©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
TAKS
Obj.
Time/Pace
Seventh Grade
Suggested Student Work Products
Suggested Assessment
Present students with copies of the US and TX
State Constitutions (or selections from each).
Have students look for similarities and
differences between the two and compile a
chart or Venn Diagram including the ideas of
checks and balances and separation of
powers.
Create a criteria chart that shows
off the characteristics of each
constitution.
Divide the class into groups and assign them a
learning station for each of the amendments
contained in the Bill of Rights. Have students
analyze the rights guaranteed by each.
Students will then rotate around the room until
all stations have been visited. Then have the
groups choose one amendment and write it in
their own words and create an illustration.
Display the results for the class to discuss and
view.
Define criteria for Bill of Rights
illustrations and create a rubric
or checklist or use the Graphs
and Charts assessment tools on
pages 49-50 of the Glencoe
Performance Assessment book
Divide the class into groups and have each
group study an amendment to the Texas
Constitution. Have groups present their
findings to the class in a presentation that
includes what the amendment is, when it was
created, why it was created and how that
amendment impacts our day-to-day lives.
Define criteria for the
amendment presentations and
create a rubric or checklist or use
the Oral Presentations
assessment tools on pages 4344 of the Glencoe Performance
Assessment book
Texas Government: Constitutions
410
Government-Powers of government
Identify how the Texas Constitution reflects the principles of limited
government, checks and balances, federalism, separation of powers,
popular sovereignty, and individual rights. (14A) B
T4
420
Government-Purpose and function of the U.S. Constitution
Identify the influence of ideas from the U.S. Constitution on the Texas
Constitution. (14B) B
T4
517
Citizenship-Fundamental rights in a constitutional government
Summarize the rights guaranteed in the Texas Bill of Rights. (16A) B
T4*
518
Citizenship-Fundamental rights in a constitutional government
Describe the importance of free speech and press in a democratic society.
(17B) B
T4*
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
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
820
Social Studies Skills-Identify bias in a variety of sources
Identify bias in written, oral, and visual materials. (21F) B
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
402
Government-Purpose of rules and laws
Give examples of rules or laws that establish order, provide security, and manage
conflict in Texas. (L)
1 week
T5
T5
Section Quiz
The Social Studies
Skills TEKS are specifically
identified in bold print next to
each specific suggested student
work product. A detailed list of
the Social Studies Skills is found
at the end of this IPG. TAKS
mini-lessons included in this IPG
support many of these specific
skills.
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
History Alive provides
assessment tools for its activities
Inclusion
Strategy: Graphic
Organizers – Graphic
organizers like Venn
diagrams are used to
help students break
down the material into
manageable pieces
which are easier to
organize and remember.
1
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Seventh Grade
Suggested Assessment
Teaching Notes
Texas and Texans, Chapter 28 contains information about Texas Constitutions. There
is also information about the Texan constitutions in the appendix. Use the
texans.glencoe.com website to get additional resources for this unit.
Vocabulary: Constitution, government, democracy, checks and balances, federalism, separation of powers,
Bill of Rights, amendment [Note: These vocabulary terms are very important in the 8th grade TAKS and
the 11th Grade TAKS test. Have students briefly discuss where the Texans obtained these ideas and
principles that were incorporated into Texas documents.]
Glencoe Performance Assessment Activities and Rubrics, pp. 43-44;49-50
History Alive! Constitution Notebook lessons 3.1, 3.2, 3.3 and 3.4 have information
on how to allow students to examine individual rights and corresponding amendments.
The entire Texas Constitution online: http://www.capitol.state.tx.us/txconst/toc.html
The entire U.S. Constitution online:
http://www.house.gov/Constitution/Constitution.html
Principles of Learning Connection:
Accountable Talk: Engagement with Learning Through Talk
Talking about rights and freedoms can get quite spirited in the classroom. Accountable
talk sharpens students’ thinking by reinforcing their ability to build and use knowledge.
Help students learn the skill of Accountable Talk (AT) by creating the norms and skills by
modeling appropriate discussion and questioning.
http://www.tsha.utexas.edu/handbook/online
TAKS Connection: 7.14A correlates to 8th grade TEKS 8.16D: analyze
how the U.S. Constitution reflects the principles of limited government, republicanism, checks
and balances, federalism, separation of powers, popular sovereignty, and individual rights.
7.14B correlates to 8th grade TEKS 8.16C: Identify colonial grievances listed in the
Declaration of Independence and explain how those grievances were addressed in the U.S.
Constitution and the Bill of Rights.
7.16A correlates to 8th grade TEKS 8.20B: Summarize rights guaranteed in the Bill of
Rights.
7.17B correlates to 8th grade TEKS 8.22B: Describe the importance of free speech and
press in a democratic society.
All of these eighth grade TEKS will be covered on the eighth grade TAKS
Social Studies TAKS test.
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 objectives addressed on the eighth grade Social Studies
TAKS test but will cover seventh grade content.
TAKS Mini-Lesson: Examine the chart “Article 1- Bill of Rights: The Texas
Constitution” on p. 624. Ask students to explain why freedom of speech and the press is
important in a democratic society. This is a correlation to TEKS 8.20B on the 8th grade
TAKS exam.
TAKS Mini-Lesson – Interpreting Charts and Tables: Use Daily Focus
Transparency 29-2 on the Texas governor’s duties as an introduction to the
Governor’s job application activity. 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.
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 Instructional Planning Guide – Social Studies
Fourth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Seventh Grade
Suggested Assessment
Texas Government: Three Branches
406
Government-Structure of governments
Describe the structure and functions of government at the municipal,
county, and state levels. (15A) B <Gr.8.16D>
T4
410
Government-Powers of government
Identify how the Texas Constitution reflects the principles of limited
government, checks and balances, federalism, separation of powers,
popular sovereignty, and individual rights. (14A)
B
T4
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
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
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
403
Government-Authority figures
Identify state and local government officials such as governor, lieutenant governor,
state representatives and senators, county judge and commissioners, mayor, and
city council and how they are chosen. (L)
1 Week
Have students cut out articles or headlines from
the newspapers that have to do with “lawbreakers”. In groups, have students sort the
broken laws into “Civil” and “Criminal” piles.
Students could further sort their “criminal” pile into
“misdemeanors” and “felonies”. Have student
create a graphic chart that shows their findings.
Have students design either a board game or a
video game called “How a Bill Becomes a Law”.
This game should include all of the steps involved
in this process. Students could either design the
game board or draw “screen shots” from their
video game and provide descriptions.
Create generic job applications (or find a copy
from a local business). Have students fill it out
pretending they are the ideal candidate for Texas
governor. They should show what they think the
ideal governor would posses in the way of
education, experience and personal skills.
Using the Texas Almanac, have students create a
short presentation on a Texas Agency. They can
tell about the history of the agency, what the
agency is responsible for and who is currently in
charge of that agency.
Inclusion Strategy:
Organizing and
Remembering - Allow
students to work with
partners to complete
vocabulary flash cards to
use when studying for tests.
TAKS Connection: 7.14A correlates to 8th grade TEKS 8.16D: analyze how
the U.S. Constitution reflects the principles of limited government, republicanism, checks and
balances, federalism, separation of powers, popular sovereignty, and individual rights.
This 8th grade TEKS will be covered on the 8th grade TAKS Social Studies
TAKS test.
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
You may want to ensure students
know their elected officials by
giving them a Who’s Who quiz.
Create a criteria chart showing the
different categories of law.
Define criteria for legislative game
and create a rubric or checklist or
use the Visual Presentation
assessment tools on pages 57-58
of the Glencoe Performance
Assessment book
Define criteria for the agency
presentations and create a rubric or
checklist or use the Oral
Presentations assessment tools on
pages 43-44 of the Glencoe
Performance Assessment book
Items will appear on the six weeks
test
Principles of Learning
Connection, 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.
3
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
TAKS
Obj.
Texas and Texans: Chapters 28 and 30 contain information about the branches of
government. Use the texans.glencoe.com website to get additional resources for this
unit.
Time/Pace
Suggested Student Work Products
Seventh Grade
Suggested Assessment
Teacher Notes
Vocabulary: legislature, House of Representatives, Senate, executive, judicial, checks and balances, civil
law, criminal law, felony, misdemeanor, grand jury, indictment, No Bill, True Bill, petit jury, plea bargain, juror,
mediate.
Ancillary: TAKS Skill Practice Workbook, pp. 57-58
If you are teaching in an election year, you may want to include a mini-elections unit. Students can analyze
party platforms, figure out where candidates stand on the issues, look at campaign advertising for propaganda
Glencoe Performance Assessment Activities and Rubrics, pp. 43-44, 57-58
techniques, and create campaign posters and speeches. You can also hold a mock election.
Daily Focus Skills Transparencies 28-1, 29-1, and 29-2
Enrichment:
Distribute a week’s worth of newspapers to the class and ask students to find and cut out articles involving
lawbreakers. Suggest that students check advice columns as well as news pages for stories of disputes over
money and property. Ask them to separate the civil and criminal cases. On a bulletin board, post the stories
under the titles Civil Cases and Criminal Cases. Further divide the criminal cases under the titles Felonies and
Misdemeanors.
Texas Almanac Online: This page provides you with links to every branch and agency
in the Texas government. http://www.texasalmanac.com/state_gov.htm
History Alive! Constitution Notebook lessons 2.3, 2.4, 2.5 may give you some ideas
about teaching students about separation of power, checks and balances and branches
of government.
http://www.tsha.utexas.edu/handbook/online
Texas House of Representatives website: www.kids.house.state.tx.us


TAKS Mini-Lesson: Organizing and Interpreting Diagrams
Use Daily Focus Transparency 28-1 as an introduction to the concept of checks
and balances. This supports 8th grade TEKS 8.16D and 8.30D Identify points of
view on the TAKS exam. (7.21D)
Use Daily Focus Transparency 29-1 to compare a diagram showing the
structure of the Texas Senate and the Texas House of Representatives.
TAKS Objective 4: The student will demonstrate an understanding of political
influences on historical issues and events.
TAKS Objective 5: The student will use critical-thinking skills to analyze social
studies information.
Make copies of the following information on civil and criminal cases and distribute them to the class:
(p. 629 Teacher’s edition)
CIVIL CASES: divorce settlements-31%, debts-8%, personal injuries-13%, unpaid taxes-23%, all others-25%
CRIMINAL CASES :burglary-18%, drugs-26%, robbery-5%, assault-10%,drdiving while intoxicated-5%,thefts17%,all others-19%.
Tell students that the percentages reflect the kinds of cases filed in Texas trial courts in a recent year. Instruct
them to use the statistics to create two pie graphs-one for civil cases and the other for criminal cases. Remind
them to label the categories of each section in the pie graphs and to make the sections different colors.
Have students look for trends and patterns in the cases and compare them with Austin’s statistics in the same
area. Make conclusions about the information and crime in Austin and Texas.


TAKS Skill Practice Workbook: Making Comparisons
Activity 29 on pp. 57-58 allows students to compare and contrast the Texas government to
the United States government through the use of a graphic organizer. Using the diagram on
p. 630, ask students how Texas benefits from this structure. This reinforces TEKS 8.30B
Analyze information by comparing and contrasting on the eighth grade TAKS exam.
Introduce the activity on criminal and civil law with Daily Focus Transparency 28-2 that
compares and contrasts these two types of laws. This is also reinforcement for TEKS 8.30B.
TAKS Objective 5: The student will use critical thinking skills to analyze social studies
information.
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
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Seventh Grade
Suggested Assessment
Texas Government: Budget, Finance and Education
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
426
Government-Services provided by government
Describe the structure and governance of Texas public education. (15C)
436
Government-Impact of economic issues on government
Identify major sources of revenue for state and local governments. (15B)
801
Social Studies Skills-Use social studies terminology
Use social studies terminology correctly. (22A)
803
Social Studies Skills-Use social studies terminology
Use geographic terminology correctly. (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)
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)
2 Days
Identify areas of budget spending. Tell the
students that things are tight this year and
that Texas has to prioritize its spending.
Have students prioritize a list of areas that
should be cut. Have a class debate on what
the most important budget area is while
giving justifications for their opinions.
Students could then create their own state
budget and compare it to the actual budget.
Have students work with a partner and
create a graphic organizer illustrating the
structure and governance of the Texas
public education system.
Ask students to write an essay in which they
discuss whether or not they think people
should pay taxes to pay for the betterment
of a state or community. What would they
like to see their tax dollars used for? What
would they not want to pay for with taxes?
Have them back up their opinions with solid
reasons.
Principles of Learning,
Academic Rigor in a Thinking
Curriculum – Active Use of
Knowledge: The discussions and
written reflections on the budget and
taxation activities challenges students
to construct explanations and to test
their understanding of concepts by
applying and discussing them.
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
Create a checklist of
procedures to follow during a
class debate.
Brainstorm criteria for the
debate and budget and create
a checklist or rubric. You could
also use the Persuasive
Arguments assessment tools
on pages 59-60 of the Glencoe
Performance Assessment
book.
Items will appear on the six
weeks test
Chapter and section tests.
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.
5
Austin ISD Instructional Planning Guide – Social Studies
©2005-2006 Austin Independent School District
Fourth Six Weeks
Matrix Strand
Matrix
TAKS
TEKS Knowledge and Skill
Time/Pace
Suggested Student Work Products
#
Obj.
Student Expectation
Social Studies Skills-Apply critical thinking skills to identify a social
825
studies problem
Use a problem-solving process to identify a problem, gather information, list
TAKS Mini-Lesson: Interpreting
and consider options, consider advantages and disadvantages, choose and
Graphs and Diagrams
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)

Seventh Grade
Suggested Assessment
Use Daily Focus Transparencies 29-3
and 30-1 on the sources of state and
city revenue 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.
Six Weeks Available Resources
Almost Painless American Civics: Almost Painless Guide to the Judicial
Branch (19:01)
Almost Painless American Civics: Almost Painless Guide to the
Legislative Branch, (21:12)
Almost Painless American Civics: Almost Painless Guide to the
Executive Branch (23:34)
America At Its Best: What It Means To Be An American Citizen (15:00)
America's Early Years, 1789-1816: American Slavery: The Southern
Plantation Way of Life (14:50)
American Civil War, The: The Causes of War (29:53)
American Civil War, The: Reconstruction (28:34)
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 Instructional Planning Guide – Social Studies
Fourth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Seventh Grade
Suggested Assessment
Texas Government: Local Government and Participation in Government
406
Government-Structure of governments
Describe the structure and functions of government and municipal,
county, and state levels. (15A) B <Gr.8.16D>
T4
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
4 Days
As a warm-up activity, have students
describe 5 possible ways a person can fulfill
his or her responsibilities in society and at
home and 5 ways government affects their
daily lives. Ask groups of students to create
collages that depict Americans exercising
the rights, duties, and or responsibilities of
their citizenship. Each group should choose
a slogan as a basis for selecting the group’s
illustrations. Have students share their work
with the class.
Have students identify a local issue affecting
the Austin and/or Central Texas community.
Have them write a letter to the appropriate
local official or the newspaper explaining
their views and offering a solution. This
activity could be taken one step further by
having students actually write a bill that
would address the problem.
Brainstorm criteria for the letter
and create a checklist or
rubric. You could also use the
Persuasive Argument
assessment tools on pages 5960 of the Glencoe
Performance Assessment
book.
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
Brainstorm criteria for the
collage and create a checklist
or rubric. You could also use
the Visual Presentation
assessment tools on pages 5758 of the Glencoe
Performance Assessment
book.
7
Austin ISD Instructional Planning Guide – Social Studies
©2005-2006 Austin Independent School District
Fourth Six Weeks
Matrix Strand
Matrix
TAKS
TEKS Knowledge and Skill
Time/Pace
Suggested Student Work Products
#
Obj.
Student Expectation
Texas Government: Local Government and Participation in Government (continued)
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)
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)
814
Social Studies Skills-Use appropriate mathematical skills
Use appropriate mathematical skills to interpret social studies information
such as maps and graphs. (21H)
Suggested Assessment
TAKS Skill Practice Workbook – Supporting a Point of View
Through Persuasive Writing: “A Teen Who Ran For Office” – After
students read the story of Marcus Puente, a teenager elected to the
Yorktown School Board, on pages 59-60 of the TAKS Skill Practice
Workbook, they will write a letter to the editor of the newspaper in order to
convince readers that teenagers can be effective political leaders. The rubric
for persuasive arguments on pp. 59-60 of the Performance Assessment
Activities and Rubrics booklet may be used to evaluate the letters. This
activity supports TEKS 8.30D on the 8th grade TAKS exam. (7.21D)
TAKS Objective 5: The student will use critical-thinking skills to
analyze social studies information.
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
Seventh Grade
8
Austin ISD Instructional Planning Guide – Social Studies
©2005-2006 Austin Independent School District
Fourth Six Weeks
Matrix Strand
Matrix
TAKS
TEKS Knowledge and Skill
Time/Pace
Suggested Student Work Products
#
Obj.
Student Expectation
Texas Government: Local Government and Participation in Government (continued)
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)
Suggested Assessment
Principles of Learning Connection,
Academic Rigor in a Thinking Curriculum – Active Use of Knowledge:
Encourage students to understand that reconstruction is not limited to
the Civil War period by investigating the progress of reconstruction in
Iraq and Afghanistan. Have students set criteria to determine if
reconstruction is successful.
Principles of Learning Connection, Clear Expectations; Accountable
Talk – Engagement with Learning Through Talk
Rubrics should be discussed and shared with students when the assignment
is first made and before students turn in their product for evaluation. Use the
following rubric or have students assist with the creation of a Class
Discussion Rubric in order to judge the quality/rigor of classroom
discussions, student participation and to assist with Accountable Talk and
Clear Expectations:
http://www.phschool.com/professional_development/assessment/rub_classro
om_discussion.cfm
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
Seventh Grade
9
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Seventh Grade
Suggested Assessment
Texas Government: Local Government and Participation in Government (continued)
Resources:
Teacher Notes:
Texas and Texans: Chapter 30 contains information on local government and
participation in government. Use the texans.glencoe.com website to get additional
resources for this unit.
Vocabulary: civic, citizen, special interest groups, lobby
Ancillary Materials: TAKS Skill Practice Workbook, pp. 59-60
Glencoe Performance Assessment Activities and Rubrics, pp. 57-60
Current Events can be interwoven into lessons during the entire school year. Designate a day as “Current
Events Day” and have students bring in articles to discuss. You can also use the stories on Channel One as
springboards for class discussion.
The Austin City Government website: http://www.ci.austin.tx.us/
Enrichment:
The Austin American Statesman could help students identify issues for their letters:
http://ww.statesman.com
Students are to find out what form of city government Austin has. Have them learn the names of their local
officials. Assign each name to a different student and ask them to interview their official by phone, asking
these questions: What projects have been planned for the city or county? Are you for or against these?
Why? How much will the projects cost? How will they be financed? Have students sum up their interview
in a brochure about local government. Also discuss the implications of the various projects on the city. You
could also post a city map in the classroom and locate the places where the projects are currently in progress
or are planned.
E-How has a feature on how to write letters to the editor:
http://www.ehow.com/ehow/ehow.jsp?id=8921
Ben’s Guide to Government for kids has information on the rights and responsibilities of
citizens: http://bensguide.gpo.gov/6-8/citizenship/responsibilities.html
Invite local officials in to meet with your students.
http://www.tsha.utexas.edu/handbook/online
Texas House of Representatives website: www.kids.house.state.tx.us
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
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
1 ½ weeks
Performance Assessment Activities 16 & 17:
Lone Star Defenders. Students create a
website about the Texas regiments that fought
in the Civil War.
Seventh Grade
Suggested Assessment
Civil War
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
T1
146
History-Impact of wars on history.
Explain reasons for the involvement of Texas in the Civil War. (5A) B
147
History-Impact of wars on history.
Analyzed the political, economic, and social effects of the Civil War and
Reconstruction in Texas. (5B) B
T1
History-Historical development of social issues.
Compare the effect of political, economic, and social factors on slaves
and free blacks in Texas. (L) B
T1
History-Historical development of social issues.
Analyze the impact of slavery in Texas (L) B
T1
154
155
807
812
815
Create a graphic timeline of Civil War events in
Texas.
Create maps that show key places and events
in Texas during the Civil War
T5
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
T5
Using primary source photos and accounts
from the Internet, create a PowerPoint
presentation about the lives of slaves in Texas.
Students could also create skits or
monologues using the slaves’ own words.
Students could also create picture books to
teach younger students about slavery.
Create illustrations for a Juneteenth
celebration. Have students describe the
reasons for the party as well as activities and
music for the party.
Write letters from soldiers to families back at
home and from the families to the soldiers.
Soldiers can share about battles, strategies
and conditions on the warfront. Family
members can share about hardships at home.
Persuasive Arguments 59-60
Visual Presentations 57-58
Maps 39-40
Oral Presentations 43-44
Nonfiction stories and
narratives 45-46
Items will appear on the six
weeks test
Chapter and section tests.
Write an essay reflecting on how life would be
different today if the South had won the Civil
War.
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
Additionally The following
assessment tools from the
Glencoe Performance
Assessment book will be
helpful in evaluating these
activities:
Graphs and Charts 49-50
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
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
Northerners’ and Southerners’ Viewpoints
about Slavery students write dialogues
between people from both sides of the slavery
issue. Complete instructions for this activity
are found on page 340D of the Texas and
Texans teacher’s guide.
Performance Assessment
activities come complete with
their own assessment
checklists.
11
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Seventh Grade
Suggested Assessment
Civil War (continued)
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
820
Social Studies Skills-Identify bias in a variety of sources
Identify bias in written, oral, and visual materials. (21F) B
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
T5
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)
T5



TAKS Mini-Lesson: Drawing Recognizing Ideologies
Teach students the meaning of ideology. Have students brainstorm a
list of ideologies.
Have students read the TAKS Skillbuilder on page 359 of their text
Students can complete Chapter Skills Activity 15
This supports 8th grade TEK 8.30D identify points of view from the
historical context surrounding an event and the frame of reference which
influenced the participants; and 8.30F identify bias in written, oral, and
visual material;
TAKS Objective 5: The student will use critical-thinking skills to
analyze social studies information.
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)
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)
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
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Seventh Grade
Suggested Assessment
Civil War (continued)
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)
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)
Principles of Learning Connection,
Academic Rigor in a Thinking Curriculum
– Active Use of Knowledge: The
discussions and written reflections on the
institution of slavery challenges students
to construct explanations and to test their
understanding of concepts by applying
and discussing them. Encourage students
to research whether or not slavery still
occurs today and what can be done to
rectify that.
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
13
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Seventh Grade
Suggested Assessment
Teaching Notes
Vocabulary: State’s rights, secede, Sovereignty, Ordinance , Perpetual, Conscription, Unionist
Vigilante, Preventive strike, Blockage, Exports, Homespun, Quinine, Hardship
Texas and Texans Chapter 15
Glencoe Performance Assessment Activities
Glencoe Step Into Texas History
Austin History Center (http://www.ci.austin.tx.us/library/ahc/africanam.htm) Extensive
African-American resources including slave narratives
About.com’s Texas Slavery Index (http://austin.about.com/cs/history/a/slavery.htm)
Born in Slavery (http://memory.loc.gov/ammem/snhtml/snhome.html) Slave narratives
Texans in the Civil War (http://www.angelfire.com/tx/RandysTexas/)
Texas Battles Maps (http://americancivilwar.com/statepic/tx.html)
TAKS Skills Taught in This Unit
Using The Daily Focus Transparencies and practice questions in the text, students
can practice the following TAKS skills:

Identifying the main idea (DFT 15-1, page 352)

Evaluating (page 334)

Distinguishing Fact from Opinion (pg 346)

Drawing Conclusions (DFT 15-2)

Analyzing (page 349)

Making Generalizations (DFT 15-3)

Evaluating Resources (page 357)

Comparing and Contrasting (page 358)
Texas in the Civil War (http://www.tarleton.edu/~kjones/CStx.html) numerous links and
resources
Handbook of Texas Online (http://www.tsha.utexas.edu/index.html)
http://tides.sfasu.edu/home.html
http://www.tsha.utexas.edu/handbook/online
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
14
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Seventh Grade
Suggested Assessment
RECONSTRUCTION
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>
115
History-Notable individuals
Identify the significant individuals…from Reconstruction through the
beginning of the 20th century, including…James Hogg and Cynthia
Parker. (6A)
B
135
T1
Cooperative Learning Activity (pg 367)
Students write short stories about African
Americans searching for their loved ones after
emancipation.
T3*
History-Impact of wars on history
Analyze the political, economic, and social effects of the Civil War and
Reconstruction in Texas. (5B) B
T1
Culture-Contributions and effects of ethnic and racial 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*
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
619
807
Historical Potatoes Students create potato
models to represent key figures during
reconstruction. Complete instructions for this
activity are on page 364D of the Texas and
Texans teacher’s guide.
T3*
History-Problems in history
Describe the economic difficulties faced by the Texas during
Reconstruction. (L) B
147
1.5 Weeks
Create a graphic organizer to show the
similarities and differences between
presidential and congressional plans for
reconstruction.
Additionally, the following
assessment tools from the
Glencoe Performance
Assessment book will be
helpful in evaluating these
activities:
Persuasive Arguments 59-60
Visual Presentations 57-58
Create a t-shirt that could be worn by a Radical
Republican. The t-shirt should have symbols or
slogans on it that show who the Radical
Republicans were and the beliefs they held.
Create a political cartoon about the
impeachment of President Johnson. Share
cartoons with students before they draw their
own. Discuss how cartoonists use
exaggeration and symbols to make their point.
Debate the fairness of voting requirements
established for African American voters in
1869.
Graphs and Charts 49-50
Oral Presentations 43-44
Nonfiction stories and
narratives 45-46
Items will appear on the six
weeks test
Chapter and section tests.
Glencoe Step into Texas History Activity #5 –
Jefferson Texas Students examine primary
source documents and information to
determine why a successful Texas town
declined after the Civil War.
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
Step into Texas History
activities come complete with
their own assessment
checklists and rubrics.
15
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
TAKS
Obj.
Time/Pace
Seventh Grade
Suggested Student Work Products
Suggested Assessment
RECONSTRUCTION
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
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
156
Historical-Historical development of social issues
Explain the social problems that faced Texas during Reconstruction and
evaluate their impact on different groups. (L)
505
Citizenship-Customs, symbols and celebrations
Describe the origins and significance of state celebrations such as Texas
Independence and Juneteenth. (L)
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)
820
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)
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)
1.5 weeks
TAKS
Connection:
TAKS Connection:
Use the TAKS Skills Practice
Workbook to reinforce skills needed
for mastery on the 8th 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.
Inclusion Strategy: Test-Taking
Skills – Before the Test:

Use flashcards for review

Pair students to review new
materials

Provide a study guide

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
Use the Daily Focus
Transparencies to
reinforce skills needed for
mastery on the 8th 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.
Give frequent shorter tests to
reduce test anxiety and to test
less material at one time
16
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Seventh Grade
Suggested Assessment
RECONSTRUCTION
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)
814
Social Studies Skills-Use appropriate mathematical skills
Use appropriate mathematical skills to interpret social studies information
such as maps and graphs. (21H)
TAKS Connection:
Use the TAKS Skills Practice Workbook to reinforce skills
needed for mastery on the 8th grade TAKS test. All of these
skills support TAKS Objective 5: The student will use criticalthinking skills to analyze social studies information. Specific
TAKS Skills Practice activities are cited throughout the IPG.
Inclusion Strategy: Adapting Tests:

Change the format
o
Short answer to multiple choice
o
Fill-in-the blank to matching
o
Put the blank at the end of each
sentence

Look at the visual design
o
Primary or large type
o
Spacing
o
Type bold lines to divide sections
o
Place multiple choice items vertically to
be consistent

Divide long matching
o
No more than ten consecutive matching
o
Type the definition on the left; type the
term on the right

Provide visual clues
o
Word banks for fill-in-the blank
questions
o
Use mnemonics for total retrieval
questions
o
Provide a list of choices for labeling
items
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
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
Inclusion Strategy: TestTaking Skills – After the
Test:

Provide specific,
immediate feedback

Reinforce efforts

Use test to diagnose
learning deficits

Re-teach as needed
17
Austin ISD Instructional Planning Guide – Social Studies
Fourth Six Weeks
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
TAKS
Obj.
Time/Pace
Teacher Notes
Texas and Texans Chapter 16
Glencoe Performance Assessment Activities
Seventh Grade
Suggested Student Work Products
Suggested Assessment
Emphasis should be placed on the 13th, 14th, and 15th amendments for
8th Grade TAKS preparation.
Vocabulary :
Glencoe Step Into Texas History
Texas and Reconstruction (http://www.rice.edu/armadillo/Texas/Sharedpast/linkreco.html)
The World Turned Upside Down (http://www2.austin.cc.tx.us/lpatrick/his1693/reconstr.html)
Reconstruction in Brazoria County (http://www.bchm.org/wrr/) (photos)
Navarro County (http://www.rootsweb.com/~txnavarr/war/civil_war/) contains online journals from
reconstruction
Austin History Center (http://www.ci.austin.tx.us/library/ahc/africanam.htm) Extensive African-American
resources including slave narratives
Reconstruction
Nullify
Freedmen
Ratify
Amendment
Black codes
Radical Republicans
Veto
Impeach
Scalawag
Carpetbagger
Compulsory
Handbook of Texas Online (http://www.tsha.utexas.edu/index.html)
http://tides.sfasu.edu/home.html
Principles of Learning,
Academic Rigor in a Thinking
Curriculum – Active Use of Knowledge:
Encourage students to understand that
reconstruction is not limited to the Civil
War period by investigating the
progress of reconstruction in Iraq and
Afghanistan. Have students set criteria
to determine if reconstruction is
successful.
http://www.tsha.utexas.edu/handbook/online
TAKS Mini-Lesson: Expressing Problems Clearly

TAKS Skills Taught in This Unit
Using The Daily Focus Transparencies and practice questions in the text, students can
practice the following TAKS skills:

Analyzing information (DFT 16-1)

Distinguishing Fact from opinion (page 371)

Interpreting diagrams (DFT 16-2)

Making inferences (page 379)


Have students make a list of problems in the school cafeteria. Encourage them to state the
problems as clearly as possible.
Have students read the TAKS Skillbuilder on page 372 of their text
Students can complete Chapter Skills Activity 16
This supports eighth grade TEK 8.30C organize and interpret information from outlines, reports,
databases, and visuals including graphs, charts, timelines, and maps;
TAKS Objective 5: The student will use critical-thinking skills to analyze social studies
information.
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
18