social studies – texas history · web viewgiven a list of vocabulary word, the student will...

Social Studies – Texas History Unit of Study: Expansion, 1865-1920

Fourth Grading Period – Unit 12 CURRICULUM OVERVIEWBig Idea Unit Rationale

Enduring Understandings In competition over territory, the strong often dominate or displace the weak. Progress in one place often creates opportunity in other places. New ideas and inventions often help people achieve things that weren’t possible before.

Overarching Questions Was the removal of Native Americans from their homelands in Texas justified? Why was the cattle industry successful in Texas? Was the growth of industry good for Texas

The migration of white settlers eventually drove Native Americans from their homelands. As a result, railroads and other technology returned profit to commercial farming, making Texas a leading producer of cotton and other crops. Growing enormously as a result of new railroad links to the rest of the nation, the cattle industry transformed the economy and culture of Texas. Following its discovery in 1901, oil became the leading industry in Texas

Lessons for this Unit□ Lesson 1: The Indian Wars □ Lesson 2: The Transformation of Texas

TEKS TEKS Specificity - Intended Outcome

Con

cept

s

TEKS 7.6 History A. Identify significant individuals, events, and issues from Reconstruction through the beginning of the 20th century, including the factors leading to the expansion of the Texas frontier, the effects of westward expansion on Native Americans, the development of the cattle industry from its Spanish beginnings, the myth and realities of the cowboy way of life, the effects of the growth of railroads, the buffalo soldiers, James Hogg, Cynthia Parker, and Spindle top. TEKS 7.9 Geography B. Compare places and regions of Texas in terms of physical and human characteristics.C. Analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication on major events in Texas. TEKS 7.13 EconomicsA. Analyze the impact of national and international markets and events on the production of goods and services in Texas.B. Analyze the impact of economic phenomena within the free enterprise system such supply and demand, profit, government regulation, and world competition on the economy of Texas.TEKS 7.20 Science, Technology and Society C. Analyze the effects of scientific discoveries and technological innovations, such as barbed wire, the windmill, and oil, gas, and aerospace industries, on the developments of Texas

I can: tell how the growth of railroads helped lead to a great expansion of the

cattle industry (7.6A, 7.13 A/B) determine how inventions like barbed wire, windmills, and railroads

changed the cattle industry in Texas. (7.20C) explain how the migration of Anglos to Texas eventually drove out the

Native American cultures. (7.8B, 7.10B, 7.11B) define the impact “boom and bust” and trace the boom-and-bust cycle of

leading Texas industries throughout the 20th century, including farming, oil and gas, cotton, cattle ranching, real estate, and banking (7.7A)

compare types and uses of technology, past and present (7.20C) determine the effects of scientific discoveries and technological

innovations, such as barbed wire, the windmill, and oil, gas, and aerospace industries, on the developments of Texas. (7.20C)

tell how the cattle industry changed Texas—politically, economically, and socially.(7.6B)

Skill

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TEKS 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.

use social studies skills and terminology to analyze information, by various methods, from different sources, and interpret/organize information in different formats. (7.21 B,C,H 8.31 A/B/C)

communicate historical information and research to others in various forms byusing social studies terminology correctly. (7.22 A/C)

SAISD © 2008-09 – Fourth Grading Period Social Studies – Grade 7 of 20

http://socialstudies.tea.state.tx.us/teks_and_taas/teks/bio7.htm#parker

http://socialstudies.tea.state.tx.us/teks_and_taas/teks/bio7.htm#hogg

http://socialstudies.tea.state.tx.us/teks_and_taas/teks/gloss7.htm#bufsold

Evidence of Learning□ Given a timeline, the student will sequence events of the between the years 1865-1920 with 80% percent accuracy.□ Given a cause and effect graphic organizer, the students will determine the effect of industry on the Texas economy with 80% accuracy.□ Given a blank map of Texas, students will be able to locate, identify, and annotate important centers of Texas industry 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 History Lesson 1: The Indian Wars

Third Grading Period – Unit 12 CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

Why did Native Americans and Texans fight over territory? Where did Texans want to live? How did Native Americans survive on the frontier? How did reservations for Native Americans evolve?

Indian Removal (5th grade) Interpretation of primary source material (K-6th grade) Buffalo soldiers (4th grade) Reading and interpreting graphs, charts, maps (2nd-6th grade)

The Teaching PlanInstructional Model & Teacher Directions

The teacher will… So students can…Use the resources from the SAISD social studies website, http://texashistory.unt.edu/young/educators/buffalo/index.shtmland the Social Studies framework to conduct daily classroom instruction:Hook Instruct students to create a character collage of them by drawing an outline of their head and add symbols or

phrases that represent important beliefs, hobbies, people or events in your life. Go to the portal of texas history website and make a copy of the buffalo soldier powerpoint. Place the powerpoint

slides around the room. Instruct students to circulate around the room to analyze images, read and discuss the topic of each slide.

Divide students into groups of four. Within the group, assign roles for each student. Project Manager: Guides discussion of analysis of the images from the Primary Sources Student Handouts (slides). Find additional information about the topic from textbooks, the library or the teacher. Helps brainstorm ideas for the character collage. Make sure the most important ideas are included. Assist in the production of the final collage. Graphic Designer: Responsible for the overall look and organization of the character collage. Lead discussions, take notes, and contribute ideas during the brainstorming session. Make sure visuals accurately represent the ideas of the topic. Lead in the production of the final collage. Illustrator: Creates the outline of the historical figure. Create visuals for the character collage. Help brainstorm ideas for the collage. Create a rough sketch of the collage for the teacher to review. Assist in the production of the final collage; Editor: Reads quotes on Primary Sources Student Handouts aloud to the group. Help brainstorm ideas for the character collage. Lead discussion on how to paraphrase (restate in simple words) quotes so classmates can easily understand them. Assist in the production of the final collage.

draw outline in interactive notebook

rotate around each station.

Guided Practice Instruct students to record the following information as each image is looked at and each quote is read about the

Buffalo Soldier. Instruct the students to use specific words and phrases to help when creating the Character Collage.Topic Describe what you see in

the pictureWords from quotes that relate to the Buffalo Soldiers

Phrases that describe the Buffalo Soldier

record information in graphic organizer

Independent Practice Instruct students to pull as many details as possible from the primary source images. Take turns reading the

information on the Slides aloud.

Brainstorm ideas for key words, phrases and visuals to include in the character collage. Paraphrase the quotes for the collage, brainstorm ideas for how to arrange the character collage and create a rough draft. Sketch the outline of your historical figure and create your final character collage.

Processing Direct students to begin creating the character collage, a life-size outline of a historical figure. Within and around

the figure, arrange key ideas, symbols, and illustrations that represent the person’s beliefs. Other students should be able to “read” the collage and understand the key ideas of your topic.

collages should include at least five key words or phrases that represent main ideas of the topic; at least five visuals---illustration, symbols, pictures—that represent main ideas of the topic.


http://texashistory.unt.edu/young/educators/buffalo/index.shtml

Vocabulary: commissioners buffalo guns Satanta Treaty of Medicine Lodge Quakers (8) reservation Indian Wars Buffalo Soldiers

Texas!Sec. 20.1-4

Internet ResourcesSAISD Social Studies Holt, Rinehart and WinstonNew Handbook of TexasBuffalo Soldiers and the National Park Service

Evidence of LearningDifferentiation Interims/TAKS/Benchmarks College-Readiness

Anticipated Skills for SAT/ACT/College BoardStrategy can be used for both students’ who have mastered the learning and for those who need additional support.

Students will write a journal entry from a Native American’s perspective about Indian removal.

Students will illustrate pictures of Native Americans living on the frontier and then afterwards, when Native Americans were forced on to reservations.

Which of the following contributed to the westward expansion of the United States?

A European warships attacked the eastern seaboard, forcing citizens to move westward for safety.

B Most of the land east of the Mississippi river was not suitable for farming

*C Many Americans felt it was their right and duty to move westward

D The standard of living on the Pacific Coast was very high, so many people wanted to move there.

Grade 8 Study Guide

Technology Integration: Guide students to use appropriate internet resources to research

Indian affairs in the US during the 1860s

http://texashistory.unt.edu/young/educators/buffalo/index.shtml,




http://www.tpwd.state.tx.us/park/admin/buffalo/buffalo.htm

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

http://go.hrw.com/hrw.nd/arbiter/pRedirect?project=hrwonline&siteId=276&pageId=1466

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

Social Studies – Texas History Lesson 2: The Transformation of Texas


What were the historical origins of the cattle industry? How did cattle raising affect the Texas economy? How did cattle ranchers adapt and modify the environment? How did the growth of railroads affect farmers and the development of the Texas

frontier? What were the causes and effects of the railroad boom?

Railroad system (4th grade) Cattle drives (4th grade) Economy/Industry (4th grade) Reading and interpreting graphs, charts, maps (2nd-6th grade)


The teacher will… So students can…Use the resources from the SAISD social studies website, and the Social Studies framework to conduct daily classroom instruction:Hook Write on the board: How does the Texas economy make money? Teacher can illicit and write responses on the

board. Begin investigating how the economy of Texas began to prosper because of cattle and transportation. Divide

class in to groups of 4-5 students and assign different parts of chapters 21 and 22 of the textbook. Assign each group a section of the Chapter and distribute a three-column journal graphic organizer

write response in interactive journal and pair/share with other students.

Guided Practice As a class, model filling out the three column journal graphic organizer by reading a portion of Chapter 21/Section 1.

TOPIC:Main Ideas, quotations, or paraphrases

Visual information: pictures, maps, tables, graphs, charts

Supporting details, reactions, responses, connections, or observations.

Summary

After groups have finished recording notes, allow students to present the graphic organizers to the class.

read and record notes on the graphic organizer.

present and write notes on the chapter in a graphic organizer or in interactive notebook

Independent Practice Distribute graphic organizer activity found in graphic organizer activities by Holt Texas! Chapter 21 and 22. Use notes to fill out the graphic organizers.

Processing Instruct students to create a map tracing the railroad and cattle trails used in Texas. The map must contain a

cattle brand, title, legend, and compass rose. On the back of the map, the student will write three diary entries describing a cattle drive and cattle trail route in Texas.

Create map and write diary entries.


Vocabulary: brands cattle drives rustlers longhorn Texas fever stockyards open range wrangler trail drive windmills Cattle Kingdom King Ranch barbed wire range wars transcontinental railroad junctions dry farming threshers commercial farming supply and demand boll weevil labor unions strike

Texas!Sec. 20.1-4Sec. 22.1-3

Internet ResourcesSAISD Social Studies Holt, Rinehart and WinstonNew Handbook of TexasBuffalo Soldiers and the National Park Service



Students will create a PERSIA+G chart for the period of

1870-1900 while reading the selections on the railroad.

annotate a map detailing the effects of economy based on the railroads and farming in Texas






Grade 8 Study Guide

Technology Integration: Guide students toresearch on the Internet, the early railroad systems of Texas. Download images of people, products, maps and junctions for a brochure on Railroads of Texas.


http://www.tpwd.state.tx.us/park/admin/buffalo/buffalo.htm


http://go.hrw.com/hrw.nd/arbiter/pRedirect?project=hrwonline&siteId=276&pageId=1466

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

Social Studies – Texas History Lesson 3: The Oil Boom


What was the economic impact of the oil boom in Texas? Why are oil and natural resources important resources? How did the oil industry get its start? Where did the oil industry prosper? How did the oil industry encourage other businesses and services?

Oil boom (4th grade) Interpretation of primary source material (K-6th grade) natural resources (4th grade) Reading and interpreting graphs, charts, maps (2nd-6th grade)


The teacher will… So students can…Use the resources from the SAISD social studies website, and the Social Studies framework to conduct daily classroom instruction:Hook On a transparency, display the excerpt from an oral history by Electra resident E.M. Friend:

“Doc got hold of a little old spudding (digging) machine and got to drilling those shallow wells….His old machine didn’t amount to much. He kept it fixed up with bailing wire and anything he could get hold of….And so his brother had a little money and his father had a little money. They kind of throwed in together and bought them a rotary drill. And they got some contracts and I imagine they were just about the luckiest drillers in the country. And they had the one rig, then they built it up to three or four. And when things got quiet in Electra, the East Texas field opened up and they went down there. And their luck still held good, by George.” Ask the students if this is a primary source or a secondary source? What led to Doc’s success as an oil producer?

Explain your answer.

answer in interactive notebook and pair/share responses

Guided Practice Divide the class into groups of 4. Each group will read, summarize, and present an assigned section. Using the

graphic organizer found at the end of the Section Review, students will organize the information found in the section.

read assigned sections and organize information in graphic organizer. Present graphic organizers to the class.

Independent Practice Using the graphic organizers as a source of information, students can create a timeline of the significant events of

the oil boom. Timeline must contain at least 8 significant events with a summary and visual representation of the event.

create timeline

Processing Assign students to write a short newspaper article based on the Spindletop strike. The newspaper article must

contain information on the people and events that led to the oil strike and how the strike will shape the future of Texas.

Imagine themselves as a reporter present at the Spindletop strike. Write a short newspaper article on the event:

Vocabulary: oil boom Spindletop petroleum fossil fuel derricks refinery wildcatters natural gas vertical integration horizontal integration boomtowns internal combustion engine gasoline

Texas!Chp. 23 (pgs. 476-492)

Internet ResourcesNew Handbook of TexasSAISD ResourcesHolt, Rinehart and Winstonwww.digitalcurriculum.com Spindle top Time lineEast Texas Oil Museum


http://www.easttexasoilmuseum.com/Pages/gal9.html

http://spindletop.org/

http://www.digitalcurriculum.com/

http://www.go.hrw.com/gopages/index.html

http://www.saisd.net/ADMIN/curric/sstudies/txstate.html


philanthropyEvidence of Learning

Differentiation Interims/TAKS/Benchmarks College-ReadinessAnticipated Skills for SAT/ACT/College Board

Strategy can be used for both students’ who have mastered the learning and for those who need additional support.

The student can create a poster or model that illustrates

products made from petrochemicals, analyzes technological innovations in the oil industry, or evaluates the effects of those innovations on the use of resources such as fossil fuels, water, and land.






Grade 8 Study Guide

Technology Integration: Guide students to download a video clip of an oil derrick striking oil. research information on the Internet where

finding oil affected human environmental interaction in Texas.

research information on the Internet about preparing for different career fields.


Social Studies – Texas History Unit of Study: The Modern Era

Fourth Grading Period – Unit 13 CURRICULUM OVERVIEWBig Idea Unit Rationale

Enduring Understandings Progress is often accompanied by problems which must be addressed. People depend on each other to help meet their needs and wants. Struggles for justice sometimes take a long time and a lot of effort.

Overarching Questions How did the Progressive Era affect Texas? How did the Great Depression change Texas? Did the Progressive Era create “progress” in Texas? How was Texas influenced by the actions of individuals?

During the early 1900’s, numerous reformers worked to address a variety of economic, social, environmental, and political problems created by the new industrial age. While the Great Depression had a serious economic impact in Texas, World War II lasting political, social, and economic effects on Texas.

Lessons for this UnitLesson 1: Texas in the Age of Reform Lesson 2: Boom, Bust, and WarLesson 3: Significant Individuals in Modern Texas

TEKS

Con

cept

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TEKS 7.7 HistoryA. Define the impact of “boom and bust” and trace the boom-and-bust cycle of leading Texas

industries throughout the 20th century, including farming, oil and gas, cotton, cattle ranching, real estate and banking.

B. Evaluate the Progressive and other reform movements in Texas in the 19th and 20thcenturies.

C. Trace the civil rights and equal rights movements of various groups in Texas in the 20th century and identify key leaders in these movements including James Farmer, Hector P. Garcia, Oveta Culp Hobby, and Lyndon Johnson.

D. Analyze the political, economic, and social impact of major wars, including World War I andWorld War II, on the history of Texas.

E. Trace the emergence of the two-party system in Texas during the second half of the 20th

century.TEKS 7.12 Economics

B. Analyze the impact of economic phenomena within free enterprise system such as supply and demand, profit, government regulation, and world competition on the economy of

Texas.TEKS 7.16

B. Identify civic responsibilities of Texas citizens.TEKS 7.18 Citizenship

A. Identify the leadership qualities of elected and appointed leaders of Texas, past and present, including Texans who have been President of the United States.

B. Analyze the contributions of Texas leaders such as Henry B. González, Phil Gramm, Barbara Jordan, and Sam Rayburn.

TEKS 7.20 Science, Technology and SocietyB. Identify Texas leaders in science and technology such as Roy Bedichek, Walter Cunningham,

Michael DeBakey, and C.M. “Dad” Joiner.E. Analyze how scientific discoveries and technological innovations have resulted in

interdependence among Texas, the United States, and the world.F. Make predictions about economic, social, and environmental consequences that may result from

future scientific discoveries and technological innovations.

I can: describe reforms in Texas during the Progressive era and judge how

effective they were at meeting the needs of the people (7.7B, US4A) show how the Great Depression affected industry in Texas nd the lives of

the people. (7.7A, 7.12B,US13C) determine how World War I and World War II affected Texas politically,

economically, and socially. (7.7A, 7.7D, 7.12B) describe the struggles of different groups in Texas to achieve equal rights

and tell about the leaders in each struggle. (7.7C) identify Texans who have been leaders in science and technology and

how technology has affected modern Texas. (7.20B/E/F) identify the civic responsibilities, qualities and contributions of Texas

leaders (7.16B, 7.18A/B)


http://socialstudies.tea.state.tx.us/teks_and_taas/teks/bio7.htm#rayburn

http://socialstudies.tea.state.tx.us/teks_and_taas/teks/bio7.htm#jordan

http://socialstudies.tea.state.tx.us/teks_and_taas/teks/bio7.htm#jordan

http://socialstudies.tea.state.tx.us/teks_and_taas/teks/bio7.htm#gramm

http://socialstudies.tea.state.tx.us/teks_and_taas/teks/bio7.htm#gonzalez

Skill

sTEKS 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.

use social studies skills and terminology to analyze information, by various methods, from different sources, and interpret/organize information in different formats. (7.21 B,C,H 8.31 A/B/C)

communicate historical information and research to others in various forms byusing social studies terminology correctly. (7.22 A/C)

Evidence of Learning□ Given a timeline, the student will sequence events of the between the years 1920-1960 with 80% percent accuracy.□ Given a cause and effect graphic organizer, the students will determine the causes and effects of the Great Depression with 80% accuracy.□ Given an era chart graphic organizer, students will be able to describe the defining characteristics of each era 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 History Lesson 1: Texas in the Age of Reform


Did the Progressive Era create “progress” in Texas? Why did farmers suffer hardships in the past and what types of problems do they

experience now? What was the Progressive party platform? Why were laws and government agencies created in Texas? How did women gain their political voice?

Progressive Era (5th grade) Interpretation of primary source material (K-6th grade) Reform movements (5th grade) Reading and interpreting graphs, charts, maps (2nd-6th grade)


The teacher will… So students can…Use the resources from the SAISD social studies website, and the Social Studies framework to conduct daily classroom instruction:Hook http :// www . archives . gov / global - pages / larger - image . html ? i =/ education / lessons /

woman - suffrage / images / kaiser - wilson - l . gif & c =/ education / lessons / woman - suffrage / images / kaiser - wilson . caption . html

project the above image and ask students what the picture is petitioning for and what reform movement it represents.


Independent Practice Distribute the graphic organizer found in Holt Texas! Graphic Organizer

Activities pg. 47 to the students.

read assigned sections and organize information in graphic organizer.

Processing Assign students to create a business card for one of the leaders of a political

movement, reform movement, or politician. The card must contain the individual’s name, title, three accomplishments of the individual, and a quote by the individual. The card should be legible and contain a visual representation of one of the accomplishments,

Create business card based on individual

Vocabulary: cooperative stories pooling Populists Progressive Movement platform trusts monopoly progressives commission plan Seventeenth Amendment Temperance movement prohibition poll tax Eighteenth Amendment Nineteenth Amendment

Texas!Chp. 24 (pgs. 496-515)









http://www.archives.gov/global-pages/larger-image.html?i=/education/lessons/woman-suffrage/images/kaiser-wilson-l.gif&c=/education/lessons/woman-suffrage/images/kaiser-wilson.caption.html





The student can write an extended response on the

hardships that farmers faced and what conditions they struggle with today.

create a graphic organizer how the Progressive Party tried to initiate social reforms in Texas.

create a poster explaining why women should have the right to vote.






Grade 8 Study Guide

Primary Source Lesson: The Storm of the Century: The Galveston Hurricane

http://texashistory.unt.edu/young/educators/galveston/index.shtml




Social Studies – Texas History Lesson 2: Boom, Bust, and War


How did the Great Depression change Texas? How did the world wars affect Texas? Did the Civil Rights Movement achive equality for minority groups in Texas? Why did aeronautics result from the Cold War? What is the Cold War: How did Texans participate in the Civil Rights movement?

The Great Depression (4th grade) Interpretation of primary source material (K-6th grade) The New Deal (4th grade) Reading and interpreting graphs, charts, maps (2nd-6th grade)


The teacher will… So students can…Use the resources from the SAISD social studies website, and the Social Studies framework to conduct daily classroom instruction:Hook Project the following image of the “Migrant Mother” http://www.loc.gov/rr/print/list/128_migm.html. Ask the

students, “What do you see?” “What type of expression is on the woman’s face? “Why would she have that expression?” “What could the woman be thinking?” “ “Is this a primary source or a secondary source? “


Guided Practice Divide the class into groups of 4. Each group will read, summarize, and present an assigned section. Using the

graphic organizer found at the end of the Section Review, students will organize the information found in the section.

read assigned sections and organize information in graphic organizer. Present graphic organizers to the class.

Processing Using the graphic organizers as a source of information, students can create a character collage of a farmer,

banker, or wildcatter. Within and around the figure, arrange key ideas, symbols, and illustrations that represent the person’s beliefs. Other students should be able to “read” the collage and understand the key ideas of your topic.

collages should include at least five key words or phrases that represent main ideas of the topic; at least five visuals---illustration, symbols, pictures—that represent main ideas of the topic.

Vocabulary: victory gardens Women’s Auxiliary Army Corps World War II Holocaust war bonds allies infantry aerospace tidelands Cold War GI Bill of Rights commute desegregate civil rights demobilization primary election consumer goods scrip Great Depression Dust Bowl

Texas!Chp. 26 (pgs. 534-557)Chp. 27 (pages 562 -583)









http://www.loc.gov/rr/print/list/128_migm.html










Grade 8 Study Guide

Technology Integration: Guide students to download a video clip of an oil derrick striking oil. research information on the Internet where finding

oil affected human environmental interaction in Texas.


Social Studies – Texas History Lesson 3: Significant Individuals in Modern Texas


Who was the most important individual in Texas modern history? Biographies (3rd-6th grade)


The teacher will… So students can…Use the resources from the SAISD social studies website, http://texashistory.unt.edu/young/educators/notebook/celebrity/index.shtml , and the Social Studies framework to conduct daily classroom instruction:Hook Copy the following questions on an overhead transparency for the students to answer: If you could eat dinner

with any famous person—who would it be? Why would you choose that person? Overview of activity: Students will work with a partner to research, role play and create a resume on a famous

Texan or Amercian. They will choose their roles or teacher may assign roles, research the topic, make props, write a resume and role play the famous Texan.

brainstorm and write in interactive notebook. Pair/share responses with classes.

Guided Practice For this activity, the student will be researching a famous Texan or famous American and portraying them at a

Celebrity Ball. The student will be responsible for creating a resume, a speech and business cards for your famous Texan to use at the ball. The student and a partner will then attend the ball, where they will meet and greet other leaders as the students’ learn about those who brought about change in Texas.

Assign students a person to research and distribute the Famous Texan checklist (copies can be found on website above).

read and research individuals assigned from list below.

Independent Practice Famous Texan Checklist_____Step 1: Choose roles.The actor will role play the Famous Texan at the ball. The actor will be responsible for researching the celebrity. The actor will help to research and write the resume and speech. Actors should be prepared to explain your leader’s accomplishments. Dress for the ball should be appropriate for your person and time period. Actor may be called upon at ball to give a speech about their famous Texan, so you must have a speech prepared.

The press agent will promote and help the actor with any historical information needed. The press agent also will help to research and write resume. The press agent will be responsible for making business cards for the ball. Dress for the ball should be appropriate for a press agent. Press agents should be available to help with back-up information if the actor falters. Help write speech for Celebrity Ball and be prepared to introduce the famous Texan if they are chosen to speak. The introduction should include general background information on the famous Texan.

_____Step 2: Research your Famous Texan. You will find information in your textbook or the Handbook of Texas Online.

_____Step 3: Write a rough draft of your resume and speech.Your resume will need the following information:Name: Birthplace and Date:Work Experience: Accomplishments:Awards:

The speech will need to emphasize why you are important and how you have affected change in Texas. It needs to contain

research and create character business cards, props, and speech.

during celebrity ball, circulate and obtain autographs from the following people on the enclosed sheet (note to teacher: be sure to assign the roles on the autograph sheet)

Celebrity BallAutograph Sheet

Directions: As you circulate around, you should meet and get autographs from at least 10 of the following celebrities.

________________ 1. I was the lunar module pilot for the flight of Apollo 7.

________________ 2. I was the youngest President of the United States, but may term was cut short in Dallas.

________________ 3. I made a name for Hispanics SAISD © 2008-09 – Fourth Grading Period Social Studies – Grade 7 of 20

http://texashistory.unt.edu/young/educators/notebook/celebrity/index.shtml

2-3 actual primary source quotes from your famous Texan. When you read your speech out loud, it needs to be 1-2 minutes in length.

_____Step 4: Create business cards and type the final copy of the resume and speech.The business cards will need to include your Texan’s name, 3 of the most important accomplishments, a symbol to represent your leader and an imaginary contact phone number.

_____Step 5: Rehearse your speech.The speech will be given at Celebrity Ball. It needs to be an engaging summarization of the information in the resume.

_____Step 6: Determine costumes and props to aid authenticity.The actor and press agent both will be graded on choice of costume and use of props. Prepare for the ball. Encourage students (ask permission from the principal first) to bring food and drink to make

the ball more realistic. Find and play classical music to simulate the atmosphere of a sophisticated formal ball. Allow your students to make and create props to wear. The student role playing the famous Texan should have props to represent that person. The press agent could wear appropriate business attire.

The day of the ball, students will turn in one copy of resume, speech, and business card to the teacher. The press agent will then pass out business cards and resumes to the other guests at the ball. After the students have had a chance to mingle, call on a few famous Texans at random to read their speeches.

as a U.S. Representative from San Antonio.

________________ 4. In 2003 I was elected mayor of the City of Houston.

________________ 5. I was a U.S. Representative and worked to end world hunger.

________________ 6. I was the 36th president of the U. S. and responsible for “The Great Society Program”._________________7. I worked for civil rights and was one of the founders of C.O.R.E.

_________________ 8. I changed from Democrat to Republican and was elected Senator from Texas in 1984._________________ 9. I founded the American GI Forum to help veterans receive health and educational benefits.

_________________ 10. I served as Lieutenant Governor and became governor of Texas in 2000.

_________________ 11. I was a General during World War II and, later, became President of the United States

_________________ 12. I was part of the Progressive Movement and served Texas as Attorney General and later as Governor.

__________________ 13. I was the last President of the United States from Texas.

__________________ 14. I was the first African American woman from a southern state to serve in the U. S. Congress.

__________________ 15. I am the current Senator of Texas and plan to run for Governor.

_________________ 16. Director of the Women's Army Auxiliary Corps.

Processing After the celebrity ball, assign students to write a review of the event from the point of view of a society or lifestyle

reporter.

write review of the ball.


http://en.wikipedia.org/wiki/Women's_Army_Auxiliary_Corps

http://en.wikipedia.org/wiki/Women's_Army_Auxiliary_Corps

People: Barbara Jordan Rosa Parks Eleanor Roosevelt Lyndon B. Johnson Martin Luther King Dwight D. Eisenhower Franklin Roosevelt Kay Bailey Hutchison Sandra Day O’Connor Dan Rather Sam Rayburn James Farmer Hector P. Garcia, Oveta Culp Hobby Henry B. Gonzales Phil Gramm Roy Bedichek, Walter Cunningham, Michael DeBakey, C.M. “Dad” Joiner George Bush George W. Bush Cleto Rodriguez Henry Cisneros Alan Shepard Neil Armstrong Rick Perry

Texas!Chp. 23 (pgs. 476-492)

Internet ResourcesSAISD ResourcesHolt, Rinehart and Winston

http://www.tshaonline.org/handbook/online/










Grade 8 Study Guide


http://www.tshaonline.org/handbook/online/



Social Studies – Texas HistoryUnit 14: 8th Grade Preparation

Fourth Grading Period – CURRICULUM OVERVIEWBig Idea Unit Rationale

Enduring Understandings Established and practiced principles serve as a guideline to direct actions and hold one

accountable to those actions. Dividing power helps give everyone a voice and prevent one person or group from

taking over. People usually try to avoid making the same mistakes more than once.

Overarching Question How does the Constitution reflect America’s founding ideals?

The Constitution and the Bill of Rights preserve individual freedom and addressed grievances expressed in the Declaration of Independence by limiting and dividing political power through the principles expressed in the documents. It is the responsibility of the individual to preserve and protect these rights through exercising certain rights and practices.

Lessons for this Unit□ Lesson 1: Make a Colony/Government Vocabulary Development

TEKS TEKS Specificity - Intended Outcome

Con

cept

s

TEKS 8.16 Government A. identify the influence of ideas from historic documents including the Magna Carta, the

English Bill of Rights, the Mayflower Compact, the Declaration of Independence, the Federalist Papers, and selected anti-federalist writings on the U.S. system of government

I can explain the following ideas and explain how and why they were included

in the U.S. Constitution: limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights. (8.16D)

tell how ideas from the following historical documents affected the ideas in the Constitution and the Bill of Rights; the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Declaration of Independence, the Federalist Papers, and selected Anti-Federalist writings. (8.16C/D)

Skill

s

TEKS 8.30 Social studies skillsB. analyze information by sequencing, categorizing, identifying cause-and-effect

relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.

D. Organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps

use social studies skills and terminology to analyze information by various methods, and interpret/organize information gathered from different types of resources. (8.30 B/C, 8.31 A/B/C)

communicate historical information and research to others in various forms. (8.30B/D)

Evidence of Learning Given a list of vocabulary word, the student will correctly define the word using visual representations with 80% accuracy. Given different visuals representing one the seven principles of the Constitution, students will be able to identify and explain the principle of the Constitution in writing or in TAKS

format with 80% accuracy. Given a At the end of the unit, students will be able to answer the essential questions with 80% accuracy.


http://socialstudies.tea.state.tx.us/teks_and_taas/teks/gloss8.htm#general

Unit 14: Lesson 1: Make a Colony/Government Vocabulary CURRICULUM GUIDEEssential Questions Essential Pre-requisite Skills

How did other ideas expressed in past documents affect the Constitution and Bill of Rights?

Magna Carta, English Bill of Rights, Mayflower Compact, (5th grade) Interpreting and analyzing primary sources and visuals (2-7th grade)


The teacher will… So students can…Use resources from the Social Studies website, and the Social Studies framework to conduct this lesson and daily classroom instruction…Hook Read the hook excerpt, found on the social studies website to the class. After reading, ask students “Why did this

group journey to the new world?” “Why do you think the Virginia Company gave you a charter?” “How would you feel if the two groups (Pilgrims and Strangers) separate?” “What might happen to each group if they do?”

Project on a transparency the following excerpt from the Mayflower Compact:“Having undertaken for the Glory of God, and Advancement of the Christian Faith, and the Honour of our King and Country, a voyage to plant the first colony in the northern parts of Virginia; do by these presents, solemnly and mutually in the Presence of God and one of another, covenant and combine ourselves together into a civil Body Politick, for our better Ordering and Preservation, and Furtherance of the Ends aforesaid; And by Virtue hereof to enact, constitute, and frame, such just and equal Laws, Ordinances, Acts, Constitutions and Offices, from time to time, as shall be thought most meet and convenient for the General good of the Colony; unto which we promise all due submission and obedience.”

Ask the students, “How did the Mayflower Compact solve the problem of the organization of the colony?”

answer in interactive notebook and

pair/share response


Guided Practice Place students in groups of four and assign groups a document to read and analyze: Magna Carta, English Bill of

Rights, and Fundamental Orders of Connecticut. Distribute background information sheets to all groups. Each group will answer questions for the assigned document and present the responses to the class. During group presentation, students can arrange notes in a graphic organizer:

Document Date Visual Representation Effect on American Rights and Government.

read and answer questions. Prepare to present answers to class.

Processing Assignment Read the following scenario to the students:

You are one of 128 passengers on the ship, The Prince Charles. You left England twelve weeks ago. You have experienced many hardships: a stormy passage, half rations, sickness, cold damp weather above decks, and hot foul air below decks. Ten of your fellow immigrants to the New World, including three children, have died and been buried at sea.You are now anchored at an uncertain place, off the coast of the New World, which your captain believes to be somewhere north of the Virginia Grants. Seas are so rough and food so scarce, you have decided to settle here. A landing party has returned with a map. You, as one of the elders, must decide at once where the first settlement will be located.The tradesmen want to settle along the river, which is deep, even though this seems to be the season of low water. Within ten months they expect deep water ships from England with more colonists and merchants. Those who are farmers say they must have fertile, workable land. The officer in charge of the landing party reported seeing armed savages that fled when approached. He feels the settlement must be located so that it can be defended from the savages from the sea.

1 Direct students to create a poster of the colony to include: 1. name of the colony2. map of the colony and place name of the colony on the map (include in the map the physical features of the

location, indicate on the map where the Indian villages are located, as well as where you plan to build the

The students will create a colony. Include the following elements: Answer questions 3 and 4 through an essay, by writing a creative poem, illustrating the information through a picture book, or by using your own creative way.


settlements, cemetery, merchant shops, church, and where the colony plans to establish farmland).3. Justify, or defend, why you selected the locations to build your settlements and farmland.4. Create two documents as follows: Develop a compact of your own that establishes at least four general goals for

you colony; create a Bill of Right for your colony. Specifically explain the freedoms and privileges granted to the people that live in your colony.

Vocabulary Development Assignment: 8th Grade Vocabulary Development The purpose of this project is to familiarize students with the terms associated with the study of government and the U.S. Constitution. You will have the opportunity to choose which items you complete. Completing 4 of the items will earn a 90 or above. Completing 3 of the items will earn a 80-89. Completing 2 of the items will earn a 70-79. Each product should be of quality. The quality is what will determine how high the grade will be in the proper grade range.

Required Words—Students must use all of these words Republican government Separation of powers Checks and balances Democracy Federalism Judicial review Limited government Popular sovereignty Ratification Representative government Suffrage Veto Amend Civil rights

Student Choice words—Pick any 10 Constituents Delegate Dictatorship Double jeopardy Due process of law Electoral college Enumerated rights Faction Habeau Corpus Impreachment Northwest Ordinance Articles of Confederation Virginia Plan New Jersey Plan Great Compromise Bicameral legislature Unicameral legislature The Bill of Rights Elastic Clause

Vocabulary Projects Make a set of flash cards for all of the words

on the list

Create a poem or rap song that includes all the vocabulary words and reflects upon the theme of government

Create a story using 15 of the words with context clues of their meaning. The words you used need to be underlined.

Find newspaper or magazine articles that contain the required vocabulary words. Highlight the vocabulary words, and underline the context clues that define the words.

Find newspaper headlines that contain each of the words. It might be possible to find more than one word in the headline.

Give 1 synonym for each word.

Make a crossword puzzle that contains the words and their definitions.

Alphabetize this lists of words, re-writing the word and its definition.

Create your own definitions for the words and explain your rationale for them.

Write and illustrate a Children’s Book that explains each word-make it alphabetical or thematically categorized.

What definition would each of these words have in any other developing democracy, such as Iraq?

List each of the vocabulary words, and two metaphors to describe each.


social studies – texas history · web viewgiven a list of vocabulary word, the student will...

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