Social Studies – Texas History 7th Grade
Unit of Study: Expansion, 1865-1920
Fourth Grading Period – Unit 12 CURRICULUM OVERVIEW
Big Idea / Unit RationaleEnduring Understandings
- In competition over territory, the strong often dominate or displace the weak.
- Progress in one place often creates opportunity in other places.
- New ideas and inventions often help people achieve things that weren’t possible before.
Overarching Questions
- Was the removal of Native Americans from their homelands in Texas justified?
- Why was the cattle industry successful in Texas?
- Was the growth of industry good for Texas / The migration of white settlers eventually drove Native Americans from their homelands. As a result, railroads and other technology returned profit to commercial farming, making Texas a leading producer of cotton and other crops. Growing enormously as a result of new railroad links to the rest of the nation, the cattle industry transformed the economy and culture of Texas. Following its discovery in 1901, oil became the leading industry in Texas
Lessons for this Unit
□ Lesson 1: The Indian Wars
□ Lesson 2: The Transformation of Texas
TEKS / TEKS Specificity - Intended Outcome
Concepts / TEKS 7.6 History
A. Identify significant individuals, events, and issues from Reconstruction through the beginning of the 20th century, including the factors leading to the expansion of the Texas frontier, the effects of westward expansion on Native Americans, the development of the cattle industry from its Spanish beginnings, the myth and realities of the cowboy way of life, the effects of the growth of railroads, the buffalo soldiers, James Hogg, Cynthia Parker, and Spindle top.
TEKS 7.9 Geography
B. Compare places and regions of Texas in terms of physical and human characteristics.
C. Analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication on major events in Texas.
TEKS 7.13 Economics
A. Analyze the impact of national and international markets and events on the production of goods and services in Texas.
B. Analyze the impact of economic phenomena within the free enterprise system such supply and demand, profit, government regulation, and world competition on the economy of Texas.
TEKS 7.20 Science, Technology and Society
C. Analyze the effects of scientific discoveries and technological innovations, such as barbed wire, the windmill, and oil, gas, and aerospace industries, on the developments of Texas / I can:
· tell how the growth of railroads helped lead to a great expansion of the cattle industry (7.6A, 7.13 A/B)
· determine how inventions like barbed wire, windmills, and railroads changed the cattle industry in Texas. (7.20C)
· explain how the migration of Anglos to Texas eventually drove out the Native American cultures. (7.8B, 7.10B, 7.11B)
· define the impact “boom and bust” and trace the boom-and-bust cycle of leading Texas industries throughout the 20th century, including farming, oil and gas, cotton, cattle ranching, real estate, and banking (7.7A)
· compare types and uses of technology, past and present (7.20C)
· determine the effects of scientific discoveries and technological innovations, such as barbed wire, the windmill, and oil, gas, and aerospace industries, on the developments of Texas. (7.20C)
· tell how the cattle industry changed Texas—politically, economically, and socially.
(7.6B)
Skills / TEKS 7.21 Social Studies Skills (8.30)
B. analyze information by categorizing, identifying cause-and-effect relationships, comparing, contrasting, summarizing, making generalizations
C. organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines and maps.
H. use appropriate mathematical skills to interpret social studies information such as maps and graphs.
TEKS 7.22 Social Studies Skills
A. use social studies terminology correctly.
C. transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate. / · use social studies skills and terminology to analyze information, by various methods, from different sources, and interpret/organize information in different formats. (7.21 B,C,H 8.31 A/B/C)
· communicate historical information and research to others in various forms by
using social studies terminology correctly. (7.22 A/C)
Evidence of Learning (Summative Assessment)
· Given a timeline, the student will sequence events of the between the years 1865-1920 with 80% percent accuracy.
· Given a cause and effect graphic organizer, the students will determine the effect of industry on the Texas economy with 80% accuracy.
· Given a blank map of Texas, students will be able to locate, identify, and annotate important centers of Texas industry with 80% accuracy.
· At the end of the unit, the student will be able to reflect and articulate the answers to the essential questions with 80% accuracy.
Social Studies – Texas History
Lesson 1: The Indian Wars
Fourth Grading Period – Unit 12 CURRICULUM GUIDE
Essential Questions / Essential Pre-requisite Skills· Why did Native Americans and Texans fight over territory?
· Where did Texans want to live?
· How did Native Americans survive on the frontier?
· How did reservations for Native Americans evolve? / · Indian Removal (5th grade)
· Interpretation of primary source material (K-6th grade)
· Buffalo soldiers (4th grade)
· Reading and interpreting graphs, charts, maps (2nd-6th grade)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will… / So students can…
Use the resources from the SAISD social studies website, http://texashistory.unt.edu/young/educators/buffalo/index.shtml
and the Social Studies framework to conduct daily classroom instruction:
Hook
· Instruct students to create a character collage of them by drawing an outline of their head and add symbols or phrases that represent important beliefs, hobbies, people or events in your life.
· Go to the portal of Texas history website and make a copy of the buffalo soldier PowerPoint. Place the PowerPoint slides around the room. Instruct students to circulate around the room to analyze images, read and discuss the topic of each slide.
· Divide students into groups of four. Within the group, assign roles for each student. Project Manager: Guides discussion of analysis of the images from the Primary Sources Student Handouts (slides). Find additional information about the topic from textbooks, the library or the teacher. Helps brainstorm ideas for the character collage. Make sure the most important ideas are included. Assist in the production of the final collage. Graphic Designer: Responsible for the overall look and organization of the character collage. Lead discussions, take notes, and contribute ideas during the brainstorming session. Make sure visuals accurately represent the ideas of the topic. Lead in the production of the final collage. Illustrator: Creates the outline of the historical figure. Create visuals for the character collage. Help brainstorm ideas for the collage. Create a rough sketch of the collage for the teacher to review. Assist in the production of the final collage; Editor: Reads quotes on Primary Sources Student Handouts aloud to the group. Help brainstorm ideas for the character collage. Lead discussion on how to paraphrase (restate in simple words) quotes so classmates can easily understand them. Assist in the production of the final collage. / · draw outline in interactive notebook
· rotate around each station.
Guided Practice
· Instruct students to record the following information as each image is looked at and each quote is read about the Buffalo Soldier. Instruct the students to use specific words and phrases to help when creating the Character Collage.
Topic / Describe what you
see in the picture / Words from quotes that relate to the Buffalo Soldiers / Phrases that describe the Buffalo Soldier
/ · record information in graphic organizer
Independent Practice
· Instruct students to pull as many details as possible from the primary source images. Take turns reading the information on the Slides aloud. / · Brainstorm ideas for key words, phrases and visuals to include in the character collage. Paraphrase the quotes for the collage, brainstorm ideas for how to arrange the character collage and create a rough draft. Sketch the outline of your historical figure and create your final character collage.
Processing
· Direct students to begin creating the character collage, a life-size outline of a historical figure. Within and around the figure, arrange key ideas, symbols, and illustrations that represent the person’s beliefs. Other students should be able to “read” the collage and understand the key ideas of your topic. / · collages should include at least five key words or phrases that represent main ideas of the topic; at least five visuals---illustration, symbols, pictures—that represent main ideas of the topic.
Vocabulary:
· commissioners
· buffalo guns
· Satanta
· Treaty of Medicine Lodge
· Quakers (8)
· reservation
· Indian Wars
· Buffalo Soldiers / Texas!
Sec. 20.1-4
Internet Resources
SAISD Social Studies
Holt, Rinehart and Winston
New Handbook of Texas
Buffalo Soldiers and the National Park Service
Evidence of Learning (Summative Assessment)
Differentiation / Interims/TAKS/Benchmarks / College-Readiness
Anticipated Skills for SAT/ACT/College Board
Strategy can be used for both students’ who have mastered the learning and for those who need additional support.
Students will write a journal entry from a Native American’s perspective about Indian removal.
Students will illustrate pictures of Native Americans living on the frontier and then afterwards, when Native Americans were forced on to reservations. / Which of the following contributed to the westward expansion of the United States?
A European warships attacked the eastern seaboard, forcing citizens to move westward for safety.
B Most of the land east of the Mississippi river was not suitable for farming
*C Many Americans felt it was their right and duty to move westward
D The standard of living on the Pacific Coast was very high, so many people wanted to move there.
Grade 8 Study Guide / Technology Integration: Guide students to
· use appropriate internet resources to research Indian affairs in the US during the 1860s
http://texashistory.unt.edu/young/educators/buffalo/index.shtml,
Social Studies – Texas History
Lesson 2: The Transformation of Texas
Fourth Grading Period – Unit 12 CURRICULUM GUIDE
Essential Questions / Essential Pre-requisite Skills· What were the historical origins of the cattle industry?
· How did cattle raising affect the Texas economy?
· How did cattle ranchers adapt and modify the environment?
· How did the growth of railroads affect farmers and the development of the Texas frontier?
· What were the causes and effects of the railroad boom? / · Railroad system (4th grade)
· Cattle drives (4th grade)
· Economy/Industry (4th grade)
· Reading and interpreting graphs, charts, maps (2nd-6th grade)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will… / So students can…
Use the resources from the SAISD social studies website, and the Social Studies framework to conduct daily classroom instruction:
Hook
· Write on the board: How does the Texas economy make money? Teacher can illicit and write responses on the board.
· Begin investigating how the economy of Texas began to prosper because of cattle and transportation. Divide class in to groups of 4-5 students and assign different parts of chapters 21 and 22 of the textbook. Assign each group a section of the Chapter and distribute a three-column journal graphic organizer / write response in interactive journal and pair/share with other students.
Guided Practice
· As a class, model filling out the three column journal graphic organizer by reading a portion of Chapter 21/Section 1.
TOPIC:
Main Ideas, quotations, or paraphrases / Visual information: pictures, maps, tables, graphs, charts / Supporting details, reactions, responses, connections, or observations.
Summary
· After groups have finished recording notes, allow students to present the graphic organizers to the class. / read and record notes on the graphic organizer.
present and write notes on the chapter in a graphic organizer or in interactive notebook
Independent Practice
· Distribute graphic organizer activity found in graphic organizer activities by Holt Texas! Chapter 21 and 22. / Use notes to fill out the graphic organizers.
Processing
· Instruct students to create a map tracing the railroad and cattle trails used in Texas. The map must contain a cattle brand, title, legend, and compass rose. On the back of the map, the student will write three diary entries describing a cattle drive and cattle trail route in Texas. / Create map and write diary entries.
Vocabulary:
· brands
· cattle drives
· rustlers
· longhorn
· Texas fever
· stockyards
· open range
· wrangler
· trail drive
· windmills
· Cattle Kingdom
· King Ranch
· barbed wire
· range wars
· transcontinental railroad
· junctions
· dry farming
· threshers
· commercial farming
· supply and demand
· boll weevil
· labor unions
· strike / Texas!
Sec. 20.1-4
Sec. 22.1-3
Internet Resources
SAISD Social Studies
Holt, Rinehart and Winston
New Handbook of Texas
Buffalo Soldiers and the National Park Service
Evidence of Learning (Summative Assessment)
Differentiation / Interims/TAKS/Benchmarks / College-Readiness
Anticipated Skills for SAT/ACT/College Board
Strategy can be used for both students’ who have mastered the learning and for those who need additional support.
Students will
· create a PERSIA+G chart for the period of 1870-1900 while reading the selections on the railroad.
· annotate a map detailing the effects of economy based on the railroads and farming in Texas / Which of the following contributed to the westward expansion of the United States?
A European warships attacked the eastern seaboard, forcing citizens to move westward for safety.
B Most of the land east of the Mississippi river was not suitable for farming
*C Many Americans felt it was their right and duty to move westward
D The standard of living on the Pacific Coast was very high, so many people wanted to move there.
Grade 8 Study Guide / Technology Integration: Guide students to
research on the Internet, the early railroad systems of Texas. Download images of people, products, maps and junctions for a brochure on Railroads of Texas.
Social Studies – Texas History