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Social Studies – Texas HistoryUnit of Study: Geography Skills and the Regions of Texas

First Grading Period – Week 1 CURRICULUM OVERVIEWEnduring Understandings (Big Ideas) Unit Rationale

The regions of Texas reflect its diversity in landforms vegetation, and climate Knowing how to use maps, graphs, and charts are essential skills necessary to

communicate information.

The regions of Texas reflect its diversity in landforms, vegetation, and climate. These differences have affected the history of Texas from the time of the Native American to the present. The skills necessary to discover and convey this information is developed in an understanding of the uses and interpretations of maps, charts, and globes.

Lessons for this UnitLesson 1: Tools of the Texas GeographerLesson 2: Regions of Texas

Essential Questions Guiding Questions What factors make a place unique? How do we choose where to live? Why do we change our surroundings? What are the effects of changing our surroundings? How does nature affect the way we live? How do we use maps, globes, and charts to give directions, find where we live, and

to gather facts about our surroundings?

What is a region? How are the regions of Texas identified? How does geography affect where people live? What role does geography play in the economy of Texas? How does geography impact the basic needs and wants of Texans? What are the physical features and natural resources in the Texas landscape? How have Texans modified the physical landscape of Texas? What conclusions can you deduce about Texas weather? What are the significant places and regions of 19th and 20th century Texas?

TEKS (Standards) TEKS Specificity - Intended Outcome

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TEKS 7.9 Geography A. locate places and regions of importance in Texas during the 19th and 20th centuries; B. compare places and regions of Texas in terms of physical and human characteristics; and C. analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication on major events in Texas. TEKS 7.10 Geography A. identify ways in which Texans have adapted to and modified the environment and analyze the consequences of the modifications. B. explain ways in which geographic factors have affected the political, economic, and social development of Texas.

I can tell how the natural features, climate, and plants are different in the four regions

of Texas and explain how these geographic factors have effected the political, economic and social development of Texas. (7.9B, 7.10B)

Iocate and compare the physical and human characteristics and factors of the regions of Texas, including the climate, weather, landforms, immigration, transportation, and communication. (7.9 A/B/C)

identify and explain ways people have adapted to, modified their environment, and analyze the consequences of their actions. (7.10A)

TEKS (Standards) TEKS Specificity - Intended OutcomeSAISD © 2010-2011 – First Grading Period Texas History (7th Grade) of 34Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Con

cept

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llsTEKS 7.21 Social Studies Skills (8.30) B. analyze information by categorizing, identifying cause-and-effect relationships, comparing, contrasting, summarizing, making generalizations C. organize and interpret information from outlines, reports, databases, and visuals

including graphs, charts, timelines and maps. H. use appropriate mathematical skills to interpret social studies information such as

maps and graphs. TEKS 7.22 Social Studies Skills A. use social studies terminology correctly. C. transfer information from one medium to another, including written to visual and

statistical to written or visual, using computer software as appropriate.

I can use my social studies skills to find and interpret primary and secondary sources to better understand historical information. I can also find the main idea, summarize, draw inferences and conclusions. Finally, I can communicate in written, oral, and visual forms. (7.21B/C/H; 7.22 A/C)

ELPS Student Expectations ELPS Specificity - Intended Outcome ELPS 1a - use prior knowledge and experiences to understand meanings in

English. ELPS 3g - express opinions, ideas, and feelings ranging from

communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topic.

ELPS 4e - read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned.

Express opinions and ideas and feelings about the effects of geography on a Texas region using words and phrases such as climate, natural features, and immigration.

What I know about the area I live to predict what characteristics a region of Texas may possess.

Use reading materials about the regions of Texas with the support of simplified texts/visuals/word banks as needed.

College Readiness Student Expectations College Readiness - Intended OutcomeSocial Studies Standards I – C2: Evaluate changes in the functions and structures of government across

time. IV – A2: Situate an informational source in its appropriate contexts

(contemporary, historical, cultural).Cross-Curricular Standards I – E2: Work collaboratively II – C5 Synthesize and organize information effectively.

Evaluate changes in the environment of a Texas region across time. Work collaboratively with others. Synthesize and organize information found in the various sources.

Evidence of Learning (Summative Assessment) Given a variety of Texas maps, the student will interpret and analyze different types of geographical data with 80% accuracy. Given various descriptions of areas of Texas, students will determine which region of Texas is described with 80% accuracy. Given a blank map of Texas, students will be able to construct the essential parts of a map with 80% accuracy. Given the essential questions for this unit, the student will be able to reflect and articulate correct responses in written or verbal form with 90% accuracy.

SAISD © 2010-2011 – First Grading Period Texas History (7th Grade) of 34Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

Social Studies – U.S. History Since 1877Lesson 1: Tools of the Texas Geographers

First Grading Period – Week 1 Guiding Questions Essential Pre-requisite Skills

Why do we use maps, globes, and charts? Regions (4th grade) Mapping skills (K-6th grade) Absolute/relative location (1-6th grade) Reading and interpreting graphs, charts, maps (2nd-6th grade)

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can….Use the History Alive framework, resources from the SAISD social studies website, and the Social Studies framework to conduct daily classroom instruction:Hook On the back of each of the 3 copies of Student Handout 1A: Gold Deposits, write any number from 1 to 20. On each of the17 copies of Student Handout 1B: Dirt, write the remaining numbers from 1 to 20. Use each number only once.

Create a grid in the classroom by evenly spacing one set of coordinates Student

Handout 1C; Latitude Coordinates in order along the right wall and the second set along the left wall. Then evenly space the coordinates cut from Student Handout 1D: Longitude Coordinates in order along the front and back walls. It is important that the coordinates can be seen by, but are not necessarily obvious to, the students. When students enter the room, do not point them out. (7.21B, C, H)

Tape each copy of Student Handout 1A, face up, to the floor at three exact coordinates of your choice. Tell students that you have found a lost treasure map of Francisco Cordonado’s quest for the seven cities of gold and they must practice certain skills if they are to go on that treasure hunt. Meet with students outside the classroom and divide them into mixed ability pairs.

Create a visuals, cartographer enters the room and on a blank sheet of paper maps out the room for the Geologists. After 5 minutes, Cartographers stop drawing and exit the classroom. Students record their name and their partner’s names on their maps. Maps are collected. Cartographer begins reading Student Handout 1E and do not talk with their partners.

Read and interpret a map, Geologists enter the room to search for gold using the map the Cartographer has drawn. The geologists has one minute to explore the site by walking around the classroom but they cannot touch the sheets of paper as they are “covered by dirt.” When they enter the site, they will use their maps to select and write down the three numbers that they think represent the gold deposits. After one minute, the geologists stops searching and the Cartographer is invited to rejoin their partner.

Designate a Cartographer and a Geologist. Explain that the classroom has been transformed into a “Texas desert” that contains valuable deposits of gold that Cordonado believed were in the area he explored. The students will enter the site at different times. Cartographers will enter first and have 5 minutes to map the site for the Geologists.

Include the following on your map: An appropriate title, a legend with symbols that represent the furniture and other objects in the room, a compass rose, a grid, an accurate scale.

While the Cartographer is mapping the room, the Geologist must read and take notes on the handout, which contain the important hints that could help them locate the gold.

Rearrange the classroom. Move some of the desks and chairs to look like a windstorm has hit the site. Turn each copy of Student Handout 1A over, retaping them to the floor at the same coordinates. Place several copies of Student Handout 1B face down and clustered nearby. Arrange the remaining copies of Student Handout 1B face down throughout the classroom. Tape the sheets to the floor so that students cannot lift them up. Suggestion: move desks or chairs over some of the papers.

Reveal where the gold was located and debrief the activity.


CURRICULUM GUIDE

Guided Practice Have students examine the Physical Map of Texas found in A1 of the textbook.

Ask the students: What do you see? How did the maker of this map choose to draw the state? Why do you think the mapmaker would draw Texas in this way? What components does this map have? What other components make maps useful?

Have students read Section 1 of the text and answer the essential question, What areas do each of the six essential elements of geography address.

Read remaining sections and working in pairs or individually complete Geoterms 1.

Respond orally or in their interactive journals. Read the text and construct a graphic organizer to detail each element of geography.Share their completed answers in pairs or share their answers with the class.

Independent Practice Introduce activity which will have three phases covering three topics: basic map

components, latitude and longitude, scale. Prepare materials and arrange the classroom. Before class, cut apart two copies of Student Handouts 1F-1H. Place the cards in 3 piles, one for each phase of the activity.

Divide students into mixed ability pairs and distribute copy of Reading Notes 1. Project map transparency of basic map components. Phase 1: Explain that students will now learn the basic components of a map, which you will introduce by asking a series of questions: 1) Which map components tells us the subject of the map? 2) Which map component tells us the pieces of information we can learn from the map? 3) Put your pencil on your map so that it points southeast, northeast, southwest, and then northwest. What do we call these 4 points? 4) What map component indicates direction? 5) After pointing to the grid lines, ask “What do we call this map component? 6) How do we use the map grid to give the location of the Gold Discovery? 7) How can you tell someone to get to the Gold Discovery Museum from the Sawmill Replica without using a map grid? How can you tell someone to get to the Gold Discovery Museum from the Thomas House without using the map grid? Why are these directions different if the location of the Gold Discovery Museum has not changed? Why is the map grid helpful? (7.21 B, C, H)

Distribute activity cards from Student Handout 1F: Phase 1 Cards. Give one card to each pair.

Phase 2: Tell students they will now learn how to use latitude and longitude to determine absolute location. Project Grid Transparency of Texas. Introduce the skill by asking this series of questions: 1) What are these lines that circle the state called? How do we measure parallels of latitude? What are the lines that run from the North Pole to the South Pole called? How do we measure meridians of longitude?

Distribute Texas map and activity cards from Student Handout 1G: Phase 2 Cards. Phase 3: Tell students they will now learn how to measure distance using scales.

Project a physical map of Texas on a wall. Introduce the skill by asking this series of questions: 1) What does the scale tell us? 2) What does this scale represent? 3) Procedure: demonstrate how to use a straightedge, such as an index card, to measure distance. Align the straightedge to the scale, and mark the scale on the card with a pencil. Use your marking to measure the distance between two locations. What is the distance between Corpus Christi and El Paso?

Distribute Texas map and activity cards from Student Handout 1H: Phase 3 Cards. (7.9 A, B, C)

Volunteer to respond to questions or may write responses in an interactive journal.

Respond to the cards by labeling the map in their Reading Notes 1 in the correct locations with (1) the number of the card and (2) the answer.

Complete the activity and label the map.

Respond to the cards by labeling the map in the correct locations with the (1) the number of the card and (2) the answer. respond to the cards by labeling the map in the correct locations with the (1)

the number of the card and (2) the answer.

Processing Instruct students to create a map of your classroom/neighborhood block/school.

Include the following on your map: An appropriate title, a legend with symbols that represent the furniture and other objects in the room, a compass rose, a


(7.21, 7.22) grid, an accurate scale.

Vocabulary: lines of longitude/latitude Absolute/Relative locations political map physical map thematic map geographic distributions physical characteristics human characteristics environment geographer

TAKS Vocabulary Acquiring Analyze Answer Apply Asking Assess Attribute Choose Communicating Compare Conclude Consider Construct Contrast Defend Describe Design Develop Draw Explain Evaluate Gather Generalization Give Examples Implement Infer Interpret List Locate Map Obtain Organize Plan Predict Prepare Present Relate Solve Take Action Theorize Trace Use

ResourcesTextbook: Holt – Texas!Sec. 1.1, Atlas pgs. A1-A15Chapter 2 (pgs. 18-39)

Print Resources:New Handbook of TexasTexas AlmanacThe Inside-Outside Book of Texas by Roxie Munro

Media Resources/Internet Resources:PowerMediaPlusSAISD Social Studies WebsiteTexas HighwaysRegion of the Texas Parks and WildlifeNew Handbook of TexasMaps of TexasLone Star JunctionTexas Beyond HistoryTutorial for History Alive! http://tutorial.teachtci.com/ Rubi Star for Creating RubricsFacts on File http://www.fofweb.com/subscriptionBritannica Online http://school.eb.com http://spanish.eb.comWorld Book http://www.worldbookonline.comTeachingBooks net Sharing the Spirit of Books and Reading http://teachingbooks.net/home/Power Media Plus http://www.powermediaplus.comEBSCO http://search.epnet.com

See campus librarian for additional print and non-print resources.Technology Resources:MapMaker

DifferentiationWhat do you do for students who need more support? ELPS Objectives Addressed in this Lesson

ELPS 1a - use prior knowledge and experiences to understand meanings in English.


http://lms.saisd.net/web/Scope/index.html

http://search.epnet.com/

http://www.powermediaplus.com/

http://teachingbooks.net/home/

http://www.worldbookonline.com/

http://spanish.eb.com/

http://school.eb.com/

http://www.fofweb.com/subscription

http://rubistar.4teachers.org/index.php

http://tutorial.teachtci.com/

http://www.texasbeyondhistory.net/

http://www.lsjunction.com/

http://www.lib.utexas.edu/maps/texas.html

http://www.tsha.utexas.edu/handbook/online

http://www.tpwd.state.tx.us/

http://www.texashighways.com/

http://www.saisd.net/admin/curric/sstudies/index.html


Strategy can be used for both students’ who have mastered the learning and for those who need additional support.Vocabulary Strategy: Students create a Frayer’s Square model to define difficult concepts/ words. Students can choose 5 words that are difficult and teacher can choose 5 words that are essential.

Use Ignite! Learning: Texas Geography Unit Content: The Five Themes of Geography, Mapping Texas, Weather and the Climate of Texas, Waterways of Texas, Regions of Texas, The Political Geography of Texas, Human Effects of Texas Geography.

ELPS 3g - express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topic.


What do you do for students who master the learning quickly?Technology Integration and ResearchStudents will work independently to find information about the different regions of Texas. They will answer several research questions, create state maps with climate information, and find information about different in-state colleges by conducting interviews. Using the information they obtain, students will help a fictional family choose a region in Texas in which to live.

http://target.esc13.net/lesson_plan.php?lesson_id=46&sess_id=031bc24d9d35a6bea5098fee945e35c4

College Readiness Objective Addressed in this LessonSocial Studies Standards I-A1/A5 Spatial analysis of physical and cultural processesthat shape the

human experience IV – A2: Situate an informational source in its appropriate contexts (contemporary,

historical, cultural).Cross-Curricular Standards I – E2: Work collaboratively II – C5 Synthesize and organize information effectively.

Evidence of LearningFormative Mini Assessments TAKS College-Readiness

Anticipated Skills for SAT/ACT/College Board/Career/LifeIgnite! Learning 2008

Letter “H” representsA the Thirteen Original Colonies.*

Technology Integration and Research

Students will work independently to find information about the different regions of Texas. They will answer several research questions, create state maps with climate information, and find information about different in-state colleges by conducting interviews. Using the information they obtain, students will help a fictional family choose a region in Texas in which to live.http://target.esc13.net/lesson_plan.php?lesson_id=46&sess_id=031bc24d9d35a6bea5098fee945e35c4


Definition in own words

Characteristicsvisual

Examples Non-examples






What choice of building material would best serve the native people of West Texas?A TimberB AdobeC Thatched grassD Buffalo hides

B the Texas Annexation.C Spanish Florida. D the Mexican Cession


Social Studies – Texas History Lesson 2: Regions of Texas

Guiding Questions Essential Pre-requisite Skills What is a region? How are the regions of Texas identified? What are the unique physical and geological characteristics of the regions of

Texas? How have geographic factors affected the economic development of Texas? What types of adaptations would be necessary to live in that region? What are the significant places and regions of 19th and 20th century Texas? What are the physical features and natural resources in the Texas

landscape?

Knowing essential parts of a map (1st -6th grade) Understanding cardinal directions (1st-6th grade) Interpreting and analyzing maps (1st-6th grade) Using social studies data to draw conclusions (2-6th grade)


The teacher will… So students can….

Use Ignite Learning!, resources from the Social Studies website, and the Social Studies framework to conduct daily classroom instruction.Hook

Project the instructional transparency and instruct the students to follow the tasks that it contains:

Students arrange themselves into 4 groups in different areas of the room based on the instructions. One of those groups will be broken down into smaller groups. On a large poster, print the name of their group.

Guided Practice Project the slide show on the Regions of Texas. Instructs students to take notes

based on their observations in the graphic organizer distributed to the class. (7.10 A, B)

View and take notes on each of the regions of Texas seen in the slide show.

Instruct students to investigate each of the major regions in Texas to complete their notes from the slide show.

Complete the regions graphic organizer.

Divide students into 10 groups, one group for each sub-region of Texas. Students will remain in these same groups to complete the processing assignment. Distribute the PLACE graphic organizer and instructions to the groups. Prepare to present their PLACE graphic organizer to the class.

Research and complete the PLACE graphic organizer on their sub-region. As an extension to the assignment, students can make various landforms that may be contained in their sub-region: such as mountain, basin, plateaus, hills, valleys. (instructions can be found by clicking the link)

Model the use of the PLACE graphic organizer and the expectations of the presentation by preparing one of the sub-regions. (7.21, 7.22)

Presentation on the assigned sub-region.

Independent Practice Instruct students to gather information from all the presentations and annotate

their graphic organizer on each of the sub-regions. Distribute graphic organizer on the region and sub-regions of Texas. (7.9 B, C)

Complete the sub-region grid for the 11 sub-regions. Using their notes, label and annotate the foldable of the regions and sub-regions

Processing Instruct students to prepare a map of the natural resources of Texas studied and

write a one paragraph description of that region detailing interesting facts, climate, and natural resources.

Distribute copies of the Natural Resources of Texas Map. Have the students each create a map of Texas resources and a legend for it. Have the

Create map with the following elements: compass rose, legend, title, scale. Detail any geographical features, such as rivers, lakes, mountains, and any type of agricultural activity such as, ranching, farming.

Use the notes, foldable for this activity, atlases, almanacs, and textbooks about Texas. Create a legend using picture symbols for each of the resources. Label the locations with the picture symbols of the resources. Using their constructed map, answer these questions on the back of your map:


CURRICULUM GUIDE

http://www.saisd.net/admin/curric/sstudies/handson/natregion01.pdf



http://www.saisd.net/admin/curric/sstudies/handson/PLACE2.pdf

http://www.saisd.net/admin/curric/sstudies/handson/PLACE.pdf

Have students label the following cities and draw the regions of Texas on their map: Amarillo, Austin, Beaumont, Brownsville, Corpus Christi, Dallas, El Paso, Fort Worth, Houston, Laredo, Lubbock, Midland, Odessa, Texarkana, Wichita Falls. (7.9A, 7.21B, C, H; 7.10B)

Answer the following questions: Can you explain why the resource may be concentrated in that area? How important do you think these products/natural resources are to the state of Texas and to the nation? How would you be affected if they were unavailable? What other states besides Texas produce the variety and number of resources found here? What type of jobs might result from an abundance of the resource?

Vocabulary: (Pertinent to the learning – specific)

plateaus ranges tributaries reservoirs aquifers population agriculture region /natural regions escarpment fault basin bayou climate

TAKS Vocabulary Acquiring Analyze Answer Apply Asking Assess Attribute Choose Communicating Compare Conclude Consider Construct Contrast Defend Describe Design Develop Draw Explain Evaluate Gather Generalization Give Examples Implement Infer Interpret List Locate Map Obtain Organize Plan Predict Prepare Present Relate Solve Take Action

Theorize Trace Use

Resources:Textbook - Holt – Texas!Chapter 2 (pgs. 18-39)

Print ResourcesNew Handbook of TexasTexas AlmanacA River Ran Wild by Lynne CherryArmadillo from Amarillo by Lynne CherrySee campus librarian for additional resources

Media Resources/ Internet Resources:PowerMediaPlusSAISD Social Studies WebsiteTexas HighwaysRegion of the Texas Parks and WildlifeNew Handbook of TexasMaps of TexasTexas Natural Resources Tex.DotTexas Environmental QualityTexas Beyond History Tutorial for History Alive! http://tutorial.teachtci.com/ Rubi Star for Creating RubricsFacts on File http://www.fofweb.com/subscriptionBritannica Online http://school.eb.com http://spanish.eb.comWorld Book http://www.worldbookonline.comTeachingBooks net Sharing the Spirit of Books and Reading http://teachingbooks.net/home/Power Media Plus http://www.powermediaplus.com

EBSCO http://search.epnet.com












http://www.tceq.state.tx.us/index.html

http://www.dot.state.tx.us/txdot.htm

http://www.tnris.state.tx.us/







DifferentiationWhat do you do for students who need more support?

Students can choose a list of 5 words from the word wall and a list of 5 words from their research on the sub-region and create a vocabulary guide.

Word Picture Definititon

Drought Long period without rain

Use Ignite! Learning: Texas Geography Unit Content: The Five Themes of Geography, Mapping Texas, Weather and the Climate of Texas, Waterways of Texas, Regions of Texas, The Political Geography of Texas, Human Effects of Texas Geography.

ELPS Objectives Addressed in this Lesson ELPS 1a - use prior knowledge and experiences to understand meanings in

English. ELPS 3g - express opinions, ideas, and feelings ranging from communicating

single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topic.


What do you do for students who master the learning quickly?Technology Integration and ResearchStudents will work in small groups to research and create brochures of the four regions of Texas. Information that should be researched and included will focus on the climate, vegetation, population, special attractions, etc. The Texas travel agency plans to use the finished brochures in their office to promote tourism in Texas.


College Readiness Objective Addressed in this LessonSocial Studies StandardsIA 1-5 Spatial analysis of physical and cultural processes that shape the human experience IV – A2: Situate an informational source in its appropriate contexts

(contemporary, historical, cultural).Cross-Curricular Standards I – E2: Work collaboratively II – C5 Synthesize and organize information effectively.



Which of the following cities lies nearest to 31°N, 98°W?F. HoustonG. DallasH. AmarilloJ. Austin

The region of Texas where desert vegetation grows is:A. The Great Plains region.B. North Central Plains region.C. The Gulf Coastal Plains region.D. The Mountains and Basins region.

Conduct research on important Civil Rights cases that further expanded the power of the Bill of Rights and the 13th, 14th, and 15th Amendments. Include an assessment of power these cases have affected the lives of American citizens today.




Social Studies – Texas HistoryUnit of Study: Native American Groups in Texas

First Grading Period – Unit 2 CURRICULUM OVERVIEWEnduring Understandings (Big Ideas) Unit Rationale

Native Americans in Texas developed different ways of life based upon the geographic regions in which they lived.

The impact of geography on the lives of people is evident in the study of the Native American groups of Texas and how they adapted, modified, and used the different environments found in the sub-regions of Texas to form unique communities.

Lessons for this UnitLesson 1: Areas of Native American SettlementLesson 2: Native Americans in Texas

Essential Questions Guiding Questions How does where you live affect how you live? How do different factors shape the way we live? How do we adapt to the places we live?

Who were the first inhabitants of Texas? How did Native American groups adapt to the geography of a region? How were economic, social, political, and religious factors shaped in each native

tribe? How were the Native Americans alike and different from each other? How did the encounter between Native Americans and Europeans transpire?

TEKS (Standards) TEKS Specificity - Intended OutcomeTEKS 7.1 HistoryA. identify the major eras in Texas history and describe their defining characteristicsTEKS 7.2 HistoryA. compare the cultures of Native Americans in Texas prior to European colonizationTEKS 7.8 GeographyA. create thematic maps, graphs, charts, models, and databases representing various aspects of Texas Native AmericansB. pose and answer questions about geographic distributions and patterns in TexasTEKS 7.9 GeographyA. locate places and regions of importance in TexasTEKS 7.10 GeographyA. identify ways in which Texans have adapted to and modified the environment and analyze the consequences of the modifications

I can identify the Native American era of Texas history and describe its defining

characteristics (7.1A) explain how Native Americans had different ways of life in the regions of Texas

and adapted to and modified their environment (7.2A, 7.9B, 7.10) compare the tools Native Americans used to make a living (7.20A) tell how climate and natural features in Texas influenced the ways of life of Native

Americans in Texas (8.11C0

TEKS (Standards) TEKS Specificity - Intended OutcomeTEKS 7.21 Social Studies Skills (8.30)A. differentiate between, locate, and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about B. analyze information by comparing, contrasting, making predictions, drawing inferences and conclusionsC. organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps

I can use my social studies skills to find and interpret primary and secondary sources to better understand historical information. I can also find the main idea, summarize, draw inferences and conclusions. Finally, I can communicate in written, oral, and visual forms. (7.21B/C/H; 7.22 A/C)


http://www.texasindians.com/sitemap.htm

http://www.texasindians.com/sitemap.htm

Con

cept

TEKS 7.22 Social Studies Skills A. use social studies terminology correctly.C. transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.D. create written, oral, and visual presentations of social studies information.

ELPS Student Expectations ELPS Specificity - Intended Outcome ELPS 1a - use prior knowledge and experiences to understand meanings in

English. ELPS 3g - express opinions, ideas, and feelings ranging from

communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topic.


Express opinions and ideas and feelings about the effects of geography on a Texas region using words and phrases such as climate, natural features, and immigration.


Use reading materials about the regions of Texas with the support of simplified texts/visuals/word banks as needed.

College Readiness Student Expectations College Readiness - Intended OutcomeSocial Studies Standards IV – A2: Situate an informational source in its appropriate contexts

(contemporary, historical, cultural). IA 1-5 Spatial analysis of physical and cultural processes that shape the

human experienceCross-Curricular Standards I – E2: Work collaboratively II – C5 Synthesize and organize information effectively.


Evidence of Learning (Summative Assessment) Given a graphic organizer, the student can compare and contrast two Native American Texas tribes culture with 80% accuracy. Given a map of Texas, students can identify, plot, and locate the areas of Native American settlements with 80% accuracy. Given an era chart, students can describe the major characteristics of the Native American era in Texas with 80% accuracy. At the end of the unit, the student will be able to reflect and articulate the answers to the essential questions with 80% accuracy.


Social Studies – Texas HistoryLesson 1: Areas of Native American Settlement

First Grading Period – Unit 2Guiding Questions Essential Pre-requisite Skills

Who were the first inhabitants of Texas? In what geographic region did various Native American groups’ live? How did Native American groups adapt to the geography of a region? How were the Native Americans alike and different from each other?

Knowing essential parts of map (3rd grade) Understanding cardinal directions (3rd grade) Interpreting and analyzing maps (3rd grade) Using social studies data to draw conclusions (3rd grade)



Use History Alive strategies, resources from the Social Studies website, and the Social Studies framework to conduct daily instruction:Hook

Project the Identify powerpoint and using Visual Discovery strategies, ask the students to draw the graphic organizer shown in the presentation in the interactive notebooks. If students have difficulty with the concept of “adaptation” or “adapt”, ask what would you do if the room was freezing cold or steaming hot? (Probable answers could be put on a coat or get some water. Use those of examples of adaptations.)

Respond to the questions and write down their responses to the pictures

Independent Practice Tell students that you are going to compare the way you would adapt to the

regions of Texas to the way the Native Americans adapted to the environment in which they lived.

Give an overview of how Native Americans settled into areas. Distribute Native American Tribes in Texas Map and graphic organizer to

each student and instruct them to use their notes and graphic organizers from previous lessons to outline the four major regions of Texas and, using crayons or colored markers locate the areas where the different Native America tribes lived in early Texas. The students should code their maps according to the map’s legend.

After completing the map, guide the students in filling out the graphic organizer.

Code and color maps.Read and complete the graphic organizer.

Processing Instruct students to create a Venn diagram foldable to compare the

differences and similarities between the adaptations of the Native Americans and the students responses to the preview activity.

Create the foldable with at least 5 differences and similarities between their responses to the preview activity and the way Native Americans adapted to their environment.


CURRICULUM GUIDE

Vocabulary: lines of longitude/latitude Absolute/Relative

locations political map physical map thematic map geographic distributions physical characteristics human characteristics environment geographer


ResourcesTextbook: Holt – Texas!Sec. 1.1, Atlas pgs. A1-A15Chapter 2 (pgs. 18-39)Print Resources:New Handbook of TexasTexas AlmanacThe Inside-Outside Book of Texas by Roxie MunroMedia Resources/Internet Resources:PowerMediaPlusSAISD Social Studies WebsiteTexas HighwaysRegion of the Texas Parks and WildlifeNew Handbook of TexasMaps of TexasLone Star JunctionTexas Beyond HistoryTutorial for History Alive! http://tutorial.teachtci.com/ Rubi Star for Creating RubricsFacts on File http://www.fofweb.com/subscriptionBritannica Online http://school.eb.com http://spanish.eb.comWorld Book http://www.worldbookonline.comTeachingBooks net Sharing the Spirit of Books and Reading http://teachingbooks.net/home/Power Media Plus http://www.powermediaplus.comEBSCO http://search.epnet.com

See campus librarian for additional print and non-print resources.Technology Resources:MapMaker

Differentiation













http://www.lsjunction.com/







What do you do for students who need more support?Strategy can by used for students, who have mastered the learning and for those students’ who need additional support.Students can create a prefix/suffix log in order to decode word meanings; example: Prehistory: prefix=pre which means before. Therefore prehistory is defined before history.

Ignite! Learning: Unit: Native Americans of Texas; Lessons: Prehistoric Texas, Gulf Coast Native Americans, East Texas Native-Americans, Plains Native-Americans, North Central Native Americans, Far West Texas Native-Americans, Texas Native American Decline





What do you do for students who master the learning quickly?Technology Integration and Research

Technology Integration and ResearchIn this unit the students will examine the physical areas of Texas and how they affect the Native American Cultures that resided in those areas. The students will research and answer questions that relate to both the physical areas and the Native American groups that settled in these regions. They will create a PowerPoint that consists of twelve slides that explain the connection between the physical regions and the Native American cultures.http://target.esc13.net/lesson_plan.php?lesson_id=186&sess_id=031bc24d9d35a6bea5098fee945e35c4

College Readiness Objective Addressed in this LessonSocial Studies Standards

IA – 1-5: Spatial analysis of physical and cultural processes that shape the human experience

IV – A2: Situate an informational source in its appropriate contexts (contemporary, historical, cultural).

Cross-Curricular Standards I – E2: Work collaboratively II – C5 Synthesize and organize information effectively.


Anticipated Skills for SAT/ACT/College Board/Career/LifeIgnite!Learning Taks Practice Test 2007-2008What is the best explanation for why the Karankawas and Coahuiltecans lived in small bands of people instead of large groups?A There were never enough resources in any given area

to support lots of people.B Because they were fierce fighters, they were unable to

live peacefully in large groups.C They valued their freedom and independence.D By splitting into small groups, they were better able to

maintain the tribe's control over a large territo

Which pattern of settlement best describes the Native Americans who hunted buffalo?A. They lived in the deserts of East Texas.B. They irrigated their soil for agriculture.C. They settled and started farming communities.D. They were nomadic in search of food.

Technology Integration and Research

Technology Integration and ResearchIn this unit the students will examine the physical areas of Texas and how they affect the Native American Cultures that resided in those areas. The students will research and answer questions that relate to both the physical areas and the Native American groups that settled in these regions. They will create a PowerPoint that consists of twelve slides that explain the connection between the physical regions and the Native American cultures.http://target.esc13.net/lesson_plan.php?lesson_id=186&sess_id=031bc24d9d35a6bea5098fee945e35c4







Social Studies – Texas HistoryLesson 2: Native Americans in Texas

First Grading Period – Unit 2Guiding Questions Essential Pre-requisite Skills

How were economic, social, political, and religious factors shaped in each native tribe?

How does where you live affect how you live? How were the Native Americans alike and different from each other?

Knowing essential parts of map (3rd grade) Understanding cardinal directions (3rd grade) Interpreting and analyzing maps (3rd grade) Using social studies data to draw conclusions (3rd grade)



Use History Alive! strategies, resources from the Social Studies website, and the Social Studies framework to conduct daily instruction:Hook

Perform an experiential activity by playing a Native American game with the students. Take the students outside, and tell them that they will be racing each other. The race is called the Bear Race. Students must imitate the loose, shuffling gait of a bear while they race between two points about 60 feet or more apart. The players line up behind one line and face another line 60 feet away. When the “Go” signal is given, they instantly place their hands on the ground and advance to the finish line as quickly as possible by moving the left hand and right foot forward at the same time, then the right hand and left foot move together. The teacher may act as judge and awarded the coup to the boy or girl who best imitated the shuffling fun of the bear, instead of the player who came in first. This is not only to reward the player’s nature knowledge but also to teach the players that the correct play-way is even more important than speed.

Debrief the activity by asking students, “In what other ways did the Native American tribes influence today’s way of life in Texas?” Gather responses on the board and discuss the responses with the class.

Proceed to the outside area and conduct the race.

Respond to the question in their interactive notebooks.

Guided Practice Distribute an anticipation guide to the students and have them answer the

questions. Tell the students that they will investigate and report on an assigned Native

American group and later verify if their initial responses were correct. Form cooperative groups and assign to each group one of the Texas Native

American groups: Karankawa, Coahuiltecan, Caddo, Wichita, Atakapa, Jumano, Tonkawa, Apache, Comanche, Kiowa. Model one of the reports and projects that you expect the students to present.

Distribute Reading Notes graphic organizer (Political, Economic, Religious, Social chart) for Native American Tribes to each group. Tell the students they will use the information for their project and for their presentation. Students will create a diorama on their assigned group.

Place a mark on those statements they agree or disagree with in the anticipation guide.

Complete the graphic organizer detailing the regional area, cultural adaptation, social adaptation, and environment adaptation of their assigned tribe. Create the diorama of the Native American group along with a poster with the information gathered from the graphic organizer.

Complete the information required to complete the book on the native tribes


CURRICULUM GUIDE

Independent Practice After the presentations, students complete a “Little Book of Native American

Groups’,” using the information presented by each group. Processing Activity

Discuss with the students, how Native Americans used symbols to communicate. Distribute an example of Native American symbols to the students. Have the student create a Native American journal entry using those symbols.

Compose a story using Native American symbols, or create some of your own symbols and provide a key for that symbol, that identifies the tribe that you are from, a description of the area your tribe is located, the type of shelter you live in, how you provide for food and clothing for your family.

Vocabulary: nomad wigwam mitotes crop rotation confederacy ally adobe tepee

Tribal Names Karankawa Coahuiltecan Caddo Wichita Atakapa Jumano Tonkawa Apache Comanche Kiowa

TAKS Vocabulary Acquiring Analyze Answer Apply Asking Assess Attribute Choose Communicating Compare Conclude Consider Construct

Contrast Defend Describe Design Develop Draw Explain Evaluate Gather Generalization Give Examples Implement Infer Interpret List Locate Map Obtain Organize Plan Predict Prepare Present Relate Solve Take Action Theorize Trace Use

Resources:Textbook - Holt – Texas!Sec. 4.1-5

Print ResourcesFirst Texans: American Indian People Legend of the BluebonnetThe Indians of Texas by W.W. Newcomb, Jr.Media/Internet ResourcesPowerMediaPlus

http://www.texaslre.org/admin/lessons/102006_lp_intermediate.pdfSAISD Social Studies WebsiteTexas HighwaysRegion of the Texas Parks and WildlifeNew Handbook of TexasMaps of TexasTexas Beyond History

Tutorial for History Alive! http://tutorial.teachtci.com/ Rubi Star for Creating RubricsFacts on File http://www.fofweb.com/subscriptionBritannica Online http://school.eb.com http://spanish.eb.comWorld Book http://www.worldbookonline.comTeachingBooks net Sharing the Spirit of Books and Reading http://teachingbooks.net/home/Power Media Plus http://www.powermediaplus.comEBSCO http://search.epnet.com

See campus librarian for additional print and non-print resources.

DifferentiationSAISD © 2010-2011 – First Grading Period Texas History (7th Grade) of 34Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

















http://www.texaslre.org/admin/lessons/102006_lp_intermediate.pdf


What do you do for students who need more support?Strategy can be used for both students’ who have mastered the learning and for those students’ who are in need of additional support. Vocabulary Development: Students can construct a word wall consisting of 5 wordspicked by the students and 5 mandatory words selected by the teacher. The word’s definition must consist of its meaning in the student’s own words, an example of the use of the context of the word, and a visual representation of that word.

Ignite! Learning: Unit: Native Americans of Texas; Lessons: Prehistoric Texas, Gulf Coast Native Americans, East Texas Native-Americans, Plains Native-Americans, North Central Native Americans, Far West Texas Native-Americans, Texas Native American Decline






Students will analyze the lifestyles of two of the Native American groups that were located in Texas and the environments in which they lived. The students will create an illustrated booklet that compares and contrasts how the groups adapted to their environment. They will write at least one paragraph for each group describing their food sources, environments, daily life style, shelter and artifacts or tools. The students will also create a map showing where they lived in Texas. They also will be required to draw pictures showing what their living areas were like. http://target.esc13.net/lesson_plan.php?lesson_id=192&sess_id=031bc24d9d35a6bea5098fee945e35c4

College Readiness Objective Addressed in this Lesson

Social Studies Standards I A1– 5: Spatial analysis of physical and cultural processes that shape the human

experience IV – A2: Situate an informational source in its appropriate contexts

(contemporary, historical, cultural).Cross-Curricular Standards

I – E2: Work collaboratively II – C5 Synthesize and organize information effectively.


Anticipated Skills for SAT/ACT/College Board/Career/LifeIgnite! Learning Taks Practice 2007

Which of the following is the best conclusion to draw about our knowledge of early Native American cultures in Texas?A Native Americans were not the first people to live in Texas.B The life of Native Americans during pre-historic times can

be studied and understood.C Native Americans developed their cultures after European

explorers and colonizers arrived.D We do not know anything about Native-American cultures

before they began to write

Which pattern of settlement best describes the Native Americans who hunted buffalo?A. They lived in the deserts of East Texas.B. They irrigated their soil for agriculture.C. They settled and started farming communities.D. They were nomadic in search of food.

Technology Integration and ResearchStudents will analyze the lifestyles of two of the Native American groups that were located in Texas and the environments in which they lived. The students will create an illustrated booklet that compares and contrasts how the groups adapted to their environment. They will write at least one paragraph for each group describing their food sources, environments, daily life style, shelter and artifacts or tools. The students will also create a map showing where they lived in Texas. They also will be required to draw pictures showing what their living areas were like. http://target.esc13.net/lesson_plan.php?lesson_id=192&sess_id=031bc24d9d35a6bea5098fee945e35c4

Social Studies – Texas HistoryUnit of Study: The Spanish Era







First Grading Period – Unit 3 CURRICULUM OVERVIEWEnduring Understandings (Big Ideas) Unit Rationale

Groups of people seek out new opportunities that will help them survive, improve their lives or compete with other groups.

Competition is a strong motivator. When people come to a new place they often bring and share things from the place

they came from. Conflict can result when two different cultures meet It is difficult for a nation to exercise control over large areas of land that are a far

distance from the ruling nation. Powerful nations can overextend its influence and can result in neglect of its

colonies, revolution, or attempted takeovers by other powers.

Spain established colonies in the Southwest in search of wealth, to Christianize the Native Americans, and to compete for power with France and England. The rivalry between Spain and France over Texas would lead to the establishment of the Spanish Missions and Presidios in the area. These Spanish settlements would continue to have a lasting effect on the cultural heritage of Texas.

During its time under Spanish rule, the territory of Texas experienced numerous attempts by other forces to exert control over its area. The Mexican Revolution would signal the end of Spanish rule and begin to plant the seeds for further colonization of the Texas area..

Lessons for this UnitLesson 1: Spanish ColonizationLesson 2: The Mission SystemLesson 3: The Legacy of the MissionsLesson 4: Conflicts of the Spanish Empire

Essential Questions Guiding Questions Why do we compete? What forces cause us to move from one area to another? How do we relate to different people when we meet? What are the effects when people from different cultures meet? What problems does a nation face when trying to control other lands? What is revolution? When is revolution justifiable?

What problems does a nation face when trying to control other lands? Why is 1519 a significant date in Texas History? Why were the Spanish threatened by the French exploration and colonization? Why did Spanish conquistadors come to Texas? How did the Spanish impact the Native Americans who resided in North America? What is important about the year 1821? Why did the Spanish explore and colonize the Southwest? What is the significance of Spanish exploration in North America? Why did Spain establish missions in Texas? What elements are necessary to establish a mission? What is the significance of 1718? How did the mission era of Spanish Texas affect modern Texas? How were the mission systems in Texas successful or unsuccessful? What was life like for the Native American, Friars, and soldiers in the missions of

Texas? What are the consequences of Spanish exploration? What are the contributions of Spanish colonization? Why should the mission era influence in Texas be valued? How is the future of Texas affected by the conflicts that arise in the United States

and Spain? How does the Louisiana Purchase threaten Spanish dominance in Texas? What actions are taken by individual pirates, filibusters and revolutionaries to gain

Texas independence? How did Mexican Independence affect Texas and its people



Con

cept

s &

Ski

llsTEKS 7.1 HistoryA. Identify the major eras in Texas history and describe their defining characteristics B. Apply absolute and relative chronology through the sequencing of significant

individuals, events, and time periodsC. Explain the significance of the following dates: 1519 , 1718, and 1821TEKS 7.2 History B. Identify important individuals, events, and issues related to European exploration and colonization of Texas, including the establishment of Catholic missionsTEKS 7.8 GeographyA. Create thematic maps, graphs, charts, representing various aspects of TexasC. Analyze the effects of physical and human factors such as weather, landforms,

irrigation, transportation, and communication on major events in TexasTEKS 7.9 GeographyA. Locate places and regions of importance in TexasC. Analyze the effects of physical and human factors such as climate, weather,

landforms, irrigation, transportation, and communication on major events in TexasTEKS 7.10 GeographyA. Identify ways in which Texans have adapted to and modified the environment and analyze the consequences of the modificationsTEKS 7.11 GeographyA. Analyze why immigrant groups came to Texas and where they settledTEKS 7.19 CultureB. Describe how people from selected racial, ethnic, and religious groups attempt to

maintain their cultural heritage while adapting to the larger Texas cultureC. Identify examples of Spanish influence on place names such as Amarillo and Río Grande

I can tell why 1519, 1718, and 1821 are important dates in Texas history identify the major era of Spanish colonization and its defining characteristics

including the people, events, and issues that were important during the exploration and colonization of Texas.

tell why the Spanish settled in Texas and what their settlements were like. tell how France’s interest in Texas convinced Spain to establish permanent

settlements in the area. tell what the four types of Spanish settlements were like and why they were

established. tell how the Spanish way of life in Texas left an influence on language and place

names in Texas.


Con

cept

s &

Ski

lls

TEKS 7.21 Social Studies Skills: (8.30)A. Differentiate between, locate, and use primary and secondary sources such as

computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas

B. Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, finding the main idea, summarizing, making generalizations, drawing conclusions, comparing/contrasting

TEKS 7.22 Social Studies Skills A. Use social studies terminology correctly.B. Use standard grammar, spelling, sentence structure, and punctuation.C. Transfer information from one medium to another, including written to visual and

statistical to written or visual, using computer software as appropriateD. Create written, oral, and visual presentations of social studies information.

I can use my social studies skills to find and interpret primary and secondary sources to better understand historical information. I can also find the main idea, summarize, draw inferences and conclusions. Finally, I can communicate in written, oral, and visual forms. (7.21B/C/H; 7.22 A/D)

ELPS Student Expectations ELPS Specificity - Intended Outcome


http://www.tea.state.tx.us/ssc/teks_and_taas/teks/gloss7.htm

http://www.tea.state.tx.us/ssc/teks_and_taas/teks/gloss7.htm

ELPS 1a - use prior knowledge and experiences to understand meanings in English. ELPS 3g - express opinions, ideas, and feelings ranging from communicating single

words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topic.


Express opinions and ideas and feelings about the effects of Spanish colonization on Texas using words and phrases such as colony, immigration, and push/pull factors.


Use reading materials about the Spanish settlement of Texas with the support of simplified texts/visuals/word banks as needed.

College Readiness Student Expectations College Readiness - Intended OutcomeSocial Studies Standards I – C2: Evaluate changes in the functions and structures of government across time. IV – A2: Situate an informational source in its appropriate contexts (contemporary,

historical, cultural). IV- A4/6 Critical examination of texts, images, and other sources of

informationCross-Curricular Standards I – E2: Work collaboratively II – C5 Synthesize and organize information effectively.


Evidence of Learning (Summative Assessment) Given a timeline, the student can sequence the events and explain different explorers’ motivations in settling the area of Texas with 80% accuracy. Given a map of early Texas, students can identify the routes and areas of exploration and mission settlement with 80% accuracy. Given a graphic organizer, the student will be able to describe the effects of Spanish colonization on the Native American tribes of Texas with 80% accuracy. Given the date 1821, the student will explain in written form the significance of that date to Texas history 80% accuracy. Given a timeline, students will sequence the events leading to the Mexican Revolution with 80% accuracy. Given a graphic organizer, students will be able to explain the causes and the effects of the Mexican Revolution to the area of Texas. Given the essential questions for this unit, the student will be able to reflect and articulate appropriate responses in written or verbal form with 80% accuracy.


Social Studies – Texas History Lesson 1: Spanish Colonization

First Grading Period – Unit 3 Guiding Questions Essential Pre-requisite Skills

Why were the Spanish threatened by the French exploration and colonization?

Why did the Spanish explore and colonize the Southwest? Why is 1519 a significant date in Texas History? What is the significance of Spanish exploration in North America? What are the effects when different cultures meet?

Explorers and reasons for colonization (4th grade) Interpreting and analyzing primary sources (K-6th) Using social studies data to draw conclusions (K-6)



Use the History Alive! Strategies, resources from the Social Studies website, and the social studies framework to conduct daily classroom instruction.Hook

Use the following experiential activity, pretend to lose a valuable object (use a gold covered piece of candy) Ask students to help search an area for it. Offer a reward for the student who discovers and returns it to the teacher.

Debrief the activity by having the student’s draw a T-chart and compare their feelings of searching and exploring to those of the first explorers.

Go to the area to search for the missing ring and are encouraged by the teacher to search because of the ring’s emotional value. After 5 or 10 minutes, the item is found in the teacher’s pocket. The students return to the classroom.

Draw a T-chart with one side labeled classroom experience/explorers’ experience. Brainstorm feelings and experiences of the activity, such ideas can be greed, excitement, frustration.

Guided Practice Project the following transparencies of Columbus and Cortez and using the Visual

Discovery strategies ask the students “What do you see?” “Why do you think they are here?” “Where are they from?” “What is the reaction of the Native Americans?”

Ask students to think about why people want money and status. Define status as a combination of fame and power. Instruct the students to write down ways that people can get both money and status in today’s world.

Create a transparency with a list of students’ answers and tell students they will come back to this list in a few minutes.

Distribute the Exploration grid and ask the students to define the 3 G’s. Model the activity by using Hernando Cortez and the conquering of the Aztec culture to fill in the grid’s information.

Discuss the students definition of the terms and tell them they will investigate the early explorers and their motivations for coming to Texas. Activity may be done as individuals, pairs, or groups.

Respond in their interactive notebooks or orally in class. Write down responses in the interactive notebook and share responses with the class.

Write down their definition of the 3 G’s and discuss their writing with the class.Complete the grid on explorers explaining the motivations for coming to Texas.

Independent Practice Tell students that they are going to look in-depth at the journey of Cabeza de

Vaca and his encounter with the Coahuiltecans. Have students get into groups of 3 or 4. Explain that Cabeza de Vaca returned to Spain and wrote about his journeys in a book called La Relacion. Ask students whether this book is a primary or secondary source document. Each group will illustrate a different section of Cabeza de Vaca’s journal for their poster. These posters will be secondary source documents.

Distribute one reading to each group and have group members work together to illustrate the reading.

Completed posters should contain: An appropriate title for the reading; a map of the Coahuiltecan Indian groups’ range, The La Relacio n reading, and illustrations of the reading. A representative from each group will present the poster and the group must respond to these questions: How did your group choose what to illustrate from your reading? What was the most significant part of your reading? Explain why? How did your study of the Coahuiltecan Indian group in earlier unit compare to Cabeza de Vaca’s account of the Native American group?

Write their reflection in paragraph form in their interactive notebook.


CURRICULUM GUIDE

After presentations, ask the students how Cabeza de Vaca’s experience would have differed if he had been stranded in the Pineywoods, the Panhandle, or another sub region of Texas.

Processing AssignmentInstruct students to create a timeline foldable of the major explorers of Texas with the date, name, area explored, motivation for explorer, and summary of the accomplishment of the exploration. Inside the foldable, students will explain the lasting effects of the Spanish explorers on the area of Texas.

Students construct a timeline foldable and explain the lasting effects of the age of exploration on Texas.

Vocabulary: exploration/explorer colony/colonization epidemic mustang

People Columbian Exchange Christopher Columbus conquistadores Hernán Cortés Moctezuma II

(Montezuma) Alonso Álvarez de

Pineda Pánfilo de Narváez Álvar Núñez Cabeza de

Vaca Estevanico Fray Marcos de Niza Cíbola Franscisco Vásquez de

Coronado Hernando De Soto Luis de Moscoso

Alvarado Juan de Oñate

TAKS Vocabulary Acquiring Analyze Answer Apply Asking Assess Attribute Choose Communicating Compare Conclude Consider Construct Contrast Defend Describe Design Develop Draw Explain Evaluate Gather Generalization Give Examples Implement Infer Interpret List Locate Map Obtain Organize Plan Predict Prepare Present Relate Solve

Resources:Holt – Texas!Sec. 5.1-4Media/Internet ResourcesPowerMediaPlusSocial studies website: http://www.saisd.net/admin/curric/sstudies/index.htmlTutorial for History Alive! http://tutorial.teachtci.com/ Rubi Star for Creating RubricsFacts on File http://www.fofweb.com/subscriptionBritannica Online http://school.eb.com http://spanish.eb.comWorld Book http://www.worldbookonline.comTeachingBooks net Sharing the Spirit of Books and Reading http://teachingbooks.net/home/Power Media Plus http://www.powermediaplus.comEBSCO http://search.epnet.com

GO.HRW.COMCoronado's Report to the KingCabeza de Vaca's ReportSAISD Social Studies WebsiteNew Handbook of TexasMaps of TexasIndian Trunk exhibit at The Institute of Texan Cultureshttp://www.texaslre.org/lp.html

Community ResourcesSpanish TexansPrint ResourcesA Texas Sampler by L. Rogers (Chapters 1, 2, and 3)A Guide to Hispanic Texas,Young Texans and Their Land by Sorenson and MircovichWith Domingo Leal in San Antonio by Dr. Marian Martinello


http://www.texaslre.org/lp.html

http://www.texancultures.utsa.edu/public/shopping/texkit.htm


http://www.tshaonline.org/index.html

http://www.saisd.net/ADMIN/curric/SStudies/index.html

http://www.tea.state.tx.us/ssc/primary_resources/pdf/texas/Cabeza_de_Vaca_Shipwrecked_on_the_Texas_Coast.pdf

http://www.tea.state.tx.us/ssc/primary_resources/pdf/texas/Coronados_Report_to_the_King_of_Spain.pdf

http://go.hrw.com/hrw.nd/gohrw_rls1/pKeywordResults?STX%20Texas












Take Action Theorize Trace Use

DifferentiationWhat do you do for students who need more support?

Biography cards: Students can begin keeping a biography log or construct note cards on the explorers from this lesson. Biography will also include the accomplishments and influence the person had on the development of Texas during the colonization era.

Writing extension: Compose a letter from Cabeza de Vaca to the King of Spain giving your recommendations to continue or discontinue exploration of Texas. Letter must contain proper format and 3 reasons for your recommendation.

Ignite! Learning: Unit: European Exploration of TexasLessons: Spanish Exploration; Spanish Discovery of New Lands; Spanish Explore a New Continent; French Exploration and Settlement; Spanish Missions

ELPS Objectives Addressed in this Lesson ELPS 1a - use prior knowledge and experiences to understand meanings in English. ELPS 3g - express opinions, ideas, and feelings ranging from communicating single words

and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topic.



The students will investigate the lives of the explorers who came to Texas. Students are put into groups of three to research a predetermined explorer or filibuster. Students create questions and conduct an interview of their explorer in talk show or interview format. One student acts as the person being interviewed and another student acts as the talk show host/interviewer.http://target.esc13.net/lesson_plan.php?lesson_id=203&sess_id=031bc24d9d35a6bea5098fee945e35c4


Social Studies Standards 1E-1 Identify different social groups and examine how they form and how and

why they sustain themselvesIV – A2: Situate an informational source in its appropriate contexts (contemporary, historical, cultural). IV- A4/6 Critical examination of texts, images, and other sources of informationCross-Curricular Standards I – E2: Work collaboratively II – C5 Synthesize and organize information effectively.


Anticipated Skills for SAT/ACT/College Board/Career/LifeIgnite! Learning 2008Whose reports of cities made of gold were most responsible for the first plannedexpeditions to Texas?F Francisco de CoronadoG Hernando de SotoH Alonzo Alvarez de PiñedaJ Álvar Núñez Cabeza de Vaca

Which colony was founded in 1607 and wassuccessful because of its fertile land, plentifulgame, and abundant timber?F* VirginiaG MassachusettsH GeorgiaJ New York

The Document Based Question Project

Mini-Q’s in Texas History: Cabeza de Vaca: How Did He Survive?





Social Studies – Texas History Lesson 2: Mission System

First Grading Period Unit 3 Guiding Questions Essential Pre-requisite Skills

What elements are necessary to establish a mission? How do different cultures relate to each other? Why did Spain establish missions in Texas? What is the significance of 1718?

Missions, presidios (4th grade) Culture (4th grade) Interpreting and analyzing maps (K-6th grade) Using social studies data to draw conclusions (K-6 grade)



Use History Alive strategies!, resources from the Social Studies website, and social studied framework to guide daily instruction:Hook Project the Missions in Texas powerpoint and have students respond to questions in

their interactive notebook. Discuss the responses with the class. Tell the students they will begin to investigate the establishment and the reaction to the building of the mission system in Texas.

Write down responses to the following questions: What were missions? Why did they exist? What words or phrases do you associate with missions? What do you know about a mission’s construction? In what parts of Texas are there still mission structures? Have you ever visited one of them? Do you know what other states had Spanish missions?

Guided Practice Ask the students, “Think about a small child you know (or think back to when you

were a small child). The child has a toy that he or she played with a while but has now laid aside. What will that child do in another child comes near the toy?”

Project the image of La Salle and the map from one of his journeys. Read the summary of La Salle’s journey to Texas coast and ask “How should the Spanish react?” (7.1A, B, C; 7.2B)

Project transparency #1. Have students draw the organizer in their notebooks. Instruct the students to investigate another country’s interest in Texas and how the Spanish will react to that interest.

Project transparency #2 over transparency #1. Show how the dotted lines connect each cause and effect to the establishment of the missions and presidios in Texas.

Ask the students to summarize in their interactive notebook the reasons why missions and presidios were established in Texas, where they were built, and what areas developed around the missions and presidios.

Direct students to write a newpaper article explaining the impact of the French settlements on the Spanish, and describe the Spanish reaction.

Discuss their responses with the class or reflect on the question in their interactive notebook.

Brainstorm possible Spanish reactions with the class or in the interactive notebook

Read and fill in the cause side of the graphic organizer. Complete their notes and provide a summary of the lesson in the center on their graphic organizer.

Compose a newspaper with proper headline, the date of the historical event, and explain three reasons for French exploration into Texas and explain three reactions by the Spanish to those explorations.

Independent Practice Arrange the students into cooperative groups and assign the students one of the

Missions of Texas. The students will be responsible for presenting a poster about their assigned Mission. Distribute a blank map of Texas and assign each group a mission in Texas. (7.8, 7.9. 7.10, 7.11, 7.19B/C)

After each presentation, students will fill out a graphic organizer for the information on the various missions.

Each poster will detail the following: The name, location, region, date of founding, and reason for the founding of the mission, economy of the mission, the tribe it served and their interaction with the mission, and a summary of the history of the mission. A map of the location of the mission must be attached to the poster: map will contain title, legend, compass rose, and must outline the region, location, and any geographical features of the area. Answer the question, “Was the mission successful in achieving its goals? Why or why not?”

Processing Activity Direct students to draw a flag that symbolizes one of the missions that was studied

and provide a written summary of the mission’s success’ and failures and discuss the lasting effects of the mission period of Texas on modern Texas.

Compose a flag for one of the missions, the flag must contain a symbol of one of the reasons for its founding, a symbol of the area in was founded in, and a symbol of the tribe it serves. Provide a written summary of the areas the mission was successful in and in what areas it failed. Provide evidence of how the missions of Texas left a legacy in modern Texas.


CURRICULUM GUIDE

Vocabulary: mission presidio rancho revolt alcalde ayuntamiento vaqueros

Dates 1718

Places/Roads El Camino Real La Bahía Corpus Christi de la Isleta Matagorda Bay Fort St. Louis San Francisco de los Tejas San Antonio de Béxar Villa de Béxar San Fernando de Béxar Nuestro Padre San Francisco de los

Tejas San Antonio de Valero

People Alonso de León Fr. Francisco Hidalgo Fr. Damián Massanet Louis de St. Denis La SalleMartin de Alarcon

TAKS Vocabulary Acquiring Analyze Answer Apply Asking Assess Attribute Choose Communicating Compare Conclude Consider Construct Contrast Defend Describe Design Develop Draw Explain Evaluate Gather Generalization Give Examples Implement Infer Interpret List Locate Map Obtain Organize Plan Predict Prepare Present Relate Solve Take Action Theorize TraceUse

Resources:Holt Texas! Sect 6.1-5

Print ResourcesChild’s Life at Mission Espada, San Antonio, Texas 1762, by Robyn Asherman and Marina Rizo-PatronEl Mesquite by Elena Zamora O’SheaEarly Tejano Ranching by Andres SaenzThe Missions of San Antonio andThe San Antonio River by Mary Ann Noonan Guerra

Media/Internet ResourcesPowerMediaPlus

http://www.thc.state.tx.us/lasalle/laseducation.shtmlSAISD Social Studies WebsiteNew Handbook of TexasMaps of TexasTexas Beyond HistoryLa Salle's 1714 letterFr. Massanet's letter from East TexasSan Antonio MissionsSpanish Govenor's PalaceSocial studies website: http://www.saisd.net/admin/curric/sstudies/index.htmlTutorial for History Alive! http://tutorial.teachtci.com/ Rubi Star for Creating RubricsFacts on File http://www.fofweb.com/subscriptionBritannica Online http://school.eb.com http://spanish.eb.comWorld Book http://www.worldbookonline.comTeachingBooks net Sharing the Spirit of Books and Reading http://teachingbooks.net/home/Power Media Plus http://www.powermediaplus.comEBSCO http://search.epnet.comSee campus librarian for additional print and non-print resources

Differentiation













http://library.thinkquest.org/J001272F/history/govpalace.htm

http://www.nps.gov/saan

http://www.tea.state.tx.us/ssc/primary_resources/pdf/texas/Massanet_Letter.pdf

http://www.tea.state.tx.us/ssc/primary_resources/pdf/texas/Establishing_Fort_St_Louis.pdf





http://www.thc.state.tx.us/lasalle/laseducation.shtml


What do you do for students who need more support?Play a matching game on the characteristics of each Texas Native American tribe studied during the unit.

Ignite! Learning: Unit-European Colonization of TexasLessons: Spanish Exploration; Spanish Discovery of New Lands; Spanish Explore a New Continent; French Exploration and Settlement; Spanish Missions





What do you do for students who master the learning quickly?Writing extension: Create a postcard form the perspective of a Spanish Conquistador or a Spanish Friar. Begin with: “My dear family, I came on the expedition to the New World because…” Postcard must include, one reason why you came to Texas, whether your expedition was a success or failure and why, who sent you on the expedition and where you traveled, sign your name and create an address on the right side of the postcard (be creative with this portion). On the reverse side draw a picture of a Conquistador or a Friar. Picture must include; a thought bubble of something the person might say; an definition of a Friar or Conquistador. Use map pencils only.


Social Studies Standards 1E-1 Identify different social groups and examine how they form and how

and why they sustain themselves IV – A2: Situate an informational source in its appropriate contexts (contemporary,

historical, cultural). IV- A4/6 Critical examination of texts, images, and other sources of

information




What is one reason that the French wanted to establish a colony on the Mississippi?A They would be able to trade with the Spanish more

easily.B La Salle had convinced the French that there was

gold to be found there.C The Spanish were threatening France's trade with

Native Americans.D Spain and France were at war.

The missions founded in California during the1700s are evidence of the cultural influence ofwhich group of people?

F African AmericansG French CanadiansH The ChineseJ* The Spanish


Mini-Q’s in Texas History: Why did Texas Almost Fail as a Spanish Colony?

Technology and Research

Each group of students will research a Spanish mission in a specific region of Texas and create a brochure in order to entice people to move to that mission.






Social Studies – Texas History Lesson 3: The Legacy of the Missions

Guiding Questions Essential Pre-requisite Skills How did the mission era of Spanish Texas affect modern Texas? How were the mission systems in Texas successful or unsuccessful? What was life like for the Native American, Friars, and soldiers in the missions of

Texas? Why should the mission era influence in Texas be valued?

Knowing essential parts of map (K-Grade 6) Understanding cardinal directions (K-Grade 6) Interpreting and analyzing maps (K-Grade 6) Using social studies data to draw conclusions (2nd Grade-6th)



Use the History Alive strategies, resources from the Social Studies website, and the Social Studies framework to conduct daily classroom instructionPreparation for this activity: Arrange your classroom into seven stations: Spanish translation, dormitory, workhouse, agriculture (two stations needed), chancel, kitchen duties and reflection. Place copies of placards at each stations (Handouts C-J)Hook

Write on the board, “Silence is golden.” Ask the students to write their reaction to the quotation.

Tell students that they will experience what it may have been like to live in a mission. Then, administer to students the vows of poverty, obedience and silence before beginning this experiential exercise. (Handout B)

Divide the class into groups of four. Then have groups rotate stations every five to seven minutes. Make sure students remain silent throughout the activity. Continue this process until students have rotated through all seven stations. Finally, hold a class discussion about the experience. (7.1 A,B,C; 7.2A, 7.19 A, 7.21, 7.22)

Read the excerpt from a day in the missions and compare the student experience to the reading.

Complete a paragraph in their interactive notebook that explains their opinion. Students share their responses.

Move around in groups to each station, where they will perform some task that the Native Americans were required to do while living in the mission, such as translating Spanish to English, sleeping, laboring, tending crops, or listening to Gregorian chants.

Draw a T-chart, one side labeled classroom experience and the other history, and draw comparisons’ between the emotions and experience of the activity to the reading excerpt. Use the T-chart to write a one page journal entry explaining their day in a life of a Spanish mission in Texas. Incorporate descriptions of at least three of the stations in the entry.

Guided Practice Write on the board, “How would you feel if someone came to live with you but had

completely different rules that they imposed on you and your family?” Assign each student in the pair a role of either Spaniard or a Native American and

a set of starter sentences for their role. Allow the pairs to discuss/debate their points of view for 30 seconds. Debrief the activity by asking for major points brought out from their discussion. Repeat process for the other two topics.

Direct students to fill out three thought bubbles of a conquisitor and a Native American describing three areas of conflict.

Discusses the statements written by the students and asks for possible solutions and what might happen if these areas of conflict continue?

Answer the question in their interactive notebook and share their responses with the class.

Write down the information in their interactive notebook.

Compose their sentences and write short notes about how they are feeling in their interactive notebook

Write dialogue between European colonists and the Native American. Provide a summary of the areas of conflict in their interactive notebook. Present these statements to the class for discussion

Independent Practice Project the Powerpoint picture for San Saba Mission. Using Visual Discovery

strategy, ask the students what they can infer about the following details in the painting: Time frame, location, people involved, conflict, point of view of the artist. (7.21, 7.22)

Read the excerpt on the meaning and details of the San Saba mural.

Write down their inferences in their interactive notebook.

Outline the reading by picking out main points and supporting details. Once students have formed an opinion, write a brief one page essay explaining and defending their position.


CURRICULUM GUIDE

Distribute copies of the “Massacre or Victory” reading and have students take notes on the events of the mission in their interactive notebooks. Ask students o consider everything they have learned and then decide whether they believe the event at San Saba was a massacre or victory.

Direct students to compare and contrast the San Saba Mission with one of the missions they researched in the previous lesson.

Create a venn diagram to compare and contrast the two missions and respond to the question “Was the mission system successful in Texas? Why or Why not? Give at least 3 factual details to support your answer.

Processing Activity Ask the students, “What is their legacy?” Explain that a legacy is something

important that is left by someone who is no longer present. Example: food can be a legacy. Are there any traditional dishes that your family serves? Holidays: Are there any special holidays that you celebrate because of your culture? Family legacies: Has there been anything passed down from generation to generation, an example can be a name that has been passed on from father to son.

Explain to the students they will be taking part in a visual discovery in which they will be asked to examine evidence to solve the mystery of the Spanish legacy that has survived from the 1700’s. Distribute graphic organizer to the students. (7.19B, C; 7.21, 7.22)

Model the activity using slides 1-2, Description (Block 1): People are coming out of a building, one is carrying a cross, people kneeling with their hands folded. Evidence (Block 2): After viewing slide 2 and discussing the similarities, the modern picture shows a group of people including two priests walking somewhere. Legacy: (Block 3): influence of the church.

After viewing slides and completing matrix, instruct students to create an acrostic poem by writing the word legacy down the side of the page. The students will use the first letter on the line to create the poem. The information for the poem will come from the visual discovery and the information from previous units.

Respond in their interactive notebooks.

Follow the visual discovery presentation and fill in the matrix according to the numbers on the slide. In the first column, draw a sketch of or describe the visual image in block one before it has been discussed (only facts and no assumptions). In block two, describe the similarities between past and present and write down what we practice today, and in third block they would write the legacy after the class has discussed it.

Compose their acrostic poem based on the word LEGACY: example Leaving behind an influence in food, music, and culture Even in School the bells are a Spanish legacy to summon or remind us to pray Gathered at church for social and religious reasons…….Include a visual representation of one example of a legacy left by the Spanish

Vocabulary: mission presidio rancho revolt alcalde ayuntamiento vaqueros

Dates 1718

Places/Roads El Camino Real La Bahía Corpus Christi de la Isleta Matagorda Bay Fort St. Louis San Francisco de los Tejas San Antonio de Béxar Villa de Béxar San Fernando de Béxar Nuestro Padre San Francisco de

TAKS Vocabulary Acquiring Analyze Answer Apply Asking Assess Attribute Choose Communicating Compare Conclude Consider Construct Contrast Defend Describe Design Develop Draw Explain Evaluate Gather

Resources:Holt Texas! Sect 6.1-5Print ResourcesChild’s Life at Mission Espada, San Antonio, Texas 1762, by Robyn Asherman and Marina Rizo-PatronEl Mesquite by Elena Zamora O’SheaEarly Tejano Ranching by Andres SaenzThe Missions of San Antonio andThe San Antonio River by Mary Ann Noonan Guerra


SAISD Social Studies WebsiteNew Handbook of TexasMaps of TexasTexas Beyond HistoryLa Salle's 1714 letterFr. Massanet's letter from East TexasSan Antonio MissionsSpanish Govenor's Palace



http://www.nps.gov/saan

http://www.tea.state.tx.us/ssc/primary_resources/pdf/texas/Massanet_Letter.pdf

http://www.tea.state.tx.us/ssc/primary_resources/pdf/texas/Establishing_Fort_St_Louis.pdf






los Tejas San Antonio de Valero

People Alonso de León Fr. Francisco Hidalgo Fr. Damián Massanet Louis de St. Denis La SalleMartin de Alarcon

Generalization Give Examples Implement Infer Interpret List Locate Map Obtain Organize Plan Predict Prepare Present Relate Solve Take Action Theorize TraceUse

Tutorial for History Alive! http://tutorial.teachtci.com/ Rubi Star for Creating RubricsFacts on File http://www.fofweb.com/subscriptionBritannica Online http://school.eb.com http://spanish.eb.comWorld Book http://www.worldbookonline.comTeachingBooks net Sharing the Spirit of Books and Reading http://teachingbooks.net/home/Power Media Plus http://www.powermediaplus.comEBSCO http://search.epnet.com

See campus librarian for additional print and non-print resources

Differentiation

What do you do for students who need more support?Create a map detailing the regions of Texas, the tribes that settled in that region, the missions that were established in that area. Create a unit timeline of the different explorers, the significant French explorations in Texas, and the establishment of different missions. Timeline can include a brief summary of the event.

Ignite! Learning: Unit-Early Settlement of Texas Lessons: Spanish Life in Texas





What do you do for students who master the learning quickly?The Document Based Question Project


Technology and ResearchUse the San Saba Mission Web Site www.texasbeyondhistory.net/sansaba/index.html to complete additional research on the history of that mission by completing a set of research questions and compose a timeline and PERSIA graph comparing the Spanish and Native Americans in each area.

College Readiness Objective Addressed in this LessonSocial Studies Standards 1E-1 Identify different social groups and examine how they form and how and

why they sustain themselves. IV – A2: Situate an informational source in its appropriate contexts

(contemporary, historical, cultural). IV- A4/6 Critical examination of texts, images, and other sources of

information



Anticipated Skills for SAT/ACT/College Board/Career/Life


http://www.texasbeyondhistory.net/sansaba/index.html











Ignite!Learing 2007The Mission San Sabá de la Santa Cruz was an example of --F. Spain's general failure to convert the natives of TexasG. the strong alliance between Spain and the native tribesH. how different tribes joined together to fight the SpanishJ. Spain's successful mission efforts

God, Glory, and Gold best describes the reasons for-A. writing the Magna CartaB. the American RevolutionC. settling the North American continentD lavery



Technology and ResearchUse the San Saba Mission Web Site www.texasbeyondhistory.net/sansaba/index.html to complete additional research on the history of that mission by completing a set of research questions and compose a timeline and PERSIA graph comparing the Spanish and Native Americans in each area.


http://www.texasbeyondhistory.net/sansaba/index.html

Social Studies – Texas History Lesson 4: Conflicts of the Spanish Empire

Guiding Questions Essential Pre-requisite Skills How is the future of Texas affected by the conflicts that arise in the United

States and Spain? How does the Louisiana Purchase threaten Spanish dominance in Texas? What actions are taken by individual pirates, filibusters and revolutionaries to

gain Texas independence? How did Mexican Independence affect Texas and its people?

Revolution (4th grade) Colonization (4th grade) Sequence of events (K-6th) Cause and Effect (K-6th)



Use the History Alive! strategies, resources from the Social Studies website, and the Social Studies framework to conduct daily instruction:.Hook

Write on the board, “What problems does the United States face in its current conflict in Iraq? After identifying some of those problems, have the class brainstorm possible solutions.

Ask the class, “Would those same problems face any nation that is in conflict away from home?”

Tell students that they will analyze the problems and the solutions that Spain faced with its Texas territory, the nations of Great Britain and the United States, and the Mexican revolution. (7.1A, B, C)

Respond in their interactive notebook and share responses with the class.

Share responses with the class.

Guided Practice Identify and assign issues discussed in this unit or make selections from the

following list: 1) Spain should not try to defend its northern lands in America from French, British, U.S., and Native American threats. 2) Spanish officials should allow U.S. immigration to New Spain 3) Texas should seek independence, annexation to the United States, or absorption into Mexico 4) Mexico should seek independence from Spain. 5) The Mexican government should secularize the Spanish missions. 6) Mexican officials should continue the Spanish policy of allowing U.S. immigration to Texas in order to increase it population.

Distribute a problem solution chart to the students.

Create a cartoon strip related to an issue discussed in this unit. Illustrate each frame in the graphic organizer using a combination of appropriate words and pictures to convey their ideas. Draw their own illustrations or use pictures clipped from magazines and newspapers to complete the cartoon strip. Present their finished cartoon strip to the class. On the back of your cartoon strip, write a short summary of your issue.

During presentations and afterwards, students, using the various presentations and comic strips, identify and write the problem facing the Spanish and their solution in the graphic organizer.

Extension Lesson Using the tea party strategy, distribute sentence strips to the students

describing the person they will read about in the lesson. Debrief the activity by asking students to list adjectives that describe the person that were talking about. Ask if they can tell where the person was from, what he was involved in, and if they have any guesses of who it may be.

Destribute the short biography reading of Bernardo de Galvez and a list of guiding questions to focus the students. (7.22, 7.23)

Instruct the students to create a one page cartoon strip based on Galvez’s biography. Distribute the cartoon strip instructions and organizer to the students.

Circulate around the room and read their sentence strips to each other.

Use the guiding questions to help compose your character cartoon strip.

Create their biographical cartoon strip on their historical figure.


CURRICULUM GUIDE

Processing Assignment: Assign students to create a foldable timeline with the events and short summary

of each event.

Inside the foldable create a cause and effect chart of the Mexican revolution.On the back of the foldable; predict at least three effects of the Mexican Revolution on the area of Texas.

Vocabulary cede treaty republic diplomat filibuster siege jacales secularize Tejanos Neutral Ground

People Marqués de Rubí Antonio Gil Ybarbo Bernardo de Gálvez Simón de Herrera James Wilkinson Philip Nolan Fr. Miguel Hidalgo y Costilla Jean Lafitte James Long Jane Long Fr. Jóse María Morelos y Pavón Agustín de Iturbide Vicente Guerrero Martín de Leon


Resources:Holt – Texas! Sec. 7.1.4


Adams -Onis Treaty 1819SAISD Social Studies WebsiteSan Antonio Missions Spanish Governor’s PalaceNew Handbook of TexasMaps of TexasTexas Beyond History

Tutorial for History Alive! http://tutorial.teachtci.com/ Rubi Star for Creating RubricsFacts on File http://www.fofweb.com/subscriptionBritannica Online http://school.eb.com http://spanish.eb.comWorld Book http://www.worldbookonline.comTeachingBooks net Sharing the Spirit of Books and Reading http://teachingbooks.net/home/Power Media Plus http://www.powermediaplus.comEBSCO http://search.epnet.comSee campus librarian for additional print and non-print resources.

DifferentiationSAISD © 2010-2011 – First Grading Period Texas History (7th Grade) of 34Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.















http://www.nps.gov/saan/


http://www.tea.state.tx.us/ssc/primary_resources/pdf/texas/Adams_Onis_Treaty.pdf


What do you do for students who need more support?Students construct a timeline of the events and actions of the Mexican Revolution with a short summary of the event or action

Ignite! Learning: Unit-Early Settlement of Texas Lessons: Spanish Rebellion





What do you do for students who master the learning quickly?Biography research and evaluation: Use various sources to write a biography of several key figures in this unit: James Long, Jose Maria Morelos y Pavon, Augusin de Iturbide, Father Miguel Hildago de Costilla, Philip Nolan, Simon de Herrera, James Wilkerson, Jane Long, Jean Lafitte, Martin de Leon, Antonio Gil Ybarbo, Marques de Rubi. Intergrate technology by providing a pictoral history of one of these historical figures.

College Readiness Objective Addressed in this LessonSocial Studies Standards 1E-1 Identify different social groups and examine how they form and how and

why they sustain themselves IV – A2: Situate an informational source in its appropriate contexts

(contemporary, historical, cultural). IV- A4/6 Critical examination of texts, images, and other sources of

information



Anticipated Skills for SAT/ACT/College Board/Career/LifeIgnite!Learning 2007

The impact that the American and French revolutions had on the Mexican independence movement is an example of –A cultural differencesB superior military strength C threats and intimidation D the power of ideas

French and Indian War

Stamp Act

Tea Act

?

Which of the following events best fits into the sequence of events listed above?A. Jamestown is established by the Virginia Company. B. Protestors throw tobacco in the New York City Harbor.C. The Industrial Revolution begins in Great Britain.D. The Coercive Acts are passed in response to the Tea

Party.




social studies – grade 8 - home | san antonio isd · web viewwhich pattern of settlement best...

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