©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-APSeventh Grade
Suggested Assessment
Declaration of Independence
120
140
See
Next
Column
History-Political revolutionary leaders
Explain the roles played by significant individuals during the Texas
Revolution, including George Childress, Lorenzo de Zavala, James Fannin,
Sam Houston, Antonio Lopez de Santa Anna, and William B. Travis. (3A) B
T1
History-Causes and effects of political revolutions
Explain the issues surrounding significant events of the Texas Revolution,
including the battle of Gonzalez, the siege of the Alamo, the convention of
1836, Fannin’s surrender at Goliad, and the battle of San Jacinto. (3B) B
T1
Social Studies Skills
See pages 9 – 11 for descriptions of Social Studies Skills TEKS.
(801,803, 807, 810, 811, 814, 815, 818, 819, 820, 822,823, 825, 827)
P Principles of Learning Connection,
Accountable Talk: Engagement with Learning Through Talk
The difficult decisions made by revolutionary Texans lend themselves
to an opportunity for students to back up opinions with reasons. Have students
talk about whether or not the signers of the Declaration were rebels or patriots.
Later students can talk about whether or not it was smart to stay in the Alamo.
TAKS Mini-Lesson: Use Daily Focus Transparency 9-3 to
introduce facts about the delegates as support for 8th grade TEKS 8.30C
on the 8th grade TAKS exam. (7.21C)
TAKS Objective 5: The student will use critical-thinking skills to
analyze social studies information.
1 Week
Create a diagram that compares the
Mexican Federal of Constitution of 1824
with the United States Constitution
Students will decide which document
provides more freedom to it’s people and
write an explanation of their viewpoint that
includes specific quotes from both texts.
Have students pretend they are delegates to
the Convention of 1836. Students will write
a letter about the issues discussed there
and state their position and give back it up
with reasons.
Create a poster comparing the formats that
the Texas and U.S. Declaration of
Independence have in common.
In groups, have the students analyze the
Declaration. Then have students write their
own personal declaration of independence.
They may declare independence from
anything they do not like. Their declarations
should be based on the original document
(state the item from which they wish to be
free, a list of grievances, prior attempts to
solve the problem and their final decision to
declare independence.
The following assessment
tools from the Glencoe
Performance Assessment
book will be helpful in
evaluating these activities:
Nonfiction stories/ narratives,
pp. 45-46
Visual Presentations, pp. 5758
Persuasive Arguments, pp. 5758
Cooperative Groups, pp. 61-62
Items will appear on the six
weeks test
Chapter and section tests.
Revolution-Take a Stand!
www.tealighthouse.org/socialstudies/les
son7_rev.html
This is a TEA website with a Pre-AP lesson
about the Texas Revolution.
Adapt it to fit your class needs
(See Teaching Notes for additional
information and suggestions)
NOTE: Many of the matrix items can be covered simultaneously.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
1
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Texas and Texans, Chapter 9, Section 3 has information on the Declaration of
Independence. The appendix (pg 708) has a copy of the document.
Founding Documents of the United States: http://www.constitution.org/cs_found.htm
The Washington-on-the-Brazos website has photos and information:
http://www.birthplaceoftexas.com/
http://tides.sfasu.edu/home.html
http://www.tsha.utexas.edu/handbook/online
TAKS Connection: Seventh grade students will take TAKS Middle of
the Year and End of the Year Benchmarks in mid-January and early May.
Questions on the benchmark will address the eighth grade TAKS Objectives
but will cover seventh grade content.
Time/Pace
Suggested Student Work Products
Pre-APSeventh Grade
Suggested Assessment
Teaching Notes
There are a number of comparisons that can be made between the Texas documents and U.S. documents
such as the Declaration of Independence, Constitution and the Bill of Rights.
When students write their own declarations, they can make it personal or be creative. For example, they could
declare their independence from homework or they could pretend they are Robin declaring his independence
from Batman.
Revolution-Take a Stand! www.tealighthouse.org/socialstudies/lesson7_rev.html
Options with the TEA website:
Students divide into groups and write their definitions of Morality and Practicality as applied to government and
citizen actions.
The Pre-AP students will subdivide from the class and research these aspects of the American Revolution
while the rest of class researches same with regard to Texas Rev.:

Level of involvement of the central government in local affairs;

Government reaction to colonists’ activities;

Financing a revolution;

Impact of loss of colonies on mother country;

Military strategy, battles, length of revolution,leaders.
All students create posters on butcher paper with results. All share with class. Students write essay
comparing two Revolutions or complete a BPQ chart answering “Was the Texas Rev. a practical or moral
issue?” and writing essay.
Options with the TEA website:
Students divide into groups and write their definitions of Morality and Practicality as applied to government and
citizen actions. The Pre-AP students will subdivide from the class and research these aspects of the
American Revolution while the rest of class researches same with regard to Texas Rev.: Level of involvement
of the central government in local affairs; Government reaction to colonists’ activities; Financing a revolution;
Impact of loss of colonies on mother country; Military strategy, battles, length of revolution,leaders. All
students create posters on butcher paper with results. All share with class. Students write essay comparing
two Revolutions or complete a BPQ chart answering “Was the Texas Rev. a practical or moral issue?” and
writing essay.
NOTE: Many of the matrix items can be covered simultaneously.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
2
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-APSeventh Grade
Suggested Assessment
Texas Revolution
120
140
See
Next
column
History-Political revolutionary leaders
Explain the roles played by significant individuals during the Texas
Revolution, including George Childress, Lorenzo de Zavala, James
Fannin, Sam Houston, Antonio Lopez de Santa Anna, and William B.
Travis. (3A) B
T1
History-Causes and effects of political revolutions
Explain the issues surrounding significant events of the Texas
Revolution, including the battle of Gonzalez, the siege of the Alamo, the
convention of 1836, Fannin’s surrender at Goliad, and the battle of San
Jacinto. (3B) B
T1
2 Weeks
Social Studies Skills
See pages 9 – 11 for descriptions of Social Studies Skills TEKS.
(801,803, 807, 810, 811, 814, 815, 818, 819, 820, 822,823, 825, 827)
TAKS Skill Practice Workbook: Interpreting Primary Sources


Activity 10 on pp. 19-20 allows students to analyze and interpret primary sources about the events at the
Alamo. . Using the diagram on p. 630, ask students how Texas benefits from this structure. This
reinforces TEKS 8.30A use primary sources on the 8th grade TAKS exam.
Encourage students to use some of the websites below to find other primary sources about the Alamo.
Have them come up with criteria for determining bias in a document.
TAKS Objective 5: The student will use critical thinking skills to analyze social studies information.
TAKS Mini-Lesson – Interpreting Charts and Tables:
Use the maps on pages 211 and 212 to discuss strategies for
interpreting special purpose maps. This directly supports 8th
grade TEKS 8.30C: Interpret information from visuals on the 8th
grade TAKS exam. (7.21C)
TAKS Objective 5: The student will use critical-thinking skills
to analyze social studies information.
Create a newspaper featuring stories and
interviews from the major battles.
Students will write detailed journal
entries imagining they were one of the
famous people at the Alamo or on the
Runaway Scrape. Each entry will be dated
and include specific factual information/data
that highlights the battle and the person’s
struggles.
The following assessment
tools from the Glencoe
Performance Assessment
book will be helpful in
evaluating these activities:
Maps, pp. 39-40
Nonfiction stories/ narratives,
pp. 45-46
Create maps of Texas and Mexican troop
movements during the revolution
Visual Presentations, pp. 5758
Prepare a chart or poster contrasting the
myths and legends surrounding the Texas
Revolution and the reality (based on primary
source documents
Persuasive Arguments, pp. 5758
.
Show a movie about the battle of the Alamo.
Pair the students to prepare movie critiques
Items will appear on the six
weeks test
that indicate how accurate or inaccurate
the movie is compared to the actual events
at the Alamo. Students should fill in a
Alamo & Alamo Movie comparison chart
while watching the movie to take notes to
include in their writing.
Pair the students and have them prepare a
dialogue between a Mexican soldier and a
Texan prisoner at Goliad
Write a letter home evaluating Houston’s
decision to retreat
Write about the Battle of San Jacinto
through Santa Anna’s eyes.
Cooperative Groups, pp. 61-62
Chapter and section tests.
Inclusion
Strategy:
Before viewing a movie
clip, preview vocabulary
and set a purpose for
watching. You may want to
have students look for a
particular scene to keep
them focused. Stop the
video every 10 minutes or
so to discuss what has
been seen and to set a new
purpose.
NOTE: Many of the matrix items can be covered simultaneously.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
3
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-APSeventh Grade
Suggested Assessment
Teaching Notes
Texas and Texans, Chapters 10 and 11 have information on the Texas Revolution
The Pena Page: Primary source documents including the de la Pena diary:
http://www.cah.utexas.edu/exhibits/Pena/pena.html
Alamo de Parras site has links and a teachers guide about the Alamo http://alamo-deparras.welkin.org/toc.html
Did You Ever Meet a Texas Hero, Vol. I and II – Marj Gurasich
Legendary Texians, Vol. I and II – Joe Tom Davis
Lorenzo de Zavala: North to the Rio Grande – Faye Venable
Our Tejano Heroes – Sammye Munson
Daughters of the Republic of Texas Official Alamo Site http;//www.thealmao.org
San Jacinto site: http://www.sanjacinto-museum.org/
http://tides.sfasu.edu/home.html
Travis’ Letter: http://www.lsjunction.com/docs/appeal.htm
http://www.tsha.utexas.edu/handbook/online
Pre-AP additional website:
http://www.tealighthouse.org/socialstudies
6 Weeks Available Resources
Declaration of Independence, The: A Foundation of Ideas for a New
Age (17:30)
Lone Star Legacy: The Texas Republic and the Mexican War
(26:00)
America's Era of Expansion and Reform, 1817-1860: America Under
Andrew Jackson, 1829-1836: The Indian Removal Act, The
Nullification Crisis, The Battle of the Alamo (15:00)
Mexican War, The (15:00)
Vocabulary: siege, regular army, recruit, fortify, civilian, bayou, cavalry, infantry, morality, practicality
Principles of Learning Connection:
Clear E Clear Expectations: families and community are informed about the accomplishment
standards that children are expected to achieve.
Use the end of the grading period to revisit expectations and procedures. Create new criteria
charts and post them in the room. Assign students a short reflection to share with their parents
over the break. This way, when they return for the new semester, procedures and expectations
will be fresh and will require only a short review.
Celebrate Freedom Week: House Bill 1776 requires that students in the
state of Texas recite and study the following text from the Declaration of
Independence during Celebrate Freedom Week, the week of November 11:
“WE hold these Truths to be self-evident, that all Men are created equal,
that they are endowed by their Creator with certain unalienable Rights, that among
these are Life, Liberty and the Pursuit of Happiness. That to secure these Rights,
Governments are instituted among Men, deriving their just Powers from the
Consent of the Governed . . .”
Sample lessons may be found of the following web sites:
http://www.tea.state.tx.us/ssc/whatsnew/freedom/hb1776_text.htm
http://www.texaslre.org/
TAKS Connection: Consider taking some extra time to do a mini-unit on the idea
of revolution. You can introduce information about the American Revolution, the French
Revolution and the Mexican Independence movement. Students may want to investigate
why revolutions happen and what determines the success or failure of the struggle.
Students may also want to investigate why the idea of democracy is so appealing.
NOTE: Many of the matrix items can be covered simultaneously.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
4
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
Pre-APSeventh Grade
Suggested Student Work Products
Suggested Assessment
After reading how Texas set up its republic,
have students work in groups to create their
own Republic of Texas. Instructions for this
activity are on page 268D of the T.E. of
Texas and Texans.
Assessment standards for the
republic of Texas activity are
on page 268D of Texas and
Texans
Republic of Texas
103
History-Periods, eras and points of reference
Identify the major eras in Texas history and describe their defining
characteristics. (1A) B <Gr.8,11>
T1
106
History-Significant dates in history
Explain the significance of the following dates: 1519, 1718, 1821, 1836,
1845 and 1861. (1C) B
T1
History-Historical figures shape the state and nation
Identify individuals… during the Republic of Texas and early Texas
statehood, including… Sam Houston, Anson Jones, and Mirabeau B.
Lamar… (4A) B
T1
History-Problems in history
Identify… events and issues during the Republic of Texas and early
Texas statehood, including annexation… problems of the Republic of
Texas and the Texas Rangers… (4A) B
T1
125
134
229
Geography-How population is distributed
Analyze the effects of the changing population distribution in Texas
during the 20th century. (11C) B
516
Government-Effective leadership in a democratic society
Identify the leadership qualities of elected and appointed leaders of
Texas, past and present, including Texans who have been President of
the United States. (18A) B
205
Geography-Construct and interpret maps and other graphics
Create thematic maps, graphs, charts, models, and databases representing
various aspects of Texas during the 19th and 20th centuries. (8A)
See
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Column
Social Studies Skills
See pages 9 – 11 for descriptions of Social Studies Skills TEKS.
(801,803, 807, 810, 811, 814, 815, 818, 819, 820, 822,823, 825, 827)
1 ½ Weeks
Glencoe Step into Texas History Activity
Unit #4 “Electing a President for Texas,”
p. 70. Students participate in a simulation
of the first election in the republic of Texas.
Create a Venn Diagram comparing and
contrasting the presidencies of Houston and
T2
TEKS:
8.12A
T4*
Lamar.
Students will use the
information gathered on the diagram to
answer the following question:
Which presidency had the most influential
impact on today’s Texans? Why?
Create character collages of Houston and
Lamar. Using the History Alive! Model.
Students can either fill outlines of the
characters with symbols or sayings that
apply to each figure or they can fill brown
bags with items that represent each of the
presidents. Have students share their
creations with the class.
Create report cards for the presidents of
Texas. Have students brainstorm criteria
and areas on which each president will be
graded (Native American relations, handling
finances…). Students then grade each
president providing justification for the
grades. Advanced students may take
different points of view for this activity,
examining each president from the
perspective of people like Native American,
Stephen F. Austin, or George W. Bush).
Students can debate about how each
president is graded.
Step Into Texas History
activities come complete with
assessment checklists and
rubrics for each part of the
simulation.
Performance Assessment
Activities come complete with
assessment checklists.
Glencoe Performance
Assessment Activity #12: “Ten
Years a Nation.” Students
create illustrated histories of
the Republic of Texas
Additionally The following
assessment tools from the
Glencoe Performance
Assessment book will be
helpful in evaluating these
activities:
Visual Presentations, pp. 5758
Persuasive Arguments, pp. 5758
Cooperative Groups:, pp. 6162
Graphs and Charts, pp. 49-50
Items will appear on the six
weeks test
Chapter and section tests.
NOTE: Many of the matrix items can be covered simultaneously.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
5
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
Texas and Texans, Chapters 12 and 13
Glencoe Performance Assessment Activities
Glencoe Step Into Texas History
Star of the Republic Museum (www.starmuseum.org) – Has information about it’s
exhibits on the Republic. This is also a great place to arrange a field trip.
Barrington Living History Farm (http://www.tpwd.state.tx.us/park/barrington/) Anson
Jones’ farm and residence allow students to see what life was like during the Republic.
Order replicas of Republic currency and other documents
(http://cookinlet.tripod.com/texas/id2.html)
Money of the Republic (http://www.lsjunction.com/facts/tx_money.htm)
TAKS
Obj.
Time/Pace
Pre-APSeventh Grade
Suggested Student Work Products
Suggested Assessment
Teaching Notes
Vocabulary/ Key Terms
Capitol
Annexation
Expenditure
Revenue
Tariff
Endowment fund
Cabinet
Redback
Archives
Debt
Balanced budget
Administration
Public education
Republic
Diplomatic recognition
First Republic of Texas (http://www.tamu.edu/ccbn/dewitt/Spain2.htm) has links to lots
of primary source documents from the period.
Texas State Library Sam Houston collection
(http://www.tsl.state.tx.us/treasures/giants/houston-01.html) Lots of primary sources!
Inclusion Strategy: Comprehension – Allow students
with documented writing deficits in their Individualized
Education Plans (IEPs) to orally answer open-ended
and higher-level thinking questions.
Principles of Learning,
Clear Expectations: Criteria
charts and rubrics allow
students to judge their work
with respect to the standards.
Using rubrics allows the
student to identify strengths
and weaknesses of the
process and final product and
should be used to list goals to
improve future work.
Handbook of Texas Online (http://www.tsha.utexas.edu/index.html)
http://tides.sfasu.edu/home.html
http://www.tsha.utexas.edu/handbook/online
Pre-AP additional website:
http://www.tealighthouse.org/socialstudies



TAKS Mini-Lesson: Distinguishing Fact From Opinion
Have students make a list of facts and opinions about Houston and Lamar.
Have students read the TAKS Skillbuilder on page 285 of their text
Students can complete Chapter Skills Activity 12
TAKS Skills Taught in This Unit
Using The Daily Focus Transparencies and practice questions in the text, students
This supports eighth grade TEK 8.30F Identify bias in written material
can practice the following TAKS skills:
TAKS Objective 5: The student will use critical-thinking skills to analyze social

Identifying Points of View (DFT 12-1, 12-3)
studies information.

Making Generalizations (DFT 12-2)

Identifying Location (pg 272)

Identifying Problems (pg 274)

Determining Cause and Effect (pg 270)

Drawing Conclusions (pg 284)

Drawing Inferences (pg 289)
NOTE: Many of the matrix items can be covered simultaneously.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
6
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-APSeventh Grade
Suggested Assessment
TEXAS STATEHOOD
103
125
129
130
History-Periods, eras, and points of reference
Identify the major eras in Texas history and describe their defining
characteristics. (1A) B <Gr.8,11>
T1
History-Historical figures shape the state and nation
Identify individuals… during the Republic of Texas and early Texas
statehood, including… Sam Houston, Anson Jones, and Mirabeau B.
Lamar… (4A) B
T1
History-Events that shape history
Analyze the causes of and events leading to Texas statehood. (4B)
T1
B
History-Events that shape history
Identify significant… 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…and
Spindletop. (6A) B
T1
History-Problems in history
Identify… events and issues during the Republic of Texas and early
Texas statehood, including annexation… problems of the Republic of
Texas and the Texas Rangers… (4A) B
T1
170
History-Historical origins of imperialism
Analyze the relationship between the concept of Manifest Destiny and
the westward growth of the nation. (L)
B
T1
231
Geography-Migration influences the environment
Analyze why immigrant groups, such as Spanish, Mexican, Anglo,
African-Americans, Germans, other Europeans, and Asians came to
Texas and where they settled. (11A) B
T2
232
Geography-Migration influences the environment
Analyze how immigration and migration to Texas in the 19th and 20th
centuries have influenced Texas. (11B) B
T2
619
Culture-Contributions and effects of racial and ethnic groups
Describe how people from selected racial, ethnic, and religious groups
attempt to maintain their cultural heritage while adapting to the larger
Texas culture. (19B) B
T3*
134
1 ½ Weeks
Glencoe Performance Assessment #13:
Texans One and All. Students make a paper
quilt representing various ethnic groups who
came to Texas. 21 (A-H); 22 (A-D); 23 (A,
B)]
Performance Assessment
Activities come complete with
assessment checklists.
I’m Moving—What Do I Take With Me?
Complete instructions for this activity are on
page 294D of the Texas and Texans
teacher’s guide. 21 (A H); 22 (A-D); 23 (A,
B)]
Additionally The following
assessment tools from the
Glencoe Performance
Assessment book will be
helpful in evaluating these
activities:
Glencoe Performance Assessment #14:
Who was the Aggressor? Students
categorize quotes about the Mexican War.
21 (A-H); 22 (A-D); 23 (A, B)]
Exploring Immigrant Groups Complete
instructions for this activity are on page
320D of the Texas and Texans teacher’s
guide. Additionally, students could research
their own personal family history. They can
create a family tree, conduct interviews with
relatives and share personal recipes or
traditions. 21 (A-H); 22 (A-D); 23 (A, B)]
Create a class chart of the various ethnic
groups represented in class and/or the
school. [21 (A, B, C, G, H); 22 (A-D); 23 (A,
B)]
Persuasive Arguments, pp. 5960
Visual Presentations, pp. 5758
Graphs and Charts, pp. 49-50
Maps, pp. 39-40
Items will appear on the six
weeks test
Chapter and section tests.
Create front pages of newspapers from the
Mexican War period. Have students create
one front page from an American paper and
one from a Mexican paper. Students can
write articles or editorials. They can conduct
fake interviews, draw photographs and
publish the results of opinion polls. Students
may want to refer to the Two Viewpoints
feature on page 329 of their text. 21 (A-H);
22 (A-D); 23 (A, B)]
NOTE: Many of the matrix items can be covered simultaneously.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
7
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-APSeventh Grade
Suggested Assessment
TEXAS STATEHOOD
326
Economics-Economic patterns of different societies
Explain the economic patterns of various early Native-American groups in
Texas and the Western Hemisphere. (L)
528
Citizenship-Different points of view in a democratic society
Express and defend a point of view on an issue of historical or contemporary
interest in Texas. (17C)
603
Culture-How people and cultures are similar to, and different
Identify the similarities and differences within and among selected racial,
ethnic, and religious groups in Texas. (L)
See
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column
1 ½ Weeks
Discuss the idea of Manifest Destiny. Share
the John Gast painting “American Progress”
with the students. Students can create pro
and con lists about the effects of Manifest
Destiny. Students can then create their own
artwork to show Manifest Destiny in Texas.
21 (A-H); 22 (A-D); 23 (A, B)]
Items will appear on the six
weeks test
Chapter and section tests.
Create maps that show troop movements
and battles from the Mexican War and the
events leading up to it. 21 (C, H); 22 (C, D);
23A
Social Studies Skills
See pages 9 – 11 for descriptions of Social Studies Skills TEKS.
(801,803, 807, 810, 811, 814, 815, 818, 819, 820, 822,823, 825, 827)
NOTE: Many of the matrix items can be covered simultaneously.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
8
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Glencoe Performance Assessment Activities
Glencoe Step Into Texas History
Narrative History of Texas Annexation (http://www.tsl.state.tx.us/ref/abouttx/annexation/)
Galveston Immigration Database (http://www.tsm-elissa.org/immigration-main.htm)
Bound for Texas Immigration
(http://www.dallashistory.org/history/texas/immigration.htm)
Institute of Texan Cultures (http://www.texancultures.utsa.edu/public/)
PBS Manifest Destiny Resources
(http://www.pbs.org/kera/usmexicanwar/dialogues/prelude/manifest/manifestdestiny.htm
l)
Descendents of Mexican War Veterans (http://www.dmwv.org/mexwar/mexwar1.htm)
Numerous maps, documents, battle reports and images
http://tides.sfasu.edu/home.html
http://www.tsha.utexas.edu/handbook/online
Pre-AP additional website:
http://www.tealighthouse.org/socialstudies
American History Preview
Laying a foundation in the concept of Manifest Destiny and it’s
consequences will assist students when they study American
History.
Suggested Student Work Products
Suggested Assessment
Teaching Notes
Texas and Texans Chapter 14
Handbook of Texas Online (http://www.tsha.utexas.edu/index.html)
Time/Pace
Pre-APSeventh Grade
Vocabulary / Key Ideas
Manifest Destiny
Joint revolution
Annexation
Texas Question
Pioneer
TAKS Skills Taught in This Unit
Immigrant agent
Using The Daily Focus Transparencies and practice questions in the text, students
Tension
can practice the following TAKS skills:
Cultural identity

Making Predictions (DFT 14-1)
Cash crop

Analyzing (pg 323, DFT 14-3)
Subsistence crop

Drawing Conclusions (pages 325, 328, 330)
Raft

Identifying (page 325 and 334)
Charter

Interpreting Maps (DFT 14-2)
Fiesta
Commerce

Explaining (pg 336)
Stagecoach

Making Comparisons (pg 337)
Steamboat
Legislature
Amend
Convention
Political parties
Cede
Abolitionist
Mexican War
Census
TAKS Mini-Lesson: Drawing Conclusions
Teamster

Have students make brainstorm a list of reasons for entering the Mexican War.
Descendant

Have students read the TAKS Skillbuilder on page 331 of their text

Students can complete Chapter Skills Activity 14
This supports eighth grade TEK 8.30B 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;
TAKS Objective 5: The student will use critical-thinking skills to analyze social
studies information.
Additionally, Henry David Thoreau opposed American involvement in
the Mexican War and wrote “Civil Disobedience”. If time permits
introduce students to the concept of Civil Disobedience. Students
could write an opinion paper on whether or not they think it is okay to
break a law they consider to be unjust.
NOTE: Many of the matrix items can be covered simultaneously.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
9
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-APSeventh Grade
Suggested Assessment
Social Studies Skills
807
Social Studies Skills-Organize and interpret information
Organize and interpret information in outlines, reports, databases, and
visuals including graphs, charts, timelines, and maps. (21C) B
T5
812
Social Studies Skills-Create visual and written materials
Interpret and create databases, research outlines, bibliographies, and
visuals including graphs, charts, timelines, and maps. (L) B
T5
815
Social Studies Skills-Locate, differentiate, and use primary and
secondary sources
Differentiate between, locate, and use primary and secondary sources
such as computer software; interviews; biographies; oral, print and
visual material; and artifacts to acquire information about Texas.
(21A) B
T5
818
Social Studies Skills-Identify and support different historic points of
view
Identify points of view from the historical context surrounding an event
and the frame of reference that influenced the participants. (21D) B
T5
820
Social Studies Skills-Identify bias in a variety of sources
Identify bias in written, oral, and visual materials. (21F) B
T5
823
Social Studies Skills-Apply critical thinking skills to gather and analyze
social studies information
Analyze information by sequencing, categorizing, identifying causeand-effect relationships, comparing, contrasting, finding the main idea,
summarizing, making generalizations and predictions, and drawing
inferences and conclusions. (21B) B
T5
Weeks 1-6
On-going
TAKS
Connection:
Use the TAKS Skills Practice
Workbook to reinforce skills
needed for mastery on the
eighth grade TAKS test. All of
these skills support TAKS
Objective 5: The student will
use critical-thinking skills to
analyze social studies
information. Specific TAKS
Skills Practice activities are
cited throughout the IPG.
TAKS
Connection:
Use the Daily Focus
Transparencies to reinforce
skills needed for mastery on
the eighth grade TAKS test. All
of these skills support TAKS
Objective 5: The student will
use critical-thinking skills to
analyze social studies
information. Specific Daily
Focus Transparencies are cited
throughout the IPG.
NOTE: Many of the matrix items can be covered simultaneously.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
10
Inclusion Strategy
Test-Taking Skills
Before the Test:

Use flashcards for
review

Pair students to
review new
materials

Provide a study
guide

Give frequent
shorter tests to
reduce test anxiety
and to test less
material at one
time
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-APSeventh Grade
Suggested Assessment
SOCIAL STUDIES SKILLS
801
Social Studies Skills-Use social studies terminology
Use social studies terminology correctly. (22A)
802
Social Studies Skills-Use social studies terminology
Use geographic terminology correctly. (L)
Weeks 1-6
On-going
803
Social Studies Skills-Use standard grammar
Use standard grammar, spelling, sentence structure, and punctuation. (22B)
804
Social Studies Skills-Express ideas orally
Express ideas orally based on research and experiences. (L)
805
Social Studies Skills-Interpret and use sources of evidence
Use various parts of a source, including the table of contents, glossary, and
index, as well as keyword computer searches, to locate information. (L)
806
Social Studies Skills-Interpret and use sources of evidence
Use the process of inquiry to research, interpret, and use multiple sources of
evidence. (L)
808
Social Studies Skills-Obtain information using a variety of oral
resources
Obtain information about a topic using a variety of oral sources, such as
conversations, interviews, and music. (L)
809
Social Studies Skills-Obtain information using a variety of visual
resources
Obtain information including historical and geographic data about using a
variety of print, oral, visual and computer sources. (L)
810
Social Studies Skills-Transfer information from one medium to another
Transfer information from one medium to another, including written or visual
and statistical to written or visual, using computer software as appropriate.
(22C)
811
Social Studies Skills-Create visual and written materials
Create written, oral, and visual presentations of social studies information.
(22D)
Inclusion Strategy, Test-Taking
Skills During the Test:

Allow students with IEPs to
respond orally on tape or
through a keyboard

Let students refer to the text or
their notes

Eliminate time constraints

Permit students to take test in
several sessions

Allow students to take tests in
other locations if possible
Inclusion Strategy, Adapting the
Test

Add variety by using more than
one mode of questioning

Make multiple choice answers
brief

Use synonyms for low readers
when needed

Use shorter sentences

Provide questioning cues
NOTE: Many of the matrix items can be covered simultaneously.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
11
Inclusion Strategy,
Test-Taking Skills
After the Test:

Provide specific,
immediate
feedback

Reinforce efforts

Use test to
diagnose learning
deficits

Reteach as
needed
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Third Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-APSeventh Grade
Suggested Assessment
Social Studies Skills
814
Social Studies Skills-Use appropriate mathematical skills
Use appropriate mathematical skills to interpret social studies information
such as maps and graphs. (21H)
819
Social Studies Skills-Identify and support different historic points of
view
Support a point of view on a social studies issue or event. (21E)
822
Social Studies Skills-Evaluate the validity of a source
Evaluate the validity of a source based on language, corroboration with other
sources, and information about the author. (21G)
825
Social Studies Skills-Apply critical thinking skills to identify a social
studies problem
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. (23A)
827
Social Studies Skills-Apply critical thinking skills to the decision
making process
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. (23B)
828
Social Studies Skills-How to work with other students
Plan, organize and complete a group research project. (L)
829
Social Studies Skills-How to evaluate social studies data
Use historical, geographic, and statistical information from a variety of
sources to answer questions and make inferences about relationships in
social studies. (L)
830
Social Studies Skills-How to evaluate social studies data
Apply basic statistical concepts and analytical methods such as computerbased spreadsheets and statistical software to analyze social studies data.
(L)
Weeks 1-6
On-going
Indicates differentiation from the IPG. The APGs are
color-coded to explain the type of differentiation used.
GREEN = Modifications addressing depth/complexity,
RED = Substitutions, PURPLE = Additions
Color-coded APGs are available on the AISD GT website
at: http://www.austinisd.org/academics/curriculum/gt/apg.phtml
NOTE: Many of the matrix items can be covered simultaneously.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
12