment.
Internet Activity at www.classzone.com
Mass Entertainment Projects Links: Essay on the
St. Louis World’s Fair
Read the electronic article "The World's Fair," and use Web
sites listed on the "Links" page to conduct additional research
on the St. Louis World's Fair. Then students will write a short
essay on the controversies surrounding both the exhibits at the
St. Louis World's Fair and the competitions held at the 1904
Olympics, which were held in conjunction with the fair. Student
writing should express a strong opinion. It should also take a
clear position and support that position with references to details
about specific exhibits and Olympic events.
Additional projects on amusement parks, baseball, and the
circus can also be found on this Web site.
There are more than enough activities for
this grading period. While the TEKS should be met
within the 6 weeks, not all activities will be completed.
Teachers should select those activities that best fit
the needs of their students.
TAKS SUPPORT:
Reminder
The Social Studies Grade 10 TAKS
Exam will be administered on
Thursday, April 21, 2006.
Use the TAKS Spiraled Content
Review and TAKS Diagnostic
and Practice Tests booklets
from the ancillary materials to
prepare students for the TAKS
exam in Social Studies.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
Principles of Learning:
Academic Rigor
The timeline of 19th century
progress is a challenging,
high-level assignment in
which original work and
revision to the standards
are expected.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
Refer to following links for additional
support:

The University of Vienna: 1904
World’s Fair at Forest Part at
http://angam.ang.univie.ac.at/Li
veMiss/stlouis/slwf1904.htm

Crawford Direct: St. Louis
World’s Fair Trivia at
http://www.crawforddirect.com/f
acts.html

Crawford Direct: St. Louis
World’s Fair Virtual Tour at
http://www.crawforddirect.com/
worldfairtour.htm
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
3
©2006-07 Austin Independent School District
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
Resources
Teacher Notes
McDougal Littell, World History: Patterns of Interaction

Chapter 26, “An Age of Democracy and Progress, 1815-1914”
Vocabulary:
Chapter 26
Section 1:
Section 2:
Section 3:
Section 4:
On-line edition at classzone.com
Ancillary Materials:
In-Depth Resources: “Industrialism and the Race for Empire,” Unit 6

Guided Reading, pp. 18-21

Primary Sources
o
from Five Years of My Life, 1894-1899, p. 25
o
Irish Petition to Emigrate, p. 26
o
Railroad Poster, p. 27
o
Orville Wright’s Diary, p. 28

History Makers
o
Emmeline Pankhurst, p. 34
o
Marie and Pierre Curie, p. 35

Geography Application: The British Settle Australia and New Zealand, p.
23

Literature
o
“Easter 1916”, p. 29
o
from The Origin, p. 31

Connections Across Time and Cultures: Breakthroughs in Science and
Technology, p. 36

Electronic Library of Primary Sources
o
from Prisons and Prisoners
o
“The Irish Potato Famine”
o
from a Message for Congress of Indian Policy
o
from Journal of the Voyage of HMS Beagle

Geography Transparencies
o
GT 26 Canada: Growth of the Dominion, 1867-present

Critical Thinking Transparencies
o
CT 26 Movers and Shakers, 1815-1914
o
CT 62 Chapter 26 Visual Summary

World Art and Cultures Transparencies
o
AT 56 The Lady of Shalott
o
AT 57 Maori pigment container

TAKS Practice Transparencies TT 97 – TT 100

Patterns of Interaction Video Series: The Geography of Food
Recommended Resource:

History Alive! The United States Coming of Age, 1890-1920
Tenth Grade – Pre AP World History
suffrage, Chartist movement, Queen Victoria, Third Republic, Dreyfus affair, anti-Semitism, Zionism
dominion, Maori, Aborigine, penal colony, home rule
manifest destiny, Abraham Lincoln, secede, U.S. Civil War, Emancipation Proclamation, segregation
assembly line, mass culture, Charles Darwin, theory of evolution, radioactivity,
Conceptual Definitions
Using a Pre-AP Strategy, students will create conceptual definitions of:
Zionism, manifest destiny, segregation, evolution
See the AP Vertical Team Resources Guide for additional instruction
Recommended Videos from United Streaming (www.unitedstreaming.com)

City Life in Europe: The Building of Paris (32:15 minutes)

History in Focus: 1900-1909 (30:32 minutes)

World History: The Modern Era – Flight from Famine (4:57 minutes)
Content-specific Web sites on Democracy and Progress:

National Library of Australia: “White Australia Has a Black History” at http://www.nla.gov.au/nla/staffpaper/thomp.html

Australian Government Culture and Recreation Portal: “European Discovery and Settlement of Australia” at
http://www.cultureandrecreation.gov.au/articles/australianhistory/

A Brief History of Port Arthur, Tasmania, at http://ok.essortment.com/portarthurtasm_rqyd.htm

Smithsonian National Museum of American History: Edison After 40 at http://americanhistory.si.edu/edison/index.htm

Lucid Café: Marie Curie at http://www.lucidcafe.com/lucidcafe/library/95nov/curie.html

American Institute of Physics: Marie Curie and the Science of Radioactivity at http://www.aip.org/history/curie/

The University of Vienna: 1904 World’s Fair at Forest Part at http://angam.ang.univie.ac.at/LiveMiss/stlouis/slwf1904.htm

Crawford Direct: St. Louis World’s Fair Trivia at http://www.crawforddirect.com/facts.html

Crawford Direct: St. Louis World’s Fair Virtual Tour at http://www.crawforddirect.com/worldfairtour.htm

The Newberry Library Map Collection: Migration, Indian Removal, and the Oklahoma Land Rush, 1890, at
http://www3.newberry.org/k12maps/module_06/index.html

The Newberry Library Map Collection: The Distribution of Woodland in the United States, 1873, at
http://www3.newberry.org/k12maps/module_07/index.html
Video Connection - United Streaming
Download clips of videos connected to World History. Go to www.unitedstreaming.com to
locate videos. Videos can be downloaded to your computer and projected on a screen
with your EZ-Pro projector. An entire video or clips of it can be shown. The United
Streaming titles listed on the IPG provide a direct electronic link to the video. Electronic
access to the IPGs can be obtained by typing in “matrix” on an AISD computer. Contact
your department chair for password information for United Streaming..
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
4
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
The Age of Imperialism, 1850-1914
206
Geography-Construct and interpret maps and other graphics
Interpret historical [and contemporary] maps to identify and
explain geographic factors [such as control of the Straits of
Hormuz] that have influenced people and events in the past.
(12C) B
T2
Geography-Translate and analyze geographic data
Answer questions about geographic distributions and patterns
shown on maps, graphs, and charts.
(8.10B) 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. (WG 5B) B
T3*
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. (11B)
B
T2
220
Geography-Physical environment affects and interacts with
the human environment
Analyze the effects of physical and human geographic factors
on major events in world history such as the effects of the
opening of the Suez Canal on world trade patterns. (12B) B
T2
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.
(WG10C) B
T3
Cultures-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.
(WG 18A) B
T3*
Science, Technology, & Society-Impact of technology on
cultural development
Give examples of [major mathematical and scientific
discoveries and] technological innovations that occurred at
different periods in history and describe the changes
produced by these discoveries and innovations.
(23A) B
T2*
214
215
216
611
711
Weeks 1
and 2:
[Six days]
McDougal Littell Patterns of Interaction TE, Interact With
History, 684 Students evaluate the possible impact of
imperialism and answer the four questions.
Informal assessment of student
responses
McDougal Littell Patterns of Interaction TE, History From
Visuals, 687 Students copy the chart that shows European
motives and external factors that led to imperialism in Africa and
answer the two questions
Informal assessment of student
responses
Students write a sentence for each of the internal and
external forces, explaining how each one contributed to
European domination of African lands.
.
McDougal Littell Patterns of Interaction TE, Cooperative
Activity: Dramatizing South African History,
p. 688 Have students work in three groups: Zulus, Boers, and
British. Each group will write and perform a short skit that
dramatizes an episode central to the history of that group.
Graded assessment of student
sentences
McDougal Littell Patterns of Interaction TE, Close
Activity: Debating Issues, p. 689. Students are divided into
four groups: two European groups, one for and one against
imperialism and two African groups, one for and one against
imperialism. The students debate the pros and cons of
imperialism, citing examples from the text to support their
arguments.
Informal assessment of student
responses
McDougal Littell Patterns of Interaction TE, History From
Visuals, 690. Students copy the chart that shows the forms of
imperialism and answer the two questions
Informal assessment of student
responses
Students make a chart with one column for the form of
control and one for examples of each form.
Graded assessment of student
charts
McDougal Littell Patterns of Interaction TE, History From
Visuals, 691. Students copy the chart that shows the
management methods of imperialism and answer the two
questions
Informal assessment of student
responses
Students predict in writing which of the methods would best
allow a colony to become self-governing and include information
that explains why?
Graded assessment of student
charts
Integrated Assessment Booklet,
“Standards for Evaluating a
Cooperative Activity”, p. 5
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
5
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
The Age of Imperialism, 1850-1914 (continued)
811
Social Studies Skills-Create visual and written materials
Interpret [and create databases, research outlines,
bibliographies, and] visuals including graphs, charts,
timelines, and maps. (26C) B
T5
820
Social Studies Skills-Identify bias in a variety of sources
Identify bias in written, [oral], and visual material.
(8.30F)
B
T5
823
Social Studies Skills-Apply critical thinking skills to gather and
analyze social studies information
Analyze information by sequencing, categorizing, identifying,
cause-and-effect relationships, comparing, contrasting,
finding the main idea, summarizing, making generalizations
[and predictions] and drawing inferences and conclusions.
(25C) B
T5
TAKS Mini-Lesson
Have students analyze the maps of Africa on page 688. Ask
them to compare and contrast imperialist holdings between
1878 and 1913 and to develop overall conclusions about
African imperialism during this time period.
TAKS Objective 2 (8.10B)
Principles of Learning - Accountable
Talk:
Students must make use of specific and
accurate knowledge by providing examples
of “isms” and explaining how they led to the
acquisition of territory by imperialistic
nations.
Weeks 1
and 2:
(continued)
Principles of
Learning Accountable
Talk:
Students must
provide
evidence for
claims and
arguments as
they
participate in
the debate on
strategic
waterways.
McDougal Littell Patterns of Interaction TE, Cooperative
Activity: Researching Resistance Movements,
p. 694. Students work in small groups to research different
resistance movements found either in the text or map on page
694. The report should include leaders, important battles,
weapons, casualties, effect on the countries involved, and
eyewitness accounts from primary sources. The report should
also include a classroom display that includes graphs, charts,
diagrams, timelines, illustrations, explanatory captions, and
quotations.
Integrated Assessment Booklet,
“Standards for Evaluating a
Cooperative Activity”, p. 5
McDougal Littell Patterns of Interaction TE, Different
Perspectives: Views of Imperialism, p. 696 . After students
read each of the primary and secondary sources listed in the
Different Perspectives activity on page 696, they will create a
chart listing the positive and negative effects mentioned by each
speaker.
Graded assessment of student
charts
McDougal Littell Patterns of Interaction TE, Cooperative
Activity: Debating Issues on the Suez Canal, p. 698
Divide the class into two groups and have them research the
history of the Suez Canal, paying particular attention to issues
such as strategic importance of the canal, relationships of the
nations using the canal, and rights of the nations overseeing it.
Each team will then debate the statement
“All countries should have equal access to strategic
waterways such as the Suez Canal.”
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
Teacher-Tested Activity at www.classzone.com - The Role
of “isms.” Place the term “isms” on the chalkboard or overhead
and ask students to identify and define four major “isms”
mentioned in this unit. Students will then provide a historical
example that demonstrates each “ism” and explain how the
example contributed to the acquisition of territories by the
European nations or the United States.
Informal assessment of student
responses
McDougal Littell Patterns of Interaction TE, Skillbuilder
Lesson: Analyzing Assumptions and Biases, p. 704
Have students review “The Voices from the Past” text boxes
found throughout Chapter 27. Using the Skillbuilder Practice
Resource on page 42 of the In-Depth Resources for Unit 6, have
them identify assumptions and biases found in each passage
and paraphrase each one on a chart of assumptions and biases.
Graded assessment of student
charts
McDougal Littell Patterns of Interaction TE, Close Activity,
p. 709. Students complete a chart that lists the countries of
Southeast Asia studied, the Western nations(s) that controlled
each one, the country’s chief products, and the positive and
negative results of colonization.
Graded assessment of student
charts
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
6
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
The Age of Imperialism, 1850-1914 (continued)
136
History-Connection between history and international
relationships
Summarize the major political and cultural developments of the
civilizations of sub-Saharan Africa. (6A)
138
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
History-Connection between history and international
relationships
Summarize the major political, economic, and cultural
developments of civilizations in China, India, and Japan. (6C)
McDougal Littell Patterns of Interaction TE, Cooperative
Activity: Creating a News Report, p. 708
Divide the class into three groups to research the confrontation
between Queen Liliuokalani of Hawaii and the committee of U.S.
businessmen. Each group will create and perform a brief news
report that addresses one of the following events:

The queen’s refusal to renew the treaty

The overthrow and imprisonment of the queen

The swearing in of Dole
170
History-Historic origins of imperialism
Analyze examples of major empires of the world such as the…
British, Chinese, French, Japanese…and Ottoman empires. (7A)
McDougal Littell Patterns of Interaction TE, Interact with
History, p. 714. Students analyze the pros and cons of trading
with foreign nations and answer the three questions.
Informal assessment of student
responses
171
History-Historic origins of imperialism
Summarize effects of imperialism on selected societies. (7B)
Graded assessment of student
flowcharts
233
Geography-Humans have adapted to, and modified the
physical environment
Identify and explain reasons for change in political boundaries that
resulted from independence and international conflicts… (L)
McDougal Littell Patterns of Interaction TE, Section
Assessment #2, p. 719. Students develop an illustrated
flowchart listing the major events in China’s dealings with foreign
nations between 1830 and 1900.
McDougal Littell Patterns of Interaction TE, Thematic
Essay, p. 723
Students will compose an essay in which they identify and
analyze the influences that were most important in provoking
Japan to build its empire.
Graded assessment of student
essays
McDougal Littell Patterns of Interaction TE, History from
Visuals, p. 723. Students analyze the political cartoon showing
the relationship between Russia and Japan during the RussoJapanese War and answer the two questions.
Informal assessment of student
responses
Students draw a cartoon that depicts the relationship
between Japan and Korea during this era.
Graded assessment of student
cartoons
McDougal Littell Patterns of Interaction TE, Close Activity,
p. 727. Students pretend they are Cubans fighting for
independence from Spain. Have them create a political poster
showing their feelings about U.S. involvement in Cuba.
Integrated Assessment Booklet,
“Standards for Evaluating a
Cooperative Activity”, p. 5
406
Government-Structure of governments
Explain the impact of parliamentary and constitutional systems of
government on significant world political developments, such as
human rights, international conflicts and trade policies. (15A)
529
Citizenship-Impact of political decisions on citizens
Identify examples of political, economic, and social oppression and
violations of human rights throughout history, including
slavery…and other examples of genocide… (18C)
TAKS Mini-Lesson
Have students draw conclusions about the role played by
the Suez Canal and the amount of tonnage shipped
between 1870 and 1880.
TAKS Objective 2 (8.10B)
Weeks 1
and 2:
(continued)
McDougal Littell Patterns of Interaction TE, Mural, p. 732
Have groups of students choose an important event from
Mexican history covered in Chapter 28 for a mural subject.
Each group member should write a paragraph describing the
historic event and how he or she helped create the mural.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
7
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
The Age of Imperialism, 1850-1914 (continued)
616
Culture-Individuals and groups shape a society’s culture
Analyze the specific roles of women, children, and families in
different historical cultures. (21A)
621
Culture-Relationship between art and literature and the
societies that produced them
Analyze examples of how art, architecture, literature, music, and
drama reflect the history of cultures in which they are produced.
(20B)
804
Social Studies Skills-Express ideas orally
Express ideas orally based on research and experiences. (L)
816
Social Studies Skills-Locate, differentiate, and use primary and
secondary sources
Locate and use primary and secondary sources such as computer
software, databases, media and news services, biographies,
interviews, and artifacts to acquire information. (25B)
TAKS Mini-Lesson
Have students discuss what the cartoon on page 696 is
saying about England and if it has a positive or negative
view of England. Students will need to justify their
responses with specific facts taken from the text.
TAKS Objective 5 (WH 26C)
TAKS Mini-Lesson
Have students trace on a map the journey of a ship
going from New York City to San Francisco before the
Panama Canal was built. Then have them trace this
journey after the canal was built. Have students
analyze the effect that the construction of the canal had
on travel time and trade.
TAKS Objective 2 (WH 12C)
Weeks 1
and 2:
(continued)
McDougal Littell Patterns of Interaction TE, Section
Assessment #2, p. 733. Students create a chart listing the
major accomplishments of each Mexican leader.
Informal assessment of student
responses
Students evaluate which leader benefited his country the
most and explain why.
Informal assessment of student
responses
Internet Activity at www.classzone.com - Electronic
World’s Fair
Have students chose an imperialist country to host their world's
fair and research that country's empire. Have each student
choose an area of the empire to represent with an
anthropological or entertainment-oriented exhibit, making sure
that all major areas of the empire are represented. A few
students can also choose to work on the main pages and the
navigation between exhibits. Each student can then work
individually or with a small group to research his or her chosen
area and create an exhibit. Have students link their exhibits
together in whatever format those working on navigation have
created. Have students browse through the rest of the exhibits
and write an advertisement for their fair directed to the 19thcentury audience that might have attended it.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
The following Web sites are helpful
resources for completing this
assignment:
 Mount Holyoke Web Site:
Europe’s Legacy in Africa:
Domination, Not Democracy at
http://www.mtholyoke.edu/acad/i
ntrel/eurleg.htm
 BBC News – The Story of Africa:
French and British Colonial Style
at
http://www.bbc.co.uk/worldservic
e/africa/features/storyofafrica/14c
hapter2.shtml
Extension Activity at www.classzone.com - Influences of
Imperialism, p. 711
Using the Internet and print resources, have students collect at
least four articles or illustrations with references to remaining
imperial influences in the countries discussed in this unit.
Materials should be mounted on a page, and students will write
a paragraph at the bottom that explains the imperialist
connection.
Integrated Assessment Booklet,
“Standards for Evaluating a
Cooperative Activity”, p. 5
Recommended History Alive! activities:
History Alive! Western Europe in the Modern World
Activity 3.2 The Quest for Empire: Analyzing European
Motives. Students will examine 15 written and visual artifacts to
analyze which European imperial motive each represents.
Informal assessment of student
responses
History Alive! Modern Africa Activity 2.2 Facing
Colonialism: How Would You Respond?: Students will
assume the role of Nigerians to determine how to respond
to various events during colonial rule.
Informal assessment of student
responses
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
8
©2006-07 Austin Independent School District
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
Resources
Teacher Notes
McDougal Littell, World History: Patterns of Interaction

Chapter 27, “The Age of Imperialism, 1850-1914”

Chapter 28, “Transformations Around the Globe, 1800-1914”
Vocabulary:
Chapter 27
Section 1:
Section 2:
Section 3:
Section 4:
Section 5:
On-line edition at classzone.com
Ancillary Materials:
Chapter 27, “The Age of Imperialism, 1850-1914”
In-Depth Resources:

Guided Reading, pp. 37-41

Geography Application: David Livingston Explores Southern Africa, p. 43

Primary Sources
o
British Contract with an African King, p. 45
o
Letter from Menelik II, p. 46
o
Letter Opposing the English, p. 47
o
In Favor of Imperialism, p. 48

Literature
o
“The Burial”, p. 49
o
from Things Fall Apart, p. 50

History Makers
o
Menelik II, p. 52
o
Mongkut, p. 53

Connections Across Time and Cultures: Two Periods of Colonization and
Imperialism, p. 54

Electronic Library of Primary Sources
o
“The Boer War: The Suffering of the Civilian Population”
o
“Stanley Finds Livingston”
o
“Private Company Rule in the Congo”
o
from “Africa at the Center”
o
“The Rise of the Color Bar”
o
from Hawaii’s Story by Hawaii’s Queen

Geography Transparencies
o
GT 27 India Under British Rule, 1805-1886

Critical Thinking Transparencies
o
CT 27 Comparing Imperialist Styles
o
CT 63 Chapter 27 Visual Summary

World Art and Cultures Transparencies
o
AT 58 Reception at the Court of Sultan Selim III
o
AT 59 Raja Ram Singh in Procession

TAKS Practice Transparencies TT 101 – TT 105
Tenth Grade – Pre AP World History
imperialism, racism, Social Darwinism, Berlin Conference 1884-85, Shaka, Boer, Great Trek, Boer War
paternalism, assimilation, Menelik II
geopolitics, Crimean War, Suez Canal
sepoy, “jewel in the Crown”, Sepoy Mutiny, Raj
Pacific Rim, King Mongkut, Emilio Aguinaldo, annexation, Queen Liliuokalani
Conceptual Definitions
Using a Pre-AP Strategy, students will create conceptual definitions of:
Imperialism, racism, paternalism, assimilation, geopolitics
See the AP Vertical Team Resources Guide for additional instruction
Content-specific Web sites on Imperialism:

Chico Unified School District, Chico, California. The Scramble for Africa at
http://www.cusd.chico.k12.ca.us/~bsilva/projects/scramble/

BBC World Service: The Story of Africa – Africa and Europe (1800-1914)
http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/11chapter3.shtml

Washington State University: Modern Africa: The Scramble for Africa at
http://www.wsu.edu:8080/~dee/MODAFRCA/SCRAMBLE.HTM

Pleasant Valley High School, Chico, California. Menelik II at
http://www.pvhs.chico.k12.ca.us/~bsilva/projects/scramble/menelik_ii.htm

PBS: Queen Victoria’s Empire at http://www.pbs.org/empires/victoria/

Cornell University Library: The Suez Canal at http://www.library.cornell.edu/colldev/mideast/suez.htm

Britannia: Benjamin Disraeli at http://www.britannia.com/bios/disraeli.html

The Victorian Web: Victorian and Pre-Victorian Colonial India at http://www.victorianweb.org/history/empire/indiaov.html

Northern Illinois Center for Southeast Asian Studies (SEAsite): Colonialism and Nationalism in Southeast Asia at
http://www.seasite.niu.edu/crossroads/wilson/colonialism.htm

Harper College: The Geography of Southeast Asia at http://www.harpercollege.edu/~mhealy/g101ilec/seasia/semenu.htm

Encarta: Imperialism at http://encarta.msn.com/encyclopedia_761558317/Imperialism.html#endads

BBC: The British Empire at http://www.bbc.co.uk/history/state/empire//index.shtml

Encyclopǽdia Brittanica: Women in American History – Liliuokalani at
http://www.britannica.com/women/articles/Liliuokalani.html

Women of the West Museum: Hawaii – A Queen’s Plea for Independence at http://www.autrymuseum.org/explore/exhibits/suffrage/suffrage_hi.html

Music History: Aloha Oe at http://www.ohek.co.uk/history/aloha-oe.htm

Mount Holyoke Web Site: Europe’s Legacy in Africa: Domination, Not Democracy at
http://www.mtholyoke.edu/acad/intrel/eurleg.htm

BBC News – The Story of Africa: French and British Colonial Style at
http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/14chapter2.shtml
Recommended Videos from United Streaming (www.unitedstreaming.com)

World History: The Modern Era – Imperialism in Africa (4:08 minutes)

World History: The Modern Era – Australia’s Early Settlers (4:32 minutes)

America in the 20th Century: America Becomes a World Power (38 minutes)

Great Books: Heart of Darkness (27 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
9
©2006-07 Austin Independent School District
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
Resources
Teacher Notes
McDougal Littell, World History: Patterns of Interaction

Chapter 27, “The Age of Imperialism, 1850-1914”

Chapter 28, “Transformations Around the Globe, 1800-1914”
Vocabulary:
Chapter 28
Section 1:
Section 2:
Section 3:
Section 4:
On-line edition at classzone.com
Ancillary Materials:
Chapter 28, “Transformations Around the Globe, 1800-1914”
In-Depth Resources: “Industrialism and the Race for Empire,” Unit 6

Guided Reading, pp. 55-58

Geography Application: The Opium Wars, p. 60

Primary Sources
o
from Letter to Queen Victoria, p. 62
o
from The Autobiography of Yukichi Fukuzawa, p. 63
o
Building the Panama Canal, p. 64
o
from the Plan of Ayala, p. 65

Literature
o
from Tom Mix and Pancho Villa, p. 66

History Makers
o
Cixi, p. 69
o
Porfirio Díaz, p. 70

Connections Across Time and Cultures: Responses to Western
Pressure, p. 71

Electronic Library of Primary Sources
o
from Two Years in the Forbidden City
o
from Fifty Years in New Japan
o
from The Rough Riders
o
“Alamo Massacre”

Geography Transparencies
o
GT 28 Japanese Imperialism, 1875-1910

Critical Thinking Transparencies
o
CT 28 Patterns of Resistance, 1830-1914
o
CT 64 Chapter 28 Visual Summary

World Art and Cultures Transparencies
o
AT 60 Sorting of Cocoons (Chinese book illustration)
o
AT 61 Japanese Girl in Western Dress
o
AT 62 Distribution of the Land

TAKS Practice Transparencies TT 106 – TT 109

History Alive! Modern Africa

History Alive! Western Europe in the Modern World
Tenth Grade – Pre AP World History
Opium War, extraterritorial rights, Taiping Rebellion, sphere of influence, Open Door Policy, Boxer Rebellion
Treaty of Kanagawa, Meiji Era, Russo-Japanese War, annexation, rebellion
caudillo, Monroe Doctrine, José Martí, Spanish-American War, Panama Canal, Roosevelt Corollary
Antonio López de Santa Anna, Benito Juárez, La Reforma, Porfirio Díaz, Francisco Madero, Francisco “Pancho”
Villa, Emiliano Zapata
Conceptual Definitions
Using a Pre-AP Strategy, students will create conceptual definitions of:
rebellion, sphere of influence
See the AP Vertical Team Resources Guide for additional instruction
Content-specific Web sites on Transformations Around the Globe:

Washington State University: Ch’ing China – The Taiping Rebellion at http://www.wsu.edu:8080/~dee/CHING/TAIPING.HTM

The British Library: Trading Places – China at http://www.bl.uk/whatson/exhibitions/trading/china1.html

Cornell University Library: Commodore Perry’s Expedition to Japan, 1853, at http://cdl.library.cornell.edu/cgi-bin/moa/moacgi?notisid=ABK4014-0012-100

The Process of Japanese Wood Block Prints at http://users.exis.net/~jnc/nontech/prints/process.html

International Institute of Social History: The Red-Haired Barbarians – The Dutch and Other Foreigners in Yokohama and
Nagasaki at http://www.iisg.nl/exhibitions/japaneseprints/

Asia-Art: Japanese Wood Block Prints at http://www.asia-art.net/japan_prints.html

Small Planet Communications: An On-Line History of the United States – The Age of Imperialism at
http://www.smplanet.com/imperialism/toc.html

The Theodore Roosevelt Home Page at http://www.theodoreroosevelt.org/

The University of Texas – Photographs from the Robert Runyon Collection: The Mexican Revolution – Conflict in Matamoros
at http://runyon.lib.utexas.edu/conflict.html

Texas A & M University: Sons of Dewitt Colony Texas - Mexican Independence at
http://www.tamu.edu/ccbn/dewitt/mexicanrev.htm

Embassy of Cuba in Lebanon: José Martí at http://www.embacubalebanon.com/marti03.html

Florida International University: José Martí at http://www.fiu.edu/~fcf/jmarti.html

Canal Museum at http://www.canalmuseum.com/

PBS: TR, The Story of Theodore Roosevelt, “TR’s Legacy: The Panama Canal” at
http://www.pbs.org/wgbh/amex/tr/panama.html

Mexico Connect: The History, Myths, Arts, and Traditions of Mexico at
http://www.mexconnect.com/mex_/history/historyindex.html

Historical Text Archive: Notes on the Mexican Revolution at
http://historicaltextarchive.com/sections.php?op=viewarticle&artid=328

Indigenous Peoples’ Literature: Emiliano Zapata at http://www.indigenouspeople.net/zapata.htm
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
10
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
The Great War (World War I), 1914-1918
114
History-Turning points in history
Identify changes that resulted from important turning points in
world history such as the … world wars of the 20th century.
(1B)
B
T3*
206
Geography-Construct and interpret maps and other graphics
Interpret historical [and contemporary] maps to identify and
explain geographic factors [such as control of the Straits of
Hormuz] that have influenced people and events in the past.
(12C) B
T2
214
Geography-Translate and analyze geographic data
Answer questions about geographic distributions and patterns
shown on maps, graphs, and charts. (8.10B) B
T2
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. (11B)
B
T2
611
Cultures-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.
(WG 18A) B
T3*
Science, Technology, & Society-Impact of technology on
cultural development
Give examples of [major mathematical and scientific
discoveries and] technological innovations that occurred at
different periods in history and describe the changes
produced by these discoveries and innovations.
(23A) B
T2*
711
TAKS Mini-Lesson
Have students study the maps on page 762 and a
topography map of Europe. Then ask them to write a
paragraph identifying geographical factors that might have
been important to the strategy of the Treaty of Verdun.
TAKS Objective 2 (WH 12B)
Week 3
[Four days]
McDougal Littell Patterns of Interaction Unit 7 In-Depth
Resources, Political Cartoon, p. 8
Read the primary source The Murder of Archduke Franz
Ferdinand found on page 8 of Unit 7 In-Depth Resources. After
discussion, have students create a newspaper headline and
political cartoon about the Archduke’s assassination from either
a Serbian or Austro-Hungarian point of view.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
McDougal Littell Patterns of Interaction TE, Section
Assessment #2, p. 746. Students create a time line of major
events that led to World War I.
Graded assessment of student time
lines
Students write the lead paragraph of a news story about one
event.
Graded assessment of student
paragraphs
McDougal Littell Patterns of Interaction TE, Visual Display Understanding Life in the Trenches, p. 749
Have students find a variety of sources that describe daily life in
the trenches: diaries and letters written by soldiers in the war;
photographs of trenches, and narrative descriptions. They will
use these sources to create a visual display on a poster or
display board.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
McDougal Littell Patterns of Interaction TE, Section
Assessment #2, p. 751. Students create a chart showing the
immediate reason why each nation declared war on the other.
Graded assessment of student
charts
McDougal Littell Patterns of Interaction TE, Political
Cartoon, p. 751. Have students draw a political cartoon
showing the effects of the new technology on warfare. They
should include a caption expressing the point of view of the
cartoon.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
McDougal Littell Patterns of Interaction TE, Propaganda
Display, p. 756. Students find a variety of graphics that show
how the Allies and the Central Powers represented the enemy to
their citizens and how propaganda was distributed. Have the
class make copies of the graphics they find to mount on a
display board and include written captions explaining the origin
and purpose of each graphic.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
McDougal Littell Patterns of Interaction TE, History from
Visuals, p. 761. Students copy the chart that shows the major
provisions of the Treaty of Versailles and answer the two
questions.
Informal assessment of student
responses
Students write a paragraph describing how ordinary
Germans might have felt about the treaty.
Graded assessment of student
paragraphs
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
11
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
The Great War (World War I), 1914-1918 (continued)
811
Social Studies Skills-Create visual and written materials
Interpret [and create databases, research outlines,
bibliographies, and] visuals including graphs, charts,
timelines, and maps. (26C) B
T5
820
Social Studies Skills-Identify bias in a variety of sources
Identify bias in written, [oral], and visual material.
(8.30F)
B
T5
823
Social Studies Skills-Apply critical thinking skills to gather and
analyze social studies information
Analyze information by sequencing, categorizing, identifying,
cause-and-effect relationships, comparing, contrasting,
finding the main idea, summarizing, making generalizations
[and predictions] and drawing inferences and conclusions.
(25C)
T5
103
History-Periods, eras, and points of reference
Identify the major eras in world history and describe their defining
characteristics. (1A)
107
History-Significant dates in history
Explain the significance of the following dates: …1914-1918…
(1D)
108
History-Sequence events
Apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods. (1C)
Week 3
(continued)
McDougal Littell Patterns of Interaction TE, Cooperative
Activity – Debating the Provisions of the Treaty of
Versailles, p. 761. Have students collect a variety of sources
about the deliberations at Versailles including at least one direct
quote from Woodrow Wilson, Georges Clemenceau, and David
Lloyd George. After they gain an understanding of the different
opinions, have them break into pairs with each member
representing one of the participants. They should debate their
opponent on different issues connected to the Treaty of
Versailles.
Integrated Assessment Booklet,
“Standards for Evaluating a
Cooperative Activity”, p. 5
Internet Activity at www.classzone.com - Electronic
World War I Field Trip: Have students visit the World
War I Web sites listed in the Resource section and
choose one they find most interesting to review in writing. Have
them write a summary and review of the information presented
on the selected Web site.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
Teacher-Tested Activity at www.classzone.com - A Letter
from the Trenches: Instruct students to write a letter to family
members from the perspective of a World War I soldier. They
will be writing to inform their parents about how they are doing
and what it is like serving in the trenches. Play an audiotape or
videotape of war sounds and battle scenes prior to and during
the time students write their letters. After twenty minutes of
writing, have students pause; on the reverse side of their
papers, they should note their feelings during this activity.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
TAKS Mini-Lesson
Using the Internet or books, find examples of propaganda
posters from several different countries during World War
I. Have students work in groups to analyze the techniques
of persuasion, the depiction of the enemy, the tone of the
slogans asking for support, and they emotions they
trigger. You may also use Activity 4.2 Analyzing
World War I Propaganda Posters in the
History Alive! United States Coming
of Age, 1890-1920, Unit.
Principles of Learning: Academic Rigor:
Students are required to research several sources
of information as they prepare for the debate on the
Treaty of Versailles. They are also responsible for
constructing explanations testing their
own understanding of the concepts in
the debate.
TAKS Objective 5 (WH 26C)
(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
12
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
125
History-Historical figures shape the state and nation
Analyze the influence of significant individuals such as … Woodrow
Wilson on political events of the 20th century. (10A)
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
The Great War (World War I), 1914-1918 (continued)
149
History-Impact of wars on history
Identify and explain causes and effects of World War I …(9A)
233
Geography-Humans have adapted to, and modified the
physical environment
Identify and explain reasons for change in political boundaries that
resulted from independence and international conflicts… (L)
804
806
810
Social Studies Skills-Express ideas orally
Express ideas orally based on research and experiences. (L)
Social Studies Skills-Interpret and use sources of evidence
Use the process of historical inquiry to research, interpret, and use
multiple sources of evidence. (25E)
Social Studies Skills-Transfer information from one medium to
another
Transfer information from one medium to another, including written
to visual and statistical to written or visual, using computer software
as appropriate. (26D)
816
Social Studies Skills-Locate, differentiate, and use primary and
secondary sources
Locate and use primary and secondary sources such as computer
software, databases, media and news services, biographies,
interviews, and artifacts to acquire information. (25B)
828
Social Studies Skills-How to work with other students
Plan, organize and complete a group research project. (L)
Week 3
(continued)
Recommended Activities from History Alive! Western
Europe in the Modern World:
Activity 4.1The First World War: European Tensions
Ignited: Students will discuss slides depicting prewar tensions,
the outbreak of war, and its effects and outcomes.
Informal assessment of student
responses
Recommended Activities from History Alive! The United
States Coming of Age, 1890-1920
Activity 4.1 From Neutrality to War: Students will explore six
slides illustrating the events of World War I and the U.S.
response to them.
Informal assessment of student
responses
Activity 4.2 Analyzing World War I Propaganda Posters:
Students will examine World War I posters from four countries to
identify propagandists’ objectives and tools.
Integrated Assessment Booklet,
“Standards for Evaluating a
Cooperative Activity”, p. 5
Activity 4.3 Living Trench Warfare: Students will reenact
trench warfare through a simulated experience involving visuals,
sounds, and literature from All Quiet on the Western Front.
Integrated Assessment Booklet,
“Standards for Evaluating a
Cooperative Activity”, p. 5
Activity 4.4 Negotiating a Treaty to Secure World Peace:
Students will assume the roles of President Wilson and the
European powers to negotiate a peace treaty.
Integrated Assessment Booklet,
“Standards for Evaluating a
Cooperative Activity”, p. 5
Principles of Learning: Accountable Talk
A visual analysis lesson using History Alive!
strategies allow students to identify the
knowledge that may not be available yet
which is needed to address an issue. Use
Lesson 4.1 from either the Western Europe
in the Modern World series or The United
States Coming of Age series as an
introduction to examine the causes and
effects of World War I.
(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
13
©2006-07 Austin Independent School District
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
Resources
Teacher Notes
McDougal Littell, World History: Patterns of Interaction

Chapter 29, “The Great War, 1914-1918”
Vocabulary:
Chapter 29
Section 1:
Section 2:
Section 3:
Section 4:
On-line edition at classzone.com
Ancillary Materials:
In-Depth Resources: “The World at War,” Unit 7

Guided Reading, pp. 1-4

Geography Application: The Battle of the Somme, p. 6

Skillbuilder Practice: Summarizing, p. 5

Primary Sources
o
The Murder of Archduke Francis Ferdinand, p. 8
o
Poison Gas, p. 9
o
The Zimmermann Note, p. 10
o
Signing the Treaty of Versailles, p. 11

Literature
o
from All Quiet on the Western Front, p. 12
o
“The Soldier” and “Dulce et Decorum Est”, p. 14

History Makers
o
Wilhelm II, p. 15
o
Georges Clemenceau, p. 16

Science and Technology: Industrial Technology Creates Poison Gas,
p. 18

Connections Across Time and Cultures: Planning for Peace: Vienna
and Versailles, p. 17

Electronic Library of Primary Sources
o
“Death Comes to Sarajevo”
o
“The German Army Marches Through Brussels”
o
“A Suffolk Farmhand at Gallipoli”
o
The Fourteen Points

Geography Transparencies
o
GT 29 Danzig and the Polish Corridor

Critical Thinking Transparencies
o
CT 29 The Human and Financial Costs of World War I
o
CT 65 Chapter 29 Visual Summary

World Art and Cultures Transparencies
o
AT 63 The Fate of the Animals
o
AT 64 L’Assault

TAKS Practice Transparencies TT 110 – TT 113
Tenth Grade – Pre AP World History
militarism, Triple Alliance, Kaiser Wilhelm II, Triple Entente
Schlieffen Plan, Central Powers, Allies, Western Front, trench warfare, Eastern Front
unrestricted submarine warfare, total war, rationing, propaganda, armistice
Woodrow Wilson, Georges Clemenceau, David Lloyd George, Fourteen Points, self-determination, Treaty of
Versailles, League of Nations
Conceptual Definitions
Using a Pre-AP Strategy, students will create conceptual definitions of:
militarism
See the AP Vertical Team Resources Guide for additional instruction
Recommended Resources:

History Alive! Western Europe in the Modern World

History Alive! The United States Coming of Age, 1890-1920
Content-specific Web sites on World War I:

North Park University: Archduke Franz Ferdinand is Assassinated at
http://campus.northpark.edu/history/WebChron/EastEurope/FranzFerdinand.html

Brigham Young University – Harold B. Lee Library World War I Document Archive: The Triple Alliance at
http://www.lib.byu.edu/~rdh/wwi/1914m/tripally.html

Brigham Young University – Harold B. Lee Library World War I Document Archive: The Schlieffen Plan at
http://www.lib.byu.edu/~rdh/wwi/1914m/schlieffen.html

PBS: The Great War at http://www.pbs.org/greatwar/

World War I – Trenches on the Web at http://www.worldwar1.com/

The Avalon Project at Yale Law School: The Versailles Treaty at http://www.yale.edu/lawweb/avalon/imt/menu.htm

The University of San Diego: The Versailles Treaty at http://history.acusd.edu/gen/text/versaillestreaty/vercontents.html

Spartacus Educational: Wilhelm II at http://www.spartacus.schoolnet.co.uk/FWWkaiser.htm

First World War.Com at http://www.firstworldwar.com

Aviation Central: Military Aircraft of the World at http://www.aviation-central.com/info/miliitary-home.htm

Spartacus Educational: War in the Air at http://www.spartacus.schoolnet.co.uk/FWWair.htm

The White House: Woodrow Wilson at http://www.whitehouse.gov/history/presidents/ww28.html

PBS The American Experience: Woodrow Wilson at http://www.pbs.org/wgbh/amex/wilson/

Spartacus Educational: Georges Clemenceau at http://www.spartacus.schoolnet.co.uk/FWWclemenceau.htm

BBC: Map of the Western Front, 1914-1918 at http://www.bbc.co.uk/history/games/western_front/index.shtml
Recommended Videos from United Streaming (www.unitedstreaming.com):

America in the 20th Century: World War I: The War in Europe (30:00 minutes)

World History: Contemporary History: THE EFFECTS OF WORLD WAR I (4:39 minutes)

America in the 20th Century: World War I: On the Homefront (28:00 minutes)

World War I and Its Aftermath (54:00 minutes)

History in Focus: 1910-1919 (31:41 minutes)

Archives of War: World War One and the Interwar Years: The Battle of Ypres (2:22 minutes)

Archives of War: World War One and the Interwar Years: An Introduction to the Archives of War – A Silent Film
Classic (13:33 minutes)

Great Books: All Quiet on the Western Front (26:00 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
14
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
Revolution and Nationalism, 1900-1939
114
History-Turning points in history
Identify changes that resulted from important turning points in
world history such as the … political revolutions of the 20th
century…and the world wars of the 20th century. (1B)
B
T3*
214
Geography-Translate and analyze geographic data
Answer questions about geographic distributions and patterns
shown on maps, graphs, and charts.
(8.10B) 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. (WG 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. (11B)
B
T2
611
Cultures-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.
(WG 18A) B
T3*
Social Studies Skills-Create visual and written materials
Interpret [and create databases, research outlines,
bibliographies, and] visuals including graphs, charts,
timelines, and maps. (26C) B
T5
820
Social Studies Skills-Identify bias in a variety of sources
Identify bias in written, oral, and visual material. (8.30F) B
T5
823
Social Studies Skills-Apply critical thinking skills to gather and
analyze social studies information
Analyze information by sequencing, categorizing, identifying,
cause-and-effect relationships, comparing, contrasting, finding
the main idea, summarizing, making generalizations [and
predictions] and drawing inferences and conclusions.
(25C) B
T5
215
811
Principles of Learning: Academic Rigor:
Creating a video modeled on the Russian
propaganda videos allows students to test their
understanding of concepts by applying and
discussing them in addition to using
out-of-school knowledge.
Week 4
[Four days]
McDougal-Littell Patterns of Interaction TE, Interact with History,
p. 768. Students imagine they are at the center of revolutionary
activity and analyze the issues surrounding the use of violence and
nonviolence to bring about change. Students will answer the four
questions.
Informal assessment of student
responses
The Russian Revolution
McDougal-Littell Patterns of Interaction TE, History from Visuals,
p. 772. Students copy the chart showing the causes and effects of
two Russian revolutions and answer the two questions
Integrated Assessment Booklet,
“Standards for Evaluating a
Cooperative Activity”, p. 5
Students choose one of the causes on the chart and write a
paragraph explaining how it helped bring on the revolution.
Graded assessment of
student paragraphs
McDougal-Littell Patterns of Interaction TE, Cooperative Activity
– Interviewing Key Figures of Revolutionary Russia, p. 772.
Divide the class into pairs. Each student should select a key figure
from revolutionary Russia to research, such as Nicholas II, Alexandra,
Rasputin, Lenin, Trotsky, or Kerensky. One student role-plays the
character while the other poses as a journalist. Students should then
write an interview profile.
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
Teacher-Tested Activity at www.classzone.com - Editorial
Cartoon of Czar Nicholas II. Students will create an editorial cartoon
that illustrates the leadership of Czar Nicholas II during World War I.
They may choose to criticize or defend him. The cartoon should
include most of the following elements: historical opinion, humor, and
irony.
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
McDougal-Littell Patterns of Interaction TE, Section Assessment
#2 , p. 774. Students create a time line showing significant events
during the last phases of czarist rule and the beginning of Communist
rule.
Graded assessment of student
time lines
Students write a paragraph explaining one of these events in
more detail.
Graded assessment of
student paragraphs
Internet Activity at www.classzone.com - Propaganda
Films of the Russian Revolution:
Students view streaming videos scenes from the 1920s
Russian propaganda films October at
http://tesla.liketelevision.com/liketelevision/tuner.php?channel=397&f
ormat=movie&theme=guide and Battleship Potemkin at
http://www.liketelevision.com/web1/movies/potemkin/. Discuss how
the filmmakers used the medium to express their political point of
view. Groups of students will then develop their own propaganda
video promoting some change at home, at school, or in the
community. They may also create posters and speeches in lieu of a
video. *Note that there is a $14.95 monthly charge to join this
Web site.
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
(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
15
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
Revolution and Nationalism, 1900-1939 (continued)
115
History-Notable individuals
Analyze the influence of significant social and/or religious leaders
such as Mohandas Gandhi…(10B)
125
History-Historical figures shape the state and nation
Analyze the influence of significant individuals such as…Vladimir
Lenin and Mao Zedong…on political events of the 20th century.
(10A)
138
History-Connection between history and international
relationships
Summarize the major political, economic, and cultural
developments of civilizations in China, India, and Japan. (6C)
139
History-Causes and effects of political revolutions
Identify causes and evaluate effects of major political revolutions
since the 17th century, including the…Russian revolution. (8A)
141
History-Causes and effects of political revolutions
Summarize the ideas from the…Russian revolution concerning
separation of powers, liberty, equality, democracy, popular
sovereignty, human rights, constitutionalism, and nationalism. (8B)
142
History-Causes and effects of political revolutions
Evaluate how the American Revolution differed from the…Russian
revolution, including its long-term impact on political developments
around the world. (8C)
143
History-Causes and effects of political revolutions
Summarize the significant events related to the spread and fall of
communism, including worldwide political and economic effects.
(8D)
149
History-Impact of wars on history
Identify and explain causes and effects of World War I… including
…the rise of communism in the Soviet Union... (9A)
Week 4
(continued)
Extension Activity at www.classzone.com - On the Brink of
Revolution
Using the content in Chapter 30, students will create a mythical
country that is on the brink of revolution today. They will write a
profile of the conditions in that country that are triggering widespread
social unrest. Use the following questions to brainstorm ideas for the
written profile:

What type of government is currently in power?

What are the top political leaders and what are they like?

What grievances do the citizens have against the government?

What is the gap between rich and poor?

What revolutionary groups are forming and what are their goals
and strategies?
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
Recommended Activities from History Alive! The Rise and Fall
of the Soviet Union:
Activity 1.2 Interactive Theater - A Day in the Life of Tsarist
Russia: Students will create and participate in scenes of typical daily
life in 19th century Tsarist Russia.
Integrated Assessment Booklet,
“Standards for Evaluating a
Cooperative Activity”, p. 5
Activity 1.3 Rocks, Scissors, Paper - Understanding Marxist
Theory: Students will feel the unequal distribution of capitalist wealth
and the frustrations of the working class by participating in a game of
Rocks, Scissors, and Paper.
Informal assessment of student
responses
Activity 1.4 The Russian Revolution: Students will analyze a series
of visuals of events leading to the Russian Revolution of 1917.
Informal assessment of student
responses
TAKS Mini-Lesson
Ask students to examine the chart on the causes and
effects of the Russian Revolution on page 772. Have
them write a paragraph about how one of the causes
helped bring about revolution.
Principles of Learning: Academic Rigor:
The extension activity on a country on the
brink of revolution requires that students
are expected to raise questions, to solve
problems, to think and to reason as
they use the guiding questions to
create a written profile.
TAKS Objective 5 (WH 25C)
(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
16
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
Revolution and Nationalism, 1900-1939 (continued)
159
History-Historical development of political issues
Analyze the nature of totalitarian regimes in China…and the Soviet
Union. (9B)
233
Geography-Humans have adapted to, and modified the
physical environment
Identify and explain reasons for change in political boundaries that
resulted from independence and international conflicts… (L)
529
Citizenship-Impact of political decisions on citizens
Identify examples of political, economic, and social oppression and
violations of human rights throughout history, including…politically
motivated mass murders in…China and the Soviet Union. (18C)
621
Culture-Relationship between art and literature and society
Analyze examples of how art, architecture, literature, music, and
drama reflect the history of cultures in which they are produced.
(20B)
801
Social Studies Skills-Use social studies terminology
Use social studies terminology correctly. (26A)
804
Social Studies Skills-Express ideas orally
Express ideas orally based on research and experiences. (L)
806
Social Studies Skills-Interpret and use sources of evidence
Use the process of historical inquiry to research, interpret, and use
multiple sources of evidence. (25E)
Principles of Learning: Academic Rigor:
In order to compose the article on Soviet daily
life, students will need to synthesize several
sources of information and interpret texts
before they can construct their final
products.
Week 4
(continued)
Soviet Life Under Stalin
Internet Activity at www.classzone.com - Joseph Stalin:
Students will create a Web page on Joseph Stalin that
includes a time line of his rule in the USSR. Students will
need to use the Stalin Web sites listed in the Resource section for
their research.
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
McDougal-Littell Patterns of Interaction TE, History from Visuals,
p. 776. Students copy the chart describing totalitarianism and answer
the two questions.
Graded assessment of student
responses
Students cite examples of technology that a totalitarian state
today might use to spread propaganda.
Informal assessment of
student responses
McDougal-Littell Patterns of Interaction TE, Close Activity,
p. 780. Students work in small groups to create a chart comparing the
American, French, and Russian revolutions in fire categories: type of
government, role of individual citizens, economic structure, human
rights, and freedom of expression.
Graded assessment of student
charts
Students write a paragraph discussing what influence each
country’s history had on the causes and results of the three
revolutions.
Graded assessment of
student paragraphs
Recommended Activities from History Alive! The Rise and Fall
of the Soviet Union:
Activity 2.1 Creating Visual Representations of Russia’s City of
Steel: Students will view a series of visuals and other primary
sources and will then illustrate life in 1930s Magnitogorsk and
compare it with Stalin’s vision of the Soviet ideal.
Informal assessment of student
responses
Activity 2.2 The Purges Under Stalin:
Students will experience the emotions of the purges under Stalin
when they investigate a fictitious wrongdoing.
Informal assessment of student
responses
Activity 2.3 Investigating Perspectives on Soviet Daily Life:
After viewing Soviet propaganda posters, students will use these as a
basis to write investigative articles to smuggle out of the Soviet Union
and publish in a western newspaper.
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
(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
17
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
Revolution and Nationalism, 1900-1939 (continued)
810
815
825
827
828
Social Studies Skills-Transfer information from one medium to
another
Transfer information from one medium to another, including written
to visual and statistical to written or visual, using computer software
as appropriate. (26D)
Social Studies Skills-Locate, differentiate, and use primary and
secondary sources
Locate and use primary and secondary sources such as computer
software, databases, media and news services, biographies,
interviews, and artifacts to acquire information. (25B)
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. (27A)
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. (27B)
Social Studies Skills-How to work with other students
Plan, organize and complete a group research project. (L)
Week 4
(continued)
Mao Zedong and the Revolution in China
McDougal Littell Patterns of Interaction TE, Cooperative
Activity – Commemorating the Long March, p. 783. Groups of
students will design a memorial paying tribute to the thousands of
Chinese people who lost their lives during the Long March. They
will create a model or replica of the memorial to present to the
class.
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
McDougal Littell Patterns of Interaction TE, Section
Assessment #2, p. 784. Students make a chart comparing and
contrasting Jiang Jieshi and Mao Zedong.
Graded assessment of student
charts
McDougal Littell Patterns of Interaction TE, Section
Assessment #4, p. 784. Students write a paragraph discussing
what caused the Communist revolutionary movement in China to
gain strength. Students discuss Jiang’s government and policies,
the Soviet Union’s influence, the conditions of rural peasants, and
Mao’s role and achievements.
Graded assessment of student
paragraphs
Recommended Activities from History Alive! Communist
China and Modern Japan:
Activity 1.4 Exploring Continuity and Change In China
Through Art: Students will compare and contrast paintings from
the dynastic and communist eras to explore continuity
and change in China.
Informal assessment of student
responses
Mohandas Gandhi and the Nonviolence Movement
Principles of Learning: Accountable Talk
Working with another pair of students to
create a Venn diagram requires that
individual students listen attentively to one
another and build upon each others’
contributions.
McDougal Littell Patterns of Interaction TE, Cooperative
Activity – Investigating Examples of Nonviolent Protests, p.
787: Have pairs of students find an organization or movement that
is dedicated to the principles of nonviolence as a strategy for
effecting change. Students should focus on the goals of the
organization or movement and the methods it uses to achieve
those goals. Have students cite specific examples of nonviolent
tactics, such as marches, demonstrations, and boycotts. Have two
sets of partners exchange information with one another and create
a Venn diagram comparing the goals and strategies of each
organization.
Integrated Assessment Booklet,
“Standards for Evaluating a
Cooperative Activity”, p. 5
Integrated Assessment Booklet,
“Standards for Evaluating a
Product or Performance”, p. 16
(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
18
©2006-07 Austin Independent School District
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
Tenth Grade – Pre AP World History
Resources
Teacher Notes
McDougal Littell, World History: Patterns of Interaction

Chapter 30, “Revolution and Nationalism, 1900-1939”
Vocabulary:
Section 1: pogrom, Trans-Siberian Railway, Bolsheviks, V.I. Lenin, Duma, Nicholas II, Alexandra, Rasputin, provisional
government, soviet, Alexander Kerensky, Leon Trotsky
Section 2: Joseph Stalin, totalitarianism, command economy, collective farm, kulak, Great Purge, socialist realism
Section 3: Kuomintang, Sun Yixian, Mao Zedong, May Fourth Movement, Long March
Section 4: Mohandas K. Gandhi, civil disobedience, Mustafa Kemal
On-line edition at classzone.com
Ancillary Materials:
In-Depth Resources: “The World at War,” Unit 7

Guided Reading, pp. 19-22

Geography Application: Nationalists Battle Warlords and Communists,
p. 24

Skillbuilder Practice: Analyzing Causes, p. 23

Primary Sources
o
from Bloody Sunday, p. 26
o
The Need for Progress, p. 27
o
from The Peasants of Hunan, p. 28
o
from Hind Swaraj, p. 29

Literature
o
from Darkness at Noon, p. 30
o
from 1984, p. 32

History Makers
o
Vladimir Lenin, p. 34
o
Jiang Jieshi, p. 35

Electronic Library of Primary Sources
o
from Ten Days That Shook the World
o
from 1984
o
from Autobiography of a Chinese Girl
o
“Nonviolence”

Geography Transparencies
o
GT 30 European Totalitarianism by 1938

Critical Thinking Transparencies
o
CT 30 Time Machine: Revolution and Nationalism
o
CT 66 Chapter 30 Visual Summary

World Art and Cultures Transparencies
o
AT 65 Friendship of the People
o
AT 66 Persian Musicians
TAKS Practice Transparencies TT 114 – TT 117
Recommended Resources:

History Alive! The Rise and Fall of the Soviet Union

History Alive! Communist China and Modern Japan
Conceptual Definitions
Using a Pre-AP Strategy, students will create conceptual definitions of:
Soviet, totalitarianism, command economy, socialist
See the AP Vertical Team Resources Guide for additional instruction
Recommended Videos from United Streaming (www.unitedstreaming.com):

World War I and Its Aftermath (54:00 minutes)

History in Focus: 1930-1939 (30:31 minutes)

Men of Our Time: Gandhi (38:03 minutes)

Men of Our Time: Lenin (40:04 minutes)
Content-specific Web sites on the Rise of Communism in the Soviet Union and China:

Barnsdale.com: Timeline of the Russian Revolution at http://www.barnsdle.demon.co.uk/russ/datesr.html

Fordham University: Internet Modern History Sourcebook: The Russian Revolution at
www.fordham.edu/halsall/mod/modsbook39.html

Marxists Internet Archive: Documents on the October Revolution at www.marxists.org/history/ussr/revolution/

CNN: Joseph Stalin at http://www.cnn.com/SPECIALS/cold.war/kbank/profiles/stalin/

BBC: Joseph Stalin at http://www.bbc.co.uk/history/historic_figures/stalin_joseph.shtml

Joseph Stalin: Biographical Chronicle at http://www.stel.ru/stalin/joseph_1935-1953.htm

Dingwall.com: Joseph Stalin at http://www.dingwall.bc.ca/history/main.php3?cat=personalities&listing=Stalin

Bartleby.com: Chiang Kai-shek at http://www.bartleby.com/65/ch/ChiangKa.html

Time Asia : Sun Yat-Sen at http://www.time.com/time/asia/asia/magazine/1999/990823/sun_yat_sen1.html

Spartacus Educational: Lenin at http://www.spartacus.schoolnet.co.uk/RUSlenin.htm

The History Guide – The Age of Totalitarianism: Stalin and Hitler at http://www.historyguide.org/europe/lecture10.html

The Corner: Totalitarianism in Europe at http://www.thecorner.org/hists/total/total.htm

Soviet Propaganda Posters at http://posters.nce.buttobi.net/

International Poster Gallery – Revolution by Design: The Soviet Poster at http://www.internationalposter.com/ru-text.cfm

Educators for Social Responsibility: What is Propaganda? at http://www.esrnational.org/whatispropaganda.htm

Historical Atlas of the Twentieth Century at
http://history1900s.about.com/gi/dynamic/offsite.htm?site=http%3A%2F%2Fusers.erols.com%2Fmwhite28%2F20centry.htm

China and Japan in the Nineteenth Century at http://www.wwnorton.com/college/history/ralph/resource/chinajap.htm

Like Television: October at http://tesla.liketelevision.com/liketelevision/tuner.php?channel=397&format=movie&theme=guide

Like Television: Battleship Potemkin at
http://tesla.liketelevision.com/liketelevision/tuner.php?channel=397&format=movie&theme=guide
(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
19
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work
Products
Suggested Assessment
Years of Crisis, 1919-1939
114
History-Turning points in history
Identify changes that resulted from important turning points in
world history such as the … world wars of the 20th century.
(1B)
B
T3*
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. (WG 5B) B
T3*
301
Economics-Production of goods and services
Compare the ways people satisfy their basic needs through the
production of goods and services such as subsistence
agriculture versus market-oriented agriculture or cottage
industries versus commercial industries.
(WG10C) B
T3
611
Cultures-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.
(WG 18A) B
T3*
711
Science, Technology, & Society-Impact of technology on
cultural development
Give examples of [major mathematical and scientific
discoveries and] technological innovations that occurred at
different periods in history and describe the changes produced
by these discoveries and innovations.
(23A) B
T2*
811
Social Studies Skills-Create visual and written materials
Interpret [and create databases, research outlines,
bibliographies, and] visuals including graphs, charts, timelines,
and maps. (26C)
T5
Weeks 4 & 5
[Four days]
McDougal Littell Patterns of Interaction TE, Interact with
History, p. 794. Student imagine they are in Germany in the
early 1930s and choose a leader for their country by analyzing
issues, exploring options, and becoming decision makers by
answering the three question.
Informal assessment of student
responses
Internet Activity at www.classzone.comNetExplorations - Life in the 1920s: This link
provides a variety of projects for students to make
connections to life in the 1920s. These projects can be
completed by individual students or in small groups.
Recommend projects include:

Multimedia Presentation: Students will use images from
the Internet and the link to the article “Life on Four Wheels”
to create a multimedia presentation about early
automobiles. Students will need to write short descriptions
for each image used in the presentation.

Documentary Film Script: Students will write a script for
a documentary film on the movie industry and movie
culture of the 1920s. They should begin research by going
to the on-line article “The Silver Screen” and the movie
Web sites listed in the Resource section. Scripts should
include narration and description of locations, sound, and
visuals, such as movie posters, pictures of film stars, and
clips from old movies.

Short Essay on Women’s Lives: Students will read the
article “Home Appliances” and use the Web sites listed in
the Resource section to learn about laborsaving home
appliances that gained popularity in the 1920s. They will
then write a short essay exploring how the introduction of
these appliances influenced the lives of women in the
United States and Europe.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
Descriptions should include:

Years during which each car
was manufactured and sold

Specifications and special
features of each car

Historical details regarding
each manufacturer
The film script should address the
following:

After the release of The Jazz
Singer, how quickly did “talkies”
replace silent films? What
factors slowed down the
adoption of the new format?

What were the most popular
types of films during the 1920s?

What was the typical price of
admission to a movie theater?
Find an inflation calculator on
the Internet and calculate the
price in today’s dollars.
The essay should express a strong
opinion on which women’s lives were
most affected and how. Students
should also take a clear position and
support that position with references
to details about specific home
appliances.
(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
20
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work
Products
Suggested Assessment
Years of Crisis, 1919-1939 (continued)
815
Social Studies Skills-Locate, differentiate, and use primary and
secondary sources
[Differentiate between, locate, and] use primary and secondary
sources [such as computer software; interviews; biographies;
oral, print, and visual material; and artifacts] to acquire
information about the United States. (8.30A) B
T5
823
Social Studies Skills-Apply critical thinking skills to gather and
analyze social studies information
Analyze information by sequencing, categorizing, identifying,
cause-and-effect relationships, comparing, contrasting, finding
the main idea, summarizing, making generalizations [and
predictions] and drawing inferences and conclusions. (25C)
B
T5
108
History-Sequence events
Apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods. (1C)
125
History-Historical figures shape the state and nation
Analyze the influence of significant individuals such as…Adolf
Hitler…on political events of the 20th century. (10A)
149
History-Impact of wars on history
Identify and explain causes and effects of World War I and World
War II, including the rise of nazism/fascism in Germany, Italy, and
Japan... (9A)
159
History-Historical development of political issues
Analyze the nature of totalitarian regimes in …Nazi Germany... (9B)
233
Geography-Humans have adapted to, and modified the physical
environment
Identify and explain reasons for change in political boundaries that
resulted from independence and international conflicts… (L)
327
Economics-Economic differences between societies
Compare the relationships between and among contemporary
countries with differing economic systems. (14C)
Weeks 4 & 5
(continued)
McDougal Littell Patterns of Interaction TE, Close Activity,
p. 800. Student pick five people they think have made significant
contributions to intellectual, cultural, or scientific life in the postwar period. The class ranks the names in order of importance,
with students justifying their rankings.
Informal assessment of student
responses
McDougal Littell Patterns of Interaction TE, Cooperative
Activity – Pick a Person of the Decade, p. 797
Student groups will research the scientists, thinkers, poets,
artists, and musicians discussed in Chapter 31, Section One.
Then, they will select one person they think had the greatest
impact on cultural life in the decade of the 1920s. Students will
design a magazine cover and prepare a cover story on that
person.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
McDougal Littell Patterns of Interaction TE, Section
Assessment #2, p. 806. Students create a web diagram
showing the effects of the Great Depression in the United
States.
Graded assessment of student
diagrams
McDougal Littell Patterns of Interaction TE, Creating a
Political Cartoon, p. 805. After students research the impact of
the Great Depression on the United States and Western Europe,
have them create a political cartoon showing either the impact of
this event or a specific government’s response to it.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
Internet Activity at www.classzone.com - Life in the
Great Depression: Students will create a photo essay
of the Great Depression in the United States. Students
should use the following Web sites to create their presentations:

Library of Congress: America from the Great Depression
to World War II at
http://memory.loc.gov/ammem/fsahtml/fahome.html

Michigan Historical Museum: The Depression News – The
1930s at
http://www.sos.state.mi.us/history/museum/explore/museu
ms/hismus/1900-75/depressn/index.html

Ten Tips for Creating Effective PowerPoints at
http://www.microsoft.com/office/previous/xp/columns/colum
n08.asp
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
Principles of Learning: Academic Rigor:
The photo-essay on the Great Depression
requires that students synthesize several
sources of information and construct
explanations to test their understanding
of concepts by applying and discussing
them.
(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
21
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work
Products
Suggested Assessment
Years of Crisis, 1919-1939 (continued)
406
Government-Structure of government
Explain the impact of parliamentary and constitutional systems of
government on significant world political developments, such as
human rights, international conflicts and trade policies. (15A)
507
Citizenship-Developments of political concepts
Trace the historical development of the rule of law and rights and
responsibilities, beginning in the ancient world and continuing to the
beginning of the first modern constitutional republics. (18A)
529
Citizenship-Impact of political decisions on citizens
Identify examples of political, economic, and social oppression and
violations of human rights throughout history, including…the
Holocaust, other examples of genocide, and politically motivated
mass murders in…China... (18C)
621
Culture-Relationship between art and literature and society
Analyze examples of how art, architecture, literature, music, and
drama reflect the history of cultures in which they are produced.
(20B)
623
Culture-Relationship between art and literature and society
Identify examples of art, music, and literature that transcend the
cultures in which they were created and convey universal themes.
(20C)
706
Science, Technology, and Society-Individuals have created or
invented technology
Identify the contributions of significant scientists and inventors such
as ... Albert Einstein… (24C)
Principles of Learning: Accountable Talk
Students must make use of specific and accurate
knowledge and provide evidence for claims and
arguments as they participate in the simulation of the
World Monetary and Economic Conference. They must
also identify knowledge that may not be available yet
which is needed to address an issue.
Weeks 4 & 5
(continued)
Internet Activity at www.classzone.com - The 1933
World Monetary and Economic Conference:
Divide the class into groups and research the 1933
London World Monetary and Economic Conference.
Students will then simulate the conference, keeping in mind the
challenges related to creating international stability and the
particular objectives of the various countries during the interwar
period. Each group should list its country’s objectives and
determine the best ways to achieve those goals and possible
compromises. Groups should research who represented each
country and select one person to role-play that historical figure.
Student delegates should draft a plan to bring an end to the
world economic depression and, at the same time, satisfy the
wishes of their country’s representatives. Each delegate must
get the unanimous approval of his advisory council on each
point of the agreement, which will then need the unanimous
approval of all the countries represented. If the students can
come up with an agreement that meets these standards, the
conference can then be considered a success. Discuss with
students the success or failure of their conference simulation.
Integrated Assessment Booklet,
“Standards for Evaluating a
Cooperative Activity”, p. 5
McDougal Littell Patterns of Interaction TE, Headlining the
News, p. 812 After dividing students into small groups, prepare
a series of headlines covering the major events addressed in
Section Four of Chapter 31. Have each group prepare a
newspaper article, short skit for a television news show, radio
broadcast, or Internet news blurb explaining the headline.
Integrated Assessment Booklet,
“Standards for Evaluating a
Cooperative Activity”, p. 5
Principles of Learning: Academic Rigor:
After students conclude the simulation, be sure to
debrief why their conference was either a success or
a failure and compare these results to the actual
outcome of the 1933 World Monetary and Economic
Conference. Instruction has to be organized
to support reflection on learning processes
and strategies.
(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
22
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work
Products
Suggested Assessment
Years of Crisis, 1919-1939 (continued)
714
Science, Technology, and Society-Impact of technology on
cultural development
Describe the connection between scientific discoveries and
technological innovations and new patterns of social and cultural life
in the 20th century, such as developments in transportation and
communication that affected social mobility. (24B)
801
Social Studies Skills-Use social studies terminology
Use social studies terminology correctly. (26A)
804
Social Studies Skills-Express ideas orally
Express ideas orally based on research and experiences. (L)
806
Social Studies Skills-Interpret and use sources of evidence
Use the process of historical inquiry to research, interpret, and use
multiple sources of evidence. (25E)
814
Social Studies Skills-Use appropriate mathematical skills
Use appropriate mathematical skills to interpret social studies
information such as maps and graphs. (25I)
816
Social Studies Skills-Locate, differentiate, and use primary and
secondary sources
Locate and use primary and secondary sources such as computer
software, databases, media and news services, biographies,
interviews, and artifacts to acquire information. (25B)
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. (27A)
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. (27B)
828
Social Studies Skills-How to work with other students
Plan, organize and complete a group research project. (L)
Weeks 4 & 5
(continued)
McDougal Littell Patterns of Interaction TE, Section
Assessment #2, p. 810 Students will develop a chart
comparing Hitler and Mussolini in the following categories:

Method of taking power

Style of leadership

Handling of economic crisis

Goals
Students will analyze whether these two leaders were more
alike or different.
Graded assessment of student
charts
Informal assessment of student
responses
Recommended Activities from History Alive! Western
Europe in the Modern World:
Activity 4.2 World War II Events: Predicting European
Responses Students will assume the role of foreign policy
experts and predict their countries’ responses of seven key
events leading to World War II.
Integrated Assessment Booklet,
“Standards for Evaluating a
Cooperative Activity”, p. 5
Recommended Activities from History Alive! The United
States in World War II:
Activity 1.1 Bringing World War II Terms to Life Students will
develop and present skits and pictowords that demonstrate the
meaning of eight key pictowords.
Integrated Assessment Booklet,
“Standards for Evaluating a
Cooperative Activity”, p. 5
Activity 1.2 From Versailles to Pearl Harbor Students will
analyze a series of visuals of events leading to World War II and
discuss how the United States responded to each of these
events.
Informal assessment of student
responses
(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
23
©2006-07 Austin Independent School District
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
Tenth Grade – Pre AP World History
Resources
Teacher Notes
McDougal Littell, World History: Patterns of Interaction

Chapter 31, “Years of Crisis, 1919-1939”
Vocabulary:
Section 1: Albert Einstein, theory of relativity, Sigmund Freud, existentialism, Friedrich Nietzsche, surrealism, jazz,
Charles Lindbergh
Section 2: coalition government, Weimar Republic, Great Depression, Franklin D. Roosevelt, New Deal
Section 3: fascism, Benito Mussolini, Adolf Hitler, Nazism, Mein Kampf, lebensraum
Section 4: appeasement, Axis Powers, Francisco Franco, isolationism, Third Reich, Munich Conference
On-line edition at classzone.com
Ancillary Materials:
In-Depth Resources: “The World at War,” Unit 7

Guided Reading, pp. 37-40

Geography Application: Spain During the 1930s, p. 42

Skillbuilder Practice: Identifying Problems, p. 41

Primary Sources
o
from An Interview with Charles Lindbergh, p. 44
o
German Inflation, p. 45
o
Kristallnacht, p. 46
o
The Bombing of Guernica, p. 47

Literature
o
from This Side of Paradise, p. 48
o
Poems by Bertol Brecht, p. 49

History Makers
o
Sigmund Freud, p. 51
o
Francisco Franco, p. 52

Connections Across Time and Culture: Absolutism and Fascism, p. 53

Electronic Library of Primary Sources
o
“The Death of God”
o
“Famine in Russia”
o
from Memos on the Arms of Germany and Japan
o
from Speech in the House of Commons

Geography Transparencies
o
GT 31 Expansion of Nazi Germany, 1933-1939

Critical Thinking Transparencies
o
CT 31 Economic Crisis: Between Two Fires
o
CT 67 Chapter 31 Visual Summary

World Art and Cultures Transparencies
o
AT 67 The Twittering Machine
o
AT 68 Electric Prisms
o
AT 69 Pillars of Society

TAKS Practice Transparencies TT 118 – TT 121
Recommended Resources:

History Alive! Western Europe in the Modern World

History Alive! The United States in World War II
Conceptual Definitions
Using a Pre-AP Strategy, students will create conceptual definitions of:
Existentialism, surrealism, depression, fascism, Nazism, isolationism, appeasement
See the AP Vertical Team Resources Guide for additional instruction
Recommended Videos from United Streaming (www.unitedstreaming.com):

America in the 20th Century: World War II: The Road to War (30:00 minutes)

Hindenburg (52:34)

History in Focus: 1920-1929 (28:04 minutes)

History in Focus: 1930-1939 (30:31 minutes)

Men of Our Time: Hitler (56:03 minutes)

Men of Our Time: Mussolini (42:37 minutes)

Speeches from History: Adolph Hitler (27:33 minutes)

Speeches from History: Franklin Roosevelt (20:00 minutes)

Video Yearbook Collection Series: 1929-1939 (Refer to each video for approximate running times)

Video Yearbook Collection: World War II: Before Pearl Harbor; 1931-1941 (47:47 minutes)
Content-specific Web sites on the Years of Crisis:

Sigmund Freud and the Freud Archives at http://users.rcn.com/brill/freudarc.html

Albert Einstein Online at http://www.westegg.com/einstein/

Spartacus Educational: The Weimar Republic at http://www.spartacus.schoolnet.co.uk/GERweimar.htm

BBC: The Struggle for Equality – Civil Rights in America from Reconstruction Through the Great Depression at
http://www.bbc.co.uk/history/society_culture/protest_reform/civil_rights_reconstruction_05.shtml

BBC: The Ending of World War I and the Legacy of Peace at http://www.bbc.co.uk/history/war/wwone/war_end_01.shtml

History Learning Site: Manchuria at http://www.historylearningsite.co.uk/manchuria.htm

BBC: World War II at http://www.bbc.co.uk/history/war/wwtwo/

About.com: Inventors – Inventions From Home at http://inventors.about.com/library/inventors/blhome.htm

Brickhaus: The Allure of Household Appliances in the 1920s at http://www.brickhaus.com/amoore/magazine/house.html

Ohio State University Department of History: Clash of Cultures in the 1910s and 1920s at
http://history.osu.edu/Projects/Clash/default.htm

Spartacus Educational: Benito Mussolini at http://www.spartacus.schoolnet.co.uk/2WWmussolini.htm

Spartacus Educational: Adolf Hitler at http://www.spartacus.schoolnet.co.uk/GERhitler.htm

Library of Congress: America from the Great Depression to World War II at
http://memory.loc.gov/ammem/fsahtml/fahome.html

Michigan Historical Museum: The Depression News – The 1930s at
http://www.sos.state.mi.us/history/museum/explore/museums/hismus/1900-75/depressn/index.html

Net Explorations: Life in the 1920s at http://www.classzone.com/net_explorations/U7/U7_main.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
24
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work
Products
Suggested Assessment
World War II, 1939-1945
114
History-Turning points in history
Identify changes that resulted from important turning points in
world history such as the … world wars of the 20th century.
(1B)
B
T3*
214
Geography-Translate and analyze geographic data
Answer questions about geographic distributions and patterns
shown on maps, graphs, and charts.
(8.10B) B
T2
611
Cultures-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.
(WG 18A) B
T3*
711
Science, Technology, & Society-Impact of technology on
cultural development
Give examples of [major mathematical and scientific
discoveries and] technological innovations that occurred at
different periods in history and describe the changes produced
by these discoveries and innovations.
(23A) B
T2*
811
Social Studies Skills-Create visual and written materials
Interpret [and create databases, research outlines,
bibliographies, and] visuals including graphs, charts,
timelines, and maps. (26C)
T5
815
Social Studies Skills-Locate, differentiate, and use primary and
secondary sources
[Differentiate between, locate, and] use primary and secondary
sources [such as computer software; interviews; biographies;
oral, print, and visual material; and artifacts] to acquire
information about the United States. (8.30A) B
T5
Social Studies Skills-Apply critical thinking skills to gather and
analyze social studies information
Analyze information by sequencing, categorizing, identifying,
cause-and-effect relationships, comparing, contrasting, finding
the main idea, summarizing, making generalizations [and
predictions] and drawing inferences and conclusions. (25C)
B
T5
823
Weeks 5
and 6
[7 days]
McDougall Littell TE, Interact with History, p. 820. Students
decide on whether or not to bomb a city during World War II and
answer the three questions.
Informal assessment of student
responses
McDougall Littell TE, Researching War Technology, p. 823.
Students will research the technologies developed during World
War II and present reports to the class. Student groups will
divide into four groups each to research one of the following
technologies: radar, jet propulsion, decoding devices, rockets.
Groups should trace the development of these technologies,
how they were used, and their effectiveness. Student reports
should focus on the impact of the technologies on the course of
the war for both the Allied and Axis powers. Student groups will
present their reports to the class for discussion and evaluation of
the impact of the technologies.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
McDougall Littell TE, Arranging Events in Sequential Order,
p. 826. To help students understand the connection between
events at the beginning of World War II, have them work in small
groups to create a time line of major events from 1939 through
1941. Groups might exchange time lines to compare and
comment and add events if necessary.
Integrated Assessment Booklet,
“Rubric Design Template”, p. 17
(have students use this for their peer
evaluations)
Criteria for Time Line could include:

Appropriate events listed

Correct order of events

Neatness, clarity in visual
presentation
McDougall Littell TE, Section Assessment #2, p. 826.
Students create a chart identifying the effects of each of the
early events of World War II.
Graded assessment of student
charts
McDougall Littell TE, Section Assessment #2, p. 830.
Students create a chart listing four major events of the war in the
Pacific between 1941 and 1943.
Graded assessment of student
charts
Students identify which event was most important in turning
the tide of the war in the Pacific against the Japanese and
explain why.
Informal assessment of student
responses
(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
25
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work
Products
Suggested Assessment
World War II, 1939-1945 (continued)
107
History-Concept of time including significant dates in history
Explain the significance of the following dates: 1939-1945. (1D)
108
History-Sequence events
Apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods. (1C)
125
History-Understanding how historical figures shape the state
and nation
Analyze the influence of significant individuals such as … Winston
Churchill, Adolf Hitler…on political events of the 20th century. (10A)
149
History-Impact of wars on history
Identify and explain causes and effects of World War…II including
the rise of nazism/fascism in Germany, Italy and Japan…. (9A)
159
History-Historical development of political issues
Analyze the nature of totalitarian regimes in…Nazi Germany and
the Soviet Union. (9B)
233
Geography-Humans have adapted to, and modified the
physical environment
Identify and explain reasons for change in political boundaries that
resulted from independence and international conflicts… (L)
Principles of Learning: Academic Rigor:
The primary source assignment on the Holocaust
requires students to synthesize several sources of
information, including excerpts from the writings of
Anne Frank and Elie Wiesel. They are also
challenged to test their understanding of the
concepts addressed by applying what they read to
their graphic organizer and essay.
Weeks 5
and 6
(continued)
McDougall Littell TE, Charting a Battle Strategy, p. 829
Students will chart the Allied battle strategy in the Pacific.
Students will each review a major battle in the Allied offensive
against Japan. In their description of the battle, they will identify
the opposing forces, the tactics of the battle, and the outcome.
They will present their work in a chart of the battle. Groups
should then combine their separate battle charts into a class
chart and discuss the overall Allied strategy, explaining how it
turned the tide of the war against Japan.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance” p. 16
Standards for evaluation: the charts
should

Clearly describe the Allied
battle strategy

Explain how Japan was
defeated

Be visually interesting
McDougal Littell TE, Using Primary Sources and Literature,
p. 832. Students will read a primary source and literature
excerpt to examine the horrors of the Holocaust as experienced
by two young people during World War II. Students should note
that both Anne Frank and Elie Wiesel were teenagers.
Use the Primary Source (Anne Frank) and the Literature
selection (Elie Wiesel ) for this section from the Teacher’s
Resources. Have students compare the experiences of the two
young people that are recorded in these excerpts. Have
students make up a list of the similarities and differences
between their experiences. They could make a Venn diagram or
other compare/contrast graphic organizer, or write a
compare/contrast paper. Follow up by asking the students to
discuss the role of hope in the different lives of these two young
people. Why might hope have been easier for Anne Frank to
hold on to than for Elie Weisel?
McDougal Littell TE, Section Assessment #2, p. 834.
Students create a web diagram giving examples of Nazi
persecutions and their impact.
Graded assessment of student
diagrams
Students write a paragraph explaining why they think
German soldiers and the German people went along with
the Nazi policy of persecution of the Jews.
Graded assessment of student
paragraphs
TAKS Mini-Lesson
Ask students to look at the map of the Pacific and Asia
on page 828. and identify geographical factors that
proved challenging to the Allies.
TAKS Objective 2 (WH 12C)
(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
26
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work
Products
Suggested Assessment
World War II, 1939-1945 (continued)
529
Government-Impact of political decisions on citizens
Identify examples of political, economic, and social oppression and
violations of human rights throughout history, including…the
Holocaust…(18C)
623
Culture-Relationship between art and literature and the
societies that produced them
Identify examples of art, music, and literature that transcend the
cultures in which they were created and convey universal themes.
(20C)
801
Social Studies Skills-Use social studies terminology
Use social studies terminology correctly. (26A)
804
Social Studies Skills-Express ideas orally
Express ideas orally based on research and experiences. (L)
806
Social Studies Skills-Interpret and use sources of evidence
Use the process of historical inquiry to research, interpret, and use
multiple sources of evidence. (25E)
816
Social Studies Skills-Locate, differentiate, and use primary and
secondary sources
Locate and use primary and secondary sources such as computer
software, databases, media and news services, biographies,
interviews, and artifacts to acquire information. (25B)
Weeks 5
and 6
(continued)
McDougal Littell TE, Writing Letters About the Allied
Invasion, p. 836. Students will represent the Allied leaders
(Churchill, Stalin, and Roosevelt) and write letters to one
another expressing their points of view about the invasion of
Europe and a two-front war. Students will work in three groups,
each representing one of the Allied leaders and discuss plans
for a war on two fronts. Students should then collaborate to
write their letters.
McDougal Littell TE, Researching the Nuremberg Trials,
p. 836. Divide the class into three groups and assign each group
one of the following categories of crimes of which Nazi leaders
were accused at Nuremberg:

Crimes against the Peace – planning and waging an
aggressive war

War Crimes – acts against the customs of warfare, such as
the killing of hostages and prisoners, the plundering of
private property, or the destruction of towns and cities

Crimes Against Humanity – the murder extermination,
deportation, or enslavement of civilians.
Groups will research the Nuremberg Trials and present
definitions and examples of their category of crime in a report.
Integrated Assessment Booklet,
“Product and Performance
Assessment Rubric Design
Template”,
p. 17
Criteria for the letter should:

clearly convey the views of the
three leaders

show an understanding of the
views of the other leaders

show an understanding of the
advantages and disadvantages
of waging a war on two fronts
Integrated Assessment Booklet,
“Standards for Evaluating a
Cooperative Activity”, p. 5
Internet Activity: World War II Posters: After
viewing the National Archives Web site on World War
II posters at
http://www.archives.gov/exhibit_hall/powers_of_persuasion/pow
ers_of_persuasion_home.html, students will create their own
war posters. Their posters might encourage civilians to greater
efforts, denounce the enemy, or show support for the armed
services.
Integrated Assessment Booklet,
“Product and Performance
Assessment Rubric Design
Template”,p. 17
McDougal Littell TE, Section Assessment #2, p. 841.
Students create a chart listing the outcomes of specific World
War II battles.
Graded assessment of student
charts
Students evaluate which battle was the most important
in turning the war in favor of the Allies.
Informal assessment of
student responses
(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
27
©2006-07 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work
Products
Suggested Assessment
World War II, 1939-1945 (continued)
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. (27A)
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. (27B)
828
Social Studies Skills-How to work with other students
Plan, organize and complete a group research project. (L)
Principles of Learning: Academic Rigor:
After viewing the video Arming for War: Modern and
Medieval Weapons, have students list and discuss
the advantages and disadvantages of developing
increasingly sophisticated and destructive weaponry.
Organize instruction to support the learning process
and the strategies connected with it.
Weeks 5
and 6
(continued)
McDougal Littell Video Series Patterns of Interaction,
Arming for War: Modern and Medieval Weapons,
pp. 63-72
There are a variety of activities in the ancillary booklet that can
be completed after students finish viewing the video. Students
may complete a graphic organizer comparing medieval and
modern weapons, analyze primary source accounts on the
building of the atomic bomb, or interpret political cartoons on the
atomic bomb. Prompts for a discussion over the content of this
video are also included in the teacher resources.
Integrated Assessment Booklet,
Product and Performance
Assessment Rubric Design
Template,
p. 17
Recommended Activities from History Alive! Western
Europe in the Modern World:
Activity 4.3 Recounting Stories of Resistance from the
Holocaust: After recounting stories from the Holocaust in a
dramatic presentation, students will create a Holocaust Wall of
Remembrance.
Integrated Assessment Booklet,
Product and Performance
Assessment Rubric Design
Template,
p. 17
Recommended Activities from History Alive! The United
States in World War II:
Activity 2.1 Winning World War II: Students will analyze a
series of visuals depicting major military events during World
War II.
Informal assessment of student
responses
Activity 2.2 Assessing the Decision to Build and Use the
Bomb: Students will debate the government’s decision to use
atomic weapons during World War II.
Integrated Assessment Booklet,
“Standards for Evaluating a
Cooperative Activity”, p. 5
TAKS Mini-Lesson
Have students read the feature on the atomic bomb on
page 840. Discuss the various modes of information
displayed on the page and what effect they have on the
reader. Identify each as a primary or a secondary
source.
TAKS Objective 2 (WH 12C)
(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
28
©2006-07 Austin Independent School District
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
Tenth Grade – Pre AP World History
Resources
Teacher Notes
McDougal Littell, World History: Patterns of Interaction

Chapter 32, “World War II, 1939-1945”
Vocabulary:
Section 1: nonaggression pact, blitzkrieg, Charles de Gaulle, Winston Churchill, Battle of Britain, Atlantic Charter
Section 2: Isoroku Yamamoto, Pearl Harbor, Battle of Midway, Douglas MacArthur, Battle of Guadalcanal
Section 3: Aryans, Holocaust, Kristallnacht, ghettos, “Final Solution”, genocide
Section 4: Erwin Rommel, Bernard Montgomery, Dwight D. Eisenhower, Battle of Stalingrad, D-Day, Battle of the Bulge,
kamikaze
Section 5: Nuremburg Trials, demilitarization
On-line edition at classzone.com
Ancillary Materials:
In-Depth Resources: “The World at War,” Unit 7

Guided Reading, pp. 54-58

Geography Application: The Fall of Singapore, p. 60

Skillbuilder Practice: Following Chronological Order, p. 59

Primary Sources
o
from Berlin Diary, p. 62
o
from The Diary of a Young Girl, p. 64
o
from Farewell to Manzanar, p. 63
o
from Hiroshima, p. 65

Literature
o
from Night, p. 66

History Makers
o
Charles de Gaulle, p. 69
o
Winston Churchill, p. 70

Electronic Library of Primary Sources
o
from “Blood, Toils, Tears, and Sweat”
o
from “Japanese Attack Sinks HMS Repulse”
o
from Affidavit Given at Nuremburg
o
from Testimony Before the Special Senate Committee on
Atomic Energy

Geography Transparencies
o
GT 32 The Battle of Britain, 1940-1941

Critical Thinking Transparencies
o
CT 32 The Causes and Effects of World War II
o
CT 68 Chapter 32 Visual Summary

World Art and Cultures Transparencies
o
AT 70 German and American Propaganda
o
AT 71 Liberation

TAKS Practice Transparencies TT 122 – TT 126

Patterns of Interaction Video Series: Arming for War
Conceptual Definitions
Using a Pre-AP Strategy, students will create conceptual definitions of:
charter, holocaust, genocide, demilitarization
See the AP Vertical Team Resources Guide for additional instruction
Recommended Videos from United Streaming (www.unitedstreaming.com):

America in the 20th Century: World War II: The Road to War (30 minutes)

Men of Our Time: Hitler (56:03 minutes)

Men of Our Time: Mussolini (42:37 minutes)

Speeches from History: Adolph Hitler (27:33 minutes)

Speeches from History: Franklin Roosevelt (20:00 minutes

Events of the 20th Century: Events of the Twentieth Century: Lessons of the Holocaust (14:27 minutes)

Events of the 20th Century: Events of the Twentieth Century: Return to Auschwitz (16:43 minutes)

History in Focus: 1940-1949 (28:11 minutes)

Holocaust, The: A Teenager's Experience (35:11 minutes)

Holocaust, The: In Memory of Millions (54:00 minutes)

One Human Spirit (23:00 minutes)

Speeches from History: Dwight Eisenhower (43:48 minutes)

Speeches from History: Winston Churchill (20 minutes)

Video Yearbook Collection Series: 1941-1944 (Time will vary for each video)

Video Yearbook Collection: World War II: After Pearl Harbor: 1941-1945 (59:19 minutes)

Witness: Voices from the Holocaust (89:30 minutes)

World War II (54:00 minutes)
Recommended Resources:

History Alive! Western Europe in the Modern World

History Alive! The United States in World War II
(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
29
©2006-07 Austin Independent School District
Resources
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six Weeks
Tenth Grade – Pre AP World History
Resources (continued to this column)
McDougal Littell, World History: Patterns of Interaction

Chapter 32, “World War II, 1939-1945”
On-line edition at classzone.com
Content-specific Web sites on World War II:

The National Archives: Powers of Persuasion – Poster Art from World
War II at
http://www.archives.gov/exhibit_hall/powers_of_persuasion/powers_of_pe
rsuasion_home.html

The History Place: World War II Illustrated Timeline at
http://www.historyplace.com/worldwar2/timeline/ww2time.htm

BBC: World War II at http://www.bbc.co.uk/history/war/wwtwo/

Pearl Harbor Remembered at
http://my.execpc.com/~dschaaf/mainmenu.html

Scholastic: My Story – Pearl Harbor at
http://teacher.scholastic.com/pearl/

American Rhetoric: Franklin D. Roosevelt Pearl Harbor Speech (with
sound clip) at
http://www.americanrhetoric.com/speeches/fdrpearlharbor.htm

National Geographic: The Battle of Midway at
http://www.nationalgeographic.com/midway/index.html

About.com – Links to the Guadalcanal Campaign at
http://history1900s.about.com/cs/guadalcanal/index.htm?terms=guadalca
nal

Remember.org – Cybrary of the Holocaust at http://remember.org/

Edchange.org – Links to the Holocaust at
http://www.edchange.org/multicultural/sites/holocaust.html

United States Holocaust Memorial Museum at http://www.ushmm.org/

U.S. Holocaust Memorial Museum: The Doctors Trial at
http://www.ushmm.org/research/doctors/index.html

Holocaust Educational Projects and Resources at
http://ddickerson.igc.org/education.html

Middle Tennessee State University: The Holocaust/Shoah Page at
http://www.mtsu.edu/~baustin/holo.html

A-Bomb WWW Museum at http://www.csi.ad.jp/ABOMB/index.html

BBC: How the Allies Won at
http://www.bbc.co.uk/history/war/wwtwo/how_the_allies_won_01.shtml

Court TV: A Look Back at Nuremberg at
http://www.courttv.com/archive/casefiles/nuremberg/
Content-specific Web sites on World War II:

Simon Wiesenthal Center at http://www.wiesenthal.com/site/pp.asp?c=fwLYKnN8LzH&b=242023

The National Library of Scotland: Churchill – The Life and Times at http://www.nls.uk/digitallibrary/churchill/mainearly.html

Spartacus Educational: Winston Churchill at http://www.spartacus.schoolnet.co.uk/PRchurchill.htm

Fordham University: Internet Modern History Sourcebook - Winston Churchill’s Iron Curtain Speech at
http://www.fordham.edu/halsall/mod/churchill-iron.html

Franklin D. Roosevelt Presidential Library and Museum at http://www.fdrlibrary.marist.edu/

Truman Presidential Museum and Library at http://www.trumanlibrary.org/

The Dwight D. Eisenhower Presidential Library at http://www.eisenhower.archives.gov/refdesk.htm

The United States Army: Dwight D. Eisenhower – The Centennial at http://www.army.mil/cmh-pg/brochures/ike/ike.htm

The Newberry Library: The World at War, 1944, Map at http://www3.newberry.org/k12maps/module_15/index.html

Historical Atlas of the Twentieth Century: The Second World War Map at http://users.erols.com/mwhite28/axis.htm

Historical Atlas of the Twentieth Century: Europe in 1942 Map at http://users.erols.com/mwhite28/euro1942.htm
(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
30