Austin ISD Instructional Planning Guide
Social Studies
World Geography
Fifth Six Weeks
Teachers will find the following components provided in this document useful in their professional planning:
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Student Expectations (TEKS)
Recommended Pacing Schedule
Suggested Student Work Products
Suggested Assessments
Compendium of Recommended Resources
Suggested Accommodations for Students with Special Needs
Questions about the information found within the Instructional Planning Guides
can be directed to the Austin ISD Bureau of Curriculum’s Social Studies Department.
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Africa: Physical Geography
111
History-The present relates to the past
Analyze the effects of physical and human geographic
patterns and processes on events in the past [and describe
their effects on present conditions, including significant
physical features and environmental conditions that
influenced migration patterns in the past and shaped the
distribution of culture groups today.] (1A) B
214
Geography-Translate and analyze geographic data
Answer questions about geographic distributions and patterns
shown on maps, graphs, and charts. (8.10B) B
215
Geography-Translate and analyze geographic data
Analyze political, economic, social, and demographic data to
determine the level of development and standards of living in
nations. (5B) B
223
Geography-Humans have adapted to, and modified, the
physical environment
Compare ways that humans depend on, adapt to, and modify
the physical environment such as coastal fishing, farming and
ranching, industrialization, irrigation, timber, and urbanization
using [local,] state, national, and international human activities
in a variety of cultural and technological contexts. (8B) B
301
Economics-Production of goods and services
Compare the ways people satisfy their basic needs through
the production of goods and services such as subsistence
agriculture versus market-oriented agriculture or cottage
industries versus commercial industries.
(10C) B
812
Social Studies Skills–Create visual and written materials
[Construct and] interpret maps to answer geographic
questions, infer geographic relationships, and analyze
geographic change. (21C) B
109
History–One era influences another era
Describe the human and physical characteristics of the same place
at different periods of history. (2A)
207
Geography–Physical characteristics of the environment
Relate the physical processes to the development of distinctive
landforms. (4B)
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
T2*
T2
T3*
T5*
T3
T5
4 days
Have students label and identify the major
landforms and bodies of water located in
Africa. Have students label and identify
countries and their capitals of Africa.
Map quiz
Integrated Assessment Booklet: 2.1 Map/Sketch Map
(p.28)
Students will read Chapter 18. As they read
each section, they will complete the graphic
organizer identifying key physical
characteristics of the region. The organizer
should include these topics:
Landforms, Resources, Climate and
Vegetation, Human-Environment Interaction
Integrated Assessment Booklet: 2.2 Chart/Table/List
(p. 28)
McDougal Littell, World Geography TE
Activity Options: Making Generalizations
About the Sahara Desert, p. 421
Point out that pages 420-421 have three
different sources about the Sahara desert:
text, a photograph, and a map. Have students
study all three and ask if this generalization is
true: “The Sahara is covered with sand
dunes.” Have students take the information
from these pages and compose a paragraph
addressing this generalization, citing specific
evidence from the text to support their
reasoning.
McDougal Littell, World Geography TE
Activity Options: Making Comparisons, p.
423
Have students choose a place in Africa and a
place in the United States at about the same
latitude. Using encyclopedias, the Internet,
and other resources, students will compare the
climate and vegetation of the two places. They
will then create a chart comparing the two
locations.
Principles of Learning Connection,
Accountable Talk – Accountability to
Rigorous Thinking: In order to make
accurate generalizations about the Sahara
Desert, students will need to synthesize
text, a photograph, and a map of this
region. They should then be able to
construct explanations for their
generalization.
Integrated Assessment Booklet: 4.2 Essay/Written
Answer (p. 32)
Integrated Assessment Booklet: 2.2 Chart/Table/List
(p. 28)
NOTE: This Instructional Planning Guide contains many activities that meet the needs of each topic/unit.
Teachers should choose and/or modify activities that best fit the needs of their students. Teachers are also
not limited to these suggested activities. Other activities may be used to meet the objectives of each
topic/unit. In addition, the resources suggested in this document are not a definitive list. There are many
other resources available depending on the topic.
The suggested pacing of each topic/unit reflects the number of days within each six weeks grading period.
There are 5 additional days set aside in each six weeks to be used as reviewing, assessing (including six
weeks tests), and reteaching. These additional days may also be used to extend any lesson as needed.
1
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
©2008-2009 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Africa: Physical Geography (continued)
208
Geography–Physical characteristics of the environment
Describe physical environment of regions and the physical
processes that affect these regions such as weather, tectonic
forces, wave action, freezing and thawing, gravity, and soilbuilding processes. (3B)
209
Geography–Physical characteristics of the environment
Explain the distribution of different types of climate in terms of
patterns of temperature, wind, and precipitation and the factors
that influence climate regions such as elevation, latitude,
location near warm and cold ocean currents, position on a
continent, and mountain barriers. (4A)
211
Geography-Physical characteristics of the environment
Explain the distribution of plants and animals in different
regions of the world using the relationships among climate,
vegetation, soil, and geology. (4C)
212
Geography-Physical characteristics of the environment
Describe the impact of and analyze the reaction of the
environment to abnormal and/or hazardous environmental
conditions at different scales such as El Niño, floods, droughts,
and hurricanes. (8C)
215
218
221
Geography-Translate and analyze geographic data
Analyze statistical and other data to infer the effects of physical
and human processes on patterns of settlement, population
distribution, economic and political conditions, and resource
distribution. (8D)
Geography-Concept of regions
Identify physical or human factors that constitute a region such
as soils, climate, vegetation, language, trade network, river
systems, and religion. (9A)
Geography–Physical environment affects and interacts
with the human environment
Explain the interrelationships among physical and human
processes that shape the geographic characteristics of places
such as connections among economic development,
urbanization, population growth, and environmental change.
(8A)
(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 days
(continued)
McDougal Littell, World Geography
TE Activity Options: Writing a
News Report Using Two Internet
Sources on Environmental
Issues in Nigeria or Egypt, p. 422
Have students go to the Current Events
button at www.classzone.com and follow
the links to sources of information on
current events in Africa. They should find
two sources of information about current
environmental issues in Nigeria or Egypt
and use those sources to write a brief news
report. A directory of links on Africa’s
environment is available at About
Environment at
http://environment.about.com/index.htm?on
ce=true&
McDougal Littell, World Geography TE
Activity Options: Writing a Report on the
Aswan Dam, p. 427
Students will study the map of the Aswan
High Dam on page 426 and will then write
three geographic questions about the map,
such as one concerning the location of the
dam. They will then write a report
answering one of the three questions they
wrote.
Integrated Assessment Booklet: 4.5 News
Article/Mock Magazine/Description (p. 33)
Principles of Learning Connection,
Accountable Talk – Accountability to
Knowledge: As students research and discuss
the environmental issues affecting Nigeria and
Egypt, they identify knowledge that may not be
available yet but is needed to address the
issues connected to their
news reports.
Integrated Assessment Booklet: 4.2 Essay/Written
Answer (p. 32)
Recommended Activities from History
Alive! Empires and Kingdoms of SubSaharan Africa
Lesson 1.1 Mapping the Physiographic
Features of Africa Students will identify
and label 18 key physiographic features of
Africa to understand the diversity of this
continent.
Integrated Assessment Booklet: 2.1 Map/Sketch Map
(p.28)
Lesson 1.2 Adapting to the Climate
Regions of Sub-Saharan Africa Students
will explain how people in four contrasting
African climate zones have adapted to their
environment.
Integrated Assessment Booklet: 3.6 Speech/Oral
Report/Presentation (p.31)
2
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Africa: Physical Geography (continued)
310
Economics-Economic factors of production
Analyze how the creation and distribution of resources affect
the location and patterns of movement of products, capital, and
people. (12B)
320
Economics-Types of industry found in different societies
Identify factors affecting the location of different types of
economic activities, such as trading and growth of industries.
(11B)
329
Economics–Areas of the world are economically
interdependent through trade
Compare global trade patterns at different periods of time and
develop hypotheses to explain changes that have occurred in
world trade and the implications of these changes. (12A)
601
Culture-Concept of culture
Describe distinctive cultural patterns and landscapes
associated with different places in…other regions of the world,
and how these patterns influence the processes of innovation
and diffusion. (16A)
701
Science, Technology, and Society–How technology has
affected daily lives
Analyze ways technological innovations have allowed humans
to adapt to places shaped by physical processes, such as
floods, earthquakes, and hurricanes. (19B)
801
Social Studies Skills-Use social studies terminology
Apply appropriate vocabulary, geographic models,
generalizations, theories, and skills to present geographic
information. (22B)
802
Social Studies Skills–Use social studies terminology
Use geographic terminology correctly. (22C)
813
Social Studies Skills–Create visual and written materials
Design and draw appropriate maps and other graphics such as
sketch maps, diagrams, tables, and graphs to present
geographic information including geographic features,
geographic distributions, and geographic relationships. (22A)
4 days
(continued)
McDougal Littell, World
Geography TE Activity
Options: Technology in the
Classroom - Desertification
Have students read pages 424-425 and
look at the images of desertification.
Discuss the reasons why desertification
is occurring and the possible
consequences of desertification. Have
students read more about desertification
and look at the pictures at the United
Nations Secretariat of the Convention to
Combat Desertification Web site at
http://www.unccd.int/main.php. They
should take notes to help answer the
questions "What are some causes and
consequences of desertification, and
what might it look like in a region that is
facing desertification?" Ask them to focus
their research on desertification in the
Sahel region of Africa. Students will then
use a computer-drawing program to
create posters depicting causes and/or
consequences of desertification in Africa.
Student posters should employ images
and colors to illustrate the idea of
desertification, rather than being textbased. Students should print the posters
on a color printer and share them with
the class. Alternately, have them display
the posters from a central computer with
projection device as they explain to
classmates how the posters illustrate the
causes or consequences of
desertification. Refer to the Chapter 18
Technology in the Classroom Activity at
www.classzone.com for additional
information.
Integrated Assessment Booklet: 1.1 Poster (p. 25)
Principles of Learning Connection,
Accountable Talk – Accountability to
Rigorous Thinking: Students test their own
understanding of the concept of desertification
as they create their computer-drawing poster
and present this information to the rest of the
class.
TAKS Mini-Lesson (p. 397d)
Refer students to pages 425-427 and have
them compare and assess the degrees of
human need that led to desertification in
the Sahel, environmental harm in Nigeria,
and construction of the Chad-Cameroon
pipeline and Aswan High Dam.
TAKS Obj. 5 (WG 8B)
McDougal-Littell Section Assessments, pp. 418, 423,
427
Formal Assessment – Section Quiz, p. 274 (1), p. 275
(2), p. 276 (3)
Formal Assessment – Chapter Tests, Forms A, B, and
C, pp. 277-288
(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
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
Resources
McDougal Littell, World Geography, Chapter 18 “Physical Geography of
Africa: The Plateau Continent”
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Online edition and support at www.classzone.com
McDougal Littell World Geography Ancillaries:

Reading Study Guide, pp. 153-160
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Access for Students Acquiring English, pp. 93-98
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Spanish Reading Study Guide, pp. 153-160
Africa
Unit 6 In-Depth Resources:
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Guided Reading, pp. 3-5; Map and Graph Skills, pp. 6-7,
Skillbuilder Practice, p. 8; Building Vocabulary, p. 9; Reteaching
Activities, pp. 10-12; Exploring Today’s Issues, pp. 32-35; Unit Atlas
Activities, p. 1; Regional Data File Activities, p. 2;
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Outline Maps with Activities, pp. 51-54
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Critical Thinking Transparency CT 18 “GeoFocus”, CT 50 “Gold
Production in Selected Countries”
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Map Transparency MT 31 “Africa: Physical”, MT 32 “Africa: Political”
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TAKS Practice Transparency TT 57, TT 58, TT59
Suggested Resource:
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History Alive! Empires and Kingdoms of Sub-Saharan Africa
General Web Sites on Geography and Cultures:
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www.cnn.com
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http://www.census.gov/ipc/www/idb/pyramids.html(population
pyramids)
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www.cia.gov/cia/publications/factbook
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www.abcnews.com
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www.pbs.org
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www.adventuredivas.com
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www.nationalgeographic.com
Content-specific Web Sites on the Physical Geography of Africa:
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All Africa website at http://allafrica.com/
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Africa Daily website at http://www.africadaily.com/

PBS: From the Sahara to the Serengeti at
http://www.pbs.org/wnet/africa/

An Introduction to Africa at http://www.geographia.com/indx06.htm

Africa: South of the Sahara at http://wwwsul.stanford.edu/depts/ssrg/africa/guide.html
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Teacher Notes
Vocabulary:

basin, Nile River, rift valley, Mount Kilimanjaro, escarpment (Text, Chapter 18, Section One)

Sahara, aquifer, oasis, Serengeti Plain, canopy (Text, Chapter 18, Section Two)

Niger delta, Sahel, desertification, Aswan High Dam, silt (Text, Chapter 18, Section Three)
Suggested Videos from United Streaming http://streaming.discoveryeducation.com/

Exploring the World's Geography - Segment Three: Geography of Africa (05:20 minutes)

Regions of the World: Africa (39:00 minutes)

Elephants of Garamba (20:45 minutes)

Journey to Understanding: The Earth that Feeds Us (15:29 minutes)

Assignment: Blue Nile (21:00 minutes)
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Assignment: Egypt (21:00 minutes)
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Sketches of the World: Animal Passion - Exploring Animals All Over the World: Africa and Madagascar
(11:00 minutes)

Sketches of the World: The Living Planet - Exploring Nature Throughout the World: Canary Islands and
Madagascar (5:00 minutes)

Africa in Focus Series – Central African Republic, Egypt, Ghana, Ivory Coast, Kenya, Morocco, Mozambique,
South Africa, Tanzania, The Horn of Africa, Tunisia, Zaire, Zambia (Each episode is approximately 20 minutes in
length. Each episode addresses physical geography in addition to cultural and historical issues and can be used
throughout the unit on Africa)
Content-specific Web Sites on the Physical Geography of Africa:

United Nations Convention to Combat Desertification (UNCCD) at http://www.unccd.int/main.php

UNCCD: Information for the Public and the Media at http://www.unccd.int/publicinfo/menu.php
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U.S. Geological Survey: Desertification at http://pubs.usgs.gov/gip/deserts/desertification/

Desert Net: The Sahel Case at http://www.oecd.org/dataoecd/43/9/38406249.pdf

Environmental Issues in Africa Links at http://environment.about.com/index.htm?once=true&

BBC News: Africa at http://news.bbc.co.uk/1/hi/world/africa/default.stm
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World Atlas: Africa at http://www.worldatlas.com/webimage/countrys/af.htm
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University of Pennsylvania: African Studies Center at
http://www.sas.upenn.edu/African_Studies/About_African/ww_demg.html

U.S. Census Bureau: Internet Database Summary Demographic Data at http://www.census.gov/ipc/www/idbsum.html

PBS – Africa: Explore the Regions at http://www.pbs.org/wnet/africa/explore/index_flash.html

CIA World Factbook at http://www.cia.gov/cia/publications/factbook/

Gallo Images: The Africa Collection at http://www.biz-community.com/Article/196/13/7380.html

Africa Imagery at http://www.africaimagery.com/
4
©2008-2009 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Geography Alive Resources:
Unit 5: Africa
Lesson 19
The Nile River: A Journey from Source to Mouth
In a Social Studies Skill Builder, students examine key features along
the Nile River to learn how physical features and human activity affect
river systems as they flow across Earth’s surface.
Lesson 20
Life in the Sahara and the Sahel: Adapting to a Desert Region
Students in a Response Group activity investigate the ways people
have adapted to living in the varied environments of a desert region.
Lesson 21
Micro-entrepreneurs: Women’s Role in the Development of Africa
In a Writing for Understanding activity, students study three women
micro-entrepreneurs to learn how they are changing the human
characteristics of their African communities.
Lesson 22
Nigeria: A Country of Many Cultures
A Social Studies Skill Builder invites students to explore the regional
differences within Nigeria by designing an educational Web page about
the country’s three distinct regions.
Lesson 23
Resources and Power in Post-apartheid South Africa
In a Visual Discovery activity, students examine photographs of the
new South Africa and evaluate how much progress South Africa has
made toward achieving racial equality since the end of apartheid.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Geography Alive Textbook Resources:
Ch. 19 p. 287 – “ The Nile River: A Journey from Source to Mouth”
Ch. 20 p. 299 – “Life in the Sahara and the Sahel: Adapting to a Desert Region”
Ch. 21 p. 311 – “ Micro-entrepreneurs: Women’s Role in the Development of Africa”
Ch. 22 p. 323 – “Nigeria: A Country of Many Cultures:
Ch. 23 p[. 335 – “Resources and Power in Post-apartheid South Africa”
5
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Africa: Human Geography
111
History-The present relates to the past
Analyze the effects of physical and human geographic
patterns and processes on events in the past [and describe
their effects on present conditions, including significant
physical features and environmental conditions that
influenced migration patterns in the past and shaped the
distribution of culture groups today.] (1A) B
166
History-Historic origins of voluntary and forced migrations
Trace the spatial diffusion of a phenomenon and describe its
effects on regions of contact… (1B) B
201
Geography-Concept of location
Locate settlements and observe patterns in the size and
distribution of cities using maps, graphics, and other
information. (6A) B
T2*
T2*
T2
215
Geography-Translate and analyze geographic data
Analyze political, economic, social, and demographic data to
determine the level of development and standards of living in
nations. (5B) B
T3*
220
Geography-Physical environment affects and interacts with
the human environment
Analyze the effects of physical and human geographic factors
on major events in world history such as the effects of the
opening of the Suez Canal on world trade patterns. (WH 12B)
B
T2
Geography-Humans have adapted to, and modified, the
physical environment
Compare ways that humans depend on, adapt to, and modify
the physical environment such as coastal fishing, farming and
ranching, industrialization, irrigation, timber, and urbanization
using [local,] state, national, and international human activities
in a variety of cultural and technological contexts. (8B) B
T5*
Economics-Production of goods and services
Compare the ways people satisfy their basic needs through
the production of goods and services such as subsistence
agriculture versus market-oriented agriculture or cottage
industries versus commercial industries.
(10C) B
T3
223
301
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
5 days
McDougal Littell, World Geography TE
Activity Options: News Report on the
Mau Mau Rebellion, p. 432
Working in small groups, students will
research the Mau Mau and prepare a news
report on the group’s origins, goals, and
actions. Comprehensive news reports
should include maps showing the rebel
bases or the regions affected by the
uprising and interviews with British and
Mau Mau leaders. Students should focus
on the news events for one particular year
during the rebellion (1952-1960).
Integrated Assessment Booklet: 3.6 Speech/Oral
Report/Oral History Presentation/News Report (p. 31)
McDougal Littell, World Geography TE
Activity Options: Debate on Wildlife
Conservation, p. 434
Divide students into groups of three. Each
group member should research the issue of
conserving wildlife areas in relation to
human needs. One student should favor
conversation, one should oppose it, and
one should act as the moderator. Hold the
debates before the class.
Principles of Learning Connection,
Accountable Talk – Accountability to the
Learning Community: A class debate, such
as the one on wildlife conservation, requires that
students actively participate in classroom talk,
listen attentively to each other, and
elaborate and build upon each others’
contributions.
McDougal Littell, World Geography TE
Activity Options: Research and Panel
Discussion on Famine, pp. 436-437
Working in small groups, students should
use the Internet or print sources to find two
or three articles about drought and famine.
Tell groups to assign a role- such as
researcher, scribe, or presenter- to each
member. Have each group discuss its
articles and write a summary. The
presenters from each group should then
use the summaries to hold a panel
discussion.
Integrated Assessment Booklet: 3.4 Debate (p. 31)
Integrated Assessment Booklet: 3.2 Panel
Discussion/ Talk Show/ Conference (p. 30)
Principles of Learning Connection,
Accountable Talk – Accountability to
Rigorous Thinking: The panel discussion on
famine and drought in Africa requires that
students synthesize several sources of
information as they construct explanations and
formulate conjectures and hypotheses in their
panel discussions.
6
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Africa: Human Geography (continued)
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
611
Culture–How cultures change over time
Describe the impact of general processes such as
migration, war, trade, independent inventions, and
diffusion of ideas and motivations on cultural change.
(18A) B
T3*
812
Social Studies Skills–Create visual and written materials
[Construct and] interpret maps to answer geographic
questions, infer geographic relationships, and analyze
geographic change. (21C) B
T5
109
History–One era influences another era
Describe the human and physical characteristics of the same
place at different periods of history. (2A)
205
Geography-Construct and interpret maps and other
graphics
Construct and analyze population pyramids and use other
data, graphics, and maps to describe the population
characteristics of different societies and to predict future growth
trends. (7A)
218
Geography-Concept of regions
Identify physical or human factors that constitute a region such
as soils, climate, vegetation, language, trade network, river
systems, and religion. (9A)
221
Geography-Physical environment affects and interacts
with the human environment
Explain the interrelationships among physical and human
processes that shape the geographic characteristics of places
such as connections among economic development,
urbanization, population growth, and environmental change.
(8A)
(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 days
(continued)
McDougal Littell, World Geography TE
Activity Options: Critical Thinking
Discussion on the Economics of Oil in
North Africa, p. 440
Use the following guiding questions as
the economics of oil in North Africa is
discussed in class:

How has the discovery of oil
affected several North African
economies?

Why does the oil industry hire
foreign workers?

How can North African countries
improve their local economies?
McDougal Littell, World Geography TE
Activity Options: Critical Thinking
Discussion on European Colonization
in the Congo, p. 449
Use the following guiding questions as
European colonization in the Congo is
discussed in class:

What caused King Leopold II to
take over the Congo?

What was the immediate effect of
the violence against the people
of the Congo?

What might be the long-term
effects of this violence?
Have students select one of these two
topics and write a report using these
guiding questions as a way to organize
their written report.
Integrated Assessment Booklet: 3.8 Speech/Oral
Report/Oral History/Presentation/News Report (p. 31)
Principles of Learning Connection,
Accountable Talk – Accountability to
Knowledge: The class discussions on North
African oil and colonization in the Congo allow
students to make use of specific and accurate
knowledge as they provide evidence for claims
and arguments over these topics.
Integrated Assessment Booklet: 3.8 Speech/Oral
Report/Oral History/Presentation/News Report (p. 31)
Integrated Assessment Booklet: 4.2 Essay/Written
Answer (p. 32)
NOTE: This Instructional Planning Guide contains many activities that meet the needs of each topic/unit. Teachers
should choose and/or modify activities that best fit the needs of their students. Teachers are also not limited to these
suggested activities. Other activities may be used to meet the objectives of each topic/unit. In addition, the resources
suggested in this document are not a definitive list. There are many other resources available depending on the topic.
The suggested pacing of each topic/unit reflects the number of days within each six weeks grading period. There are 5
additional days set aside in each six weeks to be used as reviewing, assessing (including six weeks tests), and
reteaching. These additional days may also be used to extend any lesson as needed.
7
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Africa: Human Geography (continued)
229
Geography–How population is distributed
Explain the processes that have caused cities to grow such as
location along transportation routes, availability of resources
that have attracted settlers and economic activities, and
continued access to other cities and resources. (6B)
231
Geography-Migration influences the environment
Explain the political, economic, social, and environmental
factors that contribute to human migration such as how
national and international migrations are shaped by push-andpull factors and how physical geography affects the routes,
flows, and destinations of migration. (7B)
233
Geography-Geographic factors influence political
development
Analyze how the character of a place is related to its
political…and cultural characteristics. (5A)
234
Geography-Geographic factors influence economic
development
Analyze how the character of a place is related to its…
economic…characteristics. (5A)
310
Economics-Economic factors of production
Analyze how the creation and distribution of resources affect
the location and patterns of movement of products, capital, and
people. (12B)
320
Economics–Types of industry found in different societies
Identify factors affecting the location of different types of
economic activities. (11B)
329
Economics–Areas of the world are economically
interdependent through trade
Compare global trade patterns at different periods of time and
develop hypotheses to explain changes that have occurred in
world trade and the implications of these changes. (12A)
406
Government–Structure of governments
Analyze current events to infer the physical and human
processes that lead to the formation of boundaries and other
political divisions. (14A)
(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 days
(continued)
McDougal Littell, World Geography TE
Activity Options: Per Capita Income
in West Africa, p. 445
Using the Internet, encyclopedias, and
other resources, have students find the
per capita income for the last ten years
of four countries in each of the five
regions addressed in the chapter – North
Africa, West Africa, East Africa, Central
Africa, and South Africa. They will then
create a chart comparing growth and
decline and develop at least two
conclusions about per capita income in
these regions.
Integrated Assessment Booklet: 2.2 Chart/Table/List
(p. 28)
McDougal Littell, World
Geography TE Activity
Options: Technology in the
Classroom – Electronic Field Trip
Have students pretend they have a year
to travel around Africa and visit each of
the regions covered in Chapter 19. Their
goal will be to learn as much as possible
about traditional African arts and to
compare the artistic traditions of these
regions. Divide the class into small
groups and have each group choose
examples of African art, music, and
dance from the provided Web sites.
They should include at least two
examples from each region. They
should take notes and save images from
the Internet into a folder on the computer
or onto a disk. They should also save
audio files or bookmark these links to
their presentations. Ask them to
document the source of each file they
save, citing the title and URL of the Web
site. Students will then create
multimedia presentations that showcase
what they have learned.
Integrated Assessment Booklet: 5.4 Multimedia
Presentation/Electronic Presentation (p. 36)
Use the following Web sites as resources:

Yahoo Search: African Dance Groups at
http://dir.yahoo.com/arts/performing_arts/dance/f
olk_and_traditional/african/groups/

University of Virginia Library – African Art:
Aesthetics and Meaning at
http://cti.itc.virginia.edu/~bcr/rela345_98.html

The African Music Encyclopedia at
http://www.africanmusic.org/

Smithsonian Institute – The National Museum of
African Art at http://www.nmafa.si.edu/

Emory University – Michael C. Carlos Museum:
Permanent Collection of Egyptian Art at
http://www.georgiaencyclopedia.org/nge/Article.js
p?id=h-2570
Activities such as this one
dealing with African arts are a
good way of commemorating
Black History Month in
February.
8
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Africa: Human Geography (continued)
436
Government–Issues on different types of governments
Explain how forces of conflict and cooperation influence the
allocation of control of Earth’s surface such as the formation of
congressional voting districts or free trade zones. (14B)
503
Citizenship-Customs, symbols, and celebrations
Explain how citizenship practices, public policies, and decisionmaking may be influenced by cultural beliefs. (15B)
527
Citizenship-Different points of view in a democratic society
Identify and give examples of different points of view that
influence the development of public policies and decisionmaking processes on local, state, national, and international
levels. (15A)
601
Culture-Concept of culture
Describe distinctive cultural patterns and landscapes
associated with different places in…other regions of the world,
and how these patterns influence the processes of innovation
and diffusion. (16A)
603
Culture–How people and cultures are similar to, and
different from each other
Give examples of ways various groups of people view cultures,
places, and regions differently. (16B)
TAKS Mini-Lesson – U.S. History
Connection
(p. 429d)
Have students read page 442 and then
describe the trade in African captives in terms
of essential background to the passage of the
13th and 14th Amendments to the U.S.
Constitution.
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
5 days
(continued)
McDougal Littell, World Geography TE
Activity Options: Research and Panel
Discussion on Current Issues in
Southern Africa, p. 454
Working in small groups, each student
should select a different nation in
Southern Africa and prepare a report on
current events there. They should focus
on issues such as politics, health care,
education, or economic development.
They may use Internet or print sources.
The group should then hold a panel
discussion in which each member
shares his or her report, and the group
as a whole reaches conclusions about
trends in the region.
McDougal Littell, World
Geography TE Activity
Options: Internet Activity –
The People of Africa
Students will use electronic Web sites to
do research on the people of one African
country. They should look for such
information as age range, religions,
ethnic groups, literacy rates, and per
capita income. They will then write a
report and include a population pyramid,
pie graphs, and other visuals to help
present the information. They should
organize their report logically, with
introductory and summary paragraphs.
Students should use the following Web
sites to begin their research: The
University of Iowa: Art and Life in Africa
at
http://www.uiowa.edu/~africart/toc/peopl
e.html and The Living Africa: The
People at
http://library.thinkquest.org/16645/the_pe
ople/the_people.shtml
Integrated Assessment Booklet: 3.2 Panel
Discussion/ Talk Show/ Conference (p. 30)
Principles of Learning Connection,
Accountable Talk – Accountability to
Knowledge: As students research issues in
Southern Africa, they are responsible for
identifying knowledge that may not be
available yet which is needed to
address these issues.
Integrated Assessment Booklet: 4.5 News
Article/Mock Magazine/Description (p. 33)
Reports should include the following criteria:

Separate paragraphs for the introduction, each
topic, and the conclusion

Main ideas are supported with visuals, which
include a population pyramids, different pie
graphs, and photographs

Correct grammar, spelling, and punctuation are
used

All Web sites and additional sources are listed in
a bibliography
9
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Africa: Human Geography (continued)
604
Culture–How people and cultures are similar to, and
different from each other
Describe and compare patterns of culture such as language,
religion, land use, systems of education, and customs that
make specific regions of the world distinctive. (17A)
605
Culture–How people learn about themselves
Analyze examples of cultures that maintain traditional ways.
(18C)
607
Culture-How people learn about themselves
Describe and observe customs of the local community such
as…African-American Heritage Month (February)… (L)
612
Culture-How cultures change over time
Analyze cultural changes in specific regions and the obstacles
they face. (18B)
616
Culture-Individuals and groups shape a society’s culture
Compare economic opportunities in different cultures for
women and religious minorities in selected regions of the
world. (17B)
801
Social Studies Skills-Use social studies terminology
Apply appropriate vocabulary, geographic models,
generalizations, theories, and skills to present geographic
information. (22B)
5 days
(continued)
McDougal Littell, World Geography TE
Activity Options: Making
Comparisons, p. 457
Review the information about
Botswana’s economy on pages 455-456.
Using a variety of resources, students
should research to find out where the
major natural resources are located in
each country in Southern Africa. They
should then create a resource map of
this region.
Integrated Assessment Booklet: 2.1 Map/Sketch Map
(p.28)
Mapping Our World: GIS Lessons for
Educators – Module 4 “Growing
Pains: A Regional Case Study of
Europe and Africa,” (pages 209-233)
Students will compare the processes
and implications of population growth in
the world’s fastest and slowest growing
regions: sub-Saharan Africa and
Europe. Through the analysis of
standard of living indicators in these two
regions, students will explore some of
the social and economic implications of
rapid population growth. Students will
then take on the role of a special liaison
to the United Nations in charge of
establishing partnerships between
nations of slow and fast growth.
Through a written report, they will devise
a way the countries can form a
partnership to improve the standard of
living for all countries involved.
*This activity can also be conducted
during the Fourth Six Weeks study of
Europe.
Use the rubric on page 233 of the GIS book to
evaluate the report.
Principles of Learning Connection,
Academic Rigor – Active Use of
Knowledge:
This GIS activity requires that students
compare and analyze growth and
demographic trends in countries throughout
the world. They will also need to make
predictions from the data provided and
additional sources on future population
trends as they synthesize several sources
of information.
McDougal-Littell Section Assessments, pp. 435, 441,
445, 452, 457
Formal Assessment – Section Quiz, p. 289 (1), p. 290
(2), p. 291 (3), 292 (4), 293 (5)
Formal Assessment – Chapter Tests, Forms A, B, and
C, pp. 294-305
(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
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Africa: Human Geography (continued)
802
826
Social Studies Skills–Use social studies terminology
Use geographic terminology correctly. (22C)
Social Studies Skills-Apply critical thinking skills to
identify a social studies problem
Use case studies and geographic information systems to
identify contemporary geographic problems and issues and to
apply geographic knowledge and skills to answer real-world
questions. (23B)
829
Social Studies Skills-How to evaluate social studies data
Use historical, geographic, and statistical information from a
variety of sources such as databases, field interviews, media
services, and questionnaires to answer geographic questions
and infer geographic relationships. (21A)
830
Social Studies Skills-How to evaluate social studies data
Apply basic statistical concepts and analytical methods such as
computer-based spreadsheets and statistical software to
analyze geographic data. (21D)
5 days
(continued)
Recommended Activities from History
Alive! Empires and Kingdoms of SubSaharan Africa
Lesson 4.1 Understanding Proverbs
of the Shona: Lessons for Life
Students will interpret a series of Shona
proverbs and apply the teachings to reallife situations.
Lesson 4.2 Discovering Elements of
African Art Students will analyze a
variety of African art to discover its
beauty, richness, function, and
complexity. They will then complete a
chart in which they address the
characteristics of each of these
categories.
Lesson 4.3 Exploring the African
Influence on African-American Art
Students will explore the influences of
traditional African art on works created
by contemporary artists.
The History Alive! activities
address contemporary issues
that allow students to recognize
and celebrate cultural
contributions made by Africans
and African-Americans during
Black History Month in
February.
Integrated Assessment Booklet: 2.2 Chart/Table/List
(p. 28)
Principles of Learning Connection,
Academic Rigor in a Thinking Curriculum –
Active Use of Knowledge: Students’ prior and
out-of school knowledge will be used as they
explore the influences of traditional African art
and music on works created by contemporary
artists and how American traditions have been
influenced by African culture.
Recommended Activities from History
Alive! Modern Africa
Lesson 4.1 Identifying African
Traditions in American Music
Students will explore how four African
musical traditions have influenced
American music.
Lesson 4.2 Discovering African
Influences in American Culture
Students will write a letter to an African
friend explaining which African traditions
have influenced American traditions.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Integrated Assessment Booklet: 4.3 Diary/Journal
Entry/Letter (p. 32)
11
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
Resources
McDougal Littell, World Geography, Chapter 19 “Human Geography of
Africa: From Human Beginnings to New Nations”

Online edition and support at www.classzone.com
McDougal Littell World Geography Ancillaries:

Reading Study Guide, pp. 161-172

Access for Students Acquiring English, pp. 99-104

Spanish Reading Study Guide, pp. 161-172
Africa
Unit 6 In-Depth Resources:

Guided Reading, pp. 13-17; Skillbuilder Practice, p. 18; Building
Vocabulary, p. 19; Reteaching Activities, pp. 20-24; Geoworkshop,
pp. 39-40; Outline Maps with Activities, pp. 55-62; Cultures Around
the World, pp. 31-36

Outline Map with Activities, pp. 55-64

Cultures Around the World, pp. 31-36

Critical Thinking Transparency CT 19 “GeoFocus”, CT 51 “Ancient
Empires”

Map Transparency MT 33 “The Origin of Early Humans”, MT 34
“Islam in Africa”

Cultures Transparency CW 36 “Making Jewelry”, CW 32 “Mancala”,
CW 31 “Dogon Village”, CW 33 “Benin Bronze”, CW 34 “Masks”, CW
35 “Kora”

TAKS Practice Transparency TT 60, TT 61, TT 62, TT 63, TT 64
Suggested Resource:

Mapping Our World: GIS Lessons for Educators

History Alive! Empires and Kingdoms of Sub-Saharan Africa

History Alive! Modern Africa
Specific Web Sites on the Human Geography of Africa:

All Africa website at http://allafrica.com/

Africa Daily website at http://www.africadaily.com/

PBS: From the Sahara to the Serengeti at
http://www.pbs.org/wnet/africa/

An Introduction to Africa at http://www.geographia.com/indx06.htm

University of Pennsylvania African Studies Center at
http://www.sas.upenn.edu/African_Studies/Home_Page/Country.html

Africa: South of the Sahara at http://wwwsul.stanford.edu/depts/ssrg/africa/guide.html

Human Rights Watch: Africa at http://hrw.org/doc/?t=africa
(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
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Teacher Notes
Vocabulary:

Olduvai Gorge, Aksum, Berlin Conference, cash crop, Masai, pandemic (Text, Chapter 19, Section One)

Carthage, Islam, rai (Text, Chapter 19, Section Two)

Gorée Island, stateless society, Ashanti (Text, Chapter 19, Section Three)

Bantu migrations, King Leopold II, Mobutu Sese Seko, Fang sculpture (Text, Chapter 19, Section Four)

Great Zimbabwe, Mutapa Empire, apartheid, Nelson Mandela (Text, Chapter 19, Section Five)
Suggested Videos from United Streaming http://streaming.discoveryeducation.com

Africa: Playing God with Nature? (46:01 minutes)

Rhino War (52:30 minutes)

Journey to Understanding: Facing the Future (16:48 minutes)

Journey to Understanding: Textbooks and Dreams (15:28 minutes)

Journey to Understanding: Understanding Each Other (16:38 minutes)

Journey to Understanding: Women: Our Changing Role (15:28 minutes)

Great Books: Heart of Darkness (27:00 minutes)

Life and Legend of Jane Goodall, The (48:18 minutes)

Dr. Leakey and the Dawn of Man (50:00 minutes)

Mystic Lands: Egypt: Cycle of Life (25:00 minutes)
Specific Web Sites on the Human Geography of Africa:

United Nations Economic Commission for Africa at http://uneca.org/

Black History Hotlist at http://www.kn.pacbell.com/wired/BHM/bh_hotlist.html

U.S. Diplomatic Mission to Ghana: Amannee Magazine at http://ghana.usembassy.gov/root/pdfs/wwwfaman0503.pdf

Yahoo Search: African Dance Groups at
http://dir.yahoo.com/arts/performing_arts/dance/folk_and_traditional/african/groups/

The African Music Encyclopedia at http://www.africanmusic.org/

Smithsonian Institute – The National Museum of African Art at http://www.nmafa.si.edu/

Emory University – Michael C. Carlos Museum: Permanent Collection of Egyptian Art at
http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-2570

The University of Iowa: Art and Life in Africa at http://www.uiowa.edu/~africart/toc/people.html

United Nations Cyber Schoolbus at http://cyberschoolbus.un.org/infonation3/menu/advanced.asp

U.S. State Department – Background Notes on Africa at http://www.state.gov/www/background_notes/afbgnhp.html

Global Issues: Conflicts in Africa at http://www.globalissues.org/Geopolitics/Africa.asp

BBC News: Africa at http://news.bbc.co.uk/1/hi/world/africa/default.stm
12
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Africa: Today’s Issues
111
220
223
History-The present relates to the past
Analyze the effects of physical and human geographic
patterns and processes on events in the past [and describe
their effects on present conditions, including significant
physical features and environmental conditions that
influenced migration patterns in the past and shaped the
distribution of culture groups today.] (1A) B
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. (WH 12B)
B
Geography-Humans have adapted to, and modified, the
physical environment
Compare ways that humans depend on, adapt to, and modify
the physical environment such as coastal fishing, farming and
ranching, industrialization, irrigation, timber, and urbanization
using [local,] state, national, and international human activities
in a variety of cultural and technological contexts. (8B) B
T2*
McDougal Littell, World Geography TE
Activity Options: Making
Comparisons, p. 462-463
After students read “On the Road to
Development” on pages 462-463, have
them list the problems faced by African
nations and the solutions to those
problems on a chart.
T2
After completing the Skillbuilder activity
for Chapter 20 (p.30 Unit 6 In-Depth
Resources), discuss how AIDS has
affected the people and economic
development of Sub-Saharan Africa.
Integrated Assessment Booklet: 2.2 Chart/Table/List
(p. 28)
Principles of Learning Connection,
Accountable Talk – Accountability to the
Learning Community: The class discussion
on the AIDS crisis in Africa allows students to
participate in classroom talk as they elaborate
and build upon ideas and each others’
contributions. The discussion should work
toward the goal of clarifying and expanding the
problems associated with AIDS in Africa.
T5*
301
Economics-Production of goods and services
Compare the ways people satisfy their basic needs through
the production of goods and services such as subsistence
agriculture versus market-oriented agriculture or cottage
industries versus commercial industries.
(10C) B
611
Culture–How cultures change over time
Describe the impact of general processes such as migration,
war, trade, independent inventions, and diffusion of ideas and
motivations on cultural change. (18A) B
T3*
707
Science, Technology, & Society-Impact of technology on
economic development
Describe the impact of new technologies, new markets, and
revised perceptions of resources. (20A) B
T2*
811
Social Studies Skills–Create visual and written materials
Interpret visuals including graphs, charts, timelines, and
maps. (WH 26C) B
(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 days
T3
T5
McDougal Littell, World Geography TE
Activity Options: Making
Comparisons, p. 467
Using encyclopedias or the Internet,
students should find out what the leading
diseases are in the United States and
identify their primary causes. They
should then create a chart comparing
their findings to the leading diseases in
Africa.
McDougal Littell, World Geography TE
Activity Options: Researching French
Influence in West Africa, p. 473
Students will choose one country in
West Africa that was once controlled by
France. Using Internet and print
resources, they will research how
France’s influence is still felt today in that
country’s economy, government,
schools, and language. Students should
show these findings in an illustrated
poster.
Integrated Assessment Booklet: 2.2 Chart/Table/List
(p. 28)
Integrated Assessment Booklet: 1.1 Poster (p. 25)
TAKS Mini-Lesson (p. 459d)
Using the information on page 466, have
students use print or Internet resources to
research the plight of AIDS orphans and the
social and economic effects associated
with it.
TAKS Objective 2 (WG 1B)
13
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Africa: Today’s Issues (continued)
812
Social Studies Skills–Create visual and written materials
[Construct and] interpret maps to answer geographic
questions, infer geographic relationships, and analyze
geographic change. (21C) B
109
History–One era influences another era
Describe the human and physical characteristics of the same
place at different periods of history. (2A)
227
Geography-Location and patterns of settlement in different
areas of the world
Develop and defend hypotheses on likely population patterns
for the future. (7D)
233
Geography-Geographic factors influence political
development
Analyze how the character of a place is related to its
political…and cultural characteristics. (5A)
234
Geography-Geographic factors influence economic
development
Analyze how the character of a place is related to its…
economic…characteristics. (5A)
310
Economics-Economic factors of production
Analyze how the creation and distribution of resources affect
the location and patterns of movement of products, capital, and
people. (12B)
320
Economics–Types of industry found in different societies
Identify factors affecting the location of different types of
economic activities. (11B)
329
Economics–Areas of the world are economically
interdependent through trade
Compare global trade patterns at different periods of time and
develop hypotheses to explain changes that have occurred in
world trade and the implications of these changes. (12A)
338
Economics-Technology, transportation and
communication influence a society’s economy
Describe how changes in technology, transportation, and
communication affect the location and patterns of economic
activities. (11C)
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
T5
5 days
(continued)
McDougal Littell, World Geography TE
Activity Options: Case Study ProjectNews Report, p. 470-471
Using the primary sources on pages
470-471, students will prepare a news
report on a selected African country
addressing its precolonial, colonial, and
postcolonial history as well as its current
status. Topics such as conflicts, health
and welfare of its citizens, the economy,
and prospects for the future should be
addressed in the country’s current status
profile.
Use the video Kenya: National Identify
and Unity from the ancillary collection
The Voyageur Experience in World
Geography as a resource in presenting
today’s issues in Africa. Pages 51-60 of
the Video Resource Book provide
activities to supplement this video. One
recommended activity is that students
write an essay in which they compare
and contrast the challenges faced by
Kenyans during and following the
colonial period. Guiding questions for
this essay should include:

What rights did Kenyans have
during the colonial period?

What kinds of differences did
Kenyans face during the years
following independence?

How did daily life change for
Kenyans when they became
independent?

What effects of colonialism are
still felt by Kenyans today?
Integrated Assessment Booklet: 3.6 Speech/Oral
Report/Oral History Presentation/News Report (p. 31)
in addition to the suggested rubric on page 473 of the
teacher’s edition.
Students should:

Summarize a country’s current status in terms of
conflicts, health and welfare, and the economy

Report opinions on the country’s future prospects

Present this information in the format of a news
broadcast

Either audiotape or videotape the broadcast
Principles of Learning Connection,
Accountable Talk – Accountability to the
Learning Community: In order to provide an
interactive viewing experience, pause the video at
the points called for in the Teacher Resource
Book. Students should elaborate and build upon
the ideas and each other’s contributions as the
teacher asks the specific questions
from the Resource Book that allow for an
enriching discussion on the video.
Integrated Assessment Booklet: 4.2 Essay/Written
Answer (p. 32)
14
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Africa: Today’s Issues (continued)
604
Culture–How people and cultures are similar to, and
different from each other
Describe and compare patterns of culture such as language,
religion, land use, systems of education, and customs that
make specific regions of the world distinctive. (17A)
629
Culture-Impact of fundamental institutions and ideas on
societies
Compare life in a variety of cities and nations in the world to
evaluate the relationships involved in political, economic,
social, and environmental changes. (16C)
801
Social Studies Skills-Use social studies terminology
Apply appropriate vocabulary, geographic models,
generalizations, theories, and skills to present geographic
information. (22B)
802
Social Studies Skills–Use social studies terminology
Use geographic terminology correctly. (22C)
813
Social Studies Skills–Create visual and written materials
Design and draw appropriate maps and other graphics such as
sketch maps, diagrams, tables, and graphs to present
geographic information including geographic features,
geographic distributions, and geographic relationships. (22A)
822
Social Studies Skills–Evaluate the validity of a source
Analyze and evaluate the validity and utility of multiple sources
of geographic information such as primary and secondary
sources, aerial photographs, and maps. (21B)
(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 days
(continued)
McDougal Littell, World Geography TE
Activity Options: Internet Activity –
Comparing Data and Using
Spreadsheets
Have students use a Web site to compare and
contrast such indicators as GDP per capita, life
expectancy, and unemployment rates for
several African countries. Ask them to input
their findings into a spreadsheet, conduct
additional Internet research on one of the
countries, and write reports about what they
have learned. Have students locate data on:
Botswana, Chad, Democratic Republic of
the Congo, Nigeria, Somalia, and Uganda.
Ask students to select the following data fields:
GDP per capita, unemployment, population
under 15, and infant mortality, life
expectancy, illiteracy rate (total),
telephones, refugees. Have students repeat
these steps for the United States. Students
should then go to the U.S. Department of State
Background Notes Web site at
http://www.state.gov/www/background_notes/a
fbgnhp.html to find out more about the history,
government and political conditions, and
economies of one of the African countries they
have looked at. Have them take notes on the
factors that might contribute to that country's
current economic and social situation. Have
students refer to their spreadsheets, their
notes, and Chapter 20 to write reports that
answer the following questions:

What historical, political, and economic
factors have contributed to the current
situation in Africa?

Why might African countries differ from
each other in economic and social
factors?

How do African countries compare to the
United States in economic and social
factors, and what are some of the
reasons for these differences?

What are some possible solutions to the
economic and social problems facing
Africa?
Integrated Assessment Booklet: 5.6 Spreadsheet
(p. 36)
Principles of Learning Connection,
Academic Rigor – High-Thinking Demand:
The Internet Activity addressing the
spreadsheet and essay on the standard of living
in several African nations requires that students
do a challenging, high level assignment in which
original work and revisions to the standards are
expected.
Integrated Assessment Booklet: 4.2 Essay/Written
Answer (p. 32)
15
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Africa: Today’s Issues (continued)
825
826
829
Social Studies Skills–Apply critical thinking skills to gather
and analyze social studies information
Use a problem-solving process to identify a problem, gather
information, list and consider options, consider advantages and
disadvantages, choose and implement a solution, and evaluate
the effectiveness of the solution. (23C)
Social Studies Skills–Apply critical thinking skills to gather
and analyze social studies information
Use case studies and geographic information systems to
identify contemporary geographic problems and issues and to
apply geographic knowledge and skills to answer real-world
question. (23B)
Social Studies Skills–How to evaluate social studies data
Use historical, geographic, and statistical information from a
variety of sources such as databases, field interviews, media
services, and questionnaires to answer geographic questions
and infer geographic relationships. (21A)
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
5 days
(continued)
Recommended Activities from History
Alive! Modern Africa
Section 2: A Case Study of Nigeria:
This section contains four activities that
address the effects of colonialism on
Nigeria.
McDougal-Littell Section Assessments, pp. 463, 467
Formal Assessment – Section Quiz, p. 306 (1), p. 307
(2), p. 308 (case study)
Formal Assessment – Chapter Tests, Forms A, B, and
C, pp. 309-323
Lesson 2.1 Creating Illustrated Spoke
Diagrams of Pre-colonial Nigeria
Students will create illustrated spoke
diagrams depicting life of three
prominent ethnic groups in Nigeria prior
to the arrival of the British.
Integrated Assessment Booklet: 1.3
Illustration/Diagram Picture/Scene/Comic
Strip/Cartoons (p. 25)
Lesson 2.2 Facing Colonialism: How
Would You Respond? Students
assume the role of Nigerians to
determine how to respond to various
events during colonial rule.
Integrated Assessment Booklet: 3.3 Interview/Press
Conference (p. 30)
Lesson 2.3 A Conference on
Independence Planning Nigeria’s
Future: Students design a political map,
national flag, and pledge of allegiance
for a newly independent Nigeria.
Integrated Assessment Booklet: 1.Mural/Visual
Presentation (p. 27)
Lesson 2.4 Analyzing Three Types of
Nigerian Art: Students identify and
compare traditional, urban, and
international art to learn about art in
modern Nigeria.
Integrated Assessment Booklet: 2.2 Chart/Table/List
(p. 28)
16
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Resources
McDougal Littell, World Geography, Chapter 20 “Today’s Issues: Africa”
Teacher Notes

Vocabulary:

“one-commodity” country, commodity, diversify (Text, Chapter 20, Section One)

AIDS, cholera, malaria, tuberculosis, UNAIDS (Text, Chapter 20, Section Two)
Online edition and support at www.classzone.com
McDougal Littell World Geography Ancillaries:

Reading Study Guide, pp. 173-180

Access for Students Acquiring English, pp. 105-110

Spanish Reading Study Guide, pp. 173-180

The Voyageur Experience in World Geography Video Series: Kenya:
National Identify and Unity
Africa
Unit 6 In-Depth Resources:

Guided Reading, pp. 25-27; Map and Graph Skills, pp. 2829;Skillbuilder Practice, p. 30; Building Vocabulary, p. 31; Exploring
Today’s Issues, pp. 32-35; Reteaching Activities, pp. 36-39;

Critical Thinking Transparency CT 20 “GeoFocus”, CT 52 “Estimated
Illiteracy Rates in Selected African Countries”

Map Transparency MT 35 “Challenges of Postcolonial Africa”

TAKS Practice Transparency TT 65, TT 66, TT 67
Suggested Videos from Discovery Streaming http://streaming.discoveryeducation.com

Journey to Understanding: Good Health Starts at Home (16:37 minutes)
Supplemental Reading from National Geographic:

Godwin, Peter. “City of Hope and Fear”. National Geographic. February 2002. Pages 32-43.

Klesius, Michael. “Search for a Cure”. National Geographic. April 2004. Pages 58-77.
Content-specific Web Sites on Today’s Issues in Africa:

BUBL Link: History of Africa at http://bubl.ac.uk/link/

World Atlas: Africa at http://www.worldatlas.com/webimage/countrys/af.htm

U.S. State Department – Background Notes on Africa at http://www.state.gov/www/background_notes/afbgnhp.html

United Nations Cyber Schoolbus at http://cyberschoolbus.un.org/infonation3/menu/advanced.asp

Global Issues: Conflicts in Africa at http://www.globalissues.org/Geopolitics/Africa.asp
Suggested Resource:

History Alive! Modern Africa
Content-specific Web Sites on Today’s Issues in Africa:

All Africa website at http://allafrica.com/

Africa Daily website at http://www.africadaily.com/

PBS: From the Sahara to the Serengeti at
http://www.pbs.org/wnet/africa/

An Introduction to Africa at http://www.geographia.com/indx06.htm

University of Pennsylvania African Studies Center at
http://www.sas.upenn.edu/African_Studies/Home_Page/Country.html

Africa: South of the Sahara at http://wwwsul.stanford.edu/depts/ssrg/africa/guide.html

Human Rights Watch: Africa at http://hrw.org/doc/?t=africa

United Nations Economic Commission for Africa at http://uneca.org/

The African Union at http://www.africa-union.org/

BBC News: AIDS Threat to Africa’s Economy at
http://news.bbc.co.uk/1/hi/world/africa/829350.stm

Colonial Africa in the Twentieth Century Map at
http://users.erols.com/mwhite28/afri1914.htm

BBC News: The Story of Africa at
http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/index.
shtml
(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
Video Connection Download clips of videos connected to World Geography. Go to
http://streaming.discoveryeducation.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. Electronic access to the IPGs can be obtained by typing in “matrix” on an AISD computer.
Contact your department chair for password information for Discovery Streaming.
17
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Southwest Asia: Physical Geography
201
Geography-Concept of location
Locate settlements and observe patterns in the size and
distribution of cities using maps, graphics, and other
information. (6A) B
T2
214
Geography-Translate and analyze geographic data
Answer questions about geographic distributions and
patterns shown on maps, graphs, and charts. (8.10B)
T2
B
301
Economics-Production of goods and services
Compare the ways people satisfy their basic needs
through the production of goods and services such as
subsistence agriculture versus market-oriented agriculture
or cottage industries versus commercial industries.
(10C) B
T3
611
Culture-How cultures change over time
Describe the impact of general processes such as
migration, war, trade, independent inventions, and
diffusion of ideas and motivations on cultural change.
(18A) B
T3*
811
Social Studies Skills–Create visual and written materials
Interpret visuals including graphs, charts, timelines, and
maps. (WH 26C) B
T5
812
Social Studies Skills–Create visual and written materials
[Construct and] interpret maps to answer geographic
questions, infer geographic relationships, and analyze
geographic change. (21C) B
T5
823
Social Studies Skills–Apply critical thinking skills to gather
and analyze social studies information
Analyze information by sequencing, categorizing,
identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences
and conclusions. (WH 25C) B
T5
109
History–One era influences another era
Describe the human and physical characteristics of the same
place at different periods of history. (2A)
(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 days
Have students label and identify the
major landforms and bodies of water
located in Southwest Asia. Students will
also label and identify the countries and
their capitals located in Southwest Asia.
Map quiz
Integrated Assessment Booklet: 2.1 Map/Sketch Map
(p.28)
McDougal Littell, World Geography TE
Activity Options: Creating a Travel
Poster about Southwest Asia, p. 475
Assign students a specific country in
Southwest Asia and have them search
the Internet and magazines for pictures
that represent their country. They will
then create a travel poster for their
specific country.
Integrated Assessment Booklet: 1.13
Brochure/Leaflet/ Booklet (p. 27)
McDougal Littell, World Geography TE
Activity Options: Constructing a
Chart About the Physical Features of
Southwest Asia, p. 479
Divide students into groups of four and
assign one of the following categories to
each student in each group:

Mountains and plateaus

Bodies of water

Deserts

Rivers
Have students examine the map on page
479 and create a list of the physical
features for which they are responsible.
Then, have all group members work
together to create a chart with four
columns, one for each category. Ask
them to list features under the
appropriate columns and to illustrate their
charts with a small selection of images of
the region’s physical features.
Integrated Assessment Booklet: 2.2 Chart/Table/List
(p. 28)
Principles of Learning Connection,
Accountable Talk – Accountability to the
Learning Community:
As students work in their groups to develop
their charts on the physical features of
Southwest Asia, they should listen
attentively to one another in addition to
elaborating and building upon ideas and
each other’s contributions.
18
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Southwest Asia: Physical Geography (continued)
208
Geography–Physical characteristics of the environment
Describe physical environment of regions and the physical
processes that affect these regions such as weather, tectonic
forces, wave action, freezing and thawing, gravity, and soilbuilding processes. (3B)
209
Geography–Physical characteristics of the environment
Explain the distribution of different types of climate in terms of
patterns of temperature, wind, and precipitation and the factors
that influence climate regions such as elevation, latitude,
location near warm and cold ocean currents, position on a
continent, and mountain barriers. (4A)
217
Geography-Translate and analyze geographic data
Analyze statistical and other data to infer the effects of physical
and human processes on patterns of settlement, population
distribution, economic and political conditions, and resource
distribution. (8D)
218
Geography-Concept of regions
Identify physical or human factors that constitute a region such
as soils, climate, vegetation, language, trade network, river
systems, and religion. (9A)
221
Geography-Physical environment affects and interacts
with the human environment
Explain the interrelationships among physical and human
processes that shape the geographic characteristics of places
such as connections among economic development,
urbanization, population growth, and environmental change.
(8A)
229
Geography–How population is distributed
Explain the processes that have caused cities to grow such as
location along transportation routes, availability of resources
that have attracted settlers and economic activities, and
continued access to other cities and resources. (6B)
310
Economics-Economic factors of production
Analyze how the creation and distribution of resources affect
the location and patterns of movement of products, capital, and
people. (12B)
(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 days
(continued)
McDougal Littell, World
Geography TE Activity
Options: Internet Research
and Oral Report on Job Possibilities in
Southwest Asia, p. 483
Have students brainstorm jobs they
might be able to do in a Southwest Asian
country. Using the Internet or library to
research information about available
jobs, have students look for information
about salary, availability of the jobs,
opportunity for advancement, and ways
to apply for the jobs. The Asian Job
Market Links at
http://www.asianmall.com/. is a good
place for students to begin their
research. Have students prepare a short
oral report on their findings.
Integrated Assessment Booklet: 3.6 Speech/Oral
Report/Oral History Presentation/News Report (p. 31)
McDougal Littell, World
Geography TE Activity
Options: Internet Research
and Poster on the Dead Sea Scrolls, p.
489
Divide students into small groups and
ask them to use the Internet to carry out
research on the Dead Sea scrolls. The
Library of Congress’s on-line exhibit on
the Dead Sea Scrolls at
http://www.loc.gov/exhibits/scrolls/toc.ht
ml and the Rutgers Web site at
http://virtualreligion.net/iho/dss_2.html
are two recommended Web sites for
research. Encourage students to
investigate the climatic conditions that
allowed the scrolls to survive for so long.
Have students use their research to
create a poster that illustrates the
importance of the discovery. Students
may wish to use pictures of the scrolls,
maps, timelines, and translations from
the scrolls.
Integrated Assessment Booklet: 1.1 Poster (p. 25)
Principles of Learning Connection,
Academic Rigor in a Thinking
Curriculum – Active Use of Knowledge:
Students are required to synthesize several
sources of information as they research
information on the Internet on job
possibilities in Southwest Asia through the
Asian Job Market Links.
Principles of Learning Connection,
Academic Rigor in a Thinking
Curriculum – Active Use of Knowledge:
Students are required to interpret texts and
construct solutions as they complete their
research on the Dead Sea Scrolls and
create a poster that addresses their
findings.
19
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
©2008-2009 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Southwest Asia: Physical Geography (continued)
320
Economics-Types of industry found in different societies
Identify factors affecting the location of different types of
economic activities, such as trading and growth of industries.
(11B)
336
Economics-Political factors influence a society’s economy
Evaluate the geographic economic impact of policies, such as
embargoes, free trade, and tariffs related to the use of
resources such as regulations for water use or policies related
to the development of natural resources. (12C)
436
Government-Impact of economic issues on different types
of government
Explain how forces of conflict and cooperation influence the
allocation of control of Earth’s surface such as the formation of
congressional voting districts or free trade zones. (14B)
444
Government-Impact of foreign relations on political issues
Explain the geographic factors that influence a nation’s power
to control territory and that shape the foreign policies and
international political relations of selected nations such as
Iraq…and Israel…(14C)
601
Culture-Concept of culture
Describe distinctive cultural patterns and landscapes
associated with different places in…other regions of the world,
and how these patterns influence the processes of innovation
and diffusion. (16A)
604
801
802
Culture-How people and cultures are similar to, and
different
Describe and compare patterns of culture such as language,
religion, land use, systems of education, and customs that
make specific regions of the world distinctive. (17A)
Social Studies Skills-Use social studies terminology
Apply appropriate vocabulary, geographic models,
generalizations, theories, and skills to present geographic
information. (22B)
4 days
(continued)
McDougal Littell, World Geography TE
Activity Options: Creating and Using
a Database, p. 492
Have students construct a database on
some aspect of climate or vegetation in
Southwest Asia. For example, students
might create a database of weather
extremes in the region. Assist students
in identifying the types of information that
should be included in their database.
Have students use the Internet or library
resources to develop the database.
Integrated Assessment Booklet: 2.6 Database (p. 29)
McDougal Littell, World Geography TE
Activity Options: Multimedia
Presentation on Water Systems, p.496
Have students carry out research on
different methods, such as qanats, that
people have developed to bring water to
their homes and fields. Students should
consider modern systems as well as
older methods of moving water when
creating their multimedia presentation.
Integrated Assessment Booklet: 5.4 Multimedia
Presentation / Electronic Presentation (p. 36)
McDougal Littell, World Geography TE
Activity Options: Chart Explaining the
Process of Oil Refining, p. 498
Divide students into groups that will carry
out in-depth research on the processing
of crude oil. Have each team use the
Internet or library resources to
investigate how crude oil is transformed
into useable form, employing such
methods as fractional distillation or
chemical processing. Each team will be
responsible for creating a chart that
explains and illustrates the process.
Integrated Assessment Booklet: 2.2 Chart/Table/List
(p. 28)
McDougal-Littell Section Assessments, pp. 490, 493,
499
Test questions regarding regional characteristics of
Southwest Asia
Formal Assessment – Section Quiz, p. 324 (1), p. 325
(2), p. 326 (3)
Formal Assessment – Chapter Tests, Forms A, B, and
C, pp. 327-338
Social Studies Skills–Use social studies terminology
Use geographic terminology correctly. (22C)
(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
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
©2008-2009 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Southwest Asia: Physical Geography (continued)
803
Social Studies Skills–Use standard grammar
Use standard grammar, spelling, sentence structure, and
punctuation. (22D)
809
Social Studies Skills–Obtain information using a variety of
visual references
Use a series of maps, including a computer-based geographic
information system, to obtain and analyze data needed to solve
geographic and locational problems. (21E)
813
Social Studies Skills–Create visual and written materials
Design and draw appropriate maps and other graphics such as
sketch maps, diagrams, tables, and graphs to present
geographic information including geographic features,
geographic distributions, and geographic relationships. (22A)
822
Social Studies Skills–Evaluate the validity of a source
Analyze and evaluate the validity and utility of multiple sources
of geographic information such as primary and secondary
sources, aerial photographs, and maps. (21B)
825
Social Studies Skills–Apply critical thinking skills to gather
and analyze social studies information
Use a problem-solving process to identify a problem, gather
information, list and consider options, consider advantages and
disadvantages, choose and implement a solution, and evaluate
the effectiveness of the solution. (23C)
TAKS Mini-Lesson (p. 473d)
Have students research the Golan Heights
and list the times that this area has been the
site of a conflict in Southwest Asia. After
students complete the list, have them
consider why the Golan Heights was fought
over and how the fighting has affected people
living there.
TAKS Objective 3 (WG 18A)
(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 days
(continued)
McDougal Littell, World
Geography TE Activity
Options: Internet Research
and Chart on Petroleum
Products, p. 501 Have students create
an illustrated chart showing the products
that are made from petroleum. Web
sites used in preparing this information
should be listed. One helpful Web site is
Arab Gateway: Oil and Gas at
http://www.al-bab.com/arab/econ/oil.htm.
McDougal Littell, World
Geography TE Activity
Options: Internet Research
and Spreadsheet on Population and
Water Availability
Students will hypothesize which
Southwest Asian countries are facing the
greatest water-related problems and use
a spreadsheet program comparing these
statistics. Population Action International
at http://www.populationaction.org/
provides statistics on renewable
freshwater availability.
Recommended Activities from History
Alive! The Modern Middle East
Activity 2.5 Creating a Regional
Handbook on the Middle East:
Students will compare demographic data
from nine Middle Eastern countries and
publish regional handbooks.
Note to Teachers:
The events since September 11, 2001,
have heightened sensitivities around the
topics in TCI's Modern Middle East unit.
Use discretion in assessing whether the
materials and pedagogy, like Activity 3.1
that allows students to experience tense
historical dilemmas, are most appropriate
for your students and community.
Integrated Assessment Booklet: 2.2 Chart/Table/List
(p. 28)
Students should:

Write an introductory overview

Use different mediums to illustrate products

Include references to the Web sites used as
sources
Integrated Assessment Booklet: 5.6 Spreadsheet
(p. 36)
Principles of Learning Connection,
Academic Rigor in a Thinking Curriculum
– High-Thinking Demand:
The research activity on water availability
allows students to construct explanations and
justify arguments regarding the connection
between population and scarcity of water in
selected
Southwest Asian countries.
Integrated Assessment Booklet: 1.13
Brochure/Leaflet/Booklet (p. 27)
The History Alive! materials
referenced in this IPG are recommended
resources. Not every campus may have
these materials. For ordering information,
you may call (800) 497-6138.
21
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
Resources
McDougal Littell, World Geography, Chapter 21 “Physical Geography of
Southwest Asia: Harsh and Arid Lands”

Online edition and support at www.classzone.com
McDougal Littell World Geography Ancillaries:

Reading Study Guide, pp. 181-188

Access for Students Acquiring English, pp. 111-116

Spanish Reading Study Guide, pp. 181-188
Southwest Asia
Unit 7 In-Depth Resources:

Guided Reading, pp. 3-5; Map and Graph Skills, p. 6-7; Skillbuilder
Practice, p. 8; Building Vocabulary, p. 9; Reteaching Activities, pp.
10-12; Geoworkshops, pp. 35-36

Outline Maps with Activities, pp. 65-74

Critical Thinking Transparency CT 21 “Harsh and Arid Lands”, CT 53
“Deserts in Southwest Asia”

Map Transparency MT 36 “Southwest Asia: Physical”, MT 37
“Southwest Asia: Political”, MT 38 “Oil Pipelines in Southwest Asia”

TAKS Practice Transparency TT 68, TT 69, TT 70
Suggested Resource:

History Alive! The Modern Middle East
Content-specific Web Sites on the Physical Geography of Southwest
Asia:

The Jerusalem Post at www.jpost.com

The Department of Middle Eastern Studies at the University of
Texas at http://www.utexas.edu/cola/depts/mes/

The Middle East / North Africa Internet Resource Guide at
http://www.cc.utah.edu/~jwr9311/MENA.html

Population Action International at http://www.populationaction.org/

Asia Resource Center: Asian Job Market Links at
http://www.asianmall.com/amall/arc/business/index_jobmarket.shtml

Wheeling Jesuit University/Center for Educational Technologies:
The Middle East – Geography at http://members.ucannetwork.org/wju Ocean Color Web: Oil Pollution at
http://seawifs.gsfc.nasa.gov/OCEAN_PLANET/HTML/peril_oil_polluti
on.html
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Teacher Notes
Vocabulary:

Golan Heights, wadi, Tigris and Euphrates Rivers, Jordan River, Dead Sea (Text, Chapter 21, Section One)

Rub al-Khali, oasis, salt flat (Text, Chapter 21, Section Two)

drip irrigation, desalinization, fossil water, crude oil, refinery (Text, Chapter 21, Section Three)
Principles of Learning Connection, Clear Expectations – The rubrics found in the Integrated
Assessment Booklet allow students to judge their work with respect to the standards in addition to
specifying intermediate expectations that lead up to these formally measured standards. Standards
include models of student work that are available to and discussed with students.
Content-specific Web sites on the Physical Geography of Southwest Asia:

Library of Congress: Scrolls from the Dead Sea at http://www.loc.gov/exhibits/scrolls/toc.html

Rutgers University: The Dead Sea Scrolls at http://virtualreligion.net/iho/dss_2.html

Arab Gateway: Oil and Gas at http://www.al-bab.com/arab/econ/oil.htm

Harper College: North Africa and Southwest Asia Physical Features at
http://www.harpercollege.edu/~mhealy/mapquiz/nafswas/nwphyfr.htm

Travel Images: The Middle East at http://www.travel-images.com/mdeast.html
22
©2008-2009 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Geography Alive Resources:
Unit 6: Southwest and Central Asia
Lesson 24
Oil in Southwest Asia: How “Black Gold” Has Shaped a Region
In a Response Group activity, students analyze geographic data to
answer a series of critical thinking questions about how oil has affected
ten countries in Southwest Asia.
Lesson 25
Istanbul: A Primate City Throughout History
In an Experiential Exercise, students examine the city of Istanbul to
learn about the unique traits of primate cities and to develop an
appreciation for the importance of location, as defined by site and
situation.
Lesson 26
The Aral Sea: Central Asia’s Shrinking Water Source
Students participate in a Problem Solving Groupwork activity to
examine how the shrinking of the Aral Sea in Central Asia has affected
the nearby physical environment and the humans who live there.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Geography Alive Textbook Resources:
Ch. 24 p. 357 – “Oil in Southwest Asia: How “Black Gold” Has Shaped a Region”
Ch. 25 p. 369 – “Istanbul: A Primate City Throughout History”
Ch. 26 p. 379 – “The Aral Sea: Central Asia’s Shrinking Water Source”
23
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Southwest Asia: Human Geography
111
History - The present relates to the past
Analyze the effects of physical and human geographic patterns
and processes on events in the past [and describe their effects
on present conditions, including significant physical features
and environmental conditions that influenced migration
patterns in the past and shaped the distribution of culture
groups today.] (1A) B
201
Geography-Concept of location
Locate settlements and observe patterns in the size and
distribution of cities using maps, graphics, and other
information. (6A) B
215
Geography-Translate and analyze geographic data
Analyze political, economic, social, and demographic data to
determine the level of development and standards of living in
nations. (5B) B
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. (WH 12B)
B
301
Economics–Production of goods and services
Compare the ways people satisfy their basic needs through the
production of goods and services such as subsistence
agriculture versus market-oriented agriculture or cottage
industries versus commercial industries. (10C) B
T2*
T2
T3*
T2
McDougal Littell, World Geography
TE Activity Options: Creating an Art
History Booklet about Islamic Art and
Architecture, p. 504
Have students use Internet and library
resources to research Islamic art. Ask
them to use their research to put
together a short booklet that explains
and illustrates some aspect of Islamic
art or architecture, making sure that
themes and traditions are addressed.
Integrated Assessment Booklet: 2.13 Brochure /
Leaflet / Booklet (p. 27)
McDougal Littell, World Geography
TE Activity Options: Creating Graphs
on Population and Ethnic Groups in
the Eastern Mediterranean, p. 511
Have students research population and
ethnic groups in the Eastern
Mediterranean, particularly on the 19th
and 20th century growth of the Jewish
population in Palestine. After they
complete their research, ask them to
select a graph style to summarize and
display their findings.
Integrated Assessment Booklet: 2.3 Graph (p. 28)
T3
611
Culture-How cultures change over time
Describe the impact of general processes such as migration,
war, trade, independent inventions, and diffusion of ideas and
motivations on cultural change. (18A) B
T3*
707
Science, Technology, & Society-Impact of technology on
economic development
Describe the impact of new technologies, new markets, and
revised perceptions of resources. (20A) B
T2*
811
Social Studies Skills–Create visual and written materials
Interpret visuals including graphs, charts, timelines, and maps.
(WH 26C) B
(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 days
T5
McDougal Littell, World Geography
TE Activity Options: Booklet on
Eastern Mediterranean Cuisine, p. 514
Divide students into small groups and
assign each group a dish from the
Eastern Mediterranean such as
hummus, baba ganouzh, or falafel.
Students should then conduct research
to locate a recipe for their assigned dish.
Once a group has located its recipe,
students should divide the ingredients
among themselves and carry out further
research on these ingredients. Have
students use the research to put
together a booklet that features the
written recipe, pictures of the dish, and
pictures and interesting information
about the recipe’s different ingredients.
Integrated Assessment Booklet: 2.13 Brochure /
Leaflet / Booklet (p. 27)
Principles of Learning Connection,
Academic Rigor in a Thinking
Curriculum – Active Use of Knowledge:
Students can integrate out-of-school
knowledge in researching their specific
food dish by contacting a local
Mediterranean/Middle Eastern restaurant
in the community to gather information
for their recipe and ingredients.
24
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Southwest Asia: Human Geography (continued)
812
823
Social Studies Skills–Create visual and written materials
[Construct and] interpret maps to answer geographic
questions, infer geographic relationships, and analyze
geographic change. (21C) B
T5
Social Studies Skills–Apply critical thinking skills to gather
and analyze social studies information
Analyze information by sequencing, categorizing,
identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences
and conclusions. (WH 25C) B
T5
109
History–One era influences another era
Describe the human and physical characteristics of the same
place at different periods of history. (2A)
205
Geography-Construct and interpret maps and other
graphics
Construct and analyze population pyramids and use other data,
graphics, and maps to describe the population characteristics of
different societies and to predict future growth trends. (7A)
217
Geography-Translate and analyze geographic data
Analyze statistical and other data to infer the effects of physical
and human processes on patterns of settlement, population
distribution, economic and political conditions, and resource
distribution. (8D)
218
Geography–Concept of regions
Identify physical or human factors that constitute a region such
as soils, climate, vegetation, language, trade network, river
system, and religion. (9A)
221
Geography-Physical environment affects and interacts with
the human environment
Explain the interrelationships among physical and human
processes that shape the geographic characteristics of places
such as connections among economic development,
urbanization, population growth, and environmental change.
(8A)
(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 days
(continued)
McDougal Littell, World
Geography TE Activity
Options: Internet Research
and Oral Report on the Jewish
Seder, p. 512
Ask students to use the Internet to carry
out research on the Jewish Seder, the
religious meal served during the festival
of Passover. Have them use their
research to create a short oral report.
Remind students to consider important
elements of Seder, including the
Haggadah, a special book with
commentaries on the story of Exodus,
and the symbolic foods served at the
meal. Also encourage students to add
visual aids to their reports. Have
students use the Free Dictionary Web
site at
http://encyclopedia.thefreedictionary.co
m/Passover and The Vegetarian
Resource Group Web site at
http://www.vrg.org/recipes/passover.htm
to research the traditions and recipes
associated with Passover.
Integrated Assessment Booklet: 3.6 Speech/Oral
Report/Oral History Presentation/News Report (p. 31)
McDougal Littell, World Geography
TE Activity Options: Making a Chart
on the Different Branches or Sects of
Islam, p. 517
Have students conduct research on
Islam and focus on identifying different
branches or sects, such as the Sunni
and Shi’ite branches. Have students
use their research to create a chart that
shows the different groups they have
identified along with a brief written
explanation of what makes each group
unique.
Integrated Assessment Booklet: 2.2 Chart/Table/List
(p. 28)
Principles of Learning Connection,
Academic Rigor in a Thinking
Curriculum – Active Use of Knowledge:
The research activity on Passover allows
students to bring in prior and out-of-school
knowledge to the learning process
connected with preparations for their oral
reports.
25
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
©2008-2009 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Grade Nine World Geography
Suggested Student Work Products
Suggested Assessment
Southwest Asia: Human Geography (continued)
231
233
Geography-Migration influences the environment
Explain the political, economic, social, and environmental
factors that contribute to human migration such as how national
and international migrations are shaped by push-and-pull
factors and how physical geography affects the routes, flows,
and destinations of migration. (7B)
Geography-Geographic factors influence political
development
Analyze how the character of a place is related to its
political…and cultural characteristics. (5A)
234
Geography-Geographic factors influence economic
development
Analyze how the character of a place is related to its…
economic…characteristics. (5A)
320
Economics-Types of industry found in different societies
Identify factors affecting the location of different types of
economic activities, such as trading and growth of industries.
(11B)
336
Economics-Political factors influence a society’s economy
Evaluate the geographic economic impact of policies, such as
embargoes, free trade, and tariffs related to the use of
resources such as regulations for water use or policies related
to the development of natural resources. (12C)
338
Economics-Technology, transportation and communication
influence a society’s economy
Describe how changes in technology, transportation, and
communication affect the location and patterns of economic
activities. (11C)
406
Government–Structure of governments
Analyze current events to infer the physical and human
processes that lead to the formation of boundaries and other
political divisions. (14A)
412
Government-Different political systems in societies, past
and present
Prepare maps that illustrate a variety of political entities such as
city maps showing precincts, country maps showing states, and
continental maps showing countries. (13A)
(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 days
(continued)
McDougal Littell, World
Geography TE Activity
Options: Internet Research
on OPEC
Use the OPEC Home Page at
http://www.opec.org/home/ to do
research on this organization. Students
should make a list of the current
members of the organization and focus
on the impact of the price of oil as a
result of actions taken by the group.
Students should study the data collected
on oil prices and the action of OPEC.
They will then create charts or graphs to
illustrate the information. They will
conclude this assignment by writing a
generalization about the information
found.
Integrated Assessment Booklet: 2.2 Chart/Table/List
(p. 28)
McDougal Littell, World
Geography TE Activity
Options: Creating a Web
Site on Oil Production
Have students conduct Internet
research to complete a graphic
organizer about different aspects of oil
and its importance in Southwest Asia.
Divide the class into groups of four, and
have each group focus on one of these
aspects of oil: its location and the
extraction process; its importance in
the Southwest Asian economy;
environmental issues related to its
production, transport, and use;
political issues related to its
production and trade. Then have them
create Web sites that reflect what they
have learned and that link to pages with
additional information. Refer to the
“Technology in the Classroom Activities”
in the Teacher Resource Section at
www.classzone.com for specific details.
Integrated Assessment Booklet: 5.1 Web Page (p. 35)
Charts and graphs on OPEC data should:



List all member countries
Include visuals that show fluctuations in oil prices
that result from OPEC actions.
Include references to the Web sites used as
sources.
Students should make use of the following Web sites
to conduct research and complete their own Web site:

California Energy Commission – The Energy
Story at
http://www.energyquest.ca.gov/story/index.html

OPEC Home Page at http://www.opec.org/home/

Ocean Color Web: Oil Pollution at
http://seawifs.gsfc.nasa.gov/OCEAN_PLANET/H
TML/peril_oil_pollution.html

Southampton Oceanography Centre – Oil Spills
at

Energy Information Administration – The Oil
Crisis of 1973 at
http://www.eia.doe.gov/emeu/25opec/anniversary
.html

PBS Frontline: The Gulf War at
http://www.pbs.org/wgbh/pages/frontline/gulf/
26
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
©2008-2009 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Southwest Asia: Human Geography (continued)
436
Government-Impact of economic issues on different types
of government
Explain how forces of conflict and cooperation influence the
allocation of control of Earth’s surface such as the formation of
congressional voting districts or free trade zones. (14B)
444
Government-Impact of foreign relations on political issues
Explain the geographic factors that influence a nation’s power to
control territory and that shape the foreign policies and
international political relations of selected nations such as
Iraq…and Israel…(14C)
503
Citizenship-Customs, symbols, and celebrations
Explain how citizenship practices, public policies, and decisionmaking may be influenced by cultural beliefs. (15B)
603
Culture–How people and cultures are similar to, and
different from each other
Give examples of ways various groups of people view cultures,
places, and regions differently. (16B)
604
Culture–How people and cultures are similar to, and
different from each other
Describe and compare patterns of culture such as language,
religion, land use, systems of education, and customs that make
specific regions of the world distinctive. (17A)
629
Culture-Impact of fundamental institutions and ideas on
societies
Compare life in a variety of cities and nations in the world to
evaluate the relationships involved in political, economic, social,
and environmental changes. (16C)
801
Social Studies Skills-Use social studies terminology
Apply appropriate vocabulary, geographic models,
generalizations, theories, and skills to present geographic
information. (22B)
802
Social Studies Skills–Use social studies terminology
Use geographic terminology correctly. (22C)
(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 days
(continued)
McDougal Littell, World Geography
TE Activity Options: Time Line of the
Iranian Revolution, p. 518
Have students conduct research on the
Iranian Revolution of 1978-1979 and
take note of important dates and events.
They will use this information to create a
time line showing the key dates and
events leading up to, during and after
the Revolution. They should also
include explanatory notes and visuals
for each entry.
Integrated Assessment Booklet: 2.4 Time Line (p. 29)
Principles of Learning Connection,
Academic Rigor in a Thinking
Curriculum – High-Thinking Demand:
The GIS activity and student-created article
on the Treaty of Jeddah requires that
students complete a challenging, high-level
assignment in which they raise questions
and solve problems. Additionally, an
opportunity for reflection on the learning
process and instructional strategies is
incorporated in to the activity.
27
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
©2008-2009 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Southwest Asia: Human Geography (continued)
813
826
829
Social Studies Skills–Create visual and written materials
Design and draw appropriate maps and other graphics such as
sketch maps, diagrams, tables, and graphs to present
geographic information including geographic features,
geographic distributions, and geographic relationships. (22A)
Social Studies Skills-Apply critical thinking skills to identify
a social studies problem
Use case studies and geographic information systems to
identify contemporary geographic problems and issues and to
apply geographic knowledge and skills to answer real-world
questions. (23B)
Social Studies Skills-How to evaluate social studies data
Use historical, geographic, and statistical information from a
variety of sources such as databases, field interviews, media
services, and questionnaires to answer geographic questions
and infer geographic relationships. (21A)
TAKS Mini-Lesson (p. 501d)
To help students understand the factors that affect where
people settle, use the Northeast Ethnic Areas map on
page 516 and have them answer the Skillbuilder:
Interpreting Maps questions. Then have students do
further research and discuss how the groups are different
and how groups choose where they settle.
TAKS Objective 2 (WG 6A)
5 days
(continued)
Recommended Activities from
History Alive! The Modern Middle
East:
Activity 1.1 Impressions of the Middle
East: Students will identify cultural
elements in eight visuals and compose
a postcard of their initial impressions.
Integrated Assessment Booklet: Modify 1.7 Trading
Cards/Flash Cards (p. 26)
Activity 1.3 Constructing a Timeline
of Middle Eastern History: Students
will match descriptions of key historical
eras with corresponding maps and
dates to complete a timeline.
Integrated Assessment Booklet: 2.4 Time Line (p. 29)
Activity 2.1 Determining Borders:
The Legacy of Colonialism: Students
will examine maps from 1918 to
determine where to draw borders for six
new Middle Eastern nations.
Integrated Assessment Booklet: 2.1 Map/Sketch Map
(p. 28)
Activity 2.2 Key Events in the
Formation of States: Students will
annotate visual metaphors for six major
events in the formation of states in the
modern Middle East.
Integrated Assessment Booklet: Modify 1.3
Illustration/Diagram Picture/Scene/Comic
Strip/Cartoon (p. 25)
Activity 2.4 Analyzing Propaganda
Posters from the Iranian Revolution:
Students will closely examine Iranian
propaganda posters to uncover the
goals of the 1979 revolution.
Recommended Activities from
History Alive! The Rise of Islam:
Review the activities from Sections One
and Two of this resource. Activities deal
with the revelation of Islam and the
development of an Islamic culture.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
McDougal Littell Section Assessments, pp. 507, 515,
519
Formal Assessment – Section Quiz, p. 339 (1), p. 340
(2), p. 341 (3)
Formal Assessment – Chapter Tests, Forms A, B, and
C, pp. 342-353
28
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
Resources
McDougal Littell, World Geography, Chapter 22 “Human Geography of
Southwest Asia: Religion, Politics, and Oil”

Online edition and support at www.classzone.com
McDougal Littell World Geography Ancillaries:

Reading Study Guide, pp. 189-196

Access for Students Acquiring English, pp. 117-120

Spanish Reading Study Guide, pp. 189-196
Southwest Asia
Unit 7 In-Depth Resources:

Guided Reading, pp. 13-15; Skillbuilder Practice, p. 16; Building
Vocabulary, p. 17; Reteaching Activities, pp. 18-20

Outline Maps with Activities, pp. 69-74

Cultures Around the World, pp. 37-42

Critical Thinking Transparency CT 22 “Geofocus”; CT 54 “Selected
Cities of Southwest Asia”

Cultures Transparency CW 37 “Petra”, CW 38 “Living on a Kibbutz”,
CW 39 “Islamic Calligraphy, CW 40 “Turkish Ceramic Tiles”, CW 41
“Whirling Dervishes”, CW 42 “Western Wall”

Map Transparency MT 39 “Creation of Israel”

TAKS Practice Transparency TT 71, TT 72, TT 73
Suggested Resources:

Mapping Our World: GIS Lessons for Educators

History Alive! The Modern Middle East

History Alive! The Rise of Islam
Suggested Videos from Discovery Streaming:
http://streaming.discoveryeducation.com



Middle East, The: Land of Contrast (51:15 minutes)
Iran: Behind the Veil (26:30 minutes)
Mystic Lands: Jerusalem: Mosaic of Faith (25:00 minutes)
Content-specific Web Sites on the Human Geography of Southwest
Asia:

The Jerusalem Post at www.jpost.com

The Department of Middle Eastern Studies at the University of
Texas at http://menic.utexas.edu/mes.html

The Middle East / North Africa Internet Resource Guide at
http://www.cc.utah.edu/~jwr9311/MENA.html

Passover - Free Dictionary Web site at
http://encyclopedia.thefreedictionary.com/Passover

Passover - The Vegetarian Resource Group Web site at
http://www.vrg.org/recipes/passover.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
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Teacher Notes
Vocabulary:

Mecca, Islam, Muhammad, mosque, theocratic, OPEC (Text, Chapter 22, Section One)

Western Wall, Dome of the Rock, Zionism, Palestine Liberation Organization (Text, Chapter 22, Section Two)

Kurds, Mesopotamia, Sunni, Shi’ite, Taliban (Text, Chapter 22, Section Three)
Content-specific Websites on the Human Geography of Southwest Asia:

California Energy Commission – The Energy Story at http://www.energyquest.ca.gov/story/index.html

Ocean Color Web: Oil Pollution at http://seawifs.gsfc.nasa.gov/OCEAN_PLANET/HTML/peril_oil_pollution.html

Southampton Oceanography Centre – Oil Spills at http://www.studyoverseas.com/uk/uked/ocean.htm

Energy Information Administration – The Oil Crisis of 1973 at http://www.eia.doe.gov/emeu/25opec/anniversary.html

PBS Frontline: The Gulf War at http://www.pbs.org/wgbh/pages/frontline/gulf/

Massachusetts Institute of Technology: The Vocabulary of Islamic Religious Architecture at
http://web.mit.edu/4.614/www/handout02.html

Population Action International at http://www.populationaction.org/

Wheeling Jesuit University/Center for Educational Technologies: The Middle East – History at
http://www.wju.edu/library/subjectguides/history.asp

The University of Albany – Culture of the Middle East at http://www.albany.edu/history/middle-east/culture.htm

BBC News: History of the Middle East Conflict at
http://news.bbc.co.uk/1/hi/in_depth/middle_east/2000/mideast_peace_process/340237.stm

Travel Images: The Middle East at http://www.travel-images.com/mdeast.html

OPEC Home Page at http://www.opec.org/home/
29
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Southwest Asia: Today’s Issues
201
Geography-Concept of location
Locate settlements and observe patterns in the size and
distribution of cities using maps, graphics, and other
information. (6A) B
T2
214
Geography-Translate and analyze geographic data
Answer questions about geographic distributions and
patterns shown on maps, graphs, and charts. (8.10B)
T2
B
301
Economics–Production of goods and services
Compare the ways people satisfy their basic needs through
the production of goods and services such as subsistence
agriculture versus market-oriented agriculture or cottage
industries versus commercial industries. (10C) B
T3
611
Culture-How cultures change over time
Describe the impact of general processes such as
migration, war, trade, independent inventions, and
diffusion of ideas and motivations on cultural change.
(18A) B
T3*
812
Social Studies Skills–Create visual and written materials
[Construct and] interpret maps to answer geographic
questions, infer geographic relationships, and analyze
geographic change. (21C) B
T5
109
History–One era influences another era
Describe the human and physical characteristics of the same
place at different periods of history. (2A)
205
Geography-Construct and interpret maps and other
graphics
Construct and analyze population pyramids and use other data,
graphics, and maps to describe the population characteristics of
different societies and to predict future growth trends. (7A)
221
Geography-Physical environment affects and interacts with
the human environment
Explain the interrelationships among physical and human
processes that shape the geographic characteristics of places
such as connections among economic development,
urbanization, population growth, and environmental change.
(8A)
(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 days
McDougal Littell, World Geography TE
Activity Options: Creating a Travel
Itinerary for a Week-long Trip to a
Country in Southwest Asia, p. 526
Have students use Internet and library
resources to plan a weeklong trip to a
country in Southwest Asia. This trip
should be a journey on which they can
gain first-hand experience of one of the
issues discussed in Chapter 23,
including “guest workers”, stateless
nations, Palestinian refugees, oil
production and demand, or control of
Jerusalem. Students will need to create
a day-by-day itinerary that lists places
they will visit, the sites and people they
hope to see, their means of
transportation, and other details that they
think are important.
Integrated Assessment Booklet: 4.3 Diary/Journal
Entry/Letter (p. 32)
McDougal Littell, World Geography TE
Activity Options: Debate Issues in the
Arab-Israeli Conflict, p. 533
Divide students into competing teams
that will take different sides on one or
more issues of importance in the ArabIsraeli conflict, including Palestinian
claims to property lost in the 1948 war,
security measures taken to protect
Israelis against terrorist attacks, or the
construction of new Jewish settlements
in territories claimed by Palestinians.
Each team should prepare for the debate
with a period of intensive research. They
should concentrate on finding information
and arguments that support their
position. Teachers should structure the
debate so as to give each team several
chances to present arguments for their
position and to respond to the arguments
of their opponents.
Integrated Assessment Booklet: 3.4 Debate (p. 31)
Principles of Learning Connection,
Accountable Talk – Accountability to
Rigorous Thinking: The debate on the
Arab-Israeli conflict requires that students
synthesize several sources of information in
preparing for this debate. As they debate,
they are required to construct explanations,
formulate conjectures and hypotheses, and
test their own understandings of the
concepts.
30
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
©2008-2009 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Southwest Asia: Today’s Issues (continued)
229
Geography–How population is distributed
Explain the processes that have caused cities to grow such as
location along transportation routes, availability of resources
that have attracted settlers and economic activities, and
continued access to other cities and resources. (6B)
230
Geography-How population is distributed
Describe trends in past world population growth and
distribution. (7C)
231
Geography-Migration influences the environment
Explain the political, economic, social, and environmental
factors that contribute to human migration such as how national
and international migrations are shaped by push-and-pull
factors and how physical geography affects the routes, flows,
and destinations of migration. (7B)
320
Economics–Types of industry found in different societies
Identify factors affecting the location of different types of
economic activities. (11B)
329
Economics–Areas of the world are economically
interdependent through trade
Compare global trade patterns at different periods of time and
develop hypotheses to explain changes that have occurred in
world trade and the implications of these changes. (12A)
338
Economics–Technology, transportation, and
communication influence a society’s economy
Describe how changes in technology, transportation, and
communication affect the location and patterns of economic
activities. (11C)
406
Government–Structure of governments
Analyze current events to infer the physical and human
processes that lead to the formation of boundaries and other
political divisions. (14A)
436
Government–Issues on different types of governments
Explain how forces of conflict and cooperation influence the
allocation of control of Earth’s surface such as the formation of
congressional voting districts or free trade zones. (14B)
(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 days
(continued)
McDougal Littell, World Geography TE
Activity Options: Distinguishing Fact
from Opinion (News articles
comparison), p. 534
Provide students with an objective and
demonstrably factual article about an
important event or issue in the conflict
between Israelis and Arabs over land
and statehood in Southwest Asia. Also
provide students with an article that is
clearly biased toward one side or the
other and contains misleading or false
information about the same event or
issue. Have students read and compare
the articles and then initiate a discussion
about these two perspectives. Address
the following issues:

What are the backgrounds and
interests of the authors and
publishers of the two articles?

How might the deliberate
publishing of misleading
information, or propaganda, give
an advantage in the conflict?
McDougal Littell, World Geography TE
Activity Options: Case Study Project:
A Peace Conference, pp. 534-535
Students will choose one of the proposed
solutions on the control of Jerusalem to
investigate. They will use online and
print resources to research the positions
of Israelis, Palestinians, and Americans.
They will also create visuals to make the
conference discussion clearer and will
select two or three representatives to
take part in the conference. The rest of
the class should act as journalists, take
notes on the presentation, and be
prepared to ask questions of the
representatives.
Principles of Learning Connection,
Accountable Talk – Accountability to
Knowledge: Analyzing the objective and
biased articles over the Arab-Israeli conflict
allows students to provide evidence for their
claims and arguments in the discussion
addressing the purpose for writing
each article.
Integrated Assessment Booklet: 3.2 Panel
Discussion/ Talk Show/ Conference (p. 30)
Principles of Learning Connection,
Academic Rigor – Active Use of
Knowledge: The Case Study Project on the
Arab-Israeli Peace Conference requires
students to synthesize several sources of
information as they construct explanations
and test their understanding of concepts by
applying and discussing them.
31
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
©2008-2009 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Nine World Geography
Suggested Assessment
Southwest Asia: Today’s Issues (continued)
604
Culture–How people and cultures are similar to, and
different from each other
Describe and compare patterns of culture such as language,
religion, land use, systems of education, and customs that
make specific regions of the world distinctive. (17A)
801
Social Studies Skills-Use social studies terminology
Apply appropriate vocabulary, geographic models,
generalizations, theories, and skills to present geographic
information. (22B)
802
Social Studies Skills–Use social studies terminology
Use geographic terminology correctly. (22C)
813
Social Studies Skills–Create visual and written materials
Design and draw appropriate maps and other graphics such as
sketch maps, diagrams, tables, and graphs to present
geographic information including geographic features,
geographic distributions, and geographic relationships. (22A)
825
826
829
Social Studies Skills-Apply critical thinking skills to
identify a social studies problem
Use a problem-solving process to identify a problem, gather
information, list and consider options, consider advantages and
disadvantages, choose and implement a solution, and evaluate
the effectiveness of the solution. (23C)
Social Studies Skills–Apply critical thinking skills to gather
and analyze social studies information
Use case studies and geographic information systems to
identify contemporary geographic problems and issues and to
apply geographic knowledge and skills to answer real-world
question. (23B)
Social Studies Skills-How to evaluate social studies data
Use historical, geographic, and statistical information from a
variety of sources such as databases, field interviews, media
services, and questionnaires to answer geographic questions
and infer geographic relationships. (21A)
5 days
(continued)
McDougal Littell, World
Geography TE Activity
Options: Internet Research on
Water Scarcity in Southwest
Asia
Students will use the BBC News: Water
Conflict in the Middle East Web site at
http://news.bbc.co.uk/1/hi/world/middle_e
ast/764142.stm to do research on water
scarcity in the region and proposed
solutions to the problem. Students will
need to support their proposals with
charts and graphs illustrating both the
need for water and the sources of fresh
water.
Students will need to include the following in their final
presentations:

charts and graphs illustrating the need for water.

potential sources for fresh water.

projects that will develop such resources without
harming the environment.
Recommended Activities from History
Alive! The Modern Middle East
Lesson 2.3 “Negotiating For Oil: Who
Will Profit?” Students will assume the
role of a western or Middle Eastern
nation to negotiate oil concessions.
Lessons 3.1, 3.2, and 3.3 A Case
Study of the Arab-Israeli Conflict
Students will assume the roles of Jews
and Palestinians to understand how
Jewish immigration affected each group.
They will also act as U.N.
representatives to respond to the ArabIsraeli conflict and debate what type of
political state should exist in the land of
Israel/Palestine. These activities may be
done in place of the Case Study Project
found on pp. 534-535.
Integrated Assessment Booklet: 3.2 Panel
Discussion/ Talk Show/ Conference (p. 30)
Integrated Assessment Booklet: 3.2 Panel
Discussion/ Talk Show/ Conference (p. 30)
Integrated Assessment Booklet: 3.4 Debate (p. 31)
McDougal-Littell Section Assessments, pp. 527, 531
Formal Assessment – Section Quiz, p. 354 (1), p. 355
(2), p. 356 (Case Study)
Formal Assessment – Chapter Tests, Forms A, B, and
C, pp. 357-371
(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
32
©2008-2009 Austin Independent School District
Matrix
#
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
Resources
McDougal Littell, World Geography, Chapter 23 “Today’s Issues:
Southwest Asia”

Online edition and support at www.classzone.com
McDougal Littell World Geography Ancillaries:

Reading Study Guide, pp. 197-204

Access for Students Acquiring English, pp. 121-126

Spanish Reading Study Guide, pp. 197-204

The Voyageur Experience in World Geography Video Series: United
Arab Emirates: Oil and Water Resources
Southwest Asia
Unit 7 In-Depth Resources:

Guided Reading, pp. 21-23; Map and Graph Skills, pp. 24-25,
Skillbuilder Practice, p. 26; Building Vocabulary, p. 27; Exploring
Today’s Issues, pp. 28-31; Reteaching Activities, pp. 32-34;

Critical Thinking Transparency CT 23 “Today’s Issues: Southwest
Asia”, CT 55 “Refugees of Southwest Asia”

Map Transparency MT 40 “Southwest Asia: Religious Groups”

TAKS Practice Transparency TT 74, TT 75, TT76
Suggested Resources:

History Alive! The Modern Middle East

History Alive! The Rise of Islam
Content-Specific Web Sites on Today’s Issues in Southwest Asia:

The Jerusalem Post at www.jpost.com

The Department of Middle Eastern Studies at the University of
Texas at http://www.utexas.edu/cola/depts/mes/mesattx/

The Middle East / North Africa Internet Resource Guide at
http://www.cc.utah.edu/~jwr9311/MENA.html

BBC News: Water Conflict in the Middle East at
http://news.bbc.co.uk/1/hi/world/middle_east/764142.stm

PBS Frontline: Battle for the Holy Land at
http://www.pbs.org/wgbh/pages/frontline/shows/holy/

BBC News: Israel and the Palestinians at
http://news.bbc.co.uk/1/hi/in_depth/middle_east/2001/israel_and_the
_palestinians/default.stm

The OPEC Home Page at http://www.opec.org/

Scholastic: Conflict in the Middle East at
http://teacher.scholastic.com/scholasticnews/indepth/holy_land/
(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
TAKS
Obj.
Time/Pace
Grade Nine World Geography
Suggested Student Work Products
Suggested Assessment
Teacher Notes
Vocabulary:

guest workers, stateless nation, Palestinians, West Bank, Gaza Strip (Text, Chapter 23, Section One)

strategic commodity, human resources (Text, Chapter 23, Section Two)
Use the video United Arab Emirates: Oil and Water Resources from the ancillary collection The Voyageur Experience in
World Geography as a resource in presenting today’s issues in Southwest Asia. Pages 61-70 of the Video Resource Book
provide activities to supplement this video. One recommended activity is that students use Internet resources to identify
where petroleum is produced and where it is consumed. Students will then map the transportation of petroleum from its
sources to its markets by drawing flow lines on a world outline map. The widths of each flow line may be varied to show the
amount of petroleum being exported to various countries. Helpful information can be found at www.eia.doe.gov
Principles of Learning Connection,
Accountable Talk – Accountability to the
Learning Community: In order to provide an
interactive viewing experience, pause the video
at the points called for in the Teachers
Resource Book. Students should elaborate and
build upon the ideas and each other’s
contributions as the teacher asks the specific
questions from the Resource Book that
allow for an enriching discussion on
the video.
TAKS Mini-Lesson (p. 523d)
To help students understand different economic systems,
refer to the information on pages 525-526 and the graph
on page 526. After students have interpreted the graph,
have them compare and contrast the economic system of
Southwest Asia to that of the United States.
TAKS Objective 3 (WG 10C)
Supplemental Reading from National Geographic:

Appenzella, Tim. “The End of Cheap Oil”. National Geographic. June 2004. Pages 80-109.

Cockburn, Andrew. “Lines in the Sand: Deadly Times in the West Bank and Gaza”. National Geographic. October
2002. Pages 102-111.
Content-Specific Web sites on Today’s Issues in Southwest Asia:

Yahooligans: The Middle East Peace Process at http://dailynews.yahoo.com/fc3/yahooligans/middleeastpeace

The Independent: The Middle East at http://news.independent.co.uk/world/middle_east/

Ha-aretz at http://www.haaretzdaily.com/

The Center for Contemporary Conflicts: Country Profiles – The Middle East at
http://www.ccc.nps.navy.mil/rsepResources/middleEast.asp
33
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
©2008-2009 Austin Independent School District
Matrix
#
Matrix Strand
TEKS Knowledge and Skill
Student Expectation
Possible Accommodations for Students with Special Needs
Reading













Grade Nine World Geography
Emphasis on major points
Pre-teach vocabulary to
ensure understanding
Provide page numbers to
specific answers
Use brief conferences to
ensure comprehension
Tape text
Read orally
Use organizers, visual aids
Teach comprehension
strategies
Highlight materials
Peer reading
Ask leading questions to help
focus reading on important
points
Have students list important
people, facts, after reading
Provide a reading guide
(leading questions to answer)
TAKS
Obj.
Time/Pace
Writing









Allow student to select
method of writing (cursive,
manuscript, assistive
technology)
Oral response (tape-record)
Provide student with hard
copy of notes or fill in the
blank
Reduce amount of copying
from board
Check for understanding of
content
Don’t penalize for spelling or
grammatical errors
Provide graphic organizer (i.e.
Inspiration® software, chart,
map, graph, picture)
Provide outline
Accentuate positive aspects
of student writing
Suggested Student Work Products
Assignment Completion











Reduce assignments
Reduced number of problems
Provide hard copy of teacher
expected work
Extra time for response, in
class work, homework
Alternate projects
Provide multiple opportunities
to learn content: cooperative
learning, choral responses,
hands-on participation
Assignment contracts
Provide opportunities for extra
credit
Repeat directions or have
student repeat
Provide directions orally, in
writing, and show model
Task analyze – break down
the steps and teach one at a
time, gradually adding
additional steps
Suggested Assessment
Student Assessment
















Alternate form of exam
(multiple choice vs. short
answer, oral vs. written essay)
Open book test
Open note test
Oral tests
Oral responses
Extended time
Provide a study guide
Opportunity to retake an exam
Allow test corrections
Provide extra credit
opportunities
Provide a concrete example
of how students are to
respond
Provide an alternative test site
Give practice test prior to
actual test
Avoid unnecessary words that
do not help student select the
correct answer
Avoid choices such as “ A and
B”, “all of the above”, or “none
of the above” on multiple
choice test
Provide a word bank for fill in
the blank items
NOTE: Each campus should consult with their department chair or student’s case manager when questions arise on what is an allowable accommodation.
Teachers should also refer to each student’s IEP/Accommodation and Modification page.
(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
34