# TAT 7 Texas History by ashrafp

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```									                                           7th Grade Texas History Curriculum 03 - 04
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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
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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.
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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
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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
7th Grade Texas History Curriculum 03 - 04
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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
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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
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
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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
life by gathering information from class         reflecting their opinion of
7th Grade Texas History Curriculum 03 - 04
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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
7th Grade Texas History Curriculum 03 - 04
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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
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problem, gather
information, list &
consider options,
& 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
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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
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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
implement a solution, &
evaluate the effectiveness
of the solution.
7th Grade Texas History Curriculum 03 - 04
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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
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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
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 &

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

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

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
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;
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?
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
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,
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?
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,
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
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.
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
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
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
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
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.

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

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

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
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
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
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
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
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.

discussion in the area of
civil rights that they have
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
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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