Austin isd advanced Planning Guide – Social Studies 2005-2006 Austin Independent School District Second Six Weeks Tenth Grade – Pre ap world History



Download 376.94 Kb.
Page1/6
Date conversion14.05.2016
Size376.94 Kb.
  1   2   3   4   5   6



Austin ISD Advanced Planning Guide – Social Studies

©2005-2006 Austin Independent School District Second Six Weeks 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

201


206
214


215

220
611

711


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
Geography-Concept of location

Observe patterns in the size and distribution of cities using maps, graphics, and other information. (WG6A) B
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
Geography-translate and analyze geographic data

Answer questions about geographic distributions and patterns shown on maps, graphs, and charts (8.10B) B
Geography-translate and analyze geographic data

Analyze political, economic, social, and demographic data to determine the level of development and standards of living in nations. (WG5B) B
Geography-physical environment affects and interacts with the human environment

Analyze the effects of physical and human geographic factors on major events in world history, such as the effects of the opening of the Suez Canal on world trade patterns. (12B) B
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
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

T1

T2

T2


T2


T3*

T2
T3*

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.

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.
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.

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?
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.
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.

Informal assessment of student responses

Informal assessment of student responses

Informal assessment of student responses to questions.

Graded assessment of student paragraphs


Integrated Assessment Booklet, “Standards for Evaluating a Product or Performance”, p. 16
Integrated Assessment Booklet, “Standards for Evaluating a Product or Performance”, p. 16

  1   2   3   4   5   6


The database is protected by copyright ©essaydocs.org 2016
send message

    Main page