Social Studies – Unit Activity Planner: Austin Past and Present Austin Independent School District Grade: 4 Unit Length (Number of class periods): Eight to ten Class Periods - 45 minute lessons per day. Course: Texas History Topic: Master Builder: Abner Cook Required Technology: One classroom computer for every two students with access to Austin: Past and Present DVD. Epson Projector Concept: Location/Place: Abner Cook built many historical homes in Austin, Texas. The homes are a vital part of Texas and Austin history during the mid 1800’s. Unit Understandings: Abner Cook was a master builder who was responsible for the building many historical homes and buildings in Austin, Texas. The history and growth of Austin’s community during the mid 1800’s is closely related to the popularity and exceptional workmanship of Abner Cook. How building materials and construction have changed over the past 150 years. Preserving these homes is important to future generations of Austinites and Texans to understand the history and growth of Austin past and present. Austin Independent School District Overarching question: What important contributions can builders and architects make to the location and place of a new city? Unit Questions(s): Who was Abner Cook? What are some of the contributions made by Abner Cook? What common features do the homes have? Describe the construction, labor and materials used to build the homes. What notable history took place in these homes? How are the homes being used today? Through what efforts has preservation saved these magnificent homes? Social Studies Curriculum Department June, 2006 Social Studies – Unit Activity Planner: Austin Past and Present Austin Independent School District TEKS/TAKS Questions: Matrix #102 – Create and interpret timelines. (Local) Matrix #103 – Identify the major eras in Texas history and define absolute and relative chronology. (Local) Matrix #108 – Apply absolute and relative chronology through the sequencing of significant individuals, events and time periods. (Local) Matrix # 132 – Identify and explain the significance of various community, state, and national landmarks. (Local) Matrix #205 – Apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps. (4.6A) Matrix #214 – Translate geographic data into a variety of formats. (4.6B) Matrix #223 – Analyze the consequences of human modification of the environment in Texas, past and present. (4.9C) Matrix #228 – Explain patterns of settlement at different time periods in Texas. (4.8B) Matrix #229 – Describe the location of cities in Texas and explain their distribution, past and present. (4.8C) Matrix #314 – Describe the development of the free enterprise system in Texas. (4.12A) Matrix #336 – Explain then impact of American ideas about progress and equality of opportunity on the economic development and growth of Texas. (4.13F) Matrix #619 – Summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas. (4.20C) Matrix #811 – Create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies. (4.23D) Matrix #815 – Differentiate between, locate, and use of primary and secondary sources. (4.22A) Matrix #818 – Identify different points of view about an issue or topic. (4.22D) Matrix #819 – Identify the elements of frame of reference that influenced the participants in an event. (4.22E) Matrix #824 – Incorporate main and supporting ideas in verbal and written communication. (4.23B) Austin Independent School District Social Studies Curriculum Department June, 2006 Social Studies – Unit Activity Planner: Austin Past and Present Austin Independent School District Materials: Lesson 1:Abner Cook: Master Builder - A Standing Cube 3-D Biographical Display Project Technical requirement: 1 computer per 2 students with access to the Austin Past and Present DVD or a teacher computer with a projector. Colored construction paper Glue A copy of Abner Cook’s picture/photo. Project Rubric Grading Criteria Sheet Colored pencils, crayons and markers Lesson 2: Four-Tab Book Time line of Abner Cook’s Historical Homes Technical requirement: 1 computer per 2 students with access to internet or a teacher computer with a projector. White or colored computer paper Handout of historical homes built by Abner Cook Project Rubric Grading Criteria Sheet Scissors Colored pencils, crayons and markers. Lesson 3: Vocabulary Book and Two Pocket Organizer Technical requirement: 1 computer per 2 students with access to internet. One sheet of notebook paper One sheet of construction paper (any color) List of unit vocabulary words Scissors Pencil Project Rubric Grading Criteria Sheet Austin Independent School District Social Studies Curriculum Department June, 2006 Social Studies – Unit Activity Planner: Austin Past and Present Austin Independent School District Preview: The Governor’s Mansion and the Neill-Cochran House Use the picture of the Governor’s mansion from the Geo Tour Downtown section of the Austin Past and Present DVD. Begin an open discussion of the mansion including its’ physical characteristics, location and historical significance. Next, show the Neill-Cochran house from the Central section of the Austin Past and Present DVD. Create a T-chart labeled Governor’s mansion and Neill-Cochran house on an overhead, chalkboard or chart tablet. Have the students point out similarities and differences of these two homes. Discussions should lead to the discovery that these homes were probably built by the same person. Introduce Abner Cook using the Austin Past and Present DVD. Student activities that support the TEKS/TAKS : Lesson 1:Abner Cook: Master Builder - A Standing Cube 3-D Biographical Display Project Students will create a biographical display of Abner Cook’s life. The students will follow the writing process in order to complete a final product. Research about Abner Cook will be necessary. sequence events in time based on the life and history of Abner Cook. explain patterns of settlement during Austin’s growth and the demand for upscale housing. Lesson 2: Four-Tab Book Time line of Abner Cook’s Historical Homes Students will create a five-tab time line that will include homes or buildings that Abner Cook built. create and interpret timelines based on the building of the homes or buildings. identify the major eras in Texas history that were taking place during the construction. identify and explain the significance of historical landmarks. Lesson 3: Vocabulary Book and Two Pocket Organizer Students will locate and identify terms that they are familiar and unfamiliar with in order to create a unit vocabulary reference book. create written and visual graphic organizers of words that are used in this unit study of Abner Cook. use the two-pocket organizer to categorize familiar and unfamiliar words. Austin Independent School District Social Studies Curriculum Department June, 2006 Social Studies – Unit Activity Planner: Austin Past and Present Austin Independent School District Assessment(s): Lesson 1: Abner Cook: Master Builder - A Standing Cube 3-D Biographical Display Project a. Graphic Organizer: Who, What, When and Where: Students will write information learned about Abner Cook in well-written paragraphs. b. Oral Report and Presentation of the Standing Cube 3-D Biographical Display Project: Students will give present their project to the class by giving an oral report. (Criteria and Grading Rubric are provided) Lesson 2: Four-Tab Book Time line of Abner Cook’s Historical Homes Timeline Test: Students will organize information given about other Austin landmarks based on the time of construction. They will need to correctly place the home/building in the correct location on the timeline. Lesson 3: Vocabulary Book and Two Pocket Organizer Students will use the vocabulary words from their vocabulary book to create new 8-10 word sentences. These complex sentences should reflect what they learned in the unit. Austin Independent School District Social Studies Curriculum Department June, 2006