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7th Grade Texas History Curriculum 03 - 04 1 Objectives TEKS TAKS Suggested Activities/Strategies Sample Assessment Technology TEK Week One 5 ¾ TLW complete graphic organizers starting ¾ TLW take a quiz over Concept of city, with address & move to the world in order names of hemispheres, Alignment Online county, state, of size. Appendix #1 continent, country, state, Tools / Activities country, continent, county, city & TLW hemisphere. ¾ TLW cut strips from graphic organizer order by size from & organize them by size from address smaller to larger. Locate places & 9A to city, county, state, country, continent, regions of importance and hemisphere. Appendix #2 in Texas during the 19th & 20th centuries. Organize & interpret information from 21C maps. Map skills- map scale & mileage chart 5 ¾ TLW demonstrate how to calculate ¾ TLW use a mileage chart Organize & interpret distance between cities using map scale & & map scale to measure information from a mileage chart. Appendix #3 distance between cities in maps. 21C Texas on a map. Appendix #4 Use appropriate mathematical skills to interpret social studies 21H information such as maps. Latitude & Longitude 5 ¾ TLW practice using the grid system to ¾ TLW answer the Locate places & locate major cities in Texas. Appendix #5 questions: What is the regions of importance latitude & longitude of in Texas during the 9A ¾ TLW correctly define & use terms such as Houston?, Dallas?, etc. 19th & 20th centuries. latitude; longitude; parallels; meridian; prime meridian; equator; etc. ¾ TLW plot/locate coordinates on a Texas ¾ TTW demonstrate the use of a hurricane- map. 7th Grade Texas History Curriculum 03 - 04 2 Organize & interpret 21C tracking chart to track a hurricane from information from coordinates on a geographic grid. maps. Appendix #6 Use appropriate 21H ¾ TLW use Texas coordinates, maps & mathematical skills to globe as reinforcement to connect interpret social studies terminology of latitude, parallels, information from maps. longitude, meridians, equator, prime meridian, etc. Use social studies 22A terminology correctly. Absolute & Relative 5 ¾ TTW Explain absolute & relative location ¾ TLW be able to give five Location using the classroom as a model. Relative examples of relative location of building, classroom, students location of Texas in Locate places & 9A desk, etc. & absolute location of classroom relation to state regions of importance (i.e. room #, desk row & seat, etc.). boundaries, major water in Texas during the bodies & landmasses of 19th & 20th centuries. ¾ TLW identify absolute location of Texas the world. Organize & interpret (i.e. between what lines of latitude & information from 21C longitude) using a Texas map. maps. Graphs & Charts 5 ¾ TTW provide examples of uses for & ¾ TLW set up the correct Organize and interpret samples of various charts & graphs on format for a graph & information from 21C transparencies. Appendix #7 practice using data to fill reports, databases, & in a graph. visuals including ¾ TLW be able to identify various types of graphs, charts, & maps. charts & graphs & the most appropriate ¾ TLW find samples of a uses of each. variety of graphs, charts, ¾ TLW be able to read & interpret data from & tables in the charts & graphs by answering questions. newspaper & transfer the Appendix #8 data into another format. 7th Grade Texas History Curriculum 03 - 04 3 ¾ TLW create a line or bar graph from a (i.e. circle graph into a climate map. (i.e. precipitation, frost, table; line graph into a wind, temperature, etc. maps) bar graph, etc.) ¾ TLW practice interpreting & using the information from the graphs and charts with questions during class discussion. Week Two Texas 2, 3, 5 ¾ TTW give examples of each type of Texas ¾ TLW identify different Geography/ landform on transparencies or from landforms & be able to Regions pictures & discuss the locations in Texas. describe their characteristics. Create thematic maps 8A ¾ TLW locate, illustrate, & label the representing various landforms of Texas on a map. ¾ TLW take a quiz over the aspects of Texas landforms & Texas during the 19th & 20th ¾ TLW describe a particular region in a regions using a map with centuries. letter, journal or a creative way. numbers in place of the features. Locate places & 9A ¾ History Alive Unit on 4 regions regions of importance (includes culminating assessment ¾ TLW create a thematic in Texas during the project). Appendix #9 map of the 4-landform 19th & 20th centuries. regions of Texas using Compare places & the performance task regions of Texas in 9B criteria. Put together 4 terms of physical & regions in the shape of human characteristics. Texas. Locate, label, & Identify ways in which color the regions, rivers, Texans have adapted cities, economic features to & modified the 10A (agricultural & mineral), environment & & physical features. analyze the Appendix #10 consequences of the ¾ The largest region in modifications. Texas is? A. North Central Plains B. Coastal Plains 7th Grade Texas History Curriculum 03 - 04 4 C. Mountains & Basins Explain ways in which 10B D. Great Plains geographic factors have affected the political, economic, & social development of Texas. Describe the structure 11D ¾ TLW read and discuss population growth ¾ TLW based on of the population of and distribution information from information read and Texas using textbook. discussed make a demographic concepts projected Texas such as growth rate & population map for the age distribution. year 2050. Analyze information 21B by categorizing, identifying cause-and- effect relationships, comparing, contrasting, & making generalizations. Organize & interpret 21C information from maps. Use problem-solving 23A process to gather information, consider advantages & disadvantages. 7th Grade Texas History Curriculum 03 - 04 5 Week Three 1, 2, 5 ¾ TTW display a map demonstrating the ¾ TLW analyze & explain Prehistoric Texas migration route of the earliest Texans the cause /effect Identify the major eras from Asia across the Bering Strait. relationship of why in Texas history & 1A prehistoric Texans describe their defining ¾ TLW brainstorm reasons why people migrated to Texas. characteristics. migrated across the land bridge during the Ice Age. Brainstorm reasons people move ¾ When did the first Native today. Discuss how people move for the Texans begin to stay in Analyze why same reasons today as they did 35,000 one place? immigrant groups 11A years ago (i.e. food, safety, conflict, A. when they became came to Texas and climate, and exploration). hunters and gatherers. where they settled. B. when snow and ice ¾ TLW trace the origins of prehistoric covered much of the Texans and compare / contrast the land? prehistoric cultures of Texas. C. when the animals they hunted began to move from place to place. D. when they began to Week Three & Four plant crops. Native American 1, 2, 5 ¾ TLW define, discuss, & give examples of ¾ TLW create a map of Cultures of Texas the following terms: Culture, race, Texas showing the ethnicity, custom, tradition, nationality, location of each tribe Identify the major eras and tribe. within the 4 Texas Native in Texas history & 1A American cultures. The describe their defining ¾ TTW introduce the 4 Native American map will include the characteristics. cultures of Texas by giving the names of location of the 4 natural each culture & specific characteristics of regions of Texas to show Compare the 4 each. the relationship between cultures of native 2A ¾ TLW construct a culture chart identifying the environment of each Americans in Texas the 4 cultures & comparing dwellings, region & the Native prior to European location, customs, food, tribes, American culture. government, & fate of each culture. Appendix #11 7th Grade Texas History Curriculum 03 - 04 6 colonization. Analyze information by ¾ TLW analyze Native American picture categorizing, 21B drawings and sign language as a way of ¾ TLW write a short identifying communication and record keeping. paragraph from the cause/effect perspective of a teenage relationships, Native American boy or comparing, girl of the early Native contrasting, making American era. Translate generalizations. the story into Indian pictures and then put on a Use social studies piece of brown paper terminology correctly. 22A made to resemble animal skins. Appendix #12 Transfer information 22C from one medium to another from written to visual. Week Five 1, 2, 3, ¾ TLW brainstorm reasons for exploration ¾ TLW work with a partner Explorers in Texas 5 (space, world, the unknown, etc.). using 14 index cards. Identify the major eras Students will copy the in Texas history & 1A ¾ TLW define conquistador by giving following phrases onto describe their defining specific characteristics goals/purposes. the cards: 1)Alvarez de characteristics. Pineda; 2) Cabeza de ¾ TLW construct a chart identifying the Vaca; 3)Narvaez; Apply absolute & explorers, dates of exploration, 4)Marcos/Esteban; relative chronology 1B destinations through Texas, purpose for 5)Coronado; through the journey, significance of exploration & the 6)DeSoto/Moscoso; sequencing of cause/effect relationship of each explorer 7)LaSalle; 8)lived & significant individuals, on future exploration & colonization of worked among Native events, & time Texas. Americans; 9)gathered periods. information about the ¾ TLW complete a map of the European Texas coast; 10)led the explorers of Texas showing their routes of expedition that put the 7th Grade Texas History Curriculum 03 - 04 7 Explain the 1C exploration, dates of exploration, first known Spaniards on significance of 1519. landforms of the region that the explorers Texas soil; 11)reported to would have seen during their journey. Mendoza about treasures Identify important 2B in Texas leading to more individuals, events & ¾ TLW complete the History Alive lesson expeditions; 12)explored issues related to Where’s the Gold? the Great Plains region of European exploration. Appendix #13 Texas & found Palo Duro Canyon riding horses; Analyze information 21B 13)found Mississippi by sequencing, River & saw oil seeping categorizing, from the ground in east identifying Texas; 14)established the cause/effect French colony at Fort St. relationships, and Louis. Have students making match each explorer with generalizations. the corresponding fact. Organize & interpret 21C information from visuals including graphs, charts, timelines, & maps. Spanish Mission Era 1, 2, 3, ¾ TLW define, & give examples of the ¾ TLW participate in role in Texas & 5 terms: mission, friar, priest, and Catholic.playing a part in a play Spanish Influence on about mission life from Present Culture ¾ TLW analyze the cause/effect relationship the perspective of a Identify the major eras between LaSalle claiming Texas for France Native American that has in Texas history & 1A & the reaction of the Spanish by to deal with the loss of describe their defining reinforcing their claim to Texas by their culture when they characteristics. building the missions. go to live a mission. Apply absolute & ¾ TLW create a T-chart about the ¾ TLW write a short relative chronology 1B advantages & disadvantages of mission persuasive essay life by gathering information from class reflecting their opinion of 7th Grade Texas History Curriculum 03 - 04 8 through the discussion & a variety of sources. missions from the sequencing of perspective of a Native significant individuals, ¾ TTW show a floor plan of a Spanish American during that events, & time mission & explain the need for each time period. They will periods. feature in the daily life of those living at a make the decision for mission. Appendix #14 their family to join their Explain the 1C tribe & live at a mission significance of 1718. ¾ TTW display a map showing where the or stay with their own Spanish missions were built in Texas culture. They should Identify important 2B starting with Yseleta being the first support their decision individuals, events & European settlement in Texas. with 3 specific reasons to issues related to go or not to go live at a European exploration ¾ TLW describe why the mission system mission using facts from & colonization of failed in Texas. Appendix #15 their T-chart. Texas including the establishment of ¾ TLW read and discuss information about ¾ TLW create a web Spanish missions. the Spanish contributions and influences graphic organizer to the present culture of Texas. detailing the Spanish Explain how the 19A contributions to Texas diversity of Texas is culture. Examples are reflected in a variety vocabulary, place names, of cultural activities, activities, celebrations, celebrations, & etc. performances. ¾ TLW write a short Describe how people paragraph describing 19B from selected racial, daily life at a mission. ethnic, & religious They will describe groups attempt to specific activities & maintain their cultural routines that the Native heritage while adapting Americans were expected to the larger Texas to follow. They may culture. describe the advantages & disadvantages of their life. 7th Grade Texas History Curriculum 03 - 04 9 Identify examples of 19C Spanish influence on place names such as Amarillo & Rio Grande & on vocabulary in Texas, including words that originated from the Spanish cattle industry. Analyze information 21B by categorizing, identifying cause/effect relationships, comparing, contrasting. Organize & interpret 21C information from visuals, graphs, charts, timelines, and maps. Identify points of view 21D from the historical context surrounding an event & the frame of reference that influenced the participants. Use a problem-solving 23A process to identify a 7th Grade Texas History Curriculum 03 - 04 10 problem, gather information, list & consider options, consider advantages & disadvantages, choose & implement a solution, & evaluate the effectiveness of the solution. Use a decision-making 23B process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. Week Six 1, 2, 3, ¾ TLW read and discuss the significance of Mexican 5 Mexico gaining independence from Spain Independence, in 1821 & that the failure of the mission Mexican Constitution system was instrumental in Spain being of 1824 & unable to hold on to Texas after it was Colonization of Texas secularized. Identify the major eras 1A ¾ TLW analyze the cause/effect relationship in Texas history & of Mexican independence & explain the describe their defining importance of the development of Mexico characteristics. & how the revolt against Spain will later influence the Anglo settlers in Mexico Apply absolute & 1B with the idea that they could be successful relative chronology at revolting against the Mexican through the government. 7th Grade Texas History Curriculum 03 - 04 11 sequencing of significant individuals, ¾ TLW discuss & define empresario and the events, & time role of empresarios in the colonization of ¾ TLW write a short periods. Texas, especially Moses Austin & paragraph explaining the Stephen F. Austin (Green DeWitt, Martin term empresario, they will Explain the 1C de Leon, Sterling Robertson & Haden explain the advantages of significance of 1821. Edwards, Lorenzo de Zavala, & David G. coming with an Burnet). empresario & the Identify important 2B important role they played individuals, events & in the issues related to colonization of Texas. European exploration ¾ TLW read and discuss the terms & & colonization of conditions of colonization in Texas. ¾ TLW analyze the Texas. Outline the colonization laws of 1823 & colonization laws, reword 1824. The cost of land per acre should be the laws, and explain why Identify the 2C discussed for comparison. the law was necessary. contributions of significant individuals ¾ TLW according to the colonization laws, including Moses calculate the cost of settling in Texas using Austin & Stephen F. the size of their family & the price per acre Austin on the for land in Mexican Texas (12.5 cents per colonization of Texas. acre). TLW compare the cost of land in Mexican Texas to the cost of land in the Identify the impact of 2D U.S. ($1.25 per acre). the Mexican Constitution of 1824 ¾ TLW outline that the Mexican Constitution on events in Texas. of 1824. Mexico was divided into 19 states and 4 territories forming Texas, which Contrast Spanish & 2F became a province of Coahuila y Tejas. Anglo purposes for & methods of settlement ¾ TLW complete the History Alive Lesson in Texas. – Meet the Empresario’s. Appendix #17 Analyze why immigrant groups came to Texas & 11A 7th Grade Texas History Curriculum 03 - 04 12 where they settled. ¾ TLW create a map indicating the early Analyze how immigration Texas colonies & migration to Texas in 11B the 19th & ¾ TLW use a Venn diagram to review the 20th centuries have reasons & methods that the Spanish settled influenced Texas. Texas compared to why & how the Anglo Analyze information by settlers came to Texas. ¾ TLW complete the categorizing, identifying 21B district assessment cause/effect ¾ TLW analyze the development of the Austin’s Colony. They relationships, comparing, Texas Rangers by Stephen F. Austin to will decide to accept or contrasting. protect the colonies & their role in law reject prospective settlers enforcement today. by applying the Organize & interpret colonization laws. information from 21C Appendix #18 visuals, graphs, charts, timelines, and maps. Identify points of view from the historical context 21D surrounding an event & the frame of reference that influenced the participants. Use a problem-solving process to identify a 23A problem, gather information, list & consider options, consider advantages & disadvantages, choose & implement a solution, & evaluate the effectiveness of the solution. 7th Grade Texas History Curriculum 03 - 04 13 Week Seven 1, 2, 3, ¾ TLW read and describe daily life in ¾ TLW use their Colonial Texas 5 colonial Texas using visuals relating to knowledge of colonial Identify the major eras the agricultural way of life. life requirements to in Texas history & 1A complete a History Alive describe their defining ¾ TLW create a table or web visual Gone to Texas activity characteristics. Identify organizer categorizing the characteristics prioritizing their important individuals, of colonial life in Texas using the belongings according to events & issues related following categories (housing, farming, need in order to to European 2B clothing, religion, education). Appendix determine what they will exploration #20 bring with them. & colonization of ¾ TLW review the characteristics of the 4 Appendix #19 Texas. natural regions of Texas by brainstorming specific resources relating to the regions. Analyze why immigrant groups ¾ TTW help students make connections 11A came to Texas & between environment & way of life. where they settled Analyze information 21B by categorizing, identifying cause/effect relationships, comparing, contrasting, summarizing, making generalizations. Week Eight 1, 5 ¾ TLW complete a T-Chart comparing the ¾ TLW work in pairs Cultural Differences conflicts between the Anglo settlers & the putting together a & Anglo/Mexico Mexicans. (Cultural differences, ideas of presentation of problem Conflicts government local self-government versus solving strategies that federalist, language, religion, slavery, both the Anglo settlers & Identify the impact of 2D rights of individuals) the Mexican government 7th Grade Texas History Curriculum 03 - 04 14 the Mexican federal could have done to avoid Constitution of 1824 ¾ TLW analyze the Anglo settlers’ lack of conflict. on events in Texas. compliance with the Mexican colonization laws. Trace the development 2E ¾ TLW write a paragraph of events that led to describing one thing the Texas Revolution. about their culture that Contrast Spanish & they would refuse to Anglo purposes for & 2F change because of the methods of settlement impact that it has on their in Texas. life. Explain how the diversity of Texas is 19A reflected in a variety of cultural activities, celebrations, & performances. Analyze information by categorizing, identifying 21B cause/effect relationships, comparing, contrasting, summarizing, making generalizations, drawing inferences & conclusions. 15 2nd Nine Weeks Week Nine 1,4,5 ¾ TLW analyze and create a ¾ TLW write a paragraph to Fredonia Revolt- cause/effect graphic explain how the Fredonia Edwards Brothers organizer of the Fredonia Revolt flag (red & white with Revolt and the effect it had the words “Independence, Identify the major eras in 1A on the relations between the Liberty, Justice”) reflected the Texas history & describe settlers and the Mexican Anglo beliefs in government & their defining government. their difficulty adjusting to the characteristics. Spanish/Mexican authority. Trace the development of 2E ¾ TLW read and discuss how ¾ TLW write a short paragraph events that led to the the Fredonia Revolt led to predicting how Teran’s report Texas Revolution. Mier y Teran’s inspection & & advice would have affected report (the American the Mexican government Explain the roles played 3A influence was too strong on considering the purpose for the by significant individuals the Texas settlers) as well as mission system & goals. during the Texas his advice to decrease U. S. Revolution. influence. Analyze information by 21B categorizing, making generalizations & predictions, & drawing inferences & conclusions. Decree of April 6, 1830 1,4,5 ¾ TLW create a mind map of the provisions of the Decree ¾ TLW write a short essay Identify the major eras in 1A of April 6, 1830. explaining why the Decree of Texas history & describe April 6, 1830 was a turning their defining ¾ TLW create a flow chart point in relations between the characteristics. showing the cause & effect colonists & Mexico. relationship between the Apply absolute & relative 1B following events: Freedonia 16 chronology through the Revolt; Teran’s Inspection; sequencing of significant Teran’s report & advice to individuals, events & time the Mexican government; the periods. Decree of April 6, 1830; reaction of the settlers in Trace the development of 2E Texas; U. S. immigration & events that led to the trade. Texas Revolution, the Law of April 6, 1830. Contrast Spanish & Anglo 2F purposes for & methods of settlement in Texas. Explain the roles played 3A by significant individuals during the Texas Revolution. Use a problem-solving 23A process to identify a problem, gather information, list & consider options, consider advantages & disadvantages, choose & implement a solution, & evaluate the effectiveness, of the solution. 17 Week Ten 1,4,5 ¾ TLW read and discuss the Road to Revolution cause of the trouble in Trouble at Anahuac, Anahuac. (the enforcement Turtle Bayou of the Decree of April 6, Resolutions, Battle of 1830). Velasco ¾ TLW outline the contents of ¾ TLW write a short paragraph Identify the major eras in 1A the Turtle Bayou resolutions. explaining the cause/effect Texas history & describe (The main purpose being to relationship between the Turtle their defining inform the Mexican Bayou Resolutions & what characteristics. Government that they were happened at Anahuac. not rebelling against Mexico Apply absolute & relative 1B but defending their rights & chronology through the the Constitution of 1824 as sequencing of significant well as their support for individuals, events & time Santa Anna). periods. ¾ TTW explain that the Battle of ¾ TLW write a short paragraph Identify the impact of the 2D Velasco happened because predicting how events in Mexican federal there was not a quick way for Velasco would have been Constitution of 1824 on word to get to John Austin different if there had been events in Texas. that the conflict at Anahuac better methods of was over & that the Turtle communication to let them Trace the development of 2E Bayou Resolutions had been know about the end of the events that led to the Texas formulated. conflict at Anahuac & the Revolution & the Turtle Turtle Bayou Resolutions. Bayou Resolutions. Explain the roles played 3A by significant individuals during the Texas Revolution. Analyze information by 21B 18 sequencing, categorizing, identifying cause/effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations & predictions, & drawing inferences & conclusions. Road to Revolution 1,4,5 ¾ TLW outline the colonists’ ¾ TLW write a paragraph Conventions of 1832 & goals for the Conventions of explaining the benefits of 1833 1832 & 1833. Appendix #21 Texas getting separate Mexican statehood. Identify the major eras in 1A ¾ TLW list & discuss the Texas history & describe resolutions of the ¾ TLW write a short prediction their defining Conventions of 1832 & of how Santa Anna will react characteristics. 1833. to the Conventions of 1832 & 1833. Apply absolute & relative 1B ¾ TLW outline the outcome of chronology through the the Conventions & explain sequencing of significant the resolutions adopted by ¾ TLW hold a mock convention individuals, events & time the members. in class to debate the issues of periods. the conventions. ¾ TLW identify individuals Identify the contributions 2C that were involved in the of significant individuals conventions (Stephen F. including Stephen F. Austin, William Wharton, Austin. Sam Houston). Identify the impact of the 2D Mexican federal Constitution of 1824 on events in Texas. Trace the development of 2E 19 events that led to the Texas Revolution. Explain the roles played 3A by significant individuals during the Texas Revolution & Austin’s arrest. Analyze information by 21B sequencing, categorizing, identifying cause/effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations & predictions, & drawing inferences & conclusions. Identify points of view 21D from the historical context surrounding an event & the frame of reference that influenced the participants. Support a point of view on a social studies issue or 21E event. 20 Road To Revolution 1,4,5 ¾ TLW read and ¾ TLW write a diary entry dated Austin’s Arrest; discuss why Austin’s visit to September 8, 1835 imagining Consultation Mexico City lasted so long. that they are Stephen F. (Changes in government, Austin. Identify the major eras in 1A difficulty getting a meeting Texas history & describe with Santa Anna, etc.) their defining characteristics. ¾ TLW organize a flowchart & ¾ TLW write a paragraph list all of the events that led to comparing the way colonists Apply absolute & relative 1B Austin’s arrest in order of thought Santa Anna would chronology through the occurrence. support the Constitution of sequencing of significant 1824 before he was elected individuals, events & time ¾ TLW identify the cause of versus their opinion of him periods. Austin’s arrest. after he was elected and changed the government. Identify the contributions 2C ¾ TLW compare/contrast They should include the effect of significant individuals Stephen F. Austin’s attitude it had on Texas colonists. including Stephen F. during his imprisonment & Austin. after his return to Texas. Identify the impact of the 2D ¾ TTW compare the federalist Mexican federal government of the Mexican Constitution of 1824 Constitution of 1824 (that on events in Texas. provided for levels of government that could set Trace the development of 2E their own laws, have events that led to the elections & create agencies Texas Revolution. with local control of laws & regulations that affected Explain the roles played 3A settlers) to the centralist by significant individuals government of Santa Anna during the Texas (ignoring the Constitution of Revolution. 1824 & strengthens central government powers where 21 Analyze information by 21B all power is centralized in the sequencing, categorizing, hands of national identifying cause/effect government). relationships, comparing, contrasting, finding the ¾ TLW read and discuss the main idea, summarizing, purpose for the Consultation ¾ TLW complete the History making generalizations & of 1835 & the debate of war Alive lesson – Road to predictions, & drawing & peace as well as the Revolution. inferences & conclusions. change in Austin’s attitude Appendix #23 toward working with the Identify points of view 21D Mexican government. from the historical context Appendix #22 surrounding an event & the frame of reference that influenced the participants. Support a point of view on a social studies issue or 21E event. Week Eleven Road to Revolution 1,4,5 ¾ TLW complete the History 1836 Convention; Alive lesson – Declaration of Independence? Independence; Appendix #24 Constitution of 1836 ¾ TLW outline the goals of the 1836 Convention. Identify the major eras in Texas history & describe 1A ¾ TLW define grievances of the ¾ TLW write a short paragraph their defining Texas colonists. TTW show a describing how they predict characteristics. copy of the Texas Declaration the Mexican government will Apply absolute & relative of Independence to cite react to the Declaration of chronology through the 1B evidence of reasons for Independence & forming of a sequencing of significant separation from Mexico. Texas ad interim government. 22 individuals, events & time ¾ TLW compare the U. S. ¾ TLW make a T-Chart periods. Declaration of Independence comparing the grievances of to the 1836 Constitution of the U. S. Declaration of Explain the significance of 1C Texas. Independence to the Texas 1836. Declaration. ¾ TLW identify key Identify the impact of the 2D individuals that played roles ¾ TLW role-play & act out a Mexican federal in the convention. (George mock Convention of 1836 & Constitution of 1824 C. Childress; Lorenzo de discuss the issues that led to on events in Texas. Zavala; Richard Ellis, etc.) the separation. Trace the development of 2E events that led to the Texas Revolution. ¾ TLW complete the district assessment & construct a Explain the roles played 3A timeline or foldable covering by significant individuals important events leading to the during the Texas Texas Revolution. Revolution. Appendix #25 Explain the issues 3B surrounding significant events of the Texas Revolution, including the Convention of 1836. Analyze information by 21B sequencing, categorizing, identifying cause/effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations & predictions, & drawing 23 inferences & conclusions. Organize & interpret 21C information from outlines, reports, databases, & visuals including charts, timelines, & maps. Identify points of view 21D from the historical context surrounding an event & the frame of reference that influenced the participants. Week Twelve Texas Revolution & 1,4,5 ¾ TLW analyze the outbreak of Independence war between Texas & Mexico War with Mexico; Battle by identifying & discussing of Gonzales; Capture of the first battle of the Texas San Antonio; The Siege Revolution in Gonzales. of the Alamo; Fannin’s surrender at Goliad ¾ TLW compare the first battle of the Texas Revolution in the ¾ TLW take a list of items and Identify the major eras in Battle of Gonzales to the first identify if the item applies to Texas history & describe 1A battle of the American Gonzales or Lexington. their defining Revolution at the Lexington characteristics. Battle. Apply absolute & relative ¾ TLW organize facts about chronology through the 1B each battle of the Texas ¾ TLW write a short essay sequencing of significant Revolution on a chart (date, explaining the significance of individuals, events & time location, leaders on both sides, the Battle of the Alamo & periods. casualties on each side, massacre at Goliad to the outcome, significance) motivation for the continuing of the Texas Revolution. 24 Explain the significance of 1C ¾ TLW use a graphic organizer ¾ TLW assume the role of one of 1836. to compare/contrast the the people who decided to stay military & volunteers on and defend the Alamo and Explain the roles played by 3A both sides during the write a letter home explaining significant individuals revolution (attitude, why they are staying and what during the Texas motivation, skills, and is going ona round them. Revolution, including equipment). James Fannin, Sam Houston, Antonio Lopez de Santa Anna, & William B. Travis. Explain the issues 3B surrounding significant events of the Texas Revolution, including the battle of Gonzales, the siege of the Alamo, the convention of 1836, & Fannin’s surrender at Goliad. Analyze information by 21B sequencing, categorizing, identifying cause/effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations & predictions, & drawing inferences & conclusions. Organize & interpret 21C information from outlines, 25 reports, databases, & visuals including graphs, charts, timelines, & maps. Transfer information from 22C one medium to another, including written to visual & statistical to written or visual. Use a decision-making 23B process to identify a situation that requires a decision, gather information, identify options, predict consequences, & take action to implement a decision. Week Thirteen& 1,4,5 ¾ TLW read and discuss the ¾ TLW write a diary entry Fourteen reason that the Runaway imagining that they are a Texas Revolution & Scrape occurred (Sam settler involved in the Independence Houston & settlers learn of Runaway Scrape describing Runaway Scrape; San the fall of the Alamo; the difficulties that they would Jacinto; Treaty of Houston orders Texas forces have suffered along the way. Velasco to retreat & burn Gonzales; a larger Mexican force is Identify the major eras in 1A advancing on a smaller Texas history & describe Texas force; fear spreads their defining across Texas; many civilians characteristics. flee eastward, and the difficulties they encountered). Apply absolute & relative 1B chronology through the 26 sequencing of significant ¾ TTW analyze the outcome of individuals, events & time the San Jacinto Battle & the periods. capture of Santa Anna. (list physical and human factors Explain the significance of 1C that allowed them to defy the 1836. odds and win this battle.) Explain the roles played by 3A ¾ TLW outline the provisions ¾ TLW write a paragraph significant individuals of the Treaties of Velasco. analyzing the provisions of the during the Texas Treaties of Velasco. Revolution, including James Fannin, Sam ¾ TLW create a T-Chart ¾ TLW complete a district Houston, Antonio Lopez de comparing the Texas & assessment & write an essay Santa Anna, & William B. American Revolutions. comparing/contrasting the Travis American & Texas Revolutions using the T-Chart Explain the issues 3B as the basis for their essay. surrounding significant Appendix #26 events of the Texas Revolution, including the battle of Gonzales, the siege of the Alamo, the convention of 1836, Fannin’s surrender at Goliad, & the battle of San Jacinto. Analyze information by 21B sequencing, categorizing, identifying cause/effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations & 27 predictions, & drawing inferences & conclusions. Organize & interpret 21C information from outlines, reports, databases, & visuals including graphs, charts, timelines, & maps. Identify points of view 21D from the historical context surrounding an event & the frame of reference that influenced the participants. Support a point of view on a social studies issue or 21E event. Use social studies terminology correctly. 22A Use standard grammar, spelling, sentence 22B structure, & punctuation. Transfer information from one medium to another, 22C including written to visual & statistical to written or visual. Create written, oral, & visual presentations of 22D 28 social studies information. Week Fifteen 1,4,5 ¾ TLW outline the boundaries Republic of Texas of the Republic of Texas on a Comparison of map. ¾ TLW write a journal entry Houston/Lamar Issues from the point of view of one (debt, policies, currency, ¾ TTW read & discuss of the 56 members of the Native American Houston’s policies/goals for Texas Rangers describing their conflicts) the 1st term as president. daily life (The had to supply (Texas Rangers, their own equipment, firearms, Identify the major eras in 1A administration, Native horses) in comparison to the Texas history & describe Americans, stay alert against Texas Rangers of today. (Part their defining Mexican attack, U. S. of the DPS, modern weapons, characteristics. annexation, capital, high tech vehicles and even boundaries, debt, etc) women since 1993) Apply absolute & relative 1B chronology through the ¾ TLW analyze the results of sequencing of significant the 1839 election and explain individuals, events & time why Sam Houston did not run periods. for the office a second term. Explain the significance of 1C ¾ TLW read and discuss the 1836 & 1845. goals of Maribeau Lamar as ¾ TLW create a T-chart president. (education, capital, comparing similarities & Explain the roles played 3A currency, debt, Native differences between Houston by significant individuals American conflicts, U. S. & Lamar. (policies, goals, during the Texas annexation, education, etc.) problems, & achievements) Revolution, including James Fannin, Sam ¾ TLW read and discuss Houston, Antonio Lopez de Houston’s 2nd term after the ¾ TLW write a campaign speech Santa Anna, & William B. election of 1841. (Sam that supports Houston or Travis Houston president & David Lamar for president. Including G. Burnet vice president) specific facts & details about Identify individuals, 4A their terms. 29 events, & issues during the His goals & policies (debt, Republic of Texas & early currency, peace with the ¾ TLW write a persuasive essay statehood, including Native Americans, supporting either Houston’s annexation, Sam Houston, annexation by U. S.) policies or Lamar’s policies. Anson Jones, Mirabeau B. Lamar, problems of the ¾ TLW complete the History ¾ TLW create a foldable Republic of Texas, & the Alive lesson – The Drawing comparing the Republic of Texas Rangers. of the Black Bean. Texas Presidents Houston, Appendix #27 Lamar, & Jones. Analyze the causes of & 4B ¾ TLW read and discuss the events leading to Texas election results of the third statehood. presidential election of the ¾ TLW write a journal entry Republic of Texas. (Anson from the point of view of one Compare types & uses of 20A Jones) of the 56 members of the technology, past & original Texas Rangers present. ¾ TLW compare/contrast the describing their daily life in original Texas Rangers (they comparison to the Texas Analyze information by 21B had to supply their own Rangers of today. sequencing, categorizing, equipment, firearms, horses) identifying cause/effect with the current Texas relationships, comparing, Rangers (part of the DPS, contrasting, finding the modern weapons, high tech main idea, summarizing, vehicles provided, and even making generalizations & women have been allowed to predictions, & drawing join since 1993). inferences & conclusions. Organize & interpret 21C information from visuals including charts & maps. Identify points of view 21D from the historical context surrounding an event & 30 the frame of reference that influenced the participants. Support a point of view on 21E a social studies issue or event. Use social studies 22A terminology correctly. Use standard grammar, 22B spelling, sentence structure, & punctuation. Transfer information from 22C one medium to another, including written to visual & statistical to written or visual. Create written, oral, & 22D visual presentations of social studies information Week Sixteen 1,4,5 ¾ TLW read about & describe Life in the Republic; life & changes in Texas Annexation; Texas during the Republic years. becomes a State; Appendix #28 European Immigration; ¾ TLW locate early immigrant ¾ TLW chart immigrant groups Ethnic Groups; Manifest settlements on a Texas map during the republic years, tell Destiny & use a world map to trace why each group would have the route of each group from immigrated, and where they Identify the major eras in 1A their origin country. settled in Texas Appendix #29 31 Texas history & describe their defining characteristics. ¾ TLW create a mind map illustrating the reasons that Apply absolute & relative 1B Texas wanted to be annexed chronology through the sequencing of significant ¾ TLW create a mind map ¾ TLW participate in a mock individuals, events & time illustrating the reasons that debate over the issue of periods. the U. S. did not want to annexation & will defend or annex Texas. argue for or against Explain the significance of 1C annexation. 1845. ¾ TLW list the terms of the ¾ TLW draw the possible shapes Identify individuals, 4A joint resolution for of Texas considering that it events, & issues during the annexation. could have been divided into 5 Republic of Texas & early other states. statehood, including ¾ TLW identify the transition annexation, Sam Houston, of Texas from a Republic to Anson Jones, Maribeau B. statehood. Anson Jones Lamar, problems of the transfers control of Texas to Republic of Texas, & the the U. S.. Republic of Texas, & the Texas Rangers. ¾ TLW define “Manifest Destiny” and locate each Analyze the causes of & 4B area of land acquired by the events leading to Texas United States. statehood. Analyze the effects of 9C physical & human factors ¾ TLW work in groups to ¾ TLW write a short paragraph such as climate, weather, research and gather explaining what they think the landforms, irrigation, information with at least benefits of having many transportation, & three examples of cultural nationalities immigrate to communication on major influences to Texas. Assign Texas from throughout the 32 events in Texas. Analyze each group a different topic world during the 1800’s would why immigrant groups (food, names of places, have been. Students should use came to Texas & where 11A architecture, language, the table from group work as they settled. music, celebrations, clothes, the basis for this argument. and literature) and explain Have several students Analyze how immigration that they will report their volunteer to share their essay & migration to Texas in 11B findings on their topic to the with the class or the teacher the 19th & 20th centuries rest of the class. Have each could randomly choose several have influenced Texas. student fill in their graphic to read aloud anonymously. organizer when from each Explain how the diversity groups report to the class. of Texas is reflected in a 19A variety of cultural activities, celebrations, & performances. Describe how people from selected racial, ethnic, & 19B religious groups attempt to maintain their culture heritage while adapting to the larger Texas culture. Identify examples of Spanish influence on place 19C names such as Amarillo & Rio Grande & on vocabulary in Texas, including words that originated from the Spanish cattle industry. Analyze information by 21B 33 sequencing, categorizing, identifying cause/effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations & predictions, & drawing inferences & conclusions. Organize & interpret 21C information from visuals including charts & maps. Use social studies 22A terminology correctly. 34 3rd Nine Weeks Week Seventeen & 1,4,5 ¾ TLW read and discuss the Eighteen cause/effect relationships Texas Statehood; of events that led to the War with Mexico; Mexican War. (boundary Treaty of Guadalupe disputes with Mexico) Hidalgo; Compromise of Appendix #30 1850 ¾ TLW discuss the outcome ¾ TLW draw outlines of maps & of the Mexican War and shade the boundaries that changed Identify the major eras in 1A list what Texas & Mexico because of the Treaty of Texas history & describe received from the Treaty of Guadalupe Hidalgo & The their defining Guadalupe Hidalgo. Compromise of 1850. characteristics. ¾ TLW outline reasons for & ¾ TLW create a graphic organizer Apply absolute & relative 1B provisions of the showing why the people of New chronology through the Compromise of 1850. Mexico did not want to be part of sequencing of significant (Texas claimed the Rio Texas & why the U. S. would individuals, events & time Grande River as the south have wanted control of Santa Fe. periods. & west border of Texas which included Santa Fe Identify individuals, 4A New Mexico (a major trade events, & issues during center), the people of Santa the Mexican War, & the Fe did not want slavery or to Treaty of Guadalupe be a part of Texas; Hidalgo. Texas received $10 million to pay debts by Explain ways in which 10B relinquishing the land that geographic factors have was part of 5 other states) affected the political, economic, & social development of Texas. 35 Analyze information by 21B ¾ TTW display a map that sequencing, categorizing, indicates the changes of the identifying cause/effect boundaries to the existing relationships, comparing, boundaries of Texas today. contrasting, making generalizations & predictions, & drawing inferences & conclusions. Organize & interpret 21C information from visuals including maps Week Nineteen 1, 4, 5 ¾ TLW take notes from a Pre- Civil War life in class discussion on the Texas, Civil War, characteristics of life in Causes of Civil War, Texas before the Civil War States Rights, and prior to secession. Include Slavery. the ways people earned a living. Identify the major eras in 1A Texas history & describe ¾ TLW complete a graphic ¾ Which mode of transportation their defining organizer on the modes of could carry the most cargo characteristics. transportation & the without regard for weather? advantages/disadvantages A. Steamboats Apply absolute & relative 1B of stagecoach, steamboat, B. Railroads chronology through the & railroad travel. C. Stagecoaches sequencing of significant Appendix #31 D. Wagons individuals, events & time ¾ TLW outline the life of periods. slaves (culture, labor escapes, rebellion, Explain the significance of 1C separation from families, 1861. could not own property, marry, runaway was a very Explain reasons for 5A serious crime). 36 involvement of Texas in the Civil War. ¾ TTW write $600 on the board & ask students what Analyze the political, 5B they could buy for this sum economic, & social effects of money. List their of the Civil War & responses on the board. At Reconstruction in Texas. the bottom of the list, write “human being” & explain Explain economic factors 12A that during the 1850’s, the that led to urbanization of average price of an African Texas. slave was $600. Discuss with the students whether Analyze information by 21B the value of a human life sequencing, categorizing, can or should be measured identifying cause/effect in dollars. relationships, comparing, contrasting, & making ¾ TLW will participate in a ¾ TLW write a short paragraph generalizations. mock debate over slavery from the point of view of a in Texas (arguments Texas slave, abolitionist, or slave for/arguments against); owner defending their opinion of FOR – (Texas legislature slavery. dominated by pro-slavery planters pressed pro- slavery laws supports southern Texas economy – no cotton=no money); AGAINST - (Mexican, German, Norwegian, abolitionists had to keep opinions against slavery to themselves because of them being in the minority – They argued against slavery on moral & 37 religious reasons – it was wrong for one person to own another; bought, sold, & hired out slaves as property; also political – it went against democracy & freedom). ¾ TLW identify why Texas ¾ Over what single issue could you was involved in the Civil say the Civil war was fought War by distinguishing the over? difference between the A. local issues North & South; (state’s B. trade agreements rights, slavery, secession) C. Constitutional freedom D. State’s rights ¾ TLW will read and discuss how Texas was divided ¾ TLW graph advantages & over secession from U. S. disadvantages of the north/south: & Sam Houston being populations; wealth produced; removed from office. railroads; factories; bank deposits; farms. Appendix HA1 ¾ TLW create a timeline to show events that led to ¾ TLW locate the battles of the Texas secession Civil War in Texas on a map, convention: Jan. 28, 1861 and answer the question: Why Texas Secession was Texas so important to the Convention held; Feb. 1, Union forces during the Civil Convention delegates War? adopt an ordinance for secession; Feb. 23 Texans vote to secede; Mar. 2, Texas becomes the 7th state to secede from the Union. Appendix #32 38 ¾ TLW work in groups in a timed ¾ TLW identify the activity where they must match individuals that played important individuals from the roles in the Civil War; (U. Civil War with the fact. S. President& military People - Abraham Lincoln, leaders; Texas leaders & Jefferson Davis, Hood’s Texas military leaders) Brigade, Albert Sidney Johnston, Terry’s Texas Rangers, John B. ¾ TLW create a web for Magruder, and Sam Houston. effects of Civil War on Facts – President of the U.S., Texas: Economy – left in President of the Confederate shambles; Government – States of America, Robert E. collapsed Confederate Lee’s finest soldiers, Second government leaders fled to highest ranking general in the Mexico; Society – suffered Confederate army, Calvary unit the loss of many Texans, that fought the most battles in many freed slaves facing an the war, successfully developed uncertain future. the Confederate plans to retake Appendix #33 Galveston. Week Twenty 1, 2, 3, ¾ TTW will outline the ¾ The slaves in Texas were freed Reconstruction 4, 5 Emancipation Proclamation on what day? & discuss its major impact A. Cinco de Mayo Identify the major eras in 1A on Texas - Juneteenth. B. Juneteenth Texas history & describe C. Memorial Day their defining D. Independence Day characteristics. ¾ TLW will take notes while the teacher describe the ¾ TLW work in groups to develop Apply absolute & relative 1B issues & problems that the a plan for brining the South back chronology through the U. S. & Texas governments into the United States. sequencing of significant faced following the end of individuals, events & time the Civil War. (How to help periods. freed slaves adjust; how to Explain the significance of 1C 39 s s 1861. reunite the North & South; how to handle war Explain reasons for 5A damage) involvement of Texas in the Civil War. ¾ TLW outline the purpose & goals of The Freedman’s Analyze the political, 5B Bureau. economic, & social effects of the Civil War & ¾ TLW identify both the ¾ TLW complete graphic Reconstruction in Texas. Congressional and organizer on the steps necessary Presidential plans for for Texas to be re-admitted to Explain economic factors 12A Reconstruction & the Union under President that led to urbanization of readmission to the Union. Johnson’s plan. Texas. Appendix #34 ¾ TLW read and discuss the Analyze information by 21B Black Codes or Jim Crow sequencing, categorizing, laws and the effect it had identifying cause/effect on slaves joining society. relationships, comparing, contrasting, and making ¾ TLW list provisions of the generalizations. Constitution of 1869. Appendix #35 ¾ TLW identify the characteristics that signal the end of Reconstruction. (Republican loss of state political power) Election of 1876 – Democrats let Republican in in exchange for end to Reconstruction. ¾ TTW describe the economic & social effects of ¾ TLW create a graphic organizer Reconstruction in Texas; showing the effect of 40 Economic - improved Reconstruction on Texas. transportation; higher taxes. Social – improved education; civil rights; positions of political power for black Texans; initial rise in crime & violence particularly African Americans. ¾ TLW read and discuss how Reconstruction led to new ¾ TLW write a letter to a friend labor system – imagining that they are a tenant sharecroppers, tenant farmer or a sharecropper in farmers; etc. Texas in the 1870’s & they will describe the challenges they face. (why cotton crops instead of another crop; how to obtain the tools & supplies you need; possible environmental problems; what to do next year if there is no profit from the past year crops; market prices; debts to land owners; why they were forced to be a tenant farmer or sharecropper; etc.) ¾ TLW complete the District Civil War and Reconstruction assessment. Appendix #36 Week Twenty-One 1, 2, 3, ¾ TLW read and identify the Effects of Westward 5 cause/effect relationship Expansion on Native between westward Americans, Indian Wars expansion on Texas 41 frontier & conflicts with Identify the major eras in 1A Native Americans. Texas history & describe their defining ¾ TLW complete the History characteristics. Alive lesson Westward Expansion from a Native Apply absolute & relative 1B American Perspective. chronology through the Appendix #37 sequencing of significant ¾ TTW relate the kidnapping ¾ TLW write a short journal entry individuals, events & time of Cynthia Ann Parker. from Cynthia Ann Parker’s point periods. of view describing why she did ¾ TLW identify the major not want to return to her family. Identify significant 6A military campaigns in (Culture, children, fitting into the individuals, events, & Texas from 1871 – 1874. Anglo society, etc.) issues including the (Adobe Walls; Salt Creek factors leading to the Raids; Mackenzie’s Raids; expansion of the Texas Red River War; Battle of frontier, the effects of Palo Duro Canyon; Rio westward expansion on Grande) Native Americans, & Cynthia Parker. ¾ TLW complete graphic ¾ TLW complete the Buffalo then organizer on the & now activity. Appendix #39 Explain economic factors 12A cause/effect relationship of that led to the urbanization the Buffalo of Texas. hunters/slaughter and the effect on the Native Trace the development of 12B Americans. Appendix #38 ¾ TLW work in pairs to compare major industries that & contrast life on reservations to contributed to the ¾ TTW describe life on life on the frontier (required to urbanization of Texas. reservations for Native farm; own land individually; Americans. tried to maintain traditional ways of life in various ways – ¾ TLW read and discuss the speaking native language, life, role of Buffalo Soldiers in dance) 42 the Texas Frontier Wars. Week Twenty-Two & 1, 2, 3, ¾ TLW read about the Twenty-Three Effects 5 Spanish beginnings of the of Westward cattle industry/ranches and Expansion on cattle complete a graphic industry, barbed wire, organizer of the changes in and closing the frontier. the cattle industry. Appendix #40 Identify the major eras in 1A ¾ TLW create a cattle drive map. Texas history & describe ¾ TLW examine the reasons their defining for cattle drives. characteristics. ¾ TLW examine pictures of a Apply absolute & relative 1B longhorn & discuss chronology through the benefits for cattle drives. sequencing of significant Also explain how individuals, events & time crossbreeding helped the periods. beef cattle industry ¾ TLW design their own cattle Identify significant 6A ¾ TLW work in groups to brand for an imaginary ranch in individuals, events, & outline the problems faced Texas after looking at examples issues including the factors by cattle ranchers: Texas using letters, numbers, symbols, leading to the expansion of fever; rustlers; overgrazing; geometric designs, etc.. the Texas frontier, the sheep development of the cattle ranchers; drought; prices at industry from the market; and fence its Spanish beginnings, the cutting. myth & realities of the cowboy way of life, the ¾ TLW read and discuss the effects of growth of the effects of the Civil War on railroads, the buffalo cattle ranching. soldiers, & James Hogg. ¾ TLW complete the cattle drive ¾ TLW identify individuals project. (this can be done as an Explain the political, 6B that contributed to the outside project, or in class as 43 economic, & social impact cattle industry in Texas. group work) Appendix #41 of the cattle industry & the (Jesse Chisholm, and development of West Texas Charles Goodnight). resulting from the close of the frontier. ¾ TLW will work in groups to determine the ¾ TLW write a short paragraph Explain economic factors 12A characteristics of the explaining how the Texas cattle that led to the urbanization cowboy culture. Then industry was affected by free of Texas. discuss as a class which enterprise. (Supply of cattle & ones are correct and which demand for cattle) Trace the development of 12B ones are not (and why). major industries that contributed to the ¾ TLW describe the events urbanization of Texas. that led to the creation of ¾ TLW write a letter to a neighbor barbed wire by Joseph imagining they are a Texas Analyze the effects of 20C Glidden. rancher who either supports or scientific discoveries & opposes fencing the open range technological innovations, ¾ TLW work in groups to & they should express their such as barbed wire, & the determine the cause/effect viewpoint including advantages windmill on the relationship between use of & disadvantages. development of Texas. barbed wire & problems that develop. (Range wars; closing of the frontier, laws ¾ TLW create a list of aspects of that were passed relating to Texas today that reflects the fence cutting) legacy of the cattle kingdom. (rodeo, state fairs, cowboy attire, ¾ TLW relate the windmills, ranching, etc.) cause/effect relationship between the development of cattle ranches in the panhandle of Texas and the need for water since there were little or no natural water sources. 44 Appendix #42 ¾ TLW complete the longhorn graphic organizer that details the decline of the cattle kingdom. Week Twenty-Four & 1, 3, 4 ¾ TLW complete a graphic Twenty-Five organizer to illustrate the Progressive Movement cause/effect relationship of Railroad Boom, the railroad boom. Spindletop, Oil, & Gas. Appendix #43 Identify the major eras in 1A ¾ TLW discuss the Texas history & describe immigration of Chinese to their defining the U. S. & Texas to help characteristics. build the railroads. ¾ TLW write a short paragraph Apply absolute & relative 1B ¾ TLW outline the changes identifying & explaining how chronology through the in farming technology: (dry technology helped farmers adapt sequencing of significant farming, threshers, to farming in west Texas. individuals, events & time windmills, commercial (Windmills; terraces; dry periods. farming). farming; plows; threshers.) Explain the political, 6B ¾ TLW explain how the economic economic, & social impact ¾ TLW identify the principle of supply & demand is of the oil & gas industry in geographic & other factors reflected in the changes in cotton Texas. that led to the boom in production commercial farming of Define the impact of 7A cotton in Texas (available “boom & bust” & trace the farmland east & west; new boom-&-bust cycle of technology, increased leading Texas industries settlement, railroads). throughout the 20th ¾ TLW work in pairs to complete Century, including ¾ TTW identify the major the graphic organizer on major farming , oil & gas, Texas industries in the late Texas industries in 1800’s. 45 cotton, cattle ranching, 1800’s (flour milling, Write a short description of the real estate, & banking. lumber/timber, cottonseed location & technology that may oil, mining, meatpacking). be needed for each into a mobile. Evaluate the Progressive 7B Appendix #44 and other reform ¾ TLW read and discuss movements in Texas in the “The Birth of the Oil 19th and 20th centuries. Industry”, during class ¾ TLW write a short newspaper Compare types & uses of discussion students will article from a reporter’s point of technology, past & 20A complete a graphic view about the Spindletop strike. present. organizer that details the Students should consider the discovery of oil in Texas. people & events that led the Identify Texas leaders in Appendix #45 strike & how the strike will science & technology such 20B shape the future of Texas. as Roy Bedichek, Walter ¾ TTW relate how scientific Articles should mention Higgins Cunningham, Michael innovations in the mid & Lucas. DeBakey, & C.M. “Dad” 1800’s led to the discovery Joiner. that kerosene could be made from oil & new demands for Analyze the effects of fossil fuels resulting in scientific discoveries & 20C Texas oil fields technological innovations, & refineries growth. such as oil and gas ¾ TLW complete a graphic industries on the ¾ TLW trace the cause/effect organizer about boom/bust. development of Texas. relationship between Spindletop discovery & Evaluate the effects of boom/bust. Appendix #46 scientific discoveries & 20D technological innovations on the use of resources such as fossil fuels, water, & land. Analyze how scientific 20E 46 discoveries & technological innovations have resulted in interdependence among Texas, the United States, & the World. Make predictions about 20F economic, social, & environmental consequences that may result from future scientific discoveries & technological innovation. Week Twenty-Seven ¾ TLW compare Texas ¾ Why did the Texas population 20th Century Texas – population from the 19th to change from a rural majority to Changing Population, the 20th centuries. Use an urban majority in the 20th Texas’ participation in Texas population century? World War One & Two information to create line and bar graphs. Use the Identify the major eras in 1A attached overhead to Texas history and describe demonstrate growth rate. their defining Appendix #47 characteristics. ¾ TLW work in groups to create a ¾ TLW read and discuss the poster urging Texans to support Analyze the political, 7D contributions of Texas and the wear effort by rationing or economic, and social its citizens to World War I. buying Liberty Bonds. impact of major wars, (political, social and including Word War I and economic effects) World War II, on the ¾ TLW analyze/create political history of Texas. ¾ TLW analyze the cartoons illustrating the Texans contributions of Texas supporting the war effort. Identify ways in which 10A and its citizens to World 47 Texas have adapted to and War II. modified the environment and analyze the consequences of the ¾ TLW complete the Rations modifications. assignment Appendix #48 Explain ways in which 10B geographic factors have affected the political, economic, and social development of Texas. Analyze the effects of the 11C changing population distribution in Texas during the 20th century. Describe the structure of 11D the population of Texas using demographic concepts such as growth rate and age distribution. 48 4th Nine Weeks Week Twenty-Eight 1, 4, 5 ¾ TTW define constitution. ¾ TLW complete the Texas Texas Government (Framework for Constitution Fill in the Blanks 1876 Constitution; 3 government sets limits & worksheet to become familiar Branches of protects citizens from with the past & present Government; Checks unfair treatment by the constitutions. & Balances; Limited government) Appendix #49 Government; Appendix #50 Federalism; ¾ TLW analyze the 7 Separation of Powers. constitutions of Texas (1827, 1836, 1845, 1861, Identify how the Texas 14A 1866, 1869, 1876) and Constitution reflects the discuss how each was principles of limited necessary for the time government, checks & period it represented. balances, federalism, separation of powers, ¾ TLW view and discuss the popular sovereignty, & format of the constitution individual rights. of 1876 providing a copy of the constitution– Identify the influences 14B Preamble; Articles; of ideas from the U. S. Sections; Bill of Rights; Constitution on the Amendments; etc. Texas Constitution. ¾ TLW compare the Texas & ¾ TLW answer specific questions Identify different points 15A U. S. Constitutions & about where to find: the of view of political amendment process for amendment processes of both; parties & interest groups both. the legislative branch; the on important executive branch; the judicial 49 Texas issues. Describe branch; the preamble; the Bill of the importance of free Rights; etc. speech and press in a 15B democratic society. ¾ TLW complete a graphic ¾ TLW analyze examples of organizer on the 3 branches government duties & identify the Analyze information by of state government, branch that is responsible for sequencing, describing the duties of that duty. categorizing, identifying 16A each. cause/effect relationships, ¾ TLW read and discuss the ¾ TLW give specific examples of comparing, contrasting, system of checks and each branch of government’s summarizing, & balances. ability to check the power of the making generalizations. other 2 branches. Support a point of view on a social studies issue. ¾ TLW analyze the Bill of rights of the United States Identify different points 16B Constitution and discuss of view of political the importance of the First parties and interest Amendment. groups on important Texas issues. 17A ¾ TLW locate the freedoms guaranteed in the First Describe the Amendment of the U.S. importance of free Constitution in the Texas speech and press in a Constitution Bill of Rights. democratic society. 17B ¾ TLW complete the Bill of Rights Analyze information by District Assessment. comparing, contrasting, Appendix #51 and summarizing. ¾ TLW analyze the ¾ TLW write a short paragraph development of the two- explaining the importance of a 21B party system in Texas. Ask two party political system. students to identify the two Appendix #52 main political parties in 50 Texas. Remind students Use social studies 22A that Texas did not always terminology correctly. have two strong political Use standard grammar, 22B parties because the spelling, sentence Democrats controlled structure, and Texas politics for many punctuation. decades. Create written 22D presentations of social studies material. Week Twenty-Nine 1, 4, 5 ¾ TLW outline how a bill ¾ If the governor does not sign a How a Bill becomes a becomes a law. bill into law that has passed both Law; Current and the House and the Senate, what past Elected Officials happens to the bill? A. It dies Identify the influence 14B B. It becomes a law of ideas from the U.S. C. It goes back for another vote Constitution on the D. It starts the process all over Texas Constitution. ¾ TLW work in groups to again. identify and locate Identify the leadership 18A information on assigned ¾ I was the first Mexican qualities of elected and current and past (Henry B. American to be elected to the appointed leaders of Gonzales, Barbara Jordan, Texas State Senate? Texas, past and present, Phil Gramm, Lyndon B. A. Jose Gutierrez including Texans who Johnson, Samuel Rayburn, B. Juan Seguin have been President of and John Tower) elected C. Henry Gonzales the United States. officials. Students will take D. Benito Rodriguez notes on all the officials Analyze the 18B when each group reports ¾ To help the students understand contributions of Texas their findings on their the process by which a bill leaders such as Henry person to the entire class. becomes a law, stage a mock B. Gonzalez, Phil Appendix #53 legislative session and then 51 Gramm, Barbara answer questions about the Jordan, and Sam process. Rayburn. 52 Week Thirty 1, 4, 5 ¾ TLW write the following ¾ Which kind of local government Municipal and phrases on paper (leaving out can send you a copy of your County Government; the italicized answers): birth certificate? County Taxes and other Counties help collect state revenue taxes, Counties issue licenses, County courthouses maintain records of births deaths Describe the structure 15A marriages and property and functions of ownership, The commissioners government at court works municipal, county, and on building and repairing state levels. roads and bridges, The commissioners court Identify major sources 15B maintains county hospitals, of revenue for state and museums, libraries, parks, local governments. and airports. Have students complete the sentences as Identify different points they read the local 17A government section of their of view of interest textbook. groups on important Texas issues. ¾ TLW work in groups to search ¾ What is the major source of for articles in newspapers revenue for counties? dealing with topics such as A. sales tax local finances, local elections, B. bonds police, zoning, firefighters, C. income tax transportation, crime or other D. property tax aspects of life in the community. After articles have been located have each group choose one to talk about. After the class has discussed the articles and how these deal with “local government” use a class discussion to complete the attached graphic organizer. 53 Week Thirty-One 1, 4, 5 ¾ TLW read and discuss ¾ Which kind of local government Public Education, Texas Public Education. hires your teachers? Citizenship – duties TTW help the students and responsibilities make the connection to Maribeau Lamar – “the Describe the structure 15C Father of Education” in and governance of Texas Texas. public education. ¾ TLW differentiate between ¾ As a class decide on an issue that Identify civic 16B right and responsibility. students think local officials responsibilities of Make certain that students should take action on. Then have Texas citizens. understand the difference. students write letters to local As students read about officials voicing their opinions Identify different points 17A Citizenship and Elections on the issue and urging the of view of political have them make two lists officials to take action. Have parties and interest one of the rights of citizens students exchange and peer edit groups on important and one of the one another’s letter before Texas issues. responsibilities of citizens. making their final copy. Discuss as a class the things Describe the 17B on each list. importance of free speech and press in a ¾ TLW write a paragraph democratic society. defining citizenship and what it means to them. Express and defend a 17C point of view on an issue of historical or contemporary interest in Texas. Support a point of view 21E on a social studies issue or event. 54 Use social studies 22A terminology correctly. Use standard grammar, 22B spelling, sentence structure, and punctuation. Use a problem-solving 23A process to identify a problem, gather information, choose and implement a solution, and evaluate the effectiveness of the solution. Use a decision-making 23B process to identify a situation that requires a decision, gather information, predict consequences, and take action to implement a decision. 55 Week Thirty-Two 1, 2, 3, ¾ TLW complete teacher Review for TAKS test 4, 5 generated review. ¾ TLW participate in a Jeopardy format review game. Week Thirty-Three 1, 2, 3, TAKS testing 4, 5 Week Thirty-Four 1, 3, 4, ¾ TLW complete the ¾ Could women hold political 20th Century Texas – 5 Women’s Suffrage graphic office before they had the right Women’s suffrage organizer as they read about to vote? and Civil Rights the Suffrage Movement. Appendix #54 Identify the major eras 1A in Texas history and ¾ As students enter the room describe their defining write the term non-violent characteristics. resistance on the board and ask students to suggest what Apply absolute and 1B it means (peaceful public relative chronology demonstrations to call through the sequencing attention to social or of significant political injustice). Explain individuals, events, and that a civil rights leader time periods. martin Luther King Jr. promoted the use of non- Trace the civil rights 7C violent resistance to try to and equal rights end discrimination and movements of various segregation. groups in Texas in the 20th century and ¾ TLW work in groups to ¾ TLW complete the Texas identify key leaders in create a time line (on Women in Politics assignment. these movements bulletin board paper)of the Appendix #55 including James key individuals and events 56 Farmer, Hector P. in the civil rights Garcia, Oveta Culp movement they will learn Hobby, and Lyndon B. about as they read The Johnson. Search for Equal Rights. Have the students place the national events below the timeline and Texas-specific events above the timeline. Each group should then annotate and illustrate their time-line. ¾ TTW lead a class discussion in the area of civil rights that they have just read about. 57 Week Thirty-Five 1, 3, 5 ¾ TLW read and discuss the ¾ TLW complete the analyzing 20th Century Texas – impact of Texas oil in the data assignment on Texas oil International Trade national and international production. market. Appendix #56 Analyze the impact of 13A national and ¾ TTW help the students international markets make the connection and events on the between supply and production of goods demand and the boom/bust and services in Texas. cycle. Analyze the impact of 13B ¾ TLW complete the History ¾ TLW complete the Free Trade economic phenomena Alive lesson – Supply and assignment. within the free Demand / Arab Oil Crisis. Appendix #58 enterprise system, such Appendix #57 as supply and demand, profit, government ¾ TLW read and discuss regulation, and world Texas’ participation in competition on the global trade. Make sure the economy of Texas. students understand NAFTA and how it works. Analyze the impact of 13C significant industries in Texas such as oil and gas on local, national, and international markets. Week Thirty-Six 1, 2, 5 ¾ TLW complete a graphic ¾ What Texas city is home to 20th Century Texas – organizer on the several high-tech companies? Aerospace and contributions of Aerospace, A. Houston Technology Defense, High-Tech, and B. Dallas Medical Technology. C. Austin Identify the major eras Include contributions and D. El Paso 1A in Texas history and effects on economy. Appendix #59 58 describe their defining ¾ TLW work in groups to characteristics. identify Roy Bedichek, Walter Cunningham, Apply absolute and 1B Michael DeBakey, and relative chronology C.M. “Dad” Joiner. through the sequencing of significant ¾ TTW write the following on ¾ What do plastic, fertilizer, individuals, events, and the board: plastic, detergent, synthetic rubber, and paint all time periods. fertilizer, pesticide, have in common? synthetic rubber, antifreeze, Compare types and 20A paint, and glue. Have the uses of technology, past students list ways in which and present. they use these products in their daily lives. Then Identify Texas leaders in 20B discuss that these products science and technology are made possible by the such as Roy Bedichek, petrochemical industry. Walter Cunningham, Organize the class into Michael DeBakey, and pairs. As they read “The C.M. Petrochemical Industry” “Dad” Joiner. Analyze have one of them make a the effects of scientific list of the benefits of the discoveries and petrochemical industry 20C technological while the other will make a innovations such as list of the problems caused aerospace industries on by the petrochemical the development of industry. When finished Texas. have the class come back together for a discussion of Analyze how specific their findings. Compile one discoveries and master list of all benefits 20E and problems. technological innovations have 59 resulted in ¾ TLW brainstorm ideas and ¾ TLW write a short essay on the interdependence among inventions that are being impact of future scientific Texas, the United States, worked on right now. discoveries and technological and the World. Create a master list of innovations. Have the students technological innovations choose one of the innovations, Make predictions about 20F and/or inventions. Discuss discoveries, or inventions from economic, social, and how some of these items the master list and develop an environmental might impact Texas and the essay predicting the economic, consequences that may world. social and environmental result from future consequences that may result scientific discoveries from this innovation, discovery, and technological or invention. innovations.
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