Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2005-2006 Austin Independent School District
Tenth Grade – Pre AP World History
Open Days
First Three Days of Second Six Weeks
Explanation of Open Days: Our vision for Open Days is to see the following types of events: Six Weeks Tests, Review Days, Enrichment Lessons, Student Make-up
Days, Catch-up Days. Our hope is that Open Days will allow everyone to stay at the same pace
Matrix
Matrix Strand
TEKS Knowledge and Skills
Student Expectations
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Suggested Assessment
Classical Civilizations Unit: Ancient Greece
114
History-Turning points in history
Identify changes that resulted from important turning points in
world history such as the development of farming and of cities.
(1B) B Correlates with World Geography TEKS 18
T1
201
Geography-Concept of location
Observe patterns in the size and distribution of cities using
maps, graphics, and other information. (WG6A) B
T2
206
Geography-Construct and interpret maps
Interpret historical and contemporary maps to identify and
explain geographic factors such as control of the Straits of
Hormuz that have influenced people and events in the past.
(12C) B
Correlates with W Geo TEKS 21C & 8B
T2
214
Geography-translate and analyze geographic data
Answer questions about geographic distributions and patterns
shown on maps, graphs, and charts (8.10B) B
T2
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. (WG5B) 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. (12B) B
T2
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
motivation on cultural change. (WG18A) B
T3*
711
Science, Technology, and Society–Impact of technology on
cultural development.
Give examples of major mathematical and scientific discoveries
and technological innovations that occurred at different periods
in history and describe the changes produced by these
discoveries and innovations. (23A) B
T2
Weeks
1&2
[6 Days]
McDougal Littell Patterns of Interaction TE, Connecting
History and Geography, p. 108: Students use the map of
Greece to answer questions 1-3 on pp. 108-109.
Informal assessment of student
responses
McDougal Littell Patterns of Interaction TE, History From
Visuals, p. 112: Students use the map of Greece to answer
questions 1-2 on p.112.
Informal assessment of student
responses
McDougal Littell Patterns of Interaction TE, Interact with
History, p. 110: Students examine images and quotations to
analyze the Greek culture’s values and explore their own
response to the works by answering questions 1-3.
Informal assessment of student
responses to questions.
McDougal Littell Patterns of Interaction TE, Section
Assessment #4, p. 114: Students write a brief paragraph to
the following prompt: Why do you think that early Greek epics
and myths are so well known and studied in today’s society?
Graded assessment of student
paragraphs
McDougal Littell Patterns of Interaction TE, Cloze
Activity, p. 114: Divide the class into three groups and have
each group write a brief summary of one of the following
topics: influence of geography on Greek culture and trade,
rise and fall of the Mycenaean civilization, and the birth of
Greek literature and mythology. Groups then present their
summaries.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
McDougal Littell Patterns of Interaction TE, Researching
Sparta and Athens, p. 116: Have groups of students design
a chart comparing and contrasting Athens and Sparta. Each
group’s chart should address the following topics: role of
government in the lives of individuals, purpose of education
for boys and girls, responsibilities and privileges of citizens
and non-citizens, roles of women in society, opportunities for
artistic expression.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
The Suggested Student Work Products in the IPGs and APGs are to be
used as a guide in lesson planning. Teachers should take into account the
individual needs of students, time constraints, and available resources
when choosing specific activities to use in their classrooms.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 1
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2005-2006 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skills
Student Expectations
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
Classical Civilizations Unit: Ancient Greece (continued)
811
820
823
Social Studies Skills–Create visual and written material
Interpret [and create databases, research outlines,
bibliographies, and] visuals including graphs, charts, timelines,
and maps. (26C) B
T5
Social Studies Skills-identify bias in a variety of sources
Identify bias in written, [oral], and visual material. (8.30F)
T5
108
History-Sequence events
Apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods. (1C)
112
History–Present relates to the past
Identify elements in a contemporary situation that parallel a historical
situation. (2A)
170
History-Historical origins of imperialism
Analyze examples of major empires of the world such as the Greek
empire. (7A)
325
Economics–Economic patterns of different societies
Explain economic, social, and geographic factors such as irrigation,
legal systems, religion, and trade that led to the development of the
first civilizations. (13B)
406
Government–Structures of government
Explain the impact of parliamentary and constitutional systems of
government on significant world political developments. (15A)
412
Government–Different political systems in societies, past and
present
Define and give examples of different political systems, past and
present. (15B)
Principles of Learning: Clear Expectations
Develop criteria chart with student input for in-class
assignments and homework. Engage students in
discussion of criteria expected for quality work.
(continued)
B
Social Studies Skills-Apply critical thinking skills to social
studies information
Analyze information by sequencing, categorizing, identifying,
cause-and-effect relationships, comparing, contrasting, finding
the main idea, summarizing, making generalizations [and
predictions] and drawing inferences and conclusions. (25C) B
Weeks
1&2
T5
McDougal Littell Patterns of Interaction TE, History from
Visuals, pp. 120-121: Students will sketch the chart
comparing Athenian and United States Democracy and
answer the questions.
Graded assessment of charts and
answers to questions
Students draw a cartoon or write a political
monologue about democracy from the point of view of an
Athenian slave.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
McDougal Littell Patterns of Interaction Ch. 5 In Depth
Resources, Geography Application: The Peloponnesian
War, pp 7-8. Students answer use the map and reading to
answer questions 1-7.
Graded assessment of answers to
questions
McDougal Littell Patterns of Interaction TE, Section
Assessment #2, p. 119: Students create a time line of the
major battles of the Persian Wars in Greece. Students
pretend that they are newspaper reporters in ancient Greece
and write appropriate headlines for each battle.
Graded evaluation of student
timelines and headlines
McDougal Littell Patterns of Interaction TE, Writing:
Eyewitness Reports, p. 118. Students write an “eyewitness”
account of one of the following:
o From the perspective of the Spartan soldiers: At
Thermopylae, when the Greeks face certain defeat, the
Spartan commander Leonidas and his men die holding
the pass so the other Greek soldiers can escape.
o From the perspective of an Athenian family: In Athens,
citizens debate whether to abandon or defend their city
as the Persians approach.
o From the perspective of Xerxes or a member of his
royal court: Xerxes watches the unexpected
destruction of his navy in a narrow channel near the
island of Salamis.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
McDougal Littell Patterns of Interaction TE, Analyzing
Motives: The Peloponnesian War, p. 123: Discuss how
Pericles’ three goals may have motivated the war with Sparta
using the three discussion questions.
Informal assessment of student
responses.
McDougal Littell Patterns of Interaction Ch. 5 In
Depth Resources, Skillbuilder Practice: Analyzing
Motives, p. 6. Students examine Pericles’ goals for Athens
as a motivating factor in the Peloponnesian War and answer
questions 1-3.
Graded assessment of answers
to questions
Principles of Learning:
Accountable Talk
Students analyze
possible motives
for the Peloponnesian War.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 2
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2005-2006 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skills
Student Expectations
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
Classical Civilizations Unit: Ancient Greece (continued)
413
Government–Different political systems in societies, past and
present
Apply knowledge of political systems to make decisions about
contemporary issues and events. (15D)
418
Government–Historical origins and developments in government
Trace the process by which democratic-republican government
evolved from its beginning in classical Greece and Rome. (16A)
506
Citizenship-Developments of political concepts
Evaluate political choices and decisions that individuals, groups, and
nations have made in the past, taking into account historical context,
and apply this knowledge to the analysis of choices and decisions
faced by contemporary societies. (17A)
523
Citizenship-individual and group participation in the democractic
process
Describe the different roles of citizens and noncitizens in historical
cultures, especially as the roles pertain to civic participation. (17B)
621
Culture–Relationship between art and society
Analyze examples of how art, architecture, literature, music, and
drama reflect the history of cultures in which they are produced. (20B)
622
Culture-relationship between art and literature and the societies
Identify significant examples of art and architecture that demonstrate
an artistic ideal or visual principle from selected cultures. (20A)
630
Culture-impact of fundamental institutions and ideas on
societies
Summarize the fundamental ideas and institutions of Western
civilizations that originated in Greece and Rome. (22B)
Principles of Learning:
Academic Rigor
The PreAP Core Structure
rubric can be found in the
AP Vertical Teams Guide for Social
Studies from the College Board. This
resource also contains categories for
organizing their essays, such as
PERSI, and ideas for helping students
improve their writing.
Weeks
1&2
(continued)
Principles of
Learning:
Academic Rigor
Students will
compare the
government of
ancient
Greece with the
government of
ancient China.
Principles of Learning: Accountable Talk
Students will use peer edits to evaluate
each other’s Alexander the Great essay
rough drafts.
McDougal Littell Patterns of Interaction Ch. 5 In
Depth Resources, Ideas of Government in Greece and
China, p. 19. Students compare the forms of government
between Greece and China answer questions 1-5.
Graded assessment of answers
to questions
McDougal Littell Patterns of Interaction TE,
Corresponding with Greek Philosophers, p. 124: Students
read a section of at least one primary and one secondary
source on Socrates, Plato, or Aristotle. After reading the
sources, students write a letter to the person they have
chosen in which they state two things they admire about this
person, two they understand or agree with in his writings, and
two things they do not understand or agree with. After
students complete their letters, conduct a class discussion on
the questions they have raised and what they think the
philosophers’ responses might have been.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
McDougal Littell Patterns of Interaction TE, Researching
the Life of Alexander the Great, p. 129: In cooperative
groups, students investigate one aspect of Alexander’s life
and create a brief report. Aspects to research include: early
education, military conquests, administrative and cultural
achievements, and historical legacy.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
Alexander the Great Essay: Use a Venn diagram from
critical thinking transparencies to compare Greek culture
before and after Alexander. Use this information as a basis
for writing a comparison and contrast essay on Greek culture
and how Alexander the Great affected it, including one
paragraph on Alexander’s life.
Pre-AP Core Structure rubric
assessing at least two aspects of
Greek culture before Alexander and
two aspects of Greek culture after
Alexander
McDougal Littell Patterns of Interaction TE, History from
Visuals, p. 133: Students will sketch the chart about Greek
astronomy and answer the questions.
Graded assessment of charts and
answers to questions
McDougal Littell Patterns of Interaction TE, Critical
Thinking #2: Classical Greek Influences, p. 137: Students
use a web graphic organizer to list examples of how classical
Greece has influence the United States.
Graded assessment of graphic
organizers
McDougal Littell Patterns of Interaction TE,
Multimedia Report on Hellenistic Culture, p. 134:
Students create a multimedia report on Hellenistic culture in
which students research one of the seven scientists or
philosophers listed and create visual and technological aides
to enrich their presentation.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
Test over content at the chapter and
unit levels
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 3
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2005-2006 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skills
Student Expectations
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
Classical Civilizations Unit: Ancient Greece (continued)
Weeks
1&2
TAKS Mini-Lesson (p. 107D)
Students defend or reject Socrates’ quote “There is
only one good, knowledge; and one evil, ignorance”
using material from the chapter to support their
opinion (p. 125). TAKS Obj. 2 (WH10B)
The Social Studies Skills strand of the TEKS
should be incorporated into all the topics
through the year. The skills developed and
reviewed here should be extended and
reinforced within the context of the social
studies concepts being taught on the bulletin
board along with the displayed work.
(continued)
Principles of Learning: Clear
Expectations:
Develop rubric with student input for
Athens Scrapbook. Engage students
in discussion of criteria expected for quality
work. Display examples of exemplary work, if
available.
705
Science, Technology, and Society–Individuals create or invent
technology
Identify the contributions of significant scientists such as Archimedes,
Erastosthenes, and Pythagorus. (23E)
712
Science, Technology, and Society-impact of technology on the
cultural development
Identify new ideas in mathematics, science, and technology that
occurred during the Greco-Roman, Indian, Islamic, and Chinese
civilizations and trace the spread of these ideas to other civilizations
(23B)
816
Social Studies Skills-locate, differentiate, and use primary and
secondary sources
Locate and use primary and secondary sources such as computer
software, databases, media and news services, biographies,
interviews, and artifacts to acquire information. (25B)
Extension Activity at www.classzone.com:
Mock Trial: Socrates
Students present a mock version of the trial of
Socrates to familiarize students with the key
figures at Socrates’ trial and with the larger
issues in Greek society highlighted by the
trial. Classzone.com gives detailed
descriptions for the assignment.
Recommended History Alive! activities
History Alive! Ancient Greece: Lesson 1.2, “Crete and
Mycenae: Identifying the Roots of Greek Civilization” –
Students will match and analyze Minoan and Mycenaean
artifacts to explore the cultural influences of the Bronze Age.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
Informal assessment of student
responses
History Alive! Ancient Greece: Lesson 1.4, “Tracing the
Development of Democracy” – Students will program a
radio using the principles of four forms of government:
monarchy, oligarchy, tyranny, and democracy.
Informal assessment of student
responses
History Alive! Ancient Greece: Lesson 2.1,
“Understanding the Persian Wars Through Visual
Metaphors” – Students will create five visual metaphors of
the Persian Wars by annotating drawings of basketball
games.
Graded assessment of student
diagrams
History Alive! Ancient Greece: Lesson 2.2, “Touring
Athens During the Golden Age” – Students will take a
“walking tour” of Athens to explore 10 aspects of daily life and
create a scrapbook of the journey.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
History Alive! Ancient Greece: Lesson 2.3, “Greek
Against Greek: Athens vs. Sparta” – Students will
experience how the rivalry between tow cultures led to the
Peloponnesian War.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
History Alive! Ancient Greece: Lesson 4.1, “Recognizing
Ancient Greek Achievements in the Modern World” –
Students will investigate ancient Greek advancements in
architecture, mathematics, and physics.
Informal assessment of student
responses
Principles of Learning: Clear Expectations
Use the bulletin board to inform
the learning community about accomplished standards
achieved by students. Be sure to frame displayed work by specifically stating the
assignment’s objectives and connections to TEKS on the bulletin board along with the
displayed work.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 4
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2005-2006 Austin Independent School District
Resources
Recommended Resources:
History Alive! Ancient Greece
McDougal Littell, World History: Patterns of Interaction:

Chapter 3, “People and Ideas on the Move” (section 3, pp. 67-68)

Chapter 5, “Ancient Greece”
On-line edition at classzone.com
Tenth Grade – Pre AP World History
United Streaming Video at www.unitedstreaming.com

Discovering Ancient Greece (1500-100 BC) (35:30 minutes) Part One (15:37) Part Two ( 18:15) see reference:
Black line Masters & Teachers Guides

Ancient Civilizations: Legacies (15:00 minutes)

Conquerors: Alexander the Great (26:00 minutes)
Ancillary Materials:
In-Depth Resources: “Beginnings of Civilization,” Unit 1
Specific Websites on Ancient Greece:
 Guided Reading Ch. 3, p. 37

“Argument in an Athenian Jail: Socrates and the Law” at www.edsitement.neh.gov/view_lesson_plan.asp
 Skillbuilder Practice: Forming Opinions, p. 39

Interactive student website on ancient Greek culture at
 Primary Sources
http://www.thinkquest.org/library/lib/site_sum_outside.html?tname=2840&url=2840/
o
Dolphin Fresco from Knossos, p. 44

Exploring Ancient World Cultures at the University of Evansville website http://eawc.evansville.edu/
 World Art and Cultures Transparencies

Images from World History: Classical Greece http://www.hp.uab.edu/_image_archive/ulc/_ulce.html
o
AT7 Palace of Minos at Knosso

The Trojan War: An Illustrated Companion http://www.philipresheph.com/ demodokos/
 Electronic Library of Primary Sources

Images of the Trojan War Myth http://www.temple.edu/ classics/ troyimages.html
o
“Hanno’s Voyage“

Ancient Greek Civilizations: The Dorians http://emuseum.mnsu.edu/ prehistory/ aegean/ theculturesofgreece/
In-Depth Resources: “New Directions in Government and Society,” Unit 2
dorians.html
 Guided Reading, pp. 1-5

HWC, The Persian Wars http://history.boisestate.edu/ westciv/ persian/
 Skillbuilder Practice: Analyzing Motives, p. 6

The Persian Wars http://www.mnsu.edu/ emuseum/ prehistory/ aegean/ theculturesofgreece/ phoenician.html
 Literature

The Olympic Games in the Ancient Hellenic World http://minbar.cs.dartmouth.edu/ greecom/ olympics/
o
from The Odyssey, pp. 14-16

Greece http://carlos.emory.edu/ ODYSSEY/ GREECE/ democracy.html
 Geography Application: The Peloponnesian War, pp. 7-8

Alexandrian Scholarship http://www.perseus.tufts.edu/ GreekScience/ Students/ Ellen/ Museum.html
 Primary Sources

Alexander in India http://www.archaeonia.com/ history/ hellenistic/ india.htm
o
from The History of Herodotus, p. 9
o
Plague in Athens, p. 10
Maps101.com
o
from The Republic, pp. 11-12
o
from Politics, p. 13
Teacher Notes
 History Makers
Vocabulary:
o
Sophocles, p. 17
Chapter 3
o
Archimedes, p. 18
Section 3: Minoans, Aegean Sea, Knossos, King Minos
 Connections Across Time and Cultures: Ideas of Government in Greece and
Chapter 5
China, p. 19
Section 1: Mycenaeans, Minoan, Trojan War, Dorians, Dorian Age, Homer, epics, myths
 Geography Transparencies
Section 2: polis, acropolis, monarchy, aristocracy, tyrant, oligarchy, phalanx, tyrant, helot, democracy, Persian Wars
o
GT5 Greek View of the World, 494 BC
Section 3: direct democracy, classical art, tragedy, comedy, Peloponnesian War, philosophers, Socrates, Plato,
Aristotle
 Critical Thinking Transparencies
o
CT5 Elements of Greek Culture
Section 4: Philip II, Macedonia, Alexander the Great, Darius III
Section 5: Hellenistic, Alexandria, Euclid, Archimedes, Colossus of Rhodes
 World Art and Cultures Transparencies
 Conceptual Definitions
o
AT10 Greek vase painting
Principles of Learning:
Using PreAP Strategy, students create conceptual definitions of:
o
AT11 Marble figures
Academic Rigor
Democracy, aristocracy, monarchy, classical, philosophy
 Electronic Library of Primary Sources
The PreAP Conceptual
See AP Vertical Team Resources Guide for instruction
o
“The Spartan Discipline for Youths”
Definition strategy
o
“The Athenians and the Spartans”
o
“Alexander Speaks to His Soldiers”
can be found in the AP
Social Studies Professional Development is available through the
o
from “Archimedes’ Engines”
Vertical Teams Guide for
Professional Development Academy (PDA). Sign up online at

TAKS Practice Transparencies TT16 – TT20
Social Studies from the
http://www.austinschools.org/pda/registration.html .
College Board.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 5
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2005-2006 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skills
Student Expectations
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
Classical Civilizations Unit: Ancient Rome
201
Geography-Concept of location
Observe patterns in the size and distribution of cities using
maps, graphics, and other information. (WG6A) B
T2
214
Geography-translate and analyze geographic data
Answer questions about geographic distributions and patterns
shown on maps, graphs, and charts (8.10B) B
T2
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. (WG5B) B
T3*
216
Geography-translate and analyze geographic data
Pose and answer questions about geographic distributions and
patterns in world history shown on maps, graphs, charts,
models, and databases (11B) B
T2
301
Economics-production of goods and services
Compare the ways people satisfy their basic needs through the
production of goods and services such as subsistence
agriculture versus market-oriented agriculture or cottage
industries versus commercial industries (WG10C) B
T3
611
Culture-How cultures change over time
Describe the general processes such as migration, war, trade,
independent inventions, and diffusion of ideas and motivations
on cultural change. (WG 18A) B
T3*
Science, Technology & Societ-impact of technology on the
cultural development
Give examples of [major mathematical and scientific discoveries
and] technological innovations that occurred at different periods
in history and describe the changes produced by these
discoveries and innovations. (23A) B
T2*
811
Social Studies Skills-create visual and written materials
Interpret [and create databases, research outlines,
bibliographies, and]visuals including graphs, charts, timelines,
and maps. (26C) B
T5
823
Social Studies Skills-Apply critical thinking skills to social
studies information
Analyze information by sequencing, categorizing, identifying,
cause-and-effect relationships, comparing, contrasting, finding
the main idea, summarizing, making generalizations [and
predictions] and drawing inferences and conclusions.
(25C) B
T5
711
Weeks
2&3
[6 Days]
McDougal Littell Patterns of Interaction TE, Connecting
History and Geography, p. 138: Students use the map of
Rome to answer questions 1-3 on pp. 138-139.
Informal assessment of student
responses.
McDougal Littell Patterns of Interaction TE, Making
Inferences, p. 138: Ask students to locate Rome on the map
on page 139. Write, “All roads lead to Rome” on the
chalkboard. Ask students what this statement might mean
both literally and figuratively.
Informal assessment of student
responses
McDougal Littell Patterns of Interaction TE, Interact with
History, p. 140: Students evaluate the qualities of leaders by
answering questions 1-3.
Graded assessment of answers to
questions
McDougal Littell Patterns of Interaction TE, History from
Visuals, pp. 143: Students will sketch the chart comparing
republican governments in Rome and the United States and
answer the two questions.
Graded evaluation of student charts
and answers to questions
In Rome, senators and members of both assemblies are
in office for life. Ask students whether electing U.S.
representatives and senators for life would change the U.S.
government for better or worse. List students’ responses on
the chalkboard and discuss how such a change would affect
officials’ willingness to listen to the wishes and needs of the
people.
Informal assessment of student
responses
Principles of Learning: Accountable Talk
Students will discuss ramifications of changes
to the U.S. government.
McDougal Littell Patterns of Interaction TE, A Debate
About Historical Motives, p. 147: Student cooperative
groups will research and debate a position on one of the
following issues associated with Rome: “Julius Caesar
committed treason by crossing the Rubicon” or “Assassins of
Julius Caesar were motivated by a desire for power”.
Students will write an opening position statement and at least
three arguments to support their positions. Groups will
debate the opposing side on their topic and the class will
choose which side states and supports their position the best.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
Principles of Learning: Academic Rigor
Through the debate on Ancient Rome, students synthesize several sources
of information that allows them to construct explanations and formulate conjectures and
hypotheses. They are able to test their own understanding of concepts and challenge each
other’s evidence and reasoning.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 6
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2005-2006 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skills
Student Expectations
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
Classical Civilizations Unit: Ancient Rome (continued)
108
History-Sequencing events
Apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods. (1C)
126
History-Historical groups from selected societies and their
contributions
Analyze the role played by significant groups in world history such
as…the Romans… (L)
170
History-Historical origins of imperialism
Analyze examples of major empires of the world such as the Roman
empire. (7A)
205
Geography-Construct and interpret maps
Create thematic maps, graphs, charts, models, and databases
representing various aspects of world history. (11A)
233
Geography-Geographic factors that influence political
development
Identify and explain reasons for changes in political boundaries such
as those developing from international conflicts such as ancient
empires, feudalism, development of the nation-state, and conquests.
(L)
406
412
413
Weeks
2&3
continued
Principles of
Learning:
Academic Rigor
Students find
textual evidence
to support
statements
evaluating
Caesar’s
character .
Government-Structures of government
Explain the impact of parliamentary and constitutional systems of
government on significant world political developments. (15A)
Government-Different political systems
Define and give examples of different political systems, past and
present. (15B)
Government-Different political systems
Apply knowledge of political systems to make decisions about
contemporary issues and events. (15D)
TAKS Mini-Lesson (p. 137D)
Have students play the role of
Roman merchants. Consult the
map of trade and the text, and have them
propose bargains for various goods with
far-off merchants in the empire.
TAKS Obj. 3 (WH18A)
TAKS Mini-Lesson (p. 137D)
Have students write a paragraph
explaining their ideas about the
immediate causes of the Fall of Rome,
then compare these with the three
historical commentaries in the text and
look for differences. (p. 163)
TAKS Obj. 3 (WH10B
McDougal Littell Patterns of Interaction TE, Section
Assessment #2, p. 145 and Close Activity, p. 152:
Students create a timeline showing the main events that mark
the growth of Rome into a powerful republic that mark the
republic’s end and the formation of the Roman Empire.
Graded assessment of student
timelines
McDougal Littell Patterns of Interaction TE, Close
Activity, p. 145: Students list the major causes behind each
main event and describe the effects each event had on the
development of Rome’s power.
Graded assessment of student
lists and descriptions
McDougal Littell Patterns of Interaction TE, Literature:
Julius Caesar, p. 148: Students read aloud passages from
Julius Caesar in the InDepth Resources and find passages
that illustrate various aspects of Caesar’s character, such as
arrogance, courage, and a good judge of men.
Informal assessment of student
responses
McDougal Littell Patterns of Interaction Ch. 5 In Depth
Resources, Historymakers: Cleopatra and Julius Caesar,
pp. 35-36: Students read about Cleopatra and Julius Caesar
and answer the questions.
Graded assessment of answers to
questions
McDougal Littell Patterns of Interaction TE, Critical
Thinking Activity, p. 150: Students will sketch the chart
describing Roman Emperors. Discuss the advantages and
risks of having one person rule an empire or nation.
Informal assessment of student
charts
McDougal Littell Patterns of Interaction TE, Critical
Thinking Activity, p. 154: Students create a Venn Diagram
comparing Christianity and Judaism.
Graded assessment of student
diagrams
McDougal Littell Patterns of Interaction TE, New
Testament Parables, p. 154 and Electronic Library of
Primary Sources, from The Gospel According to
Matthew: Students find examples of parables told by Jesus.
They summarize the parables and discuss Jesus’ use of
commonplace events to make his points.
Informal assessment of student
responses
McDougal Littell Patterns of Interaction TE, Close
Activity, p. 157: On the chalkboard put the headings,
“Roman Empire,” “Christian Message,” and “Church
Organization.” Students give two or three examples to explain
how each of these three elements helped Christianity become
a major world religion in only a few centuries.
Informal assessment of student
responses
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 7
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2005-2006 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skills
Student Expectations
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
Classical Civilizations Unit: Ancient Rome (continued)
418
Government-Historical origins
Trace the process by which democratic-republican government
evolved from its beginnings in classical Greece and Rome…(16A)
506
Citizenship-Developments of political concepts
Evaluate political choices and decisions that individuals, groups, and
nations have made in the past, taking into account historical context,
and apply this knowledge to the analysis of choices and decisions
faced by contemporary societies. (17A)
507
Citizenship-Developments of political concepts
Trace the historical development of the rule of law and rights and
responsibilities, beginning in the ancient world and continuing to the
beginning of the first modern constitutional republics.
(18A)
509
Citizenship-Rights and responsibilities of citizenship
Summarize the worldwide influence of ideas concerning rights and
responsibilities that originated from Judeo-Christian ideals in Western
civilization, such as equality before the law. (18B)
523
Citizenship-individual and group participation in the democratic
process
Describe the different roles of citizens and noncitizens in historical
cultures, especially as the roles pertain to civic participation. (17B)
529
Weeks
2&3
continued
Principles of
Learning:
Accountable
Talk
Students evaluate
the various
causes of the fall
of the Western
Roman
Empire.
Citizenship-impact of political decisions on citizens
Identify examples of political, economic, and social oppression and
violations of human rights throughout history, including slavery, the
Holocaust, other examples of genocide, and politically-motivated
mass murders in Cambodia, China, and the Soviet Union. (18C)



McDougal Littell Patterns of Interaction TE, History from
Visuals, pp. 160: Students will sketch the chart showing the
causes of the fall of the Western Roman Empire and answer
the questions. Discuss the factor they consider the most
important.
Graded assessment of student
charts and answers to questions
Students choose one factor and write a statement on how
it contributed to the Western Roman Empire’s decline.
Graded assessment of student
statements
McDougal Littell Patterns of Interaction TE, History from
Visuals, pp. 161: Students use the map to answer the
questions.
Informal assessment of student
responses
Students look up the word vandal and gothic in a
dictionary and report on the meanings and origins.
Informal assessment of student
responses
McDougal Littell Patterns of Interaction Ch. 5 In Depth
Resources, Hellenistic Culture and Roman Culture, p. 37.
Students create a Venn Diagram comparing the
accomplishments of Rome culture to Hellenistic culture and
evaluate the main differences.
Graded assessment of student
diagrams
Extension Activity at www.classzone.com:
The Spread of the Roman Republic owed
much to strategic alliances made with
territories distant from Rome. The United
States, too, has used alliances to bolster its
strength in the world. Students work with a
team to prepare and present a short television documentary
about the relationship between the United States and one of
its allies today. Classzone.com gives detailed descriptions for
the assignment.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
This internet activity is
an excellent way to connect
the World History content to
the 8th grade TEKS in TAKS
Objectives One and Four
Web sites for the Extension Activity:
Freedom Timeline: The Statue of Liberty at
http://www.whitehouse.gov/ kids/ timeline/ statue.html
Center on the United States and France at
http://www.brook.edu/ dybdocroot/ fp/ cusf/ center_hp.htm
Treaty of Alliance Between the United States and France at
http://www.yale.edu/ lawweb/ avalon/ diplomacy/ france/
fr1788-2.htm
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 8
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2005-2006 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skills
Student Expectations
TAKS
Obj.
616
Culture-individuals and groups shape a society’s culture
Analyze the specific roles of women, children, and families in different
historical cultures. (21A)
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
Classical Civilizations Unit: Ancient Rome (continued)
617
621
627
630
Culture-individuals and groups shape a society’s culture
Describe the political, economic, and cultural influence of women in
different historical cultures. (21B)
Culture-Relationship between art and society
Analyze examples of how art, architecture, literature, music, and
drama reflect the history of cultures in which they are produced. (20B)
Culture-impact of religion on society
Identify examples of religious influence in historic and contemporary
world events. (19B)
Culture-Impact of fundamental institutions
Summarize the fundamental ideas and institutions of Western
civilizations that originated in Greece and Rome. (22B)
631
Culture-Impact of fundamental institutions
Analyze how ideas such as Judeo-Christian ethics have influenced
institutions and societies. (22C)
712
Science, Technology, and Society-Impact of technology on
cultural development
Identify new ideas in mathematics, science, and technology that
occurred during the Greco-Roman…civilizations and trace the spread
of these ideas to other civilizations. (23B)
816
817
Social Studies Skills-Locate, differentiate, and use primary and
secondary sources
Locate and use primary and secondary sources such as computer
software, databases, media and news services, biographies,
interviews, and artifacts to acquire information. ((25B)
Social Studies Skills-Locate, differentiate, and use primary and
secondary sources
Explain and apply different methods that historians use to interpret
the past, including the use of primary and secondary sources, points
of view, frames of reference, and historical context. (25D)
Weeks
2&3
continued
Recommended History Alive! activities
History Alive! Ancient Rome: Lesson 2.1, “Creating
Columns to Evaluate Roman Emperors” – Students will
design columns for four notable Roman emperors to evaluate
how well they ruled ancient Rome.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
History Alive! Ancient Rome: Lesson 3.1 “The
Beginnings of Christianity” – Students will match biblical
passages to period artwork to explore the rise of Christianity.
Informal assessment of student
responses
History Alive! Ancient Rome: Lesson 3.2 “Comparing
Early Christian and Ancient Roman Beliefs” – Students
will complete a dialogue between Roman and a Christian to
illustrate conflicting religious beliefs.
Informal assessment of student
responses
History Alive! Ancient Rome: Lesson 5.1 “Creating a
Mosaic About Ancient Rome” – Students will design a
mosaic of paper tiles to explain their knowledge of ancient
Rome.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
History Alive! Europe After the Fall of the Roman Empire:
Lesson 1.3 “Exploring the Reasons for Rome’s Fall” –
Students will examine a series of political cartoons to
compare Rome’s past with contemporary society.
History Alive! Europe After the Fall of the Roman Empire:
Lesson 1.4 “Writing a Eulogy for the Roman Empire” –
Students will prepare a eulogy for the fallen Roman Empire
that praises its lasting achievements.
Informal assessment of student
responses
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
Test over content at the chapter and
unit levels
Principles of Learning: Accountable Talk
Create the norms and skills of Accountable Talk (AT) by modeling
appropriate forms of discussion and by questioning, probing, and
leading conversations. Help students develop talk that is appropriate in tone
and content to the social group and setting and to the purpose of the
conversation
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 9
©2005-2006 Austin Independent School District
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
Resources
Recommended Resources (continued)
McDougal Littell, World History: Patterns of Interaction:

Chapter 6, “Ancient Rome and Early Christianity”
United Streaming Video at www.unitedstreaming.com
On-line edition at classzone.com
Ancillary Materials:
In-Depth Resources: “New Directions in Government and Society,” Unit 2
 Guided Reading Ch. 6, pp. 20-24
 Skillbuilder Practice: Summarizing, pp. 25
 Literature
o
from Julius Caesar, pp. 32-34
 History Makers
o
Cleopatra, p. 35
o
Julius Caesar, p. 36
 Geography Application: The Roads of the Roman Empire, pp. 26-27
 Primary Sources
o
from The Gallic War, p. 28
o
from Emperor Galerius’ Edict of Toleration, p. 29
o
Dinner with Attila the Hun from Historici Graeci Minores, p. 30
o
The Eruption of Vesuvius, p. 31
 Connections Across Time and Cultures: Hellenistic Culture and Roman Culture, p. 37
 Geography Transparencies
o
GT6 Expansion of the Roman Empire, 500BC – AD117
 Critical Thinking Transparencies
o
CT42 Chapter 6 Visual Summary
o
CT6 Lasting Contributions of Roman Society
 World Art and Cultures Transparencies
o
AT12 The Forum
o
AT13 Roman Painting
o
AT14 Trajan’s Column
 Electronic Library of Primary Sources
o
“Hannibal Crosses the Alps”
o
“How Cleopatra Charmed Antony”
o
“Wall Inscriptions from Pompeii”
o
from the Gospel According to Matthew in the King James Bible
o
from Agricola
o
From the Satyricon
 TAKS Practice Transparencies TT21-TT25
Recommended Resources:

History Alive! Ancient Rome

History Alive! Europe After the Fall of the Roman Empire




Tenth Grade – Pre AP World History
Ancient Civilizations: Legacies (15 minutes)
Ancient Civilizations: Safekeeping (29:50 minutes)
In the Shadow of Vesuvius (58:42 minutes)
World of Ancient Rome (753 B.C. - 476 A.D.), The (22:55 minutes)
Specific Websites on Ancient Rome:

















Exploring Ancient World Cultures at the University of Evansville website http://eawc.evansville.edu/
World Civilizations Guide to Ancient Rome at http://www.wsu.edu:8080/~dee/ROME/CONTENTS.HTM
Internet Ancient History Sourcebook http://www.fordham.edu/ halsall/ ancient/ asbook09.html
Daily Life in Ancient Greece and Rome http://ancienthistory.about.com/ library/ weekly/ aa051799.htm
Ancient Rome at http://www.ukans.edu/ history/ index/ europe/ ancient_rome/ E/Roman/ RomanSites*/
index.html
Augustus Caesar and the Pax Romana at http://www.historyguide.org/ ancient/ lecture12b.html
Pictures of History: Pompeii at http://www.cs.berkeley.edu/ ~jhauser/ pictures/ history/ Romans/
Pompeii/
Julius Caesar at http://www.infoplease.com/ ce6/ people/ A0809782.html
Titus Flavius Sabinus Vespasianus at http://www.roman-empire.net/ emperors/ titus-index.html
The Christian Catacombs of Rome at http://www.catacombe.roma.it/ welcome.html
Rise of Christianity at http://www.tulane.edu/ ~august/ H401/ chronologies/ Rise_Christianity.htm
The Arch of Titus and Reliefs at http://www.bluffton.edu/ ~sullivanm/ titus/ titus.html
Constantine and the Gradual Decline of Rome at http://library.thinkquest.org/ 12654/ ConReady.html
The Roman Bath. at http://isthmia.osu.edu/ bath.html
Vesuvius, Italy at http://volcano.und.nodak.edu/ vwdocs/ volc_images/ img_vesuvius.html
Biographies: Tacitus at http://library.thinkquest.org/ 11402/ bio_tacitus.html
Maps 101.com
Teacher Notes
Vocabulary:
Chapter 6
Section 1: Romulus, Remus, Latins, Etruscans Roman Republic, republic, patrician, plebeian, tribune,
Twelve Tables, consuls, senate, dictator, Tribal Assembly, legion, Carthage, Hannibal, Punic
Wars, Scipio
Section 2: Tiberius and Gaius Gracchus, civil war, Julius Caesar, Rubicon, Ides of March, assassination,
triumvirate, absolute ruler, Marc Antony, Cleopatra, Octavian, Augustus, Pax Romana,
Roman Empire, “Bad Emperors”, “Good Emperors”, gladiator
Section 3: Christianity, Jesus, parable, apostle, Peter, Paul, Diaspora, bishop, pope, Constantine, heresy
Section 4: Diocletian, Constantinople, Fall of the Roman Empire, Attila, Vandals, Ostrogoths, Visigoths,
Franks, Huns
Section 5: Classical Rome, Greco-Roman culture, bas-relief, Pompeii, Virgil, Aenid, Tacitus, arch, dome,
concrete, Colosseum, aqueduct, principles of Roman law
Conceptual Definitions
Using Pre-AP Strategy, students create conceptual definitions of:
Republic, dictator, absolute ruler, empire
See AP Vertical Team Resources Guide for instruction
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 10
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2005-2006 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skills
Student Expectations
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
Middle Ages Unit: The Muslim World
201
Geography-Concept of location
Observe patterns in the size and distribution of cities using
maps, graphics, and other information. (WG6A) B
T2
Informal assessment of answers to
questions
T2
McDougal Littell Patterns of Interaction TE, Interact with
History, pp. 232: Students examine the exchange of an idea
between cultures by imagining themselves as a medieval
European learning about Arabic numerals from a Muslim and
answer the questions.
214
Geography-translate and analyze geographic data
Answer questions about geographic distributions and patterns
shown on maps, graphs, and charts (8.10B) B
Graded assessment of answers to
questions
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. (WG5B) B
T3*
McDougal Littell Patterns of Interaction Ch. 10 In Depth
Resources, Historymakers: Muhammad, p. 14. Students
read about the life of Muhammad and answer the questions.
Students use the reading and textbook information to
create an illustrated timeline of Muhammad’s life.
216
Geography -Analyze geographic data
Pose and answer questions about geographic distributions and
patterns in world history shown on maps, graphs, charts,
models, and databases. (11B) B
T2
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
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
motivation on cultural change. (WG18A) B
T3*
Science, Technology, and Society–Impact of technology on
cultural development.
Give examples of major mathematical and scientific discoveries
and technological innovations that occurred at different periods
in history and describe the changes produced by these
discoveries and innovations. (23A) B
T2
811
Social Studies Skills–Create visual and written material
Interpret [and create databases, research outlines,
bibliographies, and] visuals including graphs, charts, timelines,
and maps. (26C) B
T5
818
Social Studies Skills-Identify and support different historic
points of view
Identify points of view from the historical context surrounding an
event and the frame of reference which influenced the
participants. (8.3D) B
T5
Social Studies Skills-Apply critical thinking skills to social
studies information
Analyze information by sequencing, categorizing, identifying,
cause-and-effect relationships,
comparing, contrasting, finding the main idea, summarizing,
making generalizations [and predictions] and drawing inferences
and conclusions. (25C) B
T5
215
711
823
Weeks
4&5
[6 Days]
McDougal Littell Patterns of Interaction TE, Chapter
Activities: Living History Unit Portfolio Project, p. 249:
Students create a poster showing the Five Pillars of Islam.
Draw, trace, or photocopy images that demonstrate the
responsibilities of believers. Add notes to clarify these
responsibilities.
McDougal Littell Patterns of Interaction TE, Close
Activity: Comparing, p. 237: Students fill in a Venn diagram
showing similarities and differences between the basic beliefs
of Jews, Christians, and Muslims
Graded assessment of student
diagrams
Students use the Venn Diagram to write an essay to
compare Islam to Judaism and Christianity. What are the
biggest differences between these religions? What factors do
they have in common?
Pre-AP Core Structure rubric
assessing at least two aspects of the
religions that are similar and two that
are different
McDougal Littell Patterns of Interaction TE, Close
Activity: Identifying Main Ideas, p. 247: Students, in
cooperative groups, write achievements of the Muslim world
on half sheets of paper, one achievement per sheet. Then
have individual students place the papers under the
appropriate headings listed on the board: Medicine, Math,
Science and Technology, Philosophy and History, Literature,
and Art and Architecture.
Informal assessment of student
responses
Students will write an essay to the following prompt:
What were the most important Islamic achievements? Why
were the Muslims able to make such great contributions and
how did these contributions impact the world?
Pre-AP Core Structure rubric
assessing student essays
McDougal Littell Patterns of Interaction TE, Creating
a Brochure, p. 243: Student cooperative groups will create a
four-page brochure put out by the Abbasid bureaucracy to
lure scholars and other talented people to Baghdad.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 11
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2005-2006 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skills
Student Expectations
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
Middle Ages Unit: The Muslim World (continued)
Web sites for the Extension Activity:

Muslim Countries Database at http://chasing.8m.com/

In Focus: The World of Islam at http://magma.nationalgeographic.com/
ngm/ data/ 2002/ 01/ 01/ html/ ft_20020101.5.html#

Spread of the Muslim Empire Map at http://ccat.sas.upenn.edu/ ~rs143/
map1.jpg

Muslim Distribution Map at http://www.lib.utexas.edu/ maps/ world_maps/
muslim_distribution.jpg

Muslim World Journey at http://www.islam.org/ World/ default.htm
Weeks
4&5
continued
TAKS Extension Activity at
www.classzone.com:
Students will work with a team to create
maps and charts showing countries where
Muslims live in our world. Using the Internet
or almanacs, they will do research to find the
countries in which Islam is practiced today.
McDougal Littell Patterns of Interaction TE, Section
Assessment #2, p. 241: Students create a table showing
the rulers of Islam, their period of rule, and at least two
developments that affected the growth or strength of Islam
during that period.
Web sites for the Internet Activity:

The Religion of Islam at http://www.iad.org

An Elementary Study of Islam: The Prayer at
http://www.bbc.co.uk/religion/religions/islam/worship/index.shtml

Creating a Chart in Excel 98 at
http://computing.fandm.edu/training/excel/simplechart.html
138
History-Connection between history and international
relationships
Summarize the major political, economic, and cultural developments
of civilizations in China, India, and Japan. (6C)
170
History-Historical origins of imperialism
Analyze examples of major empires of the world. (7A)
523
Citizenship-Individual and group participation in the democratic
process
Describe the different roles of citizens in historical cultures, especially
as the roles pertain to civic participation. (17B)
529
616
Citizenship-Impact of political decisions on citizens
Identify examples of political, economic, and social oppression and
violations of human rights throughout history, including slavery, the
Holocaust, other examples of genocide, and politically-motivated
mass murders in Cambodia, China, and the Soviet Union. (18C)
Culture- Individuals and groups shape a society’s culture
Analyze the specific roles of women, children, and families in different
historical cultures.
(21A)
Internet Activity from www.classzone.com:
Students will create an electronic chart in which
they identify and explain the meaning of Muslim
prayer rituals.
Principles of
Learning:
Academic Rigor
Students will
Compare the
treatment
of peoples
by various rulers
throughout early
history.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
Graded assessment of student
tables
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
McDougal Littell Patterns of Interaction TE, Interact with
History, p. 442: Students analyze the issues the conquerors
of people with diverse customs faced by putting themselves
in the position of a 15th century Ottoman sultan and
answering the questions.
Informal assessment of student
responses
McDougal Littell Patterns of Interaction TE, History from
Visuals, p. 446: Students sketch the chart about the
organization of the Ottoman Government and answer the
questions.
Graded assessment of charts and
answers to questions

McDougal Littell Patterns of Interaction TE,
Section Assessment #3, p. 447. Students write a
paragraph in response to the following prompt: Do you
think that the Ottomans were wise in staffing their military
and government with slaves? Why or why not?
Graded assessment of student
paragraphs

McDougal Littell Patterns of Interaction Ch. 18 In
Depth Resources, How to Treat the Conquered: p. 50.
Students answer questions comparing the treatment of
conquered people by Romans, Mughals, and Ottomans.
Graded assessment of answers
to questions
McDougal Littell Patterns of Interaction TE, History from
Visuals, p. 448: Students sketch the chart about the Cultural
Blending and answer the questions.

Graded assessment of charts and
answers to questions
Students add the Ottoman Empire and the Saravid
Empire to the chart.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 12
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2005-2006 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skills
Student Expectations
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
Middle Ages Unit: The Muslim World (continued)
617
Culture-Individuals and groups shape a society’s culture
Describe the political, economic, and cultural influence of women in
different historical cultures. (21B)
621
McDougal Littell Patterns of Interaction TE, Connect
History and Geography, pp. 440-441: Students use the
map to answer the four questions.
Informal assessment of answers to
questions
Culture–Relationship between art and society
Analyze examples of how art, architecture, literature, music, and
drama reflect the history of cultures in which they are produced. (20B)
McDougal Littell Patterns of Interaction Ch. 18 In Depth
Resources, Historymakers: Suleiman, p. 48. Students read
about the life of Suleiman and answer the questions.
Graded assessment of answers to
questions
626
Culture-Cultural impact of religion on society
Compare the historical origins, central ideas, and the spread of major
religious and philosophical traditions including Christianity, Islam, and
Judaism and recognize specific individuals associated with these
religions such as Jesus and Muhammad. (19A)
McDougal Littell Patterns of Interaction TE, Section
Assessment #2, p. 457: Students create a timeline
indicating the positive and negative effects each leader had
on the Mughal Empire. Have students make a combined
class time line.
Graded assessment of student
timelines
627
Culture-Impact of religion on societies
Identify examples of religious influence in historic and contemporary
world events. (19B)
Students complete an essay to the following prompt:
Compare the reigns of Suleiman I, Babur, Akbar,
Jahangir/Nur Jahan, Shah Jahan, and Aurangzeb. What
made them successful?
Pre-AP Core Structure rubric
assessing the reigns of leaders of
Islam
712
Science, Technology, and Society-Impact of technology on
cultural development
Identify new ideas in mathematics, science, and technology that
occurred during the Islamic…civilizations and trace the spread of
these ideas to other civilizations. (23B)
816
Social Studies Skills- locate, differentiate, and use primary and
secondary sources Locate and use primary and secondary sources
such as computer software, databases, media and news services,
biographies, interviews, and artifacts to acquire information. (25B)
TAKS Mini-Lesson (p. 229D)
Have students study Muslim
contributions to astronomy, and
compile a short guidebook intended to
introduce Europeans of the Dark Ages to
these innovations.
TAKS Obj. 2 (WH23A)
Weeks
4&5
continued
Principles
of Learning:
Academic Rigor
Students will
compare the
reigns of
different
rulers to
determine
reasons for their
success.
Recommended History Alive! activities
History Alive! The Rise of Islam: Lesson 1.2, “The
Prophet Muhammad” – Students discuss images depicting
the life of the prophet Muhammad and the revelation of the
message of Islam
History Alive! The Rise of Islam: Lesson 2.1 “Mapping
the Modern Muslim World” – Students extrapolate
information from population data to code a map of the
modern Muslim world.
History Alive! The Rise of Islam: Lesson 3.1 “The
Contributions of Muslims to World Civilization” –
Students create and map symbols for the achievements of
the Golden Age.
History Alive! The Rise of Islam: Lesson 5.1 “Designing
Museums Celebrating the Rise of Islam” – Students create
museum exhibits using a variety of graphic devices to
commemorate the rise of Islam.
History Alive! Modern Middle East: Lesson 1.2
“Understanding Christianity, Islam, and Judaism” –
Students create a Venn diagram showing similarities and
characteristics of the three major religions.
History Alive! Modern Middle East: Lesson 1.3 “Creating a
Timeline of Middle Eastern History” – Students match
descriptions of key historical eras with corresponding maps
and dates to complete a timeline.
Informal assessment of student
responses
Graded assessment of student maps
Graded assessment of student maps
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
Graded assessment of student
diagrams
Graded evaluation of student
timelines
Test over content at the chapter and
unit level
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 13
©2005-2006 Austin Independent School District
Resources
McDougal Littell, World History: Patterns of Interaction:

Chapter 10, “The Muslim World”

Chapter 18, “The Muslim World Expands”
On-line edition at classzone.com
Ancillary Materials:
In-Depth Resources: “An Age of Exchange and Encounter,” Unit 3
 Guided Reading Ch. 10, pp. 1-3
 Skillbuilder Practice: Making Inferences, p. 4
 Literature
o
From The Arabian Nights, pp. 11-13
 History Makers
o
Muhammad, p. 14
o
Al-Razi, p. 15
 Geography Application
o
Rule and Taxation Under the Umayyads, p. 5
 Primary Sources
o
From the Qur’an, p. 7
o
The Duties of the Caliph, p. 8
o
On Mental Discipline, p. 9
o
From The Life of Ibn Sina, p. 10
 Connections Across Time and Cultures
o
Advancing Knowledge and Culture, p. 16
 Geography Transparencies:
o
GT10 Baghdad During Its Golden Age, 765-950
 Critical Thinking Transparencies
o
CT10 The Spread of Islam
o
CT46 Chapter 10 Visual Summary
 World Art and Cultures Transparencies
o
AT21 Egyptian Qur’an
o
AT22 Interior Dome in Great Mosque of Cordoba
 Electronic Library of Primary Sources
o
From The Qur’an
o
“Pilgrimage to Mecca”
o
“Men and Women”
 TAKS Practice Transparencies TT35-37
In-Depth Resources: “Connecting Hemispheres,” Unit 4
 Guided Reading Ch. 18, pp. 35-37
 Skillbuilder Practice: Following Chronological Order, p. 38
 Literature
o
From The Bride of Suleiman, pp. 45-47
 History Makers
o
Suleiman, p. 48
o
Shah Jahan, p. 49
 Geography Application
o
Europe Discovers the Riches of India, pp. 39-40
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
Tenth Grade – Pre AP World History
 Primary Sources
o
Suleiman the Magnificent, p. 41
o
Akbar, p. 43
o
Jahangir’s Birthday, p. 44
 Connections Across Time and Cultures
o
How to Treat the Conquered, p. 50
 Geography Transparencies
o
GT18 The Fall of Constantinople, 1453
 Critical Thinking Transparencies
o
CT18 Muslim Empires in Anatolia and India
o
CT54 Chapter 18 Visual Summary
 World Art and Cultures Transparencies
o
AT39 Ottoman miniature painting
o
AT22 Great Mosque of Cordova
o
AT30 Notre Dame Cathedral
o
AT40 Mughal miniature painting
 Electronic Library of Primary Sources
o
“Descriptions of the Turks and the Christians”
o
“The Fall of Constantinople”
o
“Report on Persia, Persians, and Abbas I”
TAKS Practice Transparencies TT65-TT67
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 14
©2005-2006 Austin Independent School District
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
: Recommended Resources:

History Alive! The Rise of Islam
Tenth Grade – Pre AP World History
Recommended Resources (continued)
Maps 101.com
United Streaming Video at www.unitedstreaming.com

Iran: Behind the Veil (26:30 minutes)

Mystic Lands: Jerusalem: Mosaic of Faith (25:00 minutes)

Religions of the World: Islam (28:00 minutes)
Specific Websites on The Muslim World:

Islam: Empire of Faith, http://www.pbs.org/empires/islam/, provides links
and information on this PBS video.

Islam.com at http://www.islam.com/ provides information on historical and
contemporary issues about Islam.

Glossary of Islamic terms and concepts at
http://www.usc.edu/dept/MSA/reference/glossary.html

The Sayings of the Prophet http://www.twf.org/ Sayings.html

A Chronology of Early Islam http://atheism.about.com/ library/












chronologies/ blchron_islam_early.htm
Trade and the Spread of Islam http://www.metmuseum.org/ toah/ hd/ tsis/
hd_tsis.htm
Islamic History Sourcebook http://www.fordham.edu/ halsall/ islam/
islamsbook.html
The Noble Quran http://www.usc.edu/ dept/ MSA/ quran/
The Koran http://www.hti.umich.edu/ k/koran/
Islamic History in Arabia and the Middle East http://www.islam.org/
Mosque/ ihame/ Sec13.htm
The Ottomans http://www.wsu.edu:8080/ ~dee/ OTTOMAN/
OTTOMAN1.HTM
Ottomans and Safavids 17th Century http://coursesa.matrix.msu.edu/
~fisher/ hst373/ chronology/ seventeenth.html
Teacher Notes
Vocabulary:
Chapter 10
Section 1: Allah, Muhammad, Islam, Muslim Hijrah, Qur’an, ritual, Ramadan, mosque, hajj, Sunna, shariah
Section 2: caliph, “protected people” in Islamic society, Abbasid, Baghdad, Umayyads, Shi’a, Sunni, Sufi, Fatimid
Section 3: House of Wisdom, astronomy, al-Razi, algebra, astrolabe, Ka’aba, calligraphy, mosaic, al-Andalus
Chapter 18:
Section 1: ghazi, Osman, Timur the Lame, Mehmet II, Suleiman the Lawgiver, janissary, devshrime
Section 2: Safavid, Isma’il, Shah Abbas, Isfahan
Section 3: Mughal, Babur, Akbar, Jahangir, Nur Jahan, Sikh, Shah Jahan, Taj Mahal, Aurangzeb

Conceptual Definitions
Using PreAP Strategy, students create conceptual definitions of:
ritual, shah
See AP Vertical Team Resources Guide for instruction
The Third International Round Table on Safavid Persia
http://www.arts.ed.ac.uk/ eisawi/ events/ RoundTable.html
Safavid Dynasty http://www.geocities.com/ Athens/ 5246/ Safav.html
The Mughal Empire http://www.sscnet.ucla.edu/ southasia/ History/
Mughals/ mughals.html
Mughal Monarchs http://www.edwebproject.org/ india/ mughals.html
Taj Mahal http://travel.indiamart.com/ places/ monument/ taj_mahal.html
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 15
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2005-2006 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skills
Student Expectations
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
Middle Ages Unit: Byzantines, Russians, and Turks
166
History-Historic origins of voluntary and forced migrations
Trace the spatial diffusion of a phenomenon and describe its
effects on regions of contact such as the spread of bubonic
plague, the diffusion and exchange of foods between the New
and Old Worlds… (WG1B) B
T2*
201
Geography-Concept of location
Observe patterns in the size and distribution of cities using
maps, graphics, and other information. (WG6A) B
T2
215
Geography-Translate and analyze geographic data
Analyze political, economic, social, and demographic data to
determine the level of development and standards of living in
nations. (WG5B) 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. (WG18A) B
T3*
817
Social Studies Skills-Apply critical thinking skills to social
studies information
Analyze information by sequencing, categorizing, identifying,
cause-and-effect relationships, comparing, contrasting, finding
the main idea, summarizing, making generalizations [and
predictions] and drawing inferences and conclusions.
(25C) B
T5
114
161
170
History-Turning points
Identify changes that resulted from important turning points in history
such as…the Mongol invasions…(1B)
History-Impact of religion on history
Identify the political, economic, and social impact of the Crusades.
(3C)
History-Historical origins of imperialism
Analyze examples of major empires of the world. (7A)
Week
4&5
[4 Days]
Principles of
Learning:
Accountable
Talk
Students discuss
solutions to
differences
in doctrine
that might
have kept the
Church unified.
McDougal Littell Patterns of Interaction, Interact with
History, p. 268: Students decide between using force and
using diplomacy to end a conflict by imagining themselves as
a diplomat in the Byzantine Europe and answering the
questions.
Informal assessment of student
responses
McDougal Littell Patterns of Interaction Ch. 11In Depth
Resources, Historymakers: Theodora, p. 31. Students
read about the life of Theodora and answer the questions.
Graded assessment of answers to
questions
Students use the reading and textbook information to
compare Theodora with Hatshepsut, the female pharaoh of
Egypt. Students write a paragraph to the following prompt:
What makes Theodora and Hatshepsut similar and different?
Graded assessment of student
paragraphs
McDougal Littell Patterns of Interaction Ch. 11In Depth
Resources, from Secret History, p. 24. Students read about
Justinian from the point of view of Procopius and answer the
questions.
Graded assessment of answers to
questions
McDougal Littell Patterns of Interaction Ch. 11In Depth
Resources, Ancient Rome and the New Rome, p. 33.
Students compare Ancient Rome with Byzantium and answer
the questions.
Graded assessment of answers to
questions
McDougal Littell Patterns of Interaction Ch. 11In Depth
Resources, Growth of Early Russia, pp. 22-23. Students
T
read about the growth of early Russia and use the map to
2
answer the questions.
*
Graded assessment of answers to
questions
McDougal Littell Patterns of Interaction TE, History from
Visuals, p. 273: Students sketch the chart showing the
differences between two Christian churches and answer the
two questions.
Graded assessment of charts and
answers to questions
McDougal Littell Patterns of Interaction TE, Section
Assessment #4, p. 273: Students brainstorm several
reasons why the Church separated, and for each reason, list
two or three ways in which the problems might have been
resolved.
Informal assessment of student
responses
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 16
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2005-2006 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skills
Student Expectations
TAKS
Obj.
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
Middle Ages Unit: Byzantines, Russians, and Turks (continued)
TAKS Support: This Internet
activity is an excellent opportunity
to present the concept of cultural
diffusion, which is one of the components of
World Geography TEKS 18A, one of the
tested expectations under Objective Three
of the Grade 10 Social Studies TAKS exam.
Week
5
continued
Web sites for the Internet Activity:

Iranian and Persian Art at http://www.iranian.ws/ art.htm

Creating a Chart in Excel 98 at The Spread of Culture from
Country to Another at http://www.topics-mag.com/ globalization/
page-influence%20culture.htm
425
Government-Principles of government addressed in historic
documents
Identify the impact of political and legal ideas contained in significant
historical documents, including Justinian’s Code of Laws and Magna
Carta. (16B)
529
Citizenship-Impact of political decisions on citizens
Identify examples of political, economic, and social oppression and
violations of human rights throughout history, including slavery, the
Holocaust, other examples of genocide, and politically-motivated
mass murders in Cambodia, China, and the Soviet Union. (18C)
621
Culture-Relationship between art and literature and the societies
Analyze examples of how art, architecture, literature, music, and
drama reflect the history of cultures in which they are produced. (20B)
622
Culture-Relationship between art and literature and the societies
Identify significant examples of art and architecture that demonstrate
an artistic ideal or visual principle from selected cultures. (20A)
Principles
of Learning:
Academic Rigor
Students will
look at the
Mongol
invasion of
Russia from an
alternative point
of view to
examine bias.
McDougal Littell Patterns of Interaction TE, Close
Activity: Making an Effects Chart, p. 278: Write the
following terms on the board as column heads: Slav, Greek
Byzantine, Viking, Mongol. Then have students copy the cart
and work in small groups to fill in the columns with
information about how each culture affected the development
of Russia and Russian culture. When all groups are finished,
discuss their answers as a class.
Informal assessment of charts
Recommended Internet Activity
from www.classzone.com:
When the Turks settled among the
Persians, they took on Persian ways.
Today, contact among nations and peoples
is occurring more frequently than in any
other time in history. Students working in
small groups will use the Internet and additional resources to
find examples of how two peoples today have influenced
each other. The group could focus on language, food,
clothing, music, social customs, religion, or government.
Results should be presented on an illustrated display board
with captions.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
McDougal Littell Patterns of Interaction TE, Analyzing
Primary Sources, p. 283: Students read an account of the
Mongol attack on Russia and answer the questions.
Graded assessment of answers to
questions
McDougal Littell Patterns of Interaction TE, TAKS
Mini-Lessons #2, p. 265D: Students assume the role of a
Mongol warrior and rewrite Zenkovsky’s account of the
Mongols’ invasion of Russia from this, the opposite point of
view. Discuss the issue of bias in writing with the class.
Graded assessment of student
paragraphs
Recommended History Alive! activities
History Alive! Europe After the Fall of the Roman Empire:
Lesson 2.1, “Inside the Byzantine Empire” – Students
discuss a series of images that show the Byzantine Empire at
its height.
History Alive! Europe After the Fall of the Roman Empire:
Lesson 2.2, “Comparing the Justinian Code to
Contemporary Law” – Students apply laws from the Code of
Justinian and current California Codes to four legal dilemmas.
Informal assessment of student
responses
Informal assessment of student
responses
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 17
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2005-2006 Austin Independent School District
Tenth Grade – Pre AP World History
Resources
Recommended Resources:
McDougal Littell, World History: Patterns of Interaction:

Chapter 11, “Byzantines, Russians, and Turks Interact 500-1500”
United Streaming Video at www.unitedstreaming.com

Horsepower: Harnessed for War (54:00 minutes)

Civilizations in Conflict: Byzantium, Islam, and the Crusades (330-1453 A.D.) (17:06 minutes)
On-line edition at classzone.com
Ancillary Materials:
In-Depth Resources: “An Age of Exchange and Encounter,” Unit 3
 Guided Reading Ch. 11 pp. 18-20
 Skillbuilder Practice
o
Formulating Historical Questions, p. 21
 Literature
o
from The Belt of Gold, pp. 28-29
 History Makers
o
Theodora, p. 31
o
Ivan III, p. 32
 Geography Application:
o
Growth of Early Russia, pp. 22-23
 Primary Sources
o
from Secret History, p. 24
o
The Hagia Sophia, p. 25
o
From Primary Chronicle, p. 26
o
Pope Urban II’s Call for a Crusade, p. 27
 Connections Across Time and Cultures
o
Ancient Rome and the New Rome, p. 33
 Geography Transparencies
o
GT11 The Byzantine Empire Under Justinian, 527-565
 Critical Thinking Transparencies
o
CT11 Comparing Seven Empires
o
CT47 Chapter 11 Visual Summary
 World Art and Cultures Transparencies
o
AT23 Theodora and Her Court
o
AT24 Turkish painting on silk
 Electronic Library of Primary Sources
o
“The Character of Justinian and Theodora,” from Secret
History
o
The Court of the Great Khan
o
From “The Merits of Turks”
TAKS Practice Transparencies : TT38-TT40
Specific Websites on :
 Byzantine Empire research sources on the web can be found at
http://members.aol.com/frsteven/academic/data.html
 Timeline of early Russian history at http://members.aol.com/frsteven/academic/data.html
 The Legacy of Genghis Khan at http://www.lacma.org/ khan/ index_flash.htm
 The Glory of Byzantium http://www.metmuseum.org/ explore/ Byzantium/ byzhome.html
 Byzantium: Timeline http://www.metmuseum.org/ explore/ Byzantium/ time.html
 Byzantium: The Byzantine Studies Page http://www.fordham.edu/ halsall/ byzantium/
 Byzantium: University of Michigan Collections and Expeditions http://www.umich.edu/ ~kelseydb/ Exhibits/
Byzantium/ MainByzantium1.html
 European Middle Ages: the Byzantine Empire http://www.wsu.edu:8080/ ~dee/ MA/ BYZ.HTM
 The Byzantine Empire http://www.wsu.edu:8080/ ~dee/ MA/ BYZ.HTM
 Virtual Exhibits--Genghis Khan http://www.pma.edmonton.ab.ca/ vexhibit/ genghis/ intro.htm
 Discover Turkey: Anatolia http://www.turkishnews.com/ DiscoverTurkey/ anatolia/
 The Seljuks http://www.turkey.org/ countryprofile/ turksandturkey.htm
 A History of Medieval Islam http://www.fordham.edu/ halsall/ med/ saunders.html
Maps 101.com
Teacher Notes
Vocabulary:
Chapter 11
Section 1: Justinian Code, Hagia Sophia, patriarch, icon, iconclast, excommunication, schism, Cyrillic alphabet
Section 2: Slavs, boyars, Olga, Vladimir, Yaroslav the Wise, Alexander Nevsky, czar
Section 3: mamelukes, Selijuks, vizier, Malik Shah

Conceptual Definitions
Using PreAP Strategy, students create conceptual definitions of:
Patriarch, czar
See AP Vertical Team Resources Guide for instruction
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 18
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2005-2006 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skills
Student Expectations
TAKS
Obj.
108
History-Sequence events
Apply absolute and relative chronology through the sequencing
of significant individuals, events, and time periods. (1C) B
T1
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. (WG5B) B
T3*
Geography- Translate and analyze geographic data
Pose and answer questions about geographic distributions and
patterns in world history shown on maps, graphs, charts,
models, and databases. (11B)
B
T2
Culture-how cultures change over time
Describe the impact of general processes such as migration,
war, trade, independent inventions, and diffusion of ideas and
motivation on cultural change. (WG18A) B
T3*
Science, Technology, and Society–Impact of technology on
cultural development.
Give examples of major mathematical and scientific discoveries
and technological innovations that occurred at different periods
in history and describe the changes produced by these
discoveries and innovations. (23A) B
T2*
Social Studies Skills-Apply critical thinking skills to gather and
analyze social studies information
Analyze information by sequencing, categorizing, identifying,
cause-and-effect relationships, comparing, contrasting, finding
the main idea, summarizing, making generalizations [and
predictions] and drawing inferences and conclusions. (25C) B
T5
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
Middle Ages Unit: Mongols, China, Japan
Week
6
[4 Days]
216
611
711
823
114
138
170
History-Turning points
Identify changes that resulted from important turning points in world
history such as the development of farming and of cities. (1B)* B
*Correlates with WG18
History-Connection between history and international
relationships
Summarize the major political, economic, and cultural developments
of civilizations in china, India, and Japan. (6C)
History–Origins of imperialism
Analyze examples of major empires of the world such as
the…Chinese empire. (7A)
Principles
of Learning:
Academic Rigor
Students will
Form opinions
on the life
of Marco
Polo and
use evidence to
support their
opinions.
McDougal Littell Patterns of Interaction, Interact with
History, p. 286: Students decide which new invention they
will bring back from an exotic society and answer the
questions.
Informal assessment of student
responses
McDougal Littell Patterns of Interaction TE, History from
Visuals, p. 289: Students sketch the chart showing the
inventions of the Tang and Song Dynasties and answer the
two questions.
Graded assessment of answers to
questions
McDougal Littell Patterns of Interaction TE, Create a
display, p. 289: Student cooperative groups will research
one invention listed in the chart and create a display and
written report focusing on how the invention came about, how
it worked, what it was made of, and how Westerners adapted
it.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
McDougal Littell Patterns of Interaction Ch. 11 In
Depth Resources, Two Golden Ages: Greece and China,
p. 51. Students compare the golden ages in Greece and
China by answering the questions.
Graded assessment of student
responses
McDougal Littell Patterns of Interaction TE, Identifying
Main Ideas, p. 296: Students create a chart listing the main
ideas and supporting ideas from the textbook reading on p.
296 about Genghis Khan’s Tactics.
Graded assessment of student
charts
McDougal Littell Patterns of Interaction Ch. 11In
Depth Resources, The Secret History of the Mongols, p.
42. Students read about the rise of Genghis Khan and
answer question 1.
Graded assessment of student
charts
T Patterns of Interaction Ch. 11In Depth
McDougal Littell
2 Polo at the Mongol Court, p. 43.
Resources, Marco
*
Students read about
Marco Polo’s stay in China answer the
following questions: How does Kublai Khan’s palace in
Shangdu reflect both his Chinese and Mongol heritages?
How does he satisfy his love of hunting and riding? What
aspects of Chinese culture has he accepted? What do you
think of his character from the description?
Informal assessment of student
responses
McDougal Littell Patterns of Interaction TE, Letters to
the Editor, p. 301: Students write letters to the editor of a
newspaper commenting on Marco Polo’s writing and travels
by expressing their opinions about Marco, praising his work,
doubting his stories, or commenting on how his tales affect
citizens of his day and using specific details and facts from
the chapter, the primary source, or their own reading to back
up their opinions.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 19
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2005-2006 Austin Independent School District
Matrix
Matrix Strand
TEKS Knowledge and Skills
Student Expectations
TAKS
Obj.
616
Culture- individuals and groups shape a society’s culture
Analyze the specific roles of women, children, and families in different
historical cultures. (21A)
621
Culture-Relationship between art and society.
Analyze examples of how art, architecture, literature, music, and
drama reflect the history of cultures in which they are produced. (20B)
Time/Pace
Tenth Grade – Pre AP World History
Suggested Student Work Products
Suggested Assessment
Middle Ages Unit: Mongols, China, Japan (continued)
626
712
816
Week
6
continued
Culture- impact of religion on societies
Compare historical origins, central ideas, and the spread of major
religious and philosophical traditions including Buddhism, Christianity,
Confucianism, Hinduism, Islam, and Judaism and recognize specific
individuals associated with these religions such as Siddharta
Gautama, Jesus, Confucius, Muhammad, Abraham and Moses.
(19A)
Science, Technology & Science-Impact of technology on the
cultural development
Identify new ideas in mathematics, science, and technology that
occurred during the Greco-Roman, Indian, Islamic, and Chinese
civilizations and trace the spread of these ideas to other civilizations.
(23B)
Social Studies Skills- locate, differentiate, and use primary and
secondary sources
Locate and use primary and secondary sources such as computer
software, databases, media and news services, biographies,
interviews, and artifacts to acquire information. (25B)
Principles
of Learning:
Academic Rigor
Students will
defend their
choice of
the most
important turning
point in Japan’s
history.
McDougal Littell Patterns of Interaction TE, History from
Visuals, p. 302: Students sketch the chart showing the
Dynasties of China from 500-1400 and add below the time
line significant dates and events that occurred in Europe
during the same time period.
Graded assessment of student
timelines
McDougal Littell Patterns of Interaction Ch. 11In Depth
Resources, A Samurai Instructs His Son, p. 45. Students
read about Samurai Life and answer question 1.
Graded assessment of answers to
questions.
McDougal Littell Patterns of Interaction TE, Section
Assessment #2, p. 307: Students create a time line showing
the main period and events in Japanese history between the
years 300 and 1300. Students annotate the timeline with the
positive and/or negative effects of these events on Japan’s
development.
Graded assessment of student
timelines
Students write a paragraph explaining which event they
would consider the most important turning point in Japan’s
early history and why.
Graded assessment of student
paragraphs
McDougal Littell Patterns of Interaction TE, Section
Assessment #2, p. 311: Students create a chart listing five
important kingdoms from chapter 12, section 5, and at least
two major accomplishments of each kingdom.
Graded assessment of student
charts
Recommended History Alive! Activities:
History Alive! Imperial China and Feudal Japan, Lesson
2.4: “Defending Marco Polo: The Truth About China”:
Students write a newspaper editorial recounting life in
imperial China to support Marco Polo’s descriptions.
Informal assessment of student
responses
History Alive! Imperial China and Feudal Japan, Lesson
3.2: “The Development of Feudalism in Japan”: Students
view and discuss a series of images depicting Japan’s early
history.
Informal assessment of student
responses
History Alive! Imperial China and Feudal Japan, Lesson
4.1: “Examining the Chinese Influence on Japanese
Culture”: Students explore the Chinese influence on topics
such as music and government in Japan.
Informal assessment of student
responses
History Alive! Imperial China and Feudal Japan, Lesson
5.1: “Venn Diagrams: Comparing Imperial China and
Feudal Japan”: Students create an illustrated, annotated
Venn diagram that compares imperial China and feudal
Japan.
Integrated Assessment Booklet,
“Standards for Evaluating a Product
or Performance”, p. 16
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 20
Austin ISD Advanced Planning Guide – Social Studies
Second Six Weeks
©2005-2006 Austin Independent School District
Resources
Tenth Grade – Pre AP World History
Teacher Notes
Vocabulary:
Chapter 12
Section 1: Tank Taizong, Wu Zhao, movable type, gentry
Section 2: pastorialist, clan, Genghis Khan
Section 3: Kublai Khan, Marco Polo
McDougal Littell, World History: Patterns of Interaction:

Chapter 12, “Empires in East Asia”
On-line edition at classzone.com
Ancillary Materials:
In-Depth Resources: “An Age of Empire and Encounter,” Unit 3
 Guided Reading Ch. 12, pp. 34-38
 Skillbuilder Practice
o
Making Inferences, p. 39
 Literature
o
From The Tale of Genji, p. 46
o
From The Pillow Book, pp. 47-48
 History Makers
o
Wu Zhao, p, 49
o
Kublai Khan, p. 50
 Geography Application:
o
The Ainu People, pp. 40-41
 Primary Sources
o
from The Secret History of the Mongols, p. 42
o
Marco Polo at the Mongol Court, p. 43
o
from The Diary of Lady Murasaki, p. 44
o
A Samurai Instructs His Son by Hojo Shiegetoki, p. 45
 Connections Across Time and Cultures
o
Two Golden Ages: Greece and China, p. 51
 Geography Transparencies
o
GT12 China in Early Dynasties
 Critical Thinking Transparencies
o
CT12 Japanese Cultural Borrowings from China
o
CT48 Chapter 12 Visual Summary
 World Art and Cultures Transparencies
o
AT25 Chinese tapestry
o
AT26 Descent of Amida
o
AT27 Cambodian Sculpture
 Electronic Library of Primary Sources
o
From Ten-Thousand-Word Memorial
o
From The History of the World Conquerer
o
“The Tartars,” from Travels of Marco Polo
o
“The Manners and Customs of Early Japan”
o
from Reminiscences in Retirement
TAKS Practice Transparencies : TT29-TT34

Conceptual Definitions
Using PreAP Strategy, students create conceptual definitions of:
gentry, pastorial, clan,
See AP Vertical Team Resources Guide for instruction
Recommended Resources:

History Alive! Imperial China and Feudal Japan
United Streaming Video at www.unitedstreaming.com

Destiny Determined: Power and Ritual in Asia (54:00 minutes)
Specific Websites on Empires in East Asia:













Chinese History at http://www.usc.edu/ isd/ archives/ arc/ libraries/ eastasian/ china/ toqing.html
Imperial Era: II http://www-chaos.umd.edu/ history/ imperial2.html
Chinese History (to Qing Dynasty) http://www.usc.edu/ isd/ archives/ arc/ libraries/ eastasian/ china/ toqing.html
Welcome to the Realm of the Mongols http://www.coldsiberia.org/
The Legacy of Genghis Khan http://www.lacma.org/ khan/ index_flash.htm
Kublai Khan, the Son of Heaven http://www.koreanhistoryproject.org/ Ket/ Idx/ KETIndexTC06.htm
Marco Polo—Home Page http://www.korcula.net/ mpolo/ index.html
Dadu http://www.taisei.co.jp/ cg_e/ ancient_world/ daito/ adaito.html
Mongol Empire http://encarta.msn.com/ find/ lists.asp?id=210054731
World Wide Web Virtual Library: Japan http://www.ku.edu/ history/ VL/ east_asia/ japan.html
Khmer Empire http://www.infoplease.com/ ce6/ history/ A0827550.html
Hidden Korea http://www.pbs.org/ hiddenkorea/ history.htm
Maps 101.com
Indicates
differentiation from the IPG. The APGs are color-coded to explain
the type of differentiation used.
GREEN = Modifications with Depth & Complexity,
RED = Substitutions, PURPLE = Additions
Color-coded APGs are available on the AISD matrix website at:
www.austinschools/org/matrix
Video Connection - United Streaming
Download clips of videos connected to
World History. Go to www.unitedstreaming.com to locate
videos. Videos can be downloaded to your computer and projected on a screen with your
EZ-Pro projector. An entire video or clips of it can be shown. The United Streaming titles listed on the
IPG provide a direct electronic link to the video. Electronic access to the IPGs can be obtained by typing
in “matrix” on an AISD computer. Contact your department chair for password information for
United Streaming.
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
Page 21