Humble ISD
7th Grade Social Studies: Texas HistoryInstructional Framework
Bundle / Unit 1 / Estimated Duration
1 / 2 / 3 / 4 / Explorers and Settlers / 20 Days
Unit Overview
People have lived in Texas for thousands of years leaving behind tools, rock paintings, and other artifacts. As they spread throughout the Americas, humans developed a variety of culture groups, and later, with the development of farming, civilizations. In Texas, these American Indian groups developed into four cultures. During the 1400s, European explorers searched for trade routes to Asia. Seeking riches and new lands, Spain sent expeditions to explore and conquer the Americas. Texas thus became part of the Spanish empire. For American Indians in Texas, European contact brought many changes. Spaniards seeking gold found no riches in Texas, but they reported on the Texas land and its people. To strengthen the Spanish claim to Texas, Spain began building missions and presidios during the late 17th and 18th centuries to extend their influence on Texas.
Student Performance Indicators
Coming 2016-2017
Academic Language of Instruction
nomad
archaeologist
artifact
technology
shaman
confederacy
status
adobe
tepee
distinct
migrated
conquistador
mission / fund
area
viceroy
province
occupy
terminate
navigate
privateer
stockade
survive
sufficient
presidio / friar
council
conflict
affect
canal
detachment
secure
locate
Tejano
mestizo
accommodate
conduct(verb)
TEKSReadiness Standards / Specificity / Examples
7.1 History. The student understands traditional historical points of reference in Texas history.
7.1A identify the major eras in Texas history, describe their defining characteristics, and explain why historians divide the past into eras, including Natural Texas and its People; Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas in the Great Depression and World War II; Civil Rights and Conservatism; and Contemporary Texas
READINESS
Performance: identify, describe, and explain
Content: defining characteristic…major eras in Texas History …why historians divide the past into eras, including Natural Texas and its People; Age of Contact; Spanish Colonial; / Including but not limited to:
Students need opportunities to explain why historians divide the past into eras as well as identifying the significant events of each era in order to describe the defining characteristics. Providing opportunities for students to sequence critical events within eras as well as the eras allows students opportunities to practice categorization skills. Emphasis on the concept of change over time allows students to identify how one era affects subsequent eras/events.
Major Eras
•Pre-Columbian Peoples
•1492-1821 Settlement (European exploration, the Mission System)
7.9 Geography. The student understands the location and characteristics of places and regions of Texas. The student is expected to:
7.9B compare places and regions of Texas in terms of physical and human characteristics
READINESS
Performance: compare
Content: defining characteristic…major eras in Texas History …why historians divide the past into eras, including Natural Texas and its People; Age of Contact; Spanish Colonial; / Including but not limited to:
•Region – an area that is used to identify and organize areas of the Earth’s surface for various purposes
•Physical and human characteristics – physical characteristics of places include landforms and soils, bodies and sources of water, vegetation, climate, weather patterns, and animal life. Human characteristics of places include the language, religion, political systems, economic systems, population distribution, ethnicity, age, and standards of living.
•Coastal Plains
- Physical characteristics
- Plains, desert, hills, Balcones Escarpment
- All rivers flow through this region
- Wrong way rivers that take water from driest part of state to the wettest part of the state
- Climate – mild
- Physical characteristics
- Rolling prairies, a few rivers
- Climate – hot short summer, cool to cold winters
- Physical characteristics
- Canyons, escarpments, plains, aquifers, plateaus
- Climate – hot summers, cold winters
- Physical characteristics
- River, deserts
- Climate – hot days, cold nights, hot short summers, cold winters
TEKSSupporting Standards / Specificity / Examples
7.1 History. The student understands traditional historical points of reference in Texas history. The student is expected to:
7.1B apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods
SUPPORTING
Performance: apply … through the sequencing of significant individuals, events, and time periods
Content: absolute and relative chronology / Including but not limited to:
Students should have multiple opportunities throughout the course to use both absolute and relative chronology to sequence eras in Texas history and to determine their relationships to one another and to events and individuals of the era. The use of manipulatives such as flash cards will help students classify events and individuals within specific identified eras as well as sequence eras and events.
Timelines, before and after, 18th-19th-20thcentury, etc.
•absolute chronology – exact date
•relative chronology – general time period or era
Examples of Sequencing
•Individuals: Cabeza De Vaca, Fray Damian Massanet
•Events: Pineda explores Texas coast, Spanish missions established in San Antonio
7.1C explain the significance of the following dates: 1519, mapping of the Texas coast and first mainland Spanish settlement; 1718, founding of San Antonio; 1821, independence from Spain; 1836, Texas independence; 1845, annexation; 1861, Civil War begins; 1876, adoption of current state constitution; and 1901, oil discovery at Spindletop
SUPPORTING
Performance: explain the significance of the following dates
Content: absolute and relative chronology / Including but not limited to:
By providing specific dates, students can use absolute chronology to associate the dates of significant events in Texas history as defining points of the various eras. Provide opportunities for students to explain [orally and/or in writing] the significance of the date and how that event supports the era in which it occurred. For instance, pose questions such as How does the mapping of the Texas coast and the establishment of the Spanish settlements beginning in 1519 help define the era referred to as the Age of Contact?; or What is the relationship between independence from Spain in 1821 and the Mexican National era?
•1519 – mapping of the Texas coast by Pineda and first mainland Spanish settlement (This settlement is located in New Spain not specifically Texas.)
•1718 – founding of San Antonio
7.2 History. The student understands how individuals, events, and issues through the Mexican National Era shaped the history of Texas. The student is expected to:
7.2A compare the cultures of American Indians in Texas prior to European colonization such as Gulf, Plains, Puebloan, and Southeastern
SUPPORTING
Performance: compare
Content: absolute and relative chronology / Including but not limited to:
This standard extends beyond locating and identifying American Indian cultures in Texas prior to Spanish and [later] French exploration and colonization. Provide opportunities for students to compare key elements of each of the four major culture groups [Gulf, Plains, Puebloan, and Southeastern] in terms of characteristics of culture such as food, clothing, shelter, technology [tools], customs, traditions, and other categories. Helping students understand the generalization that environment affects culture will allow students the opportunity to examine how the resources available to a culture group influenced the development of that group.
Gulf Coast – nomadic and hunters/gatherers
Plains – nomadic, dependent on the buffalo, and fierce warriors
Southeastern Texas – settled; food-rich environment and complex social
Systems
Pueblo-settled; farmers and hunters
7.2B identify important individuals, events, and issues related to European exploration of Texas such as Alonso Álvarez de Pineda, ÁlvarNúñezCabeza de Vaca and his writings, the search for gold, and the conflicting territorial claims between France and Spain.
SUPPORTING
Performance: identify
Content:important individuals, events, and issues related to European exploration of Texas such as Alonso Álvarez de Pineda, ÁlvarNúñezCabeza de Vaca and his writings, the search for gold, and the conflicting territorial claims between France and Spain / Including but not limited to:
Use this SE to reinforce two of the significant dates in Texas history 1519, with the mapping of the Texas coast by Piῆeda and 1718, representing the founding of the settlement of San Antonio de Bexar. This standard provides the background knowledge for students into the differences between Spanish methods of settlement using missions and presidios as compared to the French claims through forts intended to serve as trading posts.
•Alonso Álvarez de Pineda was the first explorer to map the coast of Texas.
•ÁlvarNúñezCabeza de Vaca and his writings – shipwrecked and captured by Native Americans, he ended up traveling across Texas, and was the first person to write about Texas.
•The search for gold
- Gold – the Spanish heard that there was gold in Texas by Native
- Glory – expeditions were led by conquistadors looking for wealth and fame for themselves.
- God – the Catholic Church agreed to help support the expeditions to convert Native Texans to Christianity and increase wealth of the Church.
Conflicts reinforced Spanish claim to Texas, which led to more missions and presidios in Texas.
7.2C identify important events and issues, including the establishment of Catholic missions, towns, and ranches, and individuals such as Fray DamiánMassanet, José de Escandón, Antonio Margil de Jesús, and Francisco Hidalgo
SUPPORTING
Performance: identify
Content:important events and issues, including the establishment of Catholic missions, towns, and ranches, and individuals such as Fray DamiánMassanet, José de Escandón, Antonio Margil de Jesús, and Francisco Hidalgo / Including but not limited to:
•Defines the traditional Spanish method of settling the frontier in stages.
•Spanish settlement patterns in Texas (and the Americas) included:
•Establish a mission (friars/priests) to convert the Indians
•Build a presido (fort) to protect the missions (which brought Spanish soldiers to the area)
•Establish towns which grew as places for soldiers and eventually family members and some merchants.
•Bestow generous land grants for haciendas for ranchers and famers
•Fray DamiánMassanet-Convinced the viceroy of New Spain to colonize East Texas and convert the Caddoes to Catholicism
•Alonso De León and Massanet(1690) were sent with several priests and about 100 soldiers to colonize East Texas; resulted in many missions in East Texas even though they were failures
•José de Escandón (1750s)- known as the father of the lower Rio Grande Valley. He founded over twenty towns or villas and a number of missions along the lower Rio Grande Valley.
•Antonio Margil de Jesús (early 1700s)-Spanish Franciscan priest; founded several missions in East Texas including NuestraSeñora de los Dolores and San Miguel de los Adaes. Due to the problems in East Texas, he moved to San Antonio and founded San Jose y San Miguel de Aguayo, one of the five missions in San Antonio today.
•Francisco Hidalgo (early 1700s)-Priest at Mission San Francisco de los Tejas; Contacted French Catholic priests to provide religious services to the local native people when Spanish priests aren’t available; Caused Spanish to be suspicious of French colonization
7.19 Culture. The student understands the concept of diversity within unity in Texas. The student is expected to:
7.19C identify examples of Spanish influence and the influence of other cultures on Texas such as place names, vocabulary, religion, architecture, food, and the arts
SUPPORTING
Performance: identify
Content:examples of Spanish influence on Texas such as place names, vocabulary, religion, architecture, food, and the arts / Including but not limited to:
Spanish
•Place names
- Rio Grande – in Spanish it means “Big River”
- Most Texas rivers and landforms
- Roman Catholic
- Home – hacienda
- Presidio – fort
- Acequias – irrigation ditch that is dug connecting a river or stream
- Adobe – brick
- Arch – style of architecture
- Frescos – mural painting found in Catholic churches
Social Studies Skills TEKS
7.21 Social Studies Skills The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:
7.21A differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas. / DIFFERENTIATE BETWEEN
LOCATE
USE
valid primary and secondary sources such as
•computer software,
•databases,
•media
•news services,
•biographies,
•interviews, and
•artifacts
to acquire information about Texas.
7.21B 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 / 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
Examples
Compare the cultures of American Indians in Texas prior to European colonization such as Gulf, Plains, Puebloan, and Southeastern by creating maps, charts, and/or diagrams.
Draw inferences and conclusions about how Cabeza de Vaca survived and support the conclusions with their knowledge of history, geography, and evidence from primary source documents. Students, individually or as groups, and present their findings.
Draw inferences and conclusions about whether or not the Catholic missions were a failure and support their conclusions with their knowledge of history, geography, and evidence from primary source documents. Students, individually or as groups, write a response to a DBQ or answer historical questions using valid primary and secondary source documents.
7.21C organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps / ORGANIZE AND INTERPRET
Information from
•Outlines,
•Reports,
•Databases, and
•Visuals, including graphs, charts, timelines, and maps
7.21D identify points of view from the historical context surrounding an event and the frame of reference that influenced the participants; / IDENTIFY
Points of view from
•The historical context surrounding an event and
•The frame of reference that influenced the participants
7.21E support a point of view on a social studies issue or event; / SUPPORT
A point of view on
•A social studies issue or event
7.21F identify bias in written, oral, and visual material; / IDENTIFY
Bias in
•Written,
•Oral, and
•Visual material
7.21G evaluate the validity of a source based on language, corroboration with other sources, and information about the author / EVALUATE
The validity of a source based on
•Language,
•Corroboration with other sources,
•And information about the author
7.21H use appropriate mathematical skills to interpret social studies information such as maps and graphs. / USE
Appropriate mathematical skills to
•Interpret social studies information such as maps and graphs
7.22 Social Studies Skills. The student communicates in written, oral, and visual forms. The student is expected to:
7.22A use social studies terminology correctly. / USE
•Social studies terminology correctly
Including but not limited to:
•Academic Language of Instruction listed above.
7.22B use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources / USE
•Standard grammar,
•Spelling,
•Sentence structure,
•Punctuation, and
•Proper citation of sources
7.22C transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate / TRANSFER
Information
From one medium to another, including
•Written to visual and
•Statistical to written or visual,
Using computer software as appropriate
7.22D create written, oral, and visual presentations of social studies information. / CREATE
•Written,
•Oral, and
•Visual
Presentations of social studies information
7.23 Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
7.23A use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution / USE
A problem-solving process to
•Identify a problem,
•Gather information,
•List and consider options,
•Consider advantages and disadvantages,
•Choose and implement a solution, and
•Evaluate the effectiveness of the solution
7.23B use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. / USE
A decision-making process to
•Identify a situation that requires a decision,
•Gather information,
•Identify options,
•Predict consequences, and
•Take action to implement a decision
TEKS Suggested
Technology Standards / Specificity / Examples
7.2 COMMUNICATION AND COLLABORATION– The student collaborates and communicates both locally and globally to reinforce and promote learning. The student is expected to:
7.2A create personal learning networks to collaborate with peers, experts, or others using digital tools such as blogs, wikis, audio/video communication, or other emerging technologies;
Performance: create and collaborate
Content:with peers or experts / What do these student expectations look like during instruction?
Students in this grade are able to use a variety of technologies to produce group products.
They should have the opportunities to present, publish and share ideas and findings with others and work with others on a document using some type of cloud computing software. They could work in pairs or groups to create a Google Doc or Slideshow, and/or use Edmodo to discuss with partners/groups and or plan a group project.
Students should know how to create their own personal learning networks using Google Docs, email, etc., to communicate with peers.
7.2B communicate effectively with multiple audiences using a variety of media and formats;
Performance: communicate
Content: a variety of media and formats / What do these student expectations look like during instruction?
Participate in local, national or global projects or events and network with other using some type of collaborative technology (Skype, Facetime, Polycom, etc.) They could participate in videoconferences or collaborative groups with classes at other schools/districts/states, etc.
They could be given multiple audiences for the same topic and must choose and create an appropriate presentation for each audience.
7.5 DIGITAL CITIZENSHIP - The student practices safe, responsible, legal, and ethical behavior while using technology tools and resources. The student is expected to:
7.5A understand and practice copyright principles, including current laws, fair use guidelines, creative commons, open source, and public domain;
Performance: understand and practice
Content: copyright, fair use, etc. / What do these student expectations look like during instruction?
Middle school students are able to adhere to acceptable use policies and copyright principles. They can follow Fair Use Guidelines portion limits and give proper credit to all of their sources.
7.5B practice ethical acquisition of information and standard methods for citing sources;
Performance:practice
Content: ethical acquisition / What do these student expectations look like during instruction?
They know how to and are expected to behave safely and ethically online.
Misconceptions / Clarifications
* Living conditions are the same no matter where you live in Texas. / *Living conditions vary according to the region of Texas.
* All Texas Native Americans had the same lifestyle and culture. / *The lifestyle and culture of Texas Native Americans was dependent upon their environment.
*All Native American groups worked together to fight European settlers. / *Some Native American groups cooperated with European settlers.
*Explorers had accurate maps to work with. / *The accuracy of maps was limited by the available technology.
*The Spanish and the French fought a major war over Texas. / *Spain tried to establish control over Texas through settlement, while France’s settlement attempts failed.
*The unofficial capital of Spanish Colonial Texas was San Antonio. / *San Antonio served as a midway point between the Rio Grande missions and the East Texas missions.
*Most of the Spanish missions were successful in converting Native Americans. / *Native American disinterest and disease were two factors in the failure of many missions.
Instructional Resources
Textbook / Texas History, McGraw Hill Education,
•Chapter 4: The Early People of Texas, pages 99-118
•Chapter 5: Early Explorers of Texas, pages 119-138
•Chapter 6: Spanish Colonial Texas, pages 139-160
Additional Resources / DBQ Project: Cabeza de Vaca: How Did He Survive?
DBQ Project: Why Did Texas Almost Fail as a Spanish Colony?
Professional Resources
Technology Resources / Digital Citizenship Lesson:
Internet Safety/Communication: “Safe Online Talk” - While acknowledging the benefits of online talk and messaging, students learn how to handle situations or online behavior which may make them feel uncomfortable.
Lesson Plan –
Video -
TA TEKS - 7.2A, 7.2B, 7.5A, 7.5B
Teacher Note: During the 2015-2016 school year, the manner in which the three Digital Citizenship Lessons per grade level are implemented is at campus discretion. Please check with your administration to ascertain how the Digital Citizenship Lessons will be implemented at your campus.
Differentiation / TPSP Optional Resource:
Optional project resource that might be utilized for students who have mastered unit standards through unit pre-testing or other forms of evidence. Please see the following website ( or contact the Humble ISD G/T Coordinator for more information.
TPSP Project: “Rites of Passage”
For additional project resources:
Literary Connections
7thGrade Social Studies, Bundle 1, Unit 1Page 1 of 12Rev. 6/29/2015