Social Studies – Unit Activity Planner: Austin Past and Present
Austin Independent School District
Grade: 7
Topic: 1950-1975 Austin: Conflict, Compromise, and Change
Unit Length (Number of class periods):
Course: Texas History
1. Film/Mandala Lesson: Two 50-minute periods. Note: this lesson can be repeated for the other 8 films on the DVD.
Technical Requirements for Lesson 1
(Mandala Lesson):
A computer and projector for the playing and
projecting of this 20-minute film.
*This lesson is designed for the Texas Government Unit, but could also be applied to the other 8 films covering different time periods (with
some minor modifications). You could show one each six weeks as a local focus or all at once to trace the development of Austin through time,
as a ‘local’ end of year review.
2. Research/Simulation Lesson: Three to four 50- minute periods
Technical Requirements for Lesson 2 (Simulation):
One computer for every two students with access to the
Austin: Past and Present DVD on each computer.
*This lesson is designed for the Texas Government Unit, but can also be used in the 20th Century Texas Unit.
Austin Independent School District
Social Studies Curriculum Department
June, 2006
Social Studies – Unit Activity Planner: Austin Past and Present
Austin Independent School District
Concepts:
 Conflict and cooperation
 Groups and institutions
 Government
 Rights and Responsibilities
 Environment
 Change
Overarching questions:
 How do groups with special interests change the political, social,
economic, and environmental aspects of a specific community?
 How can groups with special interests exercise their rights and
responsibilities in local government and shape a specific community?
 How can groups with special interests manage conflict and cooperate
with each other and local government when exercising their rights?
Unit Understandings:
 Most historical events can be classified as political,
economic, or social topics.
 Local government is made up of a city council.
 A democracy is made up of many special interest groups
seeking their self-interest.
 From 1950-1975, there were many special interest
groups in Austin. They exercised their responsibilities
and shaped Austin history.
 In a democracy, special interest groups try to create
persuasive arguments and propaganda.
 In a democracy, you must understand another’s point of
view before you can productively work with them.
Unit Questions(s):
 How was Austin changing politically, economically, socially, and
environmentally from 1950 to 1975? In what ways did Austin mirror
national changes?
 What is the structure and function of local government?
 In a democracy, how do the many special interest groups interact and
influence local government?
 Describe the Austin special interest groups during this time period
(1950-1975).
 Explain and defend the arguments of one of the Austin interest groups
during this time period (Point of View).
 Identify key Civil Rights leaders at the federal and local level.
Austin Independent School District
Social Studies Curriculum Department
June, 2006
Social Studies – Unit Activity Planner: Austin Past and Present
Austin Independent School District
TEKS/TAKS:
7.7C: Trace the civil rights and equal rights movements of various groups in Texas in the 20th century and identify key leaders in these
movements, including James Farmer, Hector P. García, Oveta Culp Hobby, and Lyndon B. Johnson.
7.15A: Describe the structure and functions of government at municipal, county, and state levels.
7.17C: Express and defend a point of view on an issue of historical or contemporary interest in Texas.
7.18A: Identify the leadership qualities of elected and appointed leaders of Texas, past and present, including Texans who have been President
of the United States.
7.21A: Differentiate between, locate, and use primary and secondary sources such as computer software, databases, media and news services,
biographies, interviews, and artifacts to acquire information about Texas.
7.21D/E: Identify points of view from the historical context surrounding an event and the frame of reference that influenced the participants.
7.22A: Use social studies terminology correctly.
7.22C: Create written, oral, and visual presentations of social studies information.
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; and
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: (Film and Mandala)
 Technology: Computer and projector.
 Handouts 1-4 (Teacher’s categories, Mandala Prep, Mandala Directions, Mandala Grading Criteria)
 Colored pencils or crayons
 Picture of the first slide in the Zilker Geo-Tour Section (Optional warm up activity)
Lesson 2: (Research and Simulation)
 Technology: 1 computer per 2 students with access to the Austin Past and Present DVD.
 Handouts 5-7 (Introduction, Research Guide, Grading Criteria)
 Butcher paper and markers are helpful (propaganda posters).
Austin Independent School District
Social Studies Curriculum Department
June, 2006
Social Studies – Unit Activity Planner: Austin Past and Present
Austin Independent School District
Preview:
Illustration Analyses:
Use the first slide in the Zilker section of the Geo-tour for an illustration analyses (adjective, noun, verb, adverb)
*An Illustration Analyses Chart has 4 columns. Students can make one on a blank sheet of paper. Challenge pairs of students to invent
15 sentence structures. Each sentence structure has a noun, adjective, verb, and adverb. After review, suggest the 4 sentence structures
shown below. These reflect 4 interest groups that would greatly affect Austin in this time period (Civil Rights, Pro Growth,
Environmentalists, and the Heritage Society.)
Diverse people play cheerfully.
Corporate buildings rise ambitiously.
Green trees welcome naturally
Ancient homes deteriorate mournfully
Example of an Illustration Analyses Chart
Special Interest Group
Civil Rights
Movement
Pro Growth
Movement
Environmentalist
Movement
Heritage Society of
Austin
Austin Independent School District
Noun
Adjective
Social Studies Curriculum Department
Verb
Adverb
June, 2006
Social Studies – Unit Activity Planner: Austin Past and Present
Austin Independent School District
Student activities that support the TEKS/TAKS:
Lesson 1 (Mandala):
1. Students watch film segment Town in Transition: 1950-1975 and take notes. Goal is to get at least 20 facts.
2. Teacher draws chart on board (see categories/film notes for teacher). Students copy. Teacher reviews meaning of categories and uses
accountable talk to place some of the facts in the proper categories. (Some fit more than one category)
3. Independent Practice: Students finish by placing the remaining facts in appropriate categories. Teacher guidance and review
4. Students use the Mandala Prep Handout to choose symbols, shapes, colors, etc to represent each category in that time period.
5. Students use the Mandala Handout to create mandalas. Review Grading Criteria handout.
6. Could repeat lesson for other video segments. (May need to change categories) Lesson could be used as an end of unit or end of year project,
etc.
Extension: Students could research the biography section for this time period in the lab. They should place names in each section of the mandala
and include a key explaining why each person is in that section. “Hemann Sweatt is in government because he helped end segregation at UT. “
Lesson 2: (Simulation):
1. Simulation Activity introductory Handout (Handout #5). Explain the project. Allow students to pick groups and discuss basic issues.
2. Students will use the research guides (Handout #6) to explore the Austin Past and Present DVD and internet databases. 2 days. They need
their research guide and paper for notes.
3. Monitor students in the research phase. Help them find the information. Remind them to create arguments with the information.
4. One day in the classroom. Give Students time to prepare for their presentation by rehearsing roles, polishing arguments, and creating
propaganda posters. Review Handout #7 Grading Criteria in preparation for tomorrow’s meeting. Model good behavior and presentation of
arguments.
5. On the last day, teacher facilitates city council meeting by ‘giving time’ to each group to present and dialogue with other groups. After each
group presents, allow the anti group to present. Open the floor for about 5 minutes before moving on to the next group.
6. Collaborate with the anti group and announce the plan for Austin.
7. Watch the last video segment (Austin in the Modern Era) to see what actually happened. Discuss the nature of special interest groups.
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:
Film: 20 facts/ 5 points per fact that is categorized after the film. (GP)
Mandala: See Mandala Grading Criteria Handout (Handout #4).
Lesson 2:
Research Guide Notes are graded on research days.
See Grading Criteria for Research/Presentation (handout #7)
Austin Independent School District
Social Studies Curriculum Department
June, 2006