SOCIAL STUDIES - Travel History - home
|SOCIAL STUDIES | |
|Seventh Grade- Texas Studies | |
|Texas and Texans by McGraw-Hill | |
|Vocabulary *mastery |
|Ongoing |
|Affect -T |contrast |Impact -T |Reference -T |
|analyze |data |Inference -T |Responsibility -T |
|bias |differentiate |Influence -T |secondary source |
|categorize |diversity |issue |sequence |
|cause |effect |option -T |significance |
|compare |evaluate |prediction |summarization |
|conclude -T |generalization |primary source |visuals |
|consequence | | | |
|FIRST 9 WEEKS: Texas Geography, Early Civilization, |
|Exploration, Spanish Settlement of Texas |
|Vocabulary *mastery |
|anthropologist * |human-environment |relief map * |expedition * |
|archaeologist * |interaction * |reservoir * |explore / exploration * |
|artifact * |hurricane * |rural * |export |
|aquifer * |intermediate directions * |scale * |fortification * |
|barrier island * |irrigation * |sedentary * |friar * |
|cardinal directions * |latitude * |transportation * |heritage |
|climate * |legend * |urban * |immigrate |
|communication * |location * |weather * |immigration |
|compass rose * |longitude * |adobe* |import |
|confederacy *-T |meridians * |alliance |mission * |
|continent * |migration * |assimilate * |presidio * |
|country * |movement * |Catholicism * |pueblo * |
|culture * |nomad * |colony * |racial |
|density * |natural physical region * |colonization * |revolt * |
|environment * -T |parallels * |conquistador * |settlement * |
|equator * |place * |council * |survey |
|forager * |population distribution * |cultural borrowing |tribe * |
|geography * |prime meridian * |emigrate |viceroy |
|hemisphere * |region * |empire * | |
ACTIVITY: FIELD TRIP TO BOB BULLOCK MUSEUM
TEKS Subject: Texas Social Studies/Knowledge
|History | | |
|(7.2A) compare the cultures of American Indians in Texas prior to|Warlike, sedentary/nomad, hunter/gatherer/farming |Primary Source Lesson – Wichita and Comanche Villages |
|European colonization such as Gulf, Plains, Puebloan, and |Location, shelters, food sources, occupations, customs, | |
|Southeastern; |adaptations | |
| |Native American Cultures of Texas | |
| |Southeastern | |
| |Gulf | |
| |Plains | |
| |Puebloan | |
| | | |
| |Characteristics of Culture | |
| |Location | |
| |Environment | |
| |Food | |
| |Clothing | |
| |Shelter | |
| |Beliefs/Customs | |
| | | |
| |Native American Region locations | |
| |Gulf Coast | |
| |East Texas | |
| |Plains | |
| |West | |
| | | |
| |Native Americans Groups | |
| |Coahuiltecans | |
| |Karankawas | |
| |Caddoes | |
| |Atakapans | |
| |Alabama-Coushattas | |
| |Apaches | |
| |Comanches | |
| |Kiowas | |
| |Tonkawas, | |
| |Wichitas | |
| |Jumanos | |
| |Tiguas | |
| |Cherokees | |
| |Kickapoos | |
|(7.2B) identify important individuals, events, and issues related|Columbus: discovered West Indies, opened a new area to European|Gold, Glory and God: The Reasons for Spanish Exploration – |
|to European exploration of Texas such as Alonso Álvarez de |exploration |Lesson Plan |
|Pineda, Álvar Núñez Cabeza de Vaca and his writings, the search |Cortez – Conquered the Aztecs in Mexico | |
|for gold, and the conflicting territorial claims between France |DeVaca: as an Indian captive, explored and wrote about Texas |The Spanish Reaction - Lesson Plan |
|and Spain |Coronado: Spanish explorer who explored and wrote about the | |
| |plains of Texas; named the settlement of Amarillo |Primary Source Lesson – Coronado: Misfortune’s Explorer |
| |LaSalle: French explorer who tried to colonize the Texas coast | |
| |for France, but failed |Primary Source Lesson – Cabeza de Vaca |
| |Issues: “God, Gold, Glory,” competition with France, mission | |
| |system (missions located near water, fertile land, and peaceful| |
| |tribes) | |
| | | |
| |Individuals | |
| | | |
| |Columbus- launched the European exploration and colonization of| |
| |America | |
| |Cortez- conquered Mexico for Spain | |
| |Cabeza DeVaca- explored Texas, met Native Americans, and | |
| |reported about Texas in his book Relación | |
| |Estevanico – First African in Texas, shipwrecked with deVaca | |
| |Coronado- explored the Southwest for Spain looking for riches; | |
| |reported that the area north of Mexico had little value for | |
| |Spain | |
| |LaSalle- built Fort St. Louis at Matagorda Bay for the French; | |
| |threatened Spain’s domination of the area which led to mission | |
| |system in Texas | |
| |Alvarez de Pineda- explored and mapped the Texas coast for | |
| |Spain | |
| |Moscoso- traveled with DeSoto expedition and met Caddoes in | |
| |East Texas | |
| |Alonso de León- discovered LaSalle’s abandoned fort and | |
| |established some of the early unsuccessful missions in East | |
| |Texas | |
| |Father Damián Massanet – accompanied de Leon to convert Native | |
| |Americans | |
| |Francisco Hidalgo – tireless advocate for missions and Indians;| |
| |attempted to reestablish missions in East Texas | |
| |Frey Marcos – incorrectly identified Cibola | |
| | | |
| |Events | |
| |Columbus Voyage | |
| |Conquest of Mexico | |
| |Pineda explores coastline of Texas | |
| |Cabeza de Vaca reports on Texas | |
| |DeSoto-Moscoso expedition reaches Texas | |
| |First Texas mission established – Corpus Christi de la Ysleta | |
| |(El Paso) | |
| |LaSalle establishes Fort St. Louis | |
| |Spanish establish the first mission in east Texas (San | |
| |Francisco de los Tejas) | |
| |Spanish establish San Antonio de Valero (Alamo) | |
| |El Camino Real | |
| |Marques de Rubí report on Texas missions | |
| |Louisiana Purchase | |
| |Filibuster expeditions | |
| |Mexican Independence | |
| | | |
| |Issues | |
| |The 3 G’s - “Gold, Glory, and God” | |
| |Spanish competition with France and England | |
| |positive and negative impact of Columbian Exchange (disease, | |
| |goods, etc.) | |
| |purpose of mission-presidio system (convert the natives – | |
| |protect the missions) | |
| |challenges of mission system (Native American attacks, Native | |
| |Americans unwilling to convert, mistreatment of Indians, | |
| |soldiers/discipline, lack of settlers, lack of supplies, | |
| |isolation, disease, etc…) | |
| |success/failure/legacy of missions (established | |
| |farming/ranching, spread Spanish culture and language, | |
| |difficulty converting Indians, failure to adequately populate | |
| |Texas) | |
| | | |
|(7.2C) identify important events and issues related to European | | |
|colonization of Texas, including the establishment of Catholic | | |
|missions, towns, and ranches, and individuals such as Fray Damián| | |
|Massanet, José de Escandón, Antonio Margil de Jesús, and | | |
|Francisco Hidalgo; | | |
|Government | | |
|(7.15A) describe the structure and functions of government at |The state is divided into 254 counties which are further |Primary Source Lesson – Lone Stars and Gun Smoke |
|municipal, county, and state levels; |divided into precincts. | |
| |Municipal – Governments that decide policies for cities and | |
| |towns. Their responsibilities include police, fire, utilities, | |
| |roads, and parks. City officials include Mayor, City Council, | |
| |Justice of the Peace and local law enforcement agencies. | |
| |County – the commissioners’ court and county judge address | |
| |local issues and sets property tax rate; Other responsibilities| |
| |of the country include police protection, running county jail, | |
| |hearing minor criminal and civil cases, keeping county records,| |
| |and collecting taxes. | |
| |State – The state governments provides money for health and | |
| |human services, public education, highways, and other services.| |
| |The state government creates (legislature), enforces | |
| |(executive), and interprets (judicial) all Texas laws. | |
|(7.15B) identify major sources of revenue for state and local |State revenue comes from sales tax, motor fuels tax, vehicle | |
|governments such as property tax, sales tax, and fees; |sales and rental tax, franchise tax, federal grants, | |
| |investments, license fees, and lottery fees. | |
| |Local revenue comes from property taxes, federal grants, and | |
| |the state. | |
|Culture |Specificity |District Focus and Resources |
|(7.19A) explain how the diversity of Texas is reflected in a |Examples: |Ongoing |
|variety of cultural activities, celebrations, and performances |Cinco de Mayo (Mexican-Americans), and/or Diez y Seis de |• Video-Texas Cultures |
| |Septiembre | |
| |Juneteenth (African-Americans) | |
|(7.19C) identify examples of Spanish influence and the influence|Including but not limited to: |Ongoing |
|of other cultures on Texas such as place names, vocabulary, |Names of counties and cities – Bexar, Zavala, Goliad, Amarillo,| |
|religion, architecture, food, and the arts; |San Antonio, etc. |Cultural Legacies – Lesson Plan |
| |Rivers – Rio Grande, Guadalupe, Frio, etc. |Lesson Slide Show PPT |
| |Landforms – Llano Estacado, Palo Duro Canyon, Mesa, Arroyo, | |
| |etc. | |
| |Food | |
| |Cultural activities – Cinco de Mayo, Quinceniera, Diez y Seis, | |
| |Fiesta, etc. | |
| |Spanish Cattle Industry – Vaquero(a), Lasso, Lariat, Sombrero, | |
| |Rancho, Bronco, Rodeo, Mustang, etc. | |
|SECOND 9 WEEKS: European/Anglo Colonization, Mexican |
|Revolution, Steps to Texas Revolution, |
|Texas Revolution |
|Vocabulary *mastery |
|alcade * |bayou * |Federal -T |retreat * |
|depression |cabinet |fortify * |resolution * |
|Empresario |casualty * |garrison * |revolution * |
|Ethnic -T |cavalry * |grievance *-T |runaway scrape * |
|ethnic group |census * |infantry * |siege * |
|filibuster |civilian * |liberation * |siesta * |
|frontier |constitution * |massacre * |skirmish * |
|land grant * |convention * |militia *-T |strategy * |
|militia *-T |credit * |invasion * |surrender at discretion |
|republic * |custom duty |oppression * |tariff *-T |
|Tejano * |decree * |provisional government * |treaty *-T |
|title * |delegate * |recruit |tyrant * |
|vaquero * |dictator |regular army * |unit * |
|ad interim |dispatch * |Republic |volunteer army * |
|artillery * | | | |
TEKS Subject: Texas Social Studies/Knowledge
|History/Points of Reference |Specificity |District Focus and Resources |
|(8.1A) identify the major eras and events in U.S. history through|Exploration, Colonization, Virginia House of Burgesses, |Ongoing |
|1877, including colonization, revolution, drafting of the |Articles of Confederation, Formation of Government, Federalist |District Focus-1821 and 1836 |
|Declaration of Independence, creation and ratification of the |Period, First Great Awakening, French and Indian War, causes of| |
|Constitution, religious revivals such as the Second Great |the American Revolution, American Revolution, Westward | |
|Awakening, early republic, the Age of Jackson, westward |Expansion/Manifest Destiny, War of 1812, Era of Good Feelings, | |
|expansion, reform movements, sectionalism, Civil War, and |Industrial Revolution, Jacksonian Democracy, Reform, Civil War,| |
|Reconstruction, and describe their causes and effects; |Reconstruction, | |
| |Exploration: Columbus | |
| |Colonial era 1607-1775: founding of colonies, different | |
| |economic activities, Three different colonial areas, each | |
| |founded for different reason, New England colonies: Puritans, | |
| |Massachusetts, Rhode Island, Connecticut, New Hampshire; Middle| |
| |colonies: New York, Pennsylvania, New Jersey, Delaware; | |
| |Southern colonies: Maryland, Virginia, North Carolina, South | |
| |Carolina, Georgia; French & Indian War | |
| |Revolutionary era 1775-1783 : Patrick Henry, Samuel Adams, | |
| |Benjamin Franklin, King George III, Thomas Jefferson, Thomas | |
| |Paine, George Washington, declaring independence, battles of | |
| |Lexington, Concord, Saratoga, Dissatisfaction with British | |
| |rule, Declaration of Independence; | |
| |Constitutional era: Forging of a new, independent country, | |
| |Articles of Confederation, Constitution; Philadelphia, Bill o f| |
| |Rights | |
| |Growth of the New Nation: 1st Presidents, Louisiana Purchase, | |
| |2nd War for Independence (War of 1812), Political Parties; | |
| |Age of Jackson: emphasis on common man is becoming important | |
| |Westward expansion (Manifest Destiny); Florida Territory, | |
| |Oregon, Mexican War & Cession; | |
| |Civil War; Sectionalism: Northern Industrialism, Southern | |
| |Agriculturism/Slavery; | |
| |Reconstruction ; 13th, 14th, 15th Amendments 8.1B and Yorktown | |
| |and; the Treaty of Paris ; Constitutional era 1775-1789 ;James| |
| |Madison, Alexander Hamilton ;Articles of Confederation, | |
| |Philadelphia ; | |
|(8.1C) explain the significance of the following dates: 1607, |1607 Jamestown – first permanent English settlement in North |Ongoing |
|founding of Jamestown; 1620, arrival of the Pilgrims and signing |America) |District Focus-1607-1803 |
|of the Mayflower Compact; 1776, adoption of the Declaration of |1776 Declaration of Independence) | |
|Independence; 1787, writing of the U.S. Constitution; 1803, |1787 Constitution written) | |
|Louisiana Purchase; and 1861-1865, Civil War. |1803 Louisiana Purchase, Lewis and Clark Expedition | |
| |1861-1865 Civil War | |
|History/Prior to Texas Revolution |Specificity |District Focus and Resources |
|(7.2C) identify important events and issues related to European |Including: |Primary Source Lesson – Lorenzo de Zavala Online: Empresario, |
|colonization of Texas, including the establishment of Catholic |Moses Austin: made an agreement with the Spanish to start the |Statesman and Texas Revolutionary |
|missions, towns, and ranches, and individuals such as Fray Damián|first Anglo colony in Texas | |
|Massanet, José de Escandón, Antonio Margil de Jesús, and | |Empresarios Wanted – Lesson Plan |
|Francisco Hidalgo; |Stephen F. Austin: known as the “Father of Texas,” first | |
| |empresario who took over Texas land grant after his father |Gone to Texas! – Lesson Plan |
| |died. He settled the original “Old 300”. He selected an ideal | |
| |spot for his colony, successfully brought 1200 families to | |
| |Texas, effectively enforced rules as empresario, and served as | |
| |liaison between colonists and Mexican government, | |
| | | |
| |Baron de Bastrop: helped Moses Austin secure a contract from | |
| |the Mexican government to establish the first colony in Texas | |
| | | |
| |Erasmo Seguin: successful rancher who served as alcalde of San| |
| |Antonio, promoted the interests of Texas settlers, and helped | |
| |write the Mexican Constitution of 1824. | |
| | | |
| |Juan Seguin son of Erasmo Seguin; fought with the Texans | |
| |against Santa Anna’s army during the Revolution. He assisted | |
| |Stephen F. Austin in getting permission to settle Austin’s | |
| |father’s land grants. | |
| | | |
| |Green DeWitt: another important empresario who settled around | |
| |160 families on a land grant southwest of Austin’s | |
| | | |
| |Martin DeLeon: another important empresario and rancher who | |
| |settled around 200 Mexican families near the Texas coast; | |
| |founded the town of Victoria and encouraged the development of | |
| |the cattle industry in Texas | |
|(7.2D) identify the individuals, issues, and events related to |Encouraged immigration to Texas, was similar to the US |Conflicting Spanish and Anglo Goals – Lesson Plan |
|Mexico becoming an independent nation and its impact on Texas, |constitution, was supported by Anglo-Texans, finally rejected | |
|including Texas involvement in the fight for independence, José |by Dictator Santa Anna | |
|Gutiérrez de Lara, the Battle of Medina, the Mexican federal | | |
|Constitution of 1824, the merger of Texas and Coahuila as a |established the first constitutional government of Mexico that | |
|state, the State Colonization Law of 1825, and slavery;) |was patterned after U.S. Constitution with some exceptions | |
| |(i.e. state supported church) | |
| |central government weak, strong state governments | |
| |states could set their own rules for colonization; supported by| |
| |Texas colonists | |
| |empresarios acted as land agents and liaisons between colony | |
| |and Mexican government | |
| |encouraged immigration to Texas | |
| |Santa Anna quickly abolished this constitution and established | |
| |a strong central government which ultimately leads to the Texas| |
| |Revolution | |
|(7.2E) identify the contributions of significant individuals, |Including: | |
|including Moses Austin, Stephen F. Austin, Erasmo Seguín, Martín |Filibusters – Individuals who rebelled against Spanish and | |
|De León, and Green DeWitt, during the Mexican settlement of |later Mexican authorities | |
|Texas; and | | |
| |Fredonian Revolt: Edwards brothers in Nacogdoches | |
| |unsuccessfully tried to establish their own republic outside of| |
| |Mexican control; confirmed Mexican fears that colonists were | |
| |trying to take control of Texas; Austin sent militia along with| |
| |Mexican troops to suppress rebellion | |
| | | |
| |Mier y Teran Report: Mexico focused its concern on Texas after| |
| |the Fredonian Revolt and the U.S. attempt to purchase Texas. It| |
| |decided to send Mier y Teran to report on what was happening in| |
| |Texas. He strongly recommended that Mexico gain better control | |
| |over Texas. | |
| | | |
| |Law of April 6, 1830: | |
| | | |
| |-outlawed U.S. immigration to Texas, but encouraged European | |
| |and Mexican immigration | |
| |-no more slaves could enter Texas | |
| |-more Mexican troops in Texas; new military posts established | |
| |-custom duties placed on all goods entering from U.S. | |
| |-increased tensions between Texas and Mexican government | |
| |-created conflict between states’rights advocates and | |
| |centralists in Mexico | |
| | | |
| |The Turtle Bayou Resolutions: Texas colonists gathered and | |
| |drafted a resolution that accused the government of ignoring | |
| |the law, the Constitution of 1824. They pledged their loyalty | |
| |to the constitution and their support for Santa Anna. They | |
| |wanted to make clear that they were calling for reform, not | |
| |revolution. This was the first organized protest against Mexico| |
| |by Texas citizens. | |
| | | |
| |Conventions of 1832 and 1833: | |
| | | |
| |-pledged support of Constitution of 1824 | |
| |-called for repeal of Law of April 6, 1830 | |
| |-allow U.S. immigration | |
| |-do away with customs duties | |
| |-divide state of Coahuila y Tejas | |
| |-drafted a constitution for the state of Texas | |
| |-provide more and better government services | |
| | | |
| |Many Mexicans viewed these resolutions as defiance of the | |
| |government. | |
| | | |
| |Arrest of Stephen F. Austin: Soon after Santa Anna took | |
| |control of the Mexican government, Austin carried these | |
| |resolutions to Mexico City. While waiting for Santa Anna’s | |
| |response to the resolutions, Austin sent an angry letter to San| |
| |Antonio directing them to set up a state government for Texas. | |
| |Meanwhile, Santa Anna agreed to most of the resolutions, but | |
| |disagreed with a separate statehood for Texas. Austin’s letter | |
| |was intercepted and he was accused of treason and arrested as | |
| |he made his way back to Texas. Things remained calmpolitically | |
| |in Texas during Austin’s stay in prison. | |
| | | |
| |Actions of Santa Anna: In order to secure power for himself, | |
| |Santa Anna abolished the Constitution of 1824 and created a | |
| |centralist government for Mexico, leaving the states with | |
| |little power. | |
| | | |
| |Anahuac Revolts: conflicts over collection of customs duties | |
| |caused Mexican officials to bring in more soldiers to control | |
| |area. As a result, a group of Texans led by William B. Travis | |
| |expelled Mexican forces from Anahuac. Mexican officials | |
| |demanded that Travis and others be arrested and tried in a | |
| |military court. | |
| | | |
| |Consultation of 1835: Delegates met in San Felipe and decided | |
| |against calling for immediate independence, but sought to | |
| |protect themselves from Santa Anna’s policies and fight for the| |
| |Constitution of 1824. | |
|(7.2F) contrast Spanish, Mexican, and Anglo purposes for and |Catholicism, taxes, improvements, to escape debt (Anglos), |Conflicting Spanish and Anglo Goals – Lesson Plan |
|methods of settlement in Texas. |slavery (Anglos wanted, Mexicans didn’t), to start a new life | |
| |(Anglos—Mexicans had been there for generations) | |
| |Spanish Purposes for Settlement: | |
| |Prosperity/make money | |
| |to protect land from other countries | |
| |to convert Native Texans to Christianity | |
| |to spread Spanish culture | |
| |Anglo Purposes for Settlement: | |
| |to gain cheap land for agriculture | |
| |to escape problems in U.S. | |
| |to make money | |
| |freedom/adventure | |
| |escape from paying high taxes | |
| |Spanish Method of Settlement: | |
| |mission-presidio system | |
| |encouraged settlement by Spanish citizens | |
| |Anglo Method of Settlement: | |
| |land grants managed by empresarios | |
| |encouraged settlement by U.S. citizens | |
|Texas Revolution |Specificity |District Focus and Resources |
|(7.3A) trace the development of events that led to the Texas |Including: |Primary Source Lesson – Lorenzo de Zavala Online: Empresario, |
|Revolution, including the Fredonian Rebellion, the Mier y Terán |George Childress: wrote Texas Declaration of Independence |Statesman and Texas Revolutionary |
|Report, the Law of April 6, 1830, the Turtle Bayou Resolutions, | | |
|and the arrest of Stephen F. Austin; |Lorenzo de Zavala: administered a land grant, established a |Primary Source Lesson – Remember the Alamo |
| |colony in Texas, and took an active role in Mexican government | |
| |and helped write the Mexican Constitution of 1824; he fled |Primary Source Lesson – The Mier Expedition |
| |Mexico when Santa Anna became dictator and became of supporter | |
| |of Texas independence; he participated in Convention of 1836 | |
| |and served as vice-president of interim govt. during Revolution| |
| | | |
| |James Fannin: agitator for Texas Revolution; commander at | |
| |Goliad where his troops were captured and executed by order of | |
| |Santa Anna; “Remember Goliad” became a Texas battle cry | |
| | | |
| |Sam Houston: Texas hero; delegate to Convention of 1833; | |
| |attended Washington on the Brazos convention; general of Texas | |
| |army during the Revolution; commander at San Jacinto; became | |
| |first president of the Republic of Texas | |
| | | |
| |Santa Anna: the dictator of Mexico who led the Mexican army | |
| |during the Texas Revolution; commander of Mexican army at the | |
| |Alamo; he was captured at the Battle of San Jacinto and signed | |
| |the peace treaty at Velasco | |
| | | |
| |William B. Travis: attorney/leader in early conflicts between | |
| |Mexico and Texas; colonel and commander at the Battle of the | |
| |Alamo; authored famous letter from Alamo which rallied support | |
| |for Texans | |
| | | |
| |Martin Perfecto de Cos: Mexican general and commander who led | |
| |forces that attempted to arrest Texans who criticized Santa | |
| |Anna | |
| | | |
| |Others that also may be mentioned : James Bowie, David | |
| |Crockett, Susanna Dickinson, Ben Milam, Stephen F. Austin, Juan| |
| |Seguin, James Bonham?? | |
|(7.3B) explain the roles played by significant individuals |Including: |• History Channel |
|during the Texas Revolution, including George Childress, Lorenzo | |• Movie-Thirteen Days to Glory |
|de Zavala, James Fannin, Sam Houston, Antonio López de Santa |Battle of Gonzales: Texans refused to return a cannon to the |• Movie-The Alamo starring John |
|Anna, Juan N. Seguín, and William B. Travis; |Mexican army; when the army arrived, the Texans fired the |Wayne |
| |cannon and the Mexican army retreated to San Antonio; these |• Michener’s Texas Video |
| |actions along with the Come And Take It flag illustrated the |• Video-Sam Houston starring Sam |
| |increasing defiance against the Mexican government; the |Elliot |
| |“Lexington” of the Texas Revolution; this was the battle that |• Alamo CD with site License |
| |began the Texas Revolution. |• Video-Travis Back in Time |
| | |• Video-Houston Back in Time |
| |Siege of Bexar (San Antonio) – Texans capture San Antonio from |• Video-Goliad |
| |General Cos | |
| | | |
| |Siege of the Alamo: the 13 day siege between the Texans and | |
| |Mexicans at San Antonio “Remember the Alamo” becomes the Texas | |
| |battle cry; Travis, Bowie and Crockett defend the Alamo against| |
| |Sam Houston’s orders | |
| | | |
| |Convention of 1836: gathering of men at Washington on the | |
| |Brazos; they adopted the Texas Declaration of Independence, | |
| |wrote the Constitution of 1836, and created an interim | |
| |government | |
| | | |
| |Fannin’s Surrender at Goliad: Fannin’s indecision causes him | |
| |to surrender to Mexican troops at Goliad. Santa Anna orders the| |
| |execution of over 400 Texas soldiers. “Remember Goliad” also| |
| |becomes a Texas battle cry. | |
| |Runaway Scrape: Texans flee from advancing Mexican army | |
| | | |
| |Battle of San Jacinto: Texans defeated Mexican forces in 18 | |
| |minutes in the final battle of the Revolution. Santa Anna is | |
| |captured and signs Treaties of Velasco which ends fighting and | |
| |gives Texas its independence. | |
|Geography/Population |Specificity |District Focus and Resources |
|(7.11A) analyze why immigrant groups came to Texas and where |Motivation for immigration: drought, oppression, potato |• Robertson’s Colony Books |
|they settled; |blight, fertile land, role of rivers, climate, similarities in | |
| |land, employment opportunities |Immigration Unit |
| |Why Germans, Irish, Polish chose the areas they did (location | |
| |of New Braunfels, La Reunion, Castroville, Panna Maria) | |
| |Anglo-Americans are attracted to Texas because of fertile soil,| |
| |cheap land, and new opportunities. | |
| |African Americans were originally introduced to Texas through | |
| |slavery and later through economic opportunities. | |
| |A shared border with Mexico leads to a large Mexican-American | |
| |population. | |
| |Vietnamese immigrants settled along the Texas coast to escape | |
| |political persecution and to work in the shrimp industry. | |
|(7.11B) analyze how immigration and migration to Texas in the |Immigration from Europe and southern United States, cultural |Ongoing |
|19th, 20th, and 21st centuries have influenced Texas; |borrowing | |
| |Examples | |
| |Southerners brought their attitudes about slavery to Texas | |
| |Spanish brought architecture and language to Texas | |
| |Europeans brought different religions and cultures to Texas | |
| |American settlers brought ideas about government to Texas | |
| |Spanish introduce the cattle/ranching industry to Texas | |
| |Various cultures have influenced native Texan cuisine and | |
| |celebrations | |
|(8.11C) analyze how physical characteristics of the environment |French trapper traders |Ongoing |
|influenced population distribution, settlement patterns, and |British farmers | |
|economic activities in the United States during the 17th, 18th, |Spanish missions | |
|and 19th centuries; | | |
|Culture |Specificity |District Focus and Resources |
|(7.19A) explain how the diversity of Texas is reflected in a |Examples: |Ongoing |
|variety of cultural activities, celebrations, and performances; |Cinco de Mayo (Mexican-Americans), and/or Diez y Seis de | |
| |Septiembre |Immigration Unit |
| |Juneteenth (African-Americans) | |
|(7.19C) identify examples of Spanish influence and the influence|Including but not limited to: |Ongoing |
|of other cultures on Texas such as place names, vocabulary, |Names of counties and cities – Bexar, Zavala, Goliad, Amarillo,| |
|religion, architecture, food, and the arts; |San Antonio, etc. | |
| |Rivers – Rio Grande, Guadalupe, Frio, etc. | |
| |Landforms – Llano Estacado, Palo Duro Canyon, Mesa, Arroyo, | |
| |etc. | |
| |Food | |
| |Cultural activities – Cinco de Mayo, Quinceniera, Diez y Seis, | |
| |Fiesta, etc. | |
| |Spanish Cattle Industry – Vaquero(a), Lasso, Lariat, Sombrero, | |
| |Rancho, Bronco, Rodeo, Mustang, etc. | |
|THIRD 9 WEEKS: Republic and Early Statehood, Civil War |
|Frontier Times, Cattle Drives and |
|Ranching Reconstruction |
|Vocabulary *mastery |
|ad interim |Migrate -T |cattle drive |Reconstruction -T |
|amendment *-T |provisional government * |civil war |renegade |
|annexation *-T |ratify *-T |compulsory |repeal |
|archives * |revenue *-T |confederacy -T |scalawag |
|balanced budget * |speculator |Congressional Reconstruction |secede |
|bill |tariff *-T |conscription |secessionist |
|capital * |abolish -T |drover |sharecropper |
|capitol * |abolitionist -T |emancipation -T |slave |
|cash crop * |agrarian |Freedman’s Bureau |slavery |
|cede * |assassination |Impeach -T |state’s rights |
|cession * |black codes |Jim Crow Laws |stockyard |
|charter |blockade |martial law |tallow |
|consecutive * |blockade runners |mustang |tenant farmer |
|convention * |Border States |pension |treason |
|expenditure * |brigade |Presidential Reconstruction |union -T |
|governor * |campaign |proclamation |vigilante |
|hard money |carpetbagger |Radical Republicans |wrangler |
|manifest destiny * | | | |
TEKS Subject: Texas Social Studies/Knowledge
|History/Early Texas Statehood |Specificity |District Focus and Resources |
|(7.4A) identify individuals, events, and issues during the |Including: | |
|administrations of Republic of Texas Presidents Houston, | | |
|Lamar, and Jones, including the Texas Navy, the Texas Rangers,|Annexation: becoming part of U.S. ; most Texans wanted it; some |Primary Source Lesson – Texas Annexation: United We Stand? |
|Edwin W. Moore, Jack Coffee Hays, Chief Bowles, William |U.S. citizens opposed it because of slavery, others feared war | |
|Goyens, Mary Maverick, José Antonio Navarro, the Córdova |with Mexico |Annexation of Texas – Lesson Plan |
|Rebellion, the Council House Fight, the Santa Fe Expedition, |Sam Houston: first president of Texas; favored annexation; tried | |
|public debt, and the roles of racial and ethnic groups; |to protect Native Americans | |
| |Mirabeau B. Lamar: second president of Texas; opposed annexation; | |
| |called the “Father of Education” in Texas; wanted Texas to expand | |
| |westward; reversed policy on treatment of Native Americans; | |
| |relocated capital from Houston to Austin | |
| |Anson Jones: last elected president of the Republic of Texas; | |
| |handed over power to new governor of Texas when Texas became a | |
| |state | |
| |Problems of the Republic of Texas: location of capital, lack of | |
| |recognition, annexation/slavery, unrest in army, conflicts with | |
| |Native Americans, debt, border disputes with Mexico | |
| |The Texas Rangers: law enforcement group initially formed to | |
| |protect settlers along the frontier (after Civil War became a | |
| |police force in Texas); assisted U.S. army during U.S.-Mexican war| |
| |The U.S.-Mexican War: war between United States and Mexico over | |
| |territory; after Texas was admitted as a state, Zachary Taylor’s | |
| |U.S. troops met Mexican troops near Brownsville; this prompted | |
| |Polk to request war | |
| |The Treaty of Guadalupe-Hidalgo: gave Mexican cession to U.S.; | |
| |established border between U.S. and Mexico at the Rio Grande | |
|(7.4B) analyze the causes of and events leading to Texas |Causes | |
|annexation; |Texas independence |Primary Source Lesson – Texas Annexation: United We Stand? |
| |American citizens living in Texas desired protection of U.S. | |
| |U.S. desire to expand west/Louisiana Purchase/Manifest Destiny |Annexation of Texas – Lesson Plan |
| |financial problems of republic – debt from the Texas Revolution | |
| |U.S. fear of European influence in Texas – British commercial | |
| |interest | |
| | | |
| |Events | |
| |Sam Houston elected to second term – in favor of annexation | |
| |James K. Polk becomes U.S. president – supports annexation | |
| |Most U.S. citizens support annexation, some Americans were | |
| |reluctant to admit Texas to Union as a slave state since it would | |
| |lead to further sectionalism – contributed eventually to U.S. | |
| |Civil War | |
| |Westward Expansion – Manifest Destiny | |
|(7.4C) identify individuals, events, and issues during early | | |
|Texas statehood, including the U.S.-Mexican War, the Treaty of| | |
|Guadalupe-Hidalgo, population growth, and the Compromise of | | |
|1850. | | |
|(8.6D) T2 explain the causes and effects of the U.S.-Mexican| | |
|War and their impact on the United States; | | |
|(8.6E) T2 identify areas that were acquired to form the |Northwest Territory | |
|United States, including the Louisiana Purchase. |Louisiana Territory | |
| |Florida | |
| |Texas | |
| |Mexican Cession | |
| |Gadsden Purchase | |
| |Oregon Country | |
| |California | |
|History/Civil War and Reconstruction |Specificity |District Focus and Resources |
|(7.5A) explain reasons for the involvement of Texas in the |Cotton production, slavery, states’ rights, sectionalism, southern| |
|Civil War such as states' rights, slavery, sectionalism, and |agriculture, loyalty to Confederacy | |
|tariffs; | | |
| |The United States experienced an ongoing sectional conflict over | |
| |the expansion of slavery, sovereignty of states, and the different| |
| |economic and social structures of the North and South. | |
| | | |
| |In Texas | |
| |States Rights – Texans believed that states should be able to make| |
| |their own political, economic and social decisions | |
| |Texans believed that slavery was vital to economy | |
| |Many Texas settlers had come from Southern states | |
| |Texas was dependent on cotton farming – chief cash crop | |
| |Some groups supported secession out of party loyalty | |
| |Some groups concerned about lack of protection by federal | |
| |government along western frontier and Texas-Mexico border | |
| |Most Texans were Democrats-opposed to policies of Republican party| |
| |Convention and voters decide to secede from the Union and join the| |
| |Confederacy | |
|(7.5B) analyze the political, economic, and social effects of| |• Movie-Red River starring John Wayne |
|the Civil War and Reconstruction in Texas; |Political Effects | |
| |Texas joins Confederate States of America |Primary Source Lesson – Charging into Battle with Hood’s Texas |
| |Houston removed from office because he failed to sign an oath to |Brigade |
| |Confederacy | |
| |Conscription Act – 60,000 Texans joined Confederate army |A Reconstruction Plan for Texas – Lesson Plan |
| |no police or military available to preserve order in Texas | |
| |Presidential reconstruction – Johnson’s Plan | |
| |Congressional Reconstruction – Radical Republicans | |
| |Problems associated with readmitting states into the Union | |
| |Constitution of 1876 resulted in a weaker governor’s office | |
| |because of the Constitutions of 1866 and 1869 | |
| |100 years of Democratic Party rule in Texas | |
| | | |
| |Economic Effects | |
| |shortages of commodities, such as including coffee, medicine, | |
| |clothing, salt, paper | |
| |trade along Mexican border continued and supplied some of these | |
| |items to Texans | |
| |cotton production declines-corn and wheat production increases | |
| |shortage of free labor | |
| |inadequate production in agriculture and business | |
| |transportation disrupted; growth of tenant farming and | |
| |sharecropping | |
| |Texas did not suffer as much destruction as other Southern states | |
| | | |
| |Social Effects | |
| |greater responsibilities for women and children during the war | |
| |loss of family members | |
| |concern over future of freedmen | |
| |June 19th or Juneteenth celebrated by freed slaves | |
| |Freedmen’s Bureau established | |
| |Jim Crow laws and KKK became features of Southern segregation | |
| |Immigration to Texas increased | |
| |lack of funding for education-local responsibility | |
|(7.5C) identify significant individuals and events concerning | | |
|Texas and the Civil War such as John Bell Hood, John Reagan, | | |
|Francis Lubbock, Thomas Green, John Magruder and the Battle of| | |
|Galveston, the Battle of Sabine Pass, and the Battle of | | |
|Palmito Ranch. | | |
|(8.7B) compare the effects of political, economic, and social |Nat Turner (Slave Rebellion) and slave codes |Primary Source Lesson – Runaway Slaves |
|factors on slaves and free blacks; |Dred Scott Decision | |
| |discrimination of free blacks in the North | |
|(8.7C) analyze the impact of slavery on different sections of |fight over whether or not to extend slavery into the territories |Primary Source Lesson – Runaway Slaves |
|the United States; |states’ rights, | |
| |preservation of the Union | |
| |emancipation | |
|(8.12B) explain reasons for the development of the plantation |Including these reasons: | |
|system, the transatlantic slave trade, and the spread of |Rich soil and long growing season allows for the growth of cash | |
|slavery; |crops (including tobacco, cotton, rice, indigo and sugar cane) | |
| |a large work force is needed to cultivate these crops; the | |
| |decrease of indentured servants leads to a dependency on slave | |
| |labor | |
| |triangular trade route | |
| |effects of the cotton gin: cotton growing became profitable, | |
| |increase in demand for slaves and land to grow cotton, cotton | |
| |growing and slavery moved west | |
| |South wanted slavery to spread into the territories so they could | |
| |keep power in Congress to preserve the economic system in the | |
| |South. | |
|20th Century |Specificity |District Focus and Resources |
|(7.6A) identify significant individuals, events, and issues |Individuals | |
|from Reconstruction through the beginning of the 20th century,|James Hogg – popular governor who fought for railroad regulation | |
|including the factors leading to the expansion of the Texas |and other reforms and populist issues | |
|frontier, the effects of westward expansion on American |Cynthia Ann Parker-Anglo woman who, as a girl, was captured and | |
|Indians, the buffalo soldiers, and Quanah Parker; |raised by the Comanches. Her son Quannah Parker became a powerful | |
| |Comanche leader. | |
| |Buffalo Soldiers – a group of African-American soldiers who | |
| |patrolled the Texas frontier after the Civil War and were known | |
| |for their outstanding service | |
| |Henry O. Flipper – First African American West Point graduate; | |
| |served in Texas; heavily discriminated against. | |
| | | |
| |Issues | |
| |Factors leading to expansion of frontier- killing of buffalo | |
| |herds, movement of Native Americans to reservations, desire for | |
| |farming and ranching land, introduction of windmills, growth of | |
| |railroads | |
| |Effects of westward expansion on Native Americans: relocation to | |
| |reservations, slaughter of buffalo, loss of culture/way of life; | |
| |War, disease, and starvation took many Native American lives. | |
| |Effects of railroad growth-moved Texas from subsistence to | |
| |commercial farming; ended cattle drives and open range; led to | |
| |growth of cities; brought diversity/new immigrants to Texas; | |
| |expanded markets | |
| |Myths and realities of cowboy way of life-American culture | |
| |celebrated the cowboy as heroic adventurer on the wild frontier; | |
| |many different kinds of people (African-Americans, Tejanos, women)| |
| |were involved in cattle industry | |
| | | |
| |Events | |
| |Development of Cattle Industry- Began with Spanish vaqueros, and | |
| |later as the frontier opened up, the cattle industry evolved in | |
| |Texas from the use of cattle trails to the establishment of large | |
| |cattle ranches. | |
| |Spindletop-This oilfield discovered near Beaumont marked the | |
| |beginning of the modern oil industry in Texas. | |
|(7.6B) identify significant individuals, events, and issues |Cattle-industry resulted from cheap and overabundance of cattle |She's Blowing a Gusher- By Pump Jack and the Oilers – Lesson Plan |
|from Reconstruction through the beginning of the 20th century,|after the Civil War and demand for beef in the North, retreat from| |
|including the development of the cattle industry from its |agricultural farming to ranching, wealth produced because of |Texas Cattle Kingdom – Lesson Plan |
|Spanish beginnings and the myths and realities of the cowboy |ranching | |
|way of life; |Oil – industry resulted from oil found in Beaumont. More than 500 | |
| |oil companies | |
| | | |
| |Cattle | |
| |Allowed for the economic recovery of Texas after the Civil War | |
| |open frontier allowed Texans to herd large numbers of cattle then | |
| |drive them to markets by trail or train | |
| |conflicts erupted between farmers and ranchers as open range | |
| |closed; furnished beef to Confederacy during Civil War | |
| |brought cash revenue to Texas and employed people | |
| |foreign capital invested in industry | |
| |fencing allows for more efficient use of land and improvement in | |
| |the quality of herds | |
| |The closing of the frontier and irrigation (windmills) allows for | |
| |ranching in West Texas | |
| | | |
| |Oil | |
| |large companies, like Texaco, formed | |
| |automobile industry expanded and roads improved | |
| |oil refineries built near cities like Houston | |
| |provided more jobs to Texans | |
| |the sale and leasing of oil fields helped produced revenue for | |
| |universities and public schools in Texas | |
| |wildcatters, roughnecks, wealthy oil men | |
| |large quantities of oil were discovered in the Permian Basin of | |
| |West Texas | |
|(8.6C) analyze the relationship between the concept of |It was the nation’s destiny or fate to expand westward from sea to| |
|Manifest Destiny and the westward growth of the nation; |sea | |
|(8.9C) explain the economic, political, and social problems |Possible Questions: | |
|during Reconstruction and evaluate their impact on different |Why most Texans live in the Coastal Plains? | |
|groups; |Why fewer Texans live in the West? | |
| |Why are plains well suited to cattle raising? | |
| |Why did Texas move from a mostly rural to a mostly urban | |
| |population? | |
| |Why various regions of Texas are more suitable to farming? | |
|Geography/Population | |District Focus and Resources |
|(8.11C) describe how different immigrant groups interacted |French trapper traders | |
|with the environment in the United States during the 17th, |British farmers | |
|18th, and 19th centuries. |Spanish missions | |
|Culture |Specificity |District Focus and Resources |
|(7.19C) identify examples of Spanish influence and the |Including but not limited to: |Ongoing |
|influence of other cultures on Texas such as place names, |Names of counties and cities – Bexar, Zavala, Goliad, Amarillo, | |
|vocabulary, religion, architecture, food, and the arts; |San Antonio, etc. | |
| |Rivers – Rio Grande, Guadalupe, Frio, etc. | |
| |Landforms – Llano Estacado, Palo Duro Canyon, Mesa, Arroyo, etc. | |
| |Food | |
| |Cultural activities – Cinco de Mayo, Quinceniera, Diez y Seis, | |
| |Fiesta, etc. | |
| |Spanish Cattle Industry – Vaquero(a), Lasso, Lariat, Sombrero, | |
| |Rancho, Bronco, Rodeo, Mustang, etc. | |
|(8.24A) describe the historical development of the |People wanted to abolish slavery; Uncle Tom’s Cabin caused more | |
|abolitionist movement; |people to become abolitionists. | |
| |• Traces roots to Benjamin Franklin in 18th century; Second Great | |
| |Awakening; William Lloyd Garrison - The Liberator ; Frederick | |
| |Douglass and Sojourner Truth; Underground Railroad/Harriet Tubman;| |
| |Harriet Beecher Stowe; Thirteenth Amendment. | |
|Science, Technology, and Society |Specificity |District Focus and Resources |
|(7.20C) analyze the effects of various scientific discoveries |Including: |Ongoing |
|and technological innovations on the development of Texas such|Barbed Wire – closed the open range and initiated the era of large| |
|as advancements in the agricultural, energy, medical, |cattle ranches in Texas | |
|computer, and aerospace industries; |Windmill – allowed farmers and ranchers in dry parts of the state | |
| |access to underground water | |
| |Oil and gas – served as an energy source for new forms of | |
| |transportation which allowed better movement of goods to markets | |
| |Aerospace industry – the LBJ Space Center in Houston helped | |
| |develop the first space shuttle and became the center for research| |
| |and development of manned spacecraft in the U.S. | |
| |Electronics – the development of the microchip leads to the growth| |
| |of the computer technology industry in Texas. | |
|(8.27B) analyze the impact of transportation and communication|Steamboats, canals, railroads, roads |Ongoing |
|systems on the growth, development, and urbanization of the | | |
|United States; | | |
TEKS Subject: Texas Social Studies/Skills
|FOURTH 9 WEEKS: 20th Century Texas (as part of a modern world), |
|Urbanization, Texas Government, Modern |
|Texans, Contributions of Texans |
|Vocabulary *mastery |
|checks and balances * |oversight |dry hole |Primary -T |
|chief executive * |petit jury |Dust Bowl * |Profit -T |
|citizen * |petition * |economy |progressivism |
|civic responsibilities |plea bargain |fault |proration |
|civil law |poll tax |folklore |prohibition |
|constitution * |popular sovereignty |fraud |quota system |
|criminal law |sales tax * |free enterprise |redistrict |
|endowment fund |separation of power * |general election |regulation |
|executive branch * |special session |geologist |refinery |
|felony * |verdict * |herbicide |reform -T |
|grand jury |veto* |high technology |refugee |
|impeach *-T |aerospace |holocaust * |satellite |
|indictment * |agribusiness |incumbent |segregation |
|individual rights |antitrust |integration |slate |
|interest |affirmative action |interstate -T |speaker of the house |
|joint resolution |armistice |intrastate |special elections |
|judicial branch * |bilingual education |labor union |social security |
|jurisdiction -T |census |lease |suffrage |
|juror * |Civil Rights |lobby |supply and demand |
|legislative branch * |cold war |Maquiladoras |tanker |
|lieutenant governor |combine |Monopoly -T |terrorist * |
|line item veto |commission form |pension |tidal wave |
|minority leader |deport |petrochemical |tidelands |
|misdemeanor * |desegregation |petroleum |trust |
|no bill |depression * |pipeline |wildcatter |
|override –T |derrick |platform | |
TEKS Subject: Texas Social Studies/Knowledge
|20th Century |Specificity |District Focus and Resources |
|(7.7A) explain the political, economic, and social impact of the|Boom and Bust Cycle – a long period of great profits, followed|It Was a Boom, Before It Went Bust! – Lesson Plan |
|oil industry on the industrialization of Texas; |by a sharp decline | |
| |Including: | |
| |Farming/Cotton | |
| |Weather (drought, freeze, hail) | |
| |insects and disease (i.e. boll weevil) | |
| |high credit, falling prices, surplus | |
| |transportation costs | |
| |events, such as WW I, Great Depression, and Dust Bowl | |
| |increased mechanization, use of fertilizers, scientific | |
| |improvements | |
| |foreign competition | |
| |industrialization and urbanization | |
| | | |
| |Oil and Gas | |
| |demand for oil increases with its development as an energy | |
| |source for automobiles and industry | |
| |1901 Spindletop gusher at Beaumont starts oil boom in Texas | |
| |More oil discoveries across state | |
| |1914 Houston Ship Channel opened-expanded markets | |
| |WW II increased demand for oil | |
| |1950s - Rise of petrochemical industry | |
| |1973 – OPEC oil embargo led to fuel shortages and energy | |
| |crisis | |
| |Energy crisis resulted in high oil prices which created a boom| |
| |for oil industry, but hurt average Texans | |
| |Increased foreign production and falling prices led to oil | |
| |bust in 1980s | |
| | | |
| |Cattle Ranching | |
| |thieves, drought, and disease hurt early ranchers | |
| |railroads, better transportation improved industry | |
| |cattle drives helped make ranching more profitable for a short| |
| |time | |
| |the closing of the range resulted in the establishment of | |
| |large cattle ranches | |
| |the overproduction of cattle in 1880s caused prices to fall | |
| |Poor range management / overstocking contributed to the rapid | |
| |decline of cattle production | |
| |new techniques in breeding led to better quality beef | |
| | | |
| |Real Estate and Banking | |
| |After Civil War, banks flourished in Texas due to cotton | |
| |production and other trade | |
| |Panic of 1907 led to banking reform in Texas | |
| |Federal Reserve Bank of Dallas established in 1914 | |
| |Prior to WW II, the banking industry was unstable | |
| |Banking operations increased after WW II | |
| |During 1970s more Texas industries used Texas banks for | |
| |financing | |
| |Many Texas banks failed during the 1980s due to financing with| |
| |struggling energy companies, the collapse of the real estate | |
| |market, and fraud and mismanagement in the savings and loan | |
| |industry | |
| |The real estate market also suffered in the 1980s as a result | |
| |of bank closings | |
|(7.7B) Evaluate the Progressive and other reform movements in |Industrialization, mechanization, skilled labor, antitrust |Moving Towards Reform – Lesson Plan |
|Texas in the 19th and 20th centuries. |laws, limiting monopolies, Prohibition | |
| | | |
| |Farmers established organizations, like the Grange and the | |
| |Southern Farmers’ Alliance, that provided cooperative stores | |
| |and lobbied for lower freight charges. | |
| | | |
| |The Populist Party formed in 1891 to reduce the influence of | |
| |big business on government. They ran several candidates who | |
| |were elected to office during the 1890s. | |
| | | |
| |The Democratic Party adopted some of the issues of the | |
| |Populist Party. | |
| | | |
| |The popular, twice-elected Governor James Hogg promoted | |
| |progressive changes, such as antitrust legislation, regulation| |
| |of railroads, teacher training, and prison reform. | |
| | | |
| |Other reforms supported by progressives included fair election| |
| |practices, efficient government, improved working conditions, | |
| |food and drug regulations, and better public schools. | |
| | | |
| |The temperance movement was successful in passing the 18th | |
| |Amendment which banned the sale of alcohol. | |
| | | |
| |The Suffrage movement was successful in passing the 19th | |
| |Amendment which gave American women the right to vote. | |
| | | |
| |Most of these reforms did not reach African-Americans and | |
| |Mexican-Americans in Texas. | |
|(7.7B) define and trace the impact of "boom-and-bust" cycles of | | |
|leading Texas industries throughout the 20th and early 21st | | |
|centuries such as farming, oil and gas production, cotton, | | |
|ranching, real estate, banking, and computer technology; | | |
|(7.7C) describe and compare the impact of the Progressive and |Including: | |
|other reform movements in Texas in the 19th and 20th centuries |Groups, such as African-Americans, Hispanics, and women sought| |
|such as the Populists, women's suffrage, agrarian groups, labor |equal rights as citizens throughout the 20th century. | |
|unions, and the evangelical movement of the late 20th century; | | |
| |African-Americans, in particular, used marches, speeches, and | |
| |civil disobedience to fight segregation and protest laws that | |
| |were unjust. This resulted in the passage of important civil | |
| |rights legislation in the 1960s. | |
| | | |
| |Women’s rights activists fought for equal rights which | |
| |ultimately resulted in the passage of the 19th amendment to | |
| |the U.S. Constitution (Women’s Right to Vote). | |
| | | |
| |James Farmer – an important civil rights leader and co-founder| |
| |of the Congress for Racial Equality, an organization that | |
| |encouraged nonviolent resistance to fight discrimination | |
| | | |
| |Hector P. Garcia – World War II veteran and founder of the | |
| |American GI Forum who fought discrimination against Hispanics | |
| |and promoted their involvement in state and national politics | |
| | | |
| |Oveta Culp Hobby – an influential Texas woman who held | |
| |numerous leadership positions, including the head of the | |
| |Women’s Auxiliary Army Corps, secretary of the Department of | |
| |Health, Education, and Welfare, and publisher of the Houston | |
| |Post. | |
| | | |
| |Lyndon Baines Johnson – Texan who served as a representative | |
| |to the U.S. House and Senate and president of the United | |
| |States; he signed the Civil Rights Act of 1964 which banned | |
| |segregation in public places and the Voting Rights Act which | |
| |helped protect voting rights for all citizens. He also | |
| |increase American involvement in the Vietnam war. | |
|(7.7D) describe and compare the civil rights and equal rights |WW I |20th Century Books and Videos |
|movements of various groups in Texas in the 20th century and | | |
|identify key leaders in these movements, including James L. |Political – Texas leaders, such as Edward House, played key |Primary Source Lesson – Failed Diplomacy: the Zimmermann Telegram |
|Farmer Jr., Hector P. Garcia, Oveta Culp Hobby, Lyndon B. |roles in Wilson administration; patriotism rose | |
|Johnson, the League of United Latin American Citizens (LULAC), | |Primary Source Lesson – Iwo Jima: Forgotten Valor |
|Jane McCallum, and Lulu Belle Madison White; |Economic – Texans purchased war bonds; gave up certain foods | |
| |and increased agricultural production; Texas oil, agriculture,| |
| |and lumber industries experienced a boom; full employment in | |
| |Texas; farmers suffered after war | |
| | | |
| |Social – 200,000 Texans fought; training in Texas; women | |
| |became more involved in agriculture and business; Germans in | |
| |Texas faced discrimination; racial tensions increase; more | |
| |than 5000 Texans lost their lives | |
| | | |
| |WW II | |
| |Political – Texans, such as Dwight D. Eisenhower, Chester W. | |
| |Nimitz, and Oveta Culp Hobby served in important leadership | |
| |positions during the war; Democratic Party in Texas split into| |
| |liberals and conservatives | |
| | | |
| |Economic – military needs boosted Texas economy; created | |
| |strong job market; goods were rationed; Texans purchased war | |
| |bonds, collected scrap materials, and planted victory gardens;| |
| |state of Texas paid off debt; further urbanization | |
| | | |
| |Social – 750,000 Texans served in armed forces; many Texas | |
| |women joined the workplace or served in the military; soldiers| |
| |trained at military bases in Texas; 23,000 Texans lost their | |
| |lives; more support and funding for public schools in Texas; | |
| |GI Bill helped veterans; African-Americans and Hispanics | |
| |resist discrimination after war | |
|(7.7E) analyze the political, economic, and social impact of |Since the Civil War, Texas was predominantly Democratic until | |
|major events, including World War I, the Great Depression, and |the election of Republican Bill Clements. Since then, | |
|World War II, on the history of Texas; |Republicans have predominantly (Ann Richards is the exception)| |
| |held most offices since the election of George Bush as | |
| |governor. | |
|(7.7F) analyze the political, economic, and social impact of | | |
|major events in the latter half of the 20th and early 21st | | |
|centuries such as major conflicts, the emergence of a two-party | | |
|system, political and economic controversies, immigration, and | | |
|migration. | | |
|Geography/Population |Specificity |District Focus and Resources |
|(7.11C) analyze the effects of the changing population |New wave of immigration and border difficulties | |
|distribution and growth in Texas during the 20th and 21st |Rural to urban | |
|centuries and the additional need for education, health care, and|Growing population of Hispanics | |
|transportation; |Greater diversity | |
|(7.11D) describe the structure of the population of Texas using |Including growth rate, and other demographic information | |
|demographic concepts such as growth rate and age distribution. |Growth rate – speed of growth | |
| |Immigration distribution/rate | |
|Economics/Urbanization |Specificity |District Focus and Resources |
|(7.12A) explain economic factors that led to the urbanization |Emergence of industry (oil, petrochemical, defense, cattle, | |
|of Texas; |textiles, medical, tourism, financial institutions) | |
| |Migration for jobs | |
| |Commercial farming | |
| |Expansion of railroads | |
| |New technology (electricity, telephone, automobiles, lighting, | |
| |public transportation, electronics and computers, aerospace) | |
|(7.12B) trace the development of major industries that |Cotton- cash crop to commercial farming | |
|contributed to the urbanization of Texas such as transportation, |Cattle- Spanish beginnings, cattle drives, meat packing industry | |
|oil and gas, and manufacturing; |Oil- Spindletop to modern petrochemical industry | |
| |Technology- Texas Instruments to Dell Computers | |
| |Aerospace- NASA | |
|(7.12C) explain the changes in the types of jobs and |Urbanization is the process of city growth and development. Due to| |
|occupations that have resulted from the urbanization of Texas. |urbanization, the percentage of people living or working in urban | |
| |places increases compared to the percentage living in rural | |
| |places. | |
| |The types of jobs move from the agricultural sector into the | |
| |industrial, technological, or service sectors. | |
|(8.12C) explain the reasons for the increase in factories and | | |
|urbanization; | | |
|Economics/Interdependence with US |Specificity |District Focus and Resources |
|(7.13A) analyze the impact of national and international markets|Cotton, tariffs, European markets during Civil War |Primary Source Lesson – Life in the Civilian Conservation Corps |
|and events on the production of goods and services in Texas such |Examples | |
|as agriculture, oil and gas, and computer technology; |Union Navel blockade of the Texas coast during the Civil War | |
| |Both WWI and WW II generated economic booms in Texas | |
| |Great Depression left thousands of Texans unemployed. FDR and | |
| |“New Deal” program assisted in helping Texans recover from the | |
| |impact of the Great Depression. | |
| |OPEC influences the Texas oil industry (prices, production) | |
|(7.13B) analyze the impact of economic concepts within the free |Including: | |
|enterprise system such as supply and demand, profit, government |Supply – the amount of goods available | |
|regulation, and world competition on the economy of Texas; |Demand – the desire to own something and the ability to pay for it| |
| |Profit –the return received on a business after all operating | |
| |expenses have been met | |
| |Government regulation –laws or actions by the government that | |
| |affect the outcome of business | |
| |World competition – rivalry between countries in supplying or | |
| |acquiring an economic service or good | |
| |Free Enterprise system – economic system in which businesses | |
| |operate with little interference from government | |
| |Examples: | |
| |The Texas economy has profited from the world demand for oil. | |
| |U.S. military bases established in Texas boosted local economies. | |
| |Texas cattle ranchers met the demand for beef in the late 1800s. | |
| |The Texas Railroad Commission- regulates the oil industry | |
| |Anti-trust law- prevents monopolies in industry | |
| |NAFTA- results in an outsourcing of jobs to other countries | |
|(7.13C) analyze the impact of significant industries in Texas |All of these industries provided jobs to the local market and | |
|such as oil and gas, aerospace, medical, and computer |provided products and services to national and international | |
|technologies on local, national, and international markets. |markets. | |
| |Examples include: | |
| |Oil and Gas | |
| |Texas oil corporations branch out internationally (Saudi Arabia, | |
| |Libya, etc.) | |
| |Aerospace | |
| |After NASA was established, Houston became a primary site for | |
| |research and development in aerospace and provided many jobs to | |
| |researchers and high tech specialists. | |
| |Medical Technology | |
| |MD Anderson Hospital provides the latest in cancer treatment to | |
| |patients from all over the world. | |
| |Texas Instruments and Dell computers provide products and services| |
| |nationally and internationally | |
|Government |Specificity |District Focus and Resources |
|(7.15A) describe the structure and functions of government at |The state is divided into 254 counties which are further divided |Primary Source Lesson – Lone Stars and Gun Smoke |
|municipal, county, and state levels; |into precincts. | |
| |Municipal – Governments that decide policies for cities and towns.| |
| |Their responsibilities include police, fire, utilities, roads, and| |
| |parks. City officials include Mayor, City Council, Justice of the | |
| |Peace and local law enforcement agencies. | |
| |County – the commissioners’ court and county judge address local | |
| |issues and sets property tax rate; Other responsibilities of the | |
| |country include police protection, running county jail, hearing | |
| |minor criminal and civil cases, keeping county records, and | |
| |collecting taxes. | |
| |State – The state governments provides money for health and human | |
| |services, public education, highways, and other services. The | |
| |state government creates (legislature), enforces (executive), and | |
| |interprets (judicial) all Texas laws. | |
|(7.15B) identify major sources of revenue for state and local |State revenue comes from sales tax, motor fuels tax, vehicle sales| |
|governments such as property tax, sales tax, and fees; |and rental tax, franchise tax, federal grants, investments, | |
| |license fees, and lottery fees. | |
| |Local revenue comes from property taxes, federal grants, and the | |
| |state. | |
|(7.15C) describe the structure, funding, and governance of |Lamar’s role as Father of Public Education | |
|Texas public education, including local property taxes, bond |Land set aside for education | |
|issues, and state and federal funding supported by state and |The endowment fund | |
|federal taxpayers. |Texas Education Agency | |
| |House Bill 72 | |
| |Robin Hood School Finance Plan | |
|Citizenship |Specificity |District Focus and Resources |
|(7.16A) identify rights of Texas citizens; |Freedom of speech |Know Your Rights – Lesson Plan |
| |Religion, press | |
| |Right to trial by jury | |
| |Right to bear arms | |
| |Right to vote | |
| |Right to run for political office | |
|(7.16B) explain and analyze civic responsibilities of Texas |Voting, |Know Your Rights – Lesson Plan |
|citizens and the importance of civic participation. |Serving on jury | |
| |Obeying the law, | |
| |Knowledge of the law | |
| |Public service | |
| |Paying taxes | |
|(7.17A) identify different points of view of political parties |Examples: | |
|and interest groups on important Texas issues, past and present; |Democrats – believe that government should play a more prominent | |
| |role in the lives of citizens | |
| |Republicans – believe that individuals, not the government, should| |
| |be responsible for themselves and their wellbeing | |
| |The Populist Party – Represented farmers interests | |
| |LULAC (League of United Latin American Citizens) – believe in | |
| |protecting the civil rights of the state’s Hispanics | |
| |NAACP (National Association for the Advancement of Colored | |
| |People) - believe in protecting the civil rights of African | |
| |Americans | |
| |MADD (Mothers Against Drunk Driving) – support passage of laws | |
| |designed to prevent drunk driving | |
|(7.17B) describe the importance of free speech and press in a |Freedom of speech allows citizens to express their opinions about | |
|democratic society; |the government. | |
| |Freedom of the press allows citizens to be informed about what | |
| |happens in their local, state, and national governments. | |
|(7.17C) express and defend a point of view on an issue of |Including, but not limited to: | |
|historical or contemporary interest in Texas. |What made Texas desirable to Anglo Americans, Mexicans, and | |
| |European immigrants? Include information on climate, cattle, | |
| |fertile and cheap land. | |
|(8.19B) summarize rights guaranteed in the Bill of Rights; | | |
|Citizenship/Leadership in a Democratic Society |Specificity |District Focus and Resources |
|(7.18A) identify the leadership qualities of elected and |Including: |Take a Stand – Lesson Plan |
|appointed leaders of Texas, past and present, including Texans |Past leaders - David Burnet, Sam Houston, Mirabeau Lamar, Anson Jones,| |
|who have been president of the United States |James Hogg, Ma and Pa Ferguson, Pappy O’Daniel | |
| |Contemporary leaders - Ann Richards, Bob Bullock, Barbara Jordan, | |
| |Lyndon B. Johnson, George Bush., George W. Bush | |
| |Leadership Qualities: Sense of humor, ability to communicate, ability| |
| |to work with both parties, ability to persuade, ability to compromise,| |
| |compassionate, honest and intelligent | |
|(7.18B) identify the contributions of Texas leaders, including |Texas Leaders including: | |
|Lawrence Sullivan "Sul" Ross, John Nance Garner ("Cactus Jack"), |Henry B. Gonzalez-served on San Antonio city council, as a | |
|James A. Baker III, Henry B. González, Kay Bailey Hutchison, |representative in the Texas Senate, and as a representative in the | |
|Barbara Jordan, Raymond L. Telles, Sam Rayburn, and Raul A. |U.S. Congress for over 30 years; he encouraged Mexican-Americans to | |
|Gonzalez Jr. |become more involved in Texas politics | |
| |Phil Gramm – served in both the U.S. House and Senate and taught | |
| |economics at Texas A&M | |
| |Barbara Jordan – served as the first African-American congresswoman | |
| |from the South; she gained national attention in her role at the | |
| |Watergate hearings during the Nixon administration | |
| |Sam Rayburn – long serving U.S. congressman who earned respect as | |
| |Speaker of the House and for his ability to bring about compromise and| |
| |maneuver legislation through Congress; he was a proponent of | |
| |Roosevelt’s New Deal | |
|Culture |Specificity |District Focus and Resources |
|(7.19B) describe how people from various racial, ethnic, and |Various religions maintain churches all over Texas | |
|religious groups attempt to maintain their cultural heritage |Germans, Czechs, Poles, and Mexicans still maintain their heritages | |
|while adapting to the larger Texas culture; |in many parts of the state. | |
| |Various ethnic groups have brought their architecture to Texas | |
| |(Spanish, French, German) | |
|(7.19D) identify contributions to the arts by Texans such as Roy| | |
|Bedichek, Diane Gonzales Bertrand, J. Frank Dobie, Scott Joplin, | | |
|Elisabet Ney, Amado Peña Jr., Walter Prescott Webb, and Horton | | |
|Foote. | | |
|(8.23D) analyze the contributions of people of various racial, |(Spanish, French, English, Pilgrims, Puritans, Quakers, | |
|ethnic, and religious groups to our national identity; |African-Americans) | |
| |Bernardo de Galvez, Spanish governor of Louisiana who helped the | |
| |Americans during the American Revolution; Marquis de Lafayette, | |
| |advisor from France; Baron Von Steuben, German who drilled | |
| |Washington’s troops; Crispus Attucks, African-American killed at | |
| |the Boston Massacre) | |
| |African-Americans: Sojourner Truth, Frederick Douglass, Harriet | |
| |Tubman; Irish; Germans; Chinese; | |
| |Mormons--Brigham Young, Joseph Smith | |
| |African Americans – Benjamin Banneker (mathematician and surveyor on | |
| |the planning commission for the new capital at Washington, D.C.), | |
| |Sojourner Truth, Harriet Tubman, Frederick Douglass, Nat Turner; | |
| |Anglo – Washington Irving, Harriet Beecher Stowe, John Brown, Abraham| |
| |Lincoln, Horace Mann, Ralph Waldo Emerson, Longfellow; | |
| |Religious – Quakers (strong opposition to slavery); Chinese and Irish| |
| |– transcontinental railroad; | |
| |Irish – Industrialization; | |
| |Spanish – Cultural contributions. | |
|Science, Technology, and Society |Specificity |District Focus and Resources |
|(8.27B) analyze the impact of transportation and communication |Steamboats, canals, railroads, roads |Ongoing |
|systems on the growth, development, and urbanization of the | | |
|United States; | | |
|(8.28B) identify examples of how industrialization changed life |urbanization, increased immigration, faster transportation, cheaper |Ongoing |
|in the United States. |goods, cottage industry vs. factories | |
| |• Steam power brought in factories and led to urbanization | |
| |• Innovations like the Cotton Gin in South and reaper in the North | |
| |transformed agriculture.; • Steam engine, locomotives, canals, and | |
| |roads made marketing products and migrating to different areas easier| |
| |– esp. cities. | |
| |• Communication-telegraph and pony express sent messages to remote | |
| |areas more quickly | |
| |• Women had more leisure in households because of textile industry | |
| |and canning of foods. | |
Ongoing TEKS (taught every 9 weeks)
|History/Points of Reference |Specificity |District Focus and Resources |
| (7.1A) identify the major eras in Texas history, describe their |Texas Natives, Texas European Exploration, Spanish Era, Mexican|Ongoing |
|defining characteristics, and explain why historians divide the |Texas, Anglo- American Colonization, Texas Revolution, Texas |District Focus-Exploration |
|past into eras, including Natural Texas and its People; Age of |Republic, Texas Statehood, Mexican-American War, Civil War and | |
|Contact; Spanish Colonial; Mexican National; Revolution and |Reconstruction (Abolitionist Movement, sectionalism), Expansion| |
|Republic; Early Statehood; Texas in the Civil War and |of Frontier, Growth of Texas Economy, Texas Progressive Era, | |
|Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas |Texas Modern Era (WWI, Prohibition, Stock Market Crash, Great | |
|in the Great Depression and World War II; Civil Rights and |Depression, WWII, Sputnik), Texas Government | |
|Conservatism; and Contemporary Texas; | | |
| |Major Eras | |
| |Pre-Columbian Peoples | |
| |1492-1821 Settlement (European exploration, the Mission System | |
| |and settlement in Texas) | |
| |1820-1835 American Colonization (colonies established by | |
| |Americans in Texas) | |
| |1835-1836 Texas Revolution (conflict between Texans and Mexican| |
| |government) | |
| |1836-1845 Republic of Texas (Texas becomes an independent | |
| |country) | |
| |1845-1861 Texas Statehood (Texas is annexed by the U.S.) | |
| |1861-1877 Civil War/Reconstruction (Texas secedes from Union; | |
| |joins Confederacy) | |
| |1866-1880 Frontier Wars (Texans battle Indian groups to gain | |
| |control of frontier) | |
| |1874-1900 Growth and development – Economic and Political | |
| |Modern Texas (Texans deal with 20th century events: reform, | |
| |world wars, great depression, urbanization, civil rights, etc…)| |
| |Texas Government | |
|(7.1B) apply absolute and relative chronology through the |Timelines, before and after, 18th-19th-20thcentury, etc. |Ongoing |
|sequencing of significant individuals, events, and time periods; | | |
| |absolute chronology – exact date | |
| | | |
| |relative chronology – general time period or era | |
| | | |
| |Examples of Sequencing | |
| | | |
| |Individuals: Cabeza De Vaca, Moses Austin, Sam Houston, Lyndon | |
| |Johnson | |
| | | |
| |Events: Pineda explores Texas coast, Spanish mission | |
| |established in San Antonio, Arrest of Stephen F. Austin, Battle| |
| |of San Jacinto, Texas secedes from U.S. | |
| | | |
|(7.1C) explain the significance of the following dates: 1519, |1519-Pineda |Ongoing |
|mapping of the Texas coast and first mainland Spanish settlement;|1718-establishment of San Antonio |District Focus-1519 and 1718 |
|1718, founding of San Antonio; 1821, independence from Spain; |1821-Mexican independence, Anglo American immigration into | |
|1836, Texas independence; 1845, annexation; 1861, Civil War |Texas | |
|begins; 1876, adoption of current state constitution; and 1901, |1836-Texas Declaration of Independence; Battles of Goliad, the | |
|discovery of oil at Spindletop. |Alamo, San Jacinto; Treaties of Velasco | |
| |1845-Texas became a state | |
| |1861-Civil War begins | |
| | | |
| |1519 – Alvarez de Pineda explores Texas coast; created first | |
| |map of region (Exploration) | |
| | | |
| |1718 – The Alamo (San Antonio de Valero) mission is founded by | |
| |Martin de Alarcon (Mission) | |
| | | |
| |1821 – Moses Austin receives contract; Stephen F. Austin | |
| |settles Texas (Colonization) | |
| | | |
| |1836 – Battle of the Alamo; Texas wins independence from Mexico| |
| |(Texas Revolution/Independence) | |
| | | |
| |1845 – Texas is annexed by the U.S. (Texas Statehood) | |
| | | |
| |1861 – Texas secedes from U.S.; Civil War begins | |
|Geography/Concept of Regions |Specificity |District Focus and Resources |
|(7.8A) create and interpret thematic maps, graphs, charts, |Map skills, population distribution, Texas relief map, regions | |
|models, and databases representing various aspects of Texas |Use of technology tools, such as Word, Power Point, | |
|during the 19th, 20th, and 21st centuries; |Inspiration, Timeline. | |
| |Teach students how to find and collect data and how to create | |
| |maps, graphs, and charts. | |
| |Examples of themes: political, physical, population, | |
| |immigration, land use, ethnic distribution, rural/urban, | |
| |rainfall, vegetation, topography, cultural regions, | |
| |agriculture/industry, language, religion, etc… | |
|(7.8B) analyze and interpret geographic distributions and |Why most Texans live in the Coastal Plains? | |
|patterns in Texas during the 19th, 20th, and 21st centuries. |Why fewer Texans live in the West? | |
| |Why are plains well suited to cattle raising? | |
| |Why did Texas move from a mostly rural to a mostly urban | |
| |population? | |
| |Why various regions of Texas are more suitable to farming? | |
|(8.29I) create thematic maps, graphs, charts, models, and | | |
|databases representing various aspects of the United States; | | |
|(8.29J) pose and answer questions about geographic distributions | | |
|and patterns shown on maps, graphs, charts, models, and | | |
|databases. | | |
|(7.9A) locate the Mountains and Basins, Great Plains, North | | |
|Central Plains, and Coastal Plains regions and places of | | |
|importance in Texas during the 19th, 20th, and 21st centuries | | |
|such as major cities, rivers, natural and historic landmarks, | | |
|political and cultural regions, and local points of interest; | | |
|(7.9B) compare places and regions of Texas in terms of physical |Landforms |Ongoing |
|and human characteristics |Rivers |• Video-Geography of Texas |
| |Regions in relation to US and Mexico, Coastal Plains, Great | |
| |Plains, North Central Plains, Mountain and Basin |Plan a Trip Around Texas Webquest |
| | | |
| |Physical Characteristics: Climate, topography, | |
| |vegetation/wildlife, water sources | |
| |Human Characteristics: Population, land use, immigration, | |
| |agriculture, industry, cities, transportation, wealth, cultures| |
|(7.9C) analyze the effects of physical and human factors such as|Examples include: |Ongoing |
|climate, weather, landforms, irrigation, transportation, and |Climate and weather | |
|communication on major events in Texas. |1900 hurricane in Galveston was worst natural disaster of 20th | |
| |century | |
| |Floods and rain during Runaway Scrape | |
| |Landforms | |
| |the “rise” between the armies of Houston and Santa Anna at San | |
| |Jacinto, | |
| |Irrigation | |
| |farmers’ difficulties during the Dust Bowl | |
| |Irrigation brings farming to West Texas | |
| |Transportation | |
| |Railroads lead to the settlement of West Texas | |
| |Communication | |
| |Lack of communication technology influences the outcome of | |
| |historical events | |
| |Such as: the last Civil War battle, the Galveston hurricane and| |
| |the Battle of Alamo | |
|Geography/Adapt and Modify Environment |Specificity |District Focus and Resources |
|(7.10A) identify ways in which Texans have adapted to and |Locate Native Americans on a map in relationship to the |District Focus – 6 Geographical Questions |
|modified the environment and analyze the positive and negative |geography of Texas | |
|consequences of the modifications; | | |
| |Examples of Adaptations and Modifications: | |
| |Texans dam rivers to control flooding/generate | |
| |electricity/promote tourism | |
| |Farmers establish systems of irrigation/windmill and erosion | |
| |prevention | |
| |All native tribes of Texas adapted to their environment | |
| |Barbed wire fencing closed open range and changed cattle | |
| |ranching | |
| |Mining/drilling for natural resources | |
| |Highway system | |
| |Railroad system | |
|(7.10B) explain ways in which geographic factors such as the |Role of rivers, climate, similarities in land, agricultural | |
|Galveston Hurricane of 1900, the Dust Bowl, limited water |production, impact of 1900 storm on Galveston, oil industry | |
|resources, and alternative energy sources have affected the |(Spindletop gusher), vastness of Texas (size) | |
|political, economic, and social development of Texas. |Examples: | |
| |Political | |
| |proximity to Mexico resulted in border disputes and wars | |
| |few Civil War battles fought in Texas due to physical location | |
| |proximity to US leads to the annexation of Texas | |
| |Economic | |
| |vast quantities of petroleum created great wealth in Texas | |
| |Gulf Coast ports provide access to U.S. and world markets | |
| |The location, size and climate of Texas resulted in a strong | |
| |agricultural economy | |
| |Social | |
| |Spanish language prominent in Texas | |
| |Climate and fertile land encouraged immigration to Texas | |
| |The location of Texas in the south plus the agricultural based | |
| |economy leads to secession, the need for slave labor and future| |
| |discrimination | |
|(7.11B) analyze how immigration and migration to Texas in the |Immigration from Europe and southern United States, cultural |Ongoing |
|19th, 20th, and 21st centuries have influenced Texas; |borrowing |• Video-Festivals in Texas |
| |Examples | |
| |Southerners brought their attitudes about slavery to Texas | |
| |Spanish brought architecture and language to Texas | |
| |Europeans brought different religions and cultures to Texas | |
| |American settlers brought ideas about government to Texas | |
| |Spanish introduce the cattle/ranching industry to Texas | |
| |Various cultures have influenced native Texan cuisine and | |
| |celebrations | |
|(7.14A) identify how the Texas Constitution reflects the |limited government – Principle of government in which power is | |
|principles of limited government, republicanism, checks and |limited by a set of laws, such as those in a constitution. | |
|balances, federalism, separation of powers, popular sovereignty,|checks and balances – Government arrangement by which each | |
|and individual rights; |different branch has the power to check, or restrict, the power | |
| |of the other branches. | |
| |federalism – System of government that balances powers by | |
| |distributing them between one central and many regional | |
| |governments. | |
| |separation of powers – Principle of government in which power is| |
| |divided among different government branches. | |
| |popular sovereignty – Principle of government that all political| |
| |power comes from the people. | |
| |individual rights – freedoms and privileges that the government | |
| |cannot take away from the people | |
|(7.14B) compare the principles and concepts of the Texas |Similar draft and language | |
|Constitution to the U.S. Constitution, including the Texas and |3 branches of government and a bicameral legislature | |
|U.S. Bill of Rights. |Bill of Rights | |
| |principles of government (checks and balances, separation of | |
| |powers, and popular sovereignty) | |
|Science, Technology, and Society |Specificity |District Focus and Resources |
| |Irrigation, weapons, barbed wire, windmill, cotton gin, |Ongoing |
|(7.20A) compare types and uses of technology, past and present; |telegraph, railroads, telephone, internal combustion engine, |District Focus-Native Americans and Spanish |
| |aircraft, microchip technology, artificial heart | |
|Critical Thinking |Specificity |District Focus and Resources |
|(7.21A) differentiate between, locate, and use valid primary and| |Ongoing |
|secondary sources such as computer software, databases, media and| |• Handbook of Texas-Book and Online Versions |
|news services, biographies, interviews, and artifacts to acquire | |• Texas Almanac |
|information about Texas; | |• Dallas Morning News |
| | | |
| | |Primary Source Lesson – Wichita and Comanche Villages |
| | | |
| | |Primary Source Lesson – Coronado: Misfortune’s Explorer |
| | | |
| | |Primary Source Lesson – Cabeza de Vaca |
|(7.21B) analyze information by sequencing, categorizing, | |Ongoing |
|identifying cause-and-effect relationships, comparing, | | |
|contrasting, finding the main idea, summarizing, making | |Primary Source Lesson – Wichita and Comanche Villages |
|generalizations and predictions, and drawing inferences and | | |
|conclusions | |Primary Source Lesson – Coronado: Misfortune’s Explorer |
| | | |
| | |Primary Source Lesson – Cabeza de Vaca |
|(7.21C) organize and interpret information from outlines, | |Ongoing |
|reports, databases, and visuals, including graphs, charts, | |• City and County Maps-Class set obtained from Chamber of |
|timelines, and maps; | |Commerce |
| | | |
| | |Primary Source Lesson – Wichita and Comanche Villages |
| | | |
| | |Primary Source Lesson – Coronado: Misfortune’s Explorer |
| | | |
| | |Primary Source Lesson – Cabeza de Vaca |
|(7.21D) identify points of view from the historical context | |Ongoing |
|surrounding an event and the frame of reference that influenced | | |
|the participants; | |Primary Source Lesson – Wichita and Comanche Villages |
| | | |
| | |Primary Source Lesson – Coronado: Misfortune’s Explorer |
| | | |
| | |Primary Source Lesson – Cabeza de Vaca |
|(7.21E) support a point of view on a social studies issue or | |Ongoing |
|event; | | |
|(7.21F) identify bias in written, oral, and visual material; | |Ongoing |
| | |Primary Source Lesson – Wichita and Comanche Villages |
| | | |
| | |Primary Source Lesson – Coronado: Misfortune’s Explorer |
| | | |
| | |Primary Source Lesson – Cabeza de Vaca |
|(7.21G) evaluate the validity of a source based on language, | |Ongoing |
|corroboration with other sources, and information about the | | |
|author; | |Primary Source Lesson – Wichita and Comanche Villages |
| | | |
| | |Primary Source Lesson – Coronado: Misfortune’s Explorer |
| | | |
| | |Primary Source Lesson – Cabeza de Vaca |
|(7.21H) use appropriate mathematical skills to interpret social | |Ongoing |
|studies information such as maps and graphs. | |• Texas Highway Maps-Class set obtained from State Highway |
| | |Dept. |
|Communication Skills |Specificity |District Focus and Resources |
|(7.22A) use social studies terminology correctly; | |Ongoing |
|(7.22B) use standard grammar, spelling, sentence structure, | |Ongoing |
|punctuation, and proper citation of sources; | | |
|(7.22C) Transfer information from one medium to another, | |Ongoing |
|including written to visual and statistical to written or visual,| | |
|using computer software as appropriate. (Mastery) | | |
|(7.22D) transfer information from one medium to another, | |Ongoing |
|including written to visual and statistical to written or visual,| | |
|using computer software as appropriate; | | |
|Problem-Solving and Decision-Making Skills |Specificity |District Focus and Resources |
|(7.23A) use a problem-solving process to identify a problem, | |Ongoing |
|gather information, list and consider options, consider | |• Texas Travel Guide-Free from Texas Dept. of Transportation |
|advantages and disadvantages, choose and implement a solution, | |1-800-8888TEX |
|and evaluate the effectiveness of the solution; | | |
|(7.23B) use a decision-making process to identify a situation | |Ongoing |
|that requires a decision, gather information, identify options, | | |
|predict consequences, and take action to implement a decision. | | |
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