©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Seven Texas History
Suggested Assessment
Reconstruction in 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
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
T3*
History-Problems in history
Describe the economic difficulties faced by the Texas during
Reconstruction. (L) B
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
135
147
619
807
6 Days
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.
“Cooperative Learning Activity” (pg. 367):
Students write short stories about African
Americans searching for their loved ones after
emancipation.
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.
1
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Grade Seven Texas History
Suggested Student Work Products
Suggested Assessment
Reconstruction in Texas (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
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
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)
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)
6 Days
(continued)
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

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)
Give frequent, shorter tests to
reduce test anxiety and to test
less material at one time
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.
2
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Seven Texas History
Suggested Assessment
Reconstruction in Texas (continued)
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
3
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Seven Texas History
Suggested Assessment
Reconstruction in Texas (continued)
Austin Past and Present:
Freedmen’s Communities in Austin
Austin Past and Present is a multimedia digital program that explores the history of
Austin from its geological formation to its current urban setting. Austin Past and Present
explores Austin in over 300 multimedia stories and is the first comprehensive, interactive
exploration of Austin’s history. Copies of the Austin Past and Present curriculum are available
on campus libraries, and the multimedia project can be accessed from your school’s server.
Recommended Activities:

After viewing the videos Civil War: 1860-1871 and Railroad and University: 18711892 from the Time Tour section and viewing selected sites from the Geo-Tour
section, students will complete a chart identifying the major characteristics of
freedmen’s communities in the Austin area.

Students will also read the biography of Jacob Fontaine and discuss his leadership
qualities and accomplishments.

Students will use the SOAPS strategy to analyze a newspaper article written by Jacob
Fontaine in his newspaper The Gold Dollar.

Students will conclude this unit by writing a speech Jacob Fontaine would have
presented at a Juneteenth celebration in 1875 that addressed the history of this
holiday, the specific accomplishments made by African Americans in Austin during the
ten year period since emancipation, and the issues that still need to be addressed for
African American citizens in Austin as of 1875.
Refer to the curriculum materials for a more detailed lesson plan on these activities. Lessons
developed by Pam Franke, Murchison Middle School.
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
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
Texas and Texans Chapter 16 “Reconstruction”
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Teacher Notes
Vocabulary :
Austin Past and Present DVD and curriculum materials
Reconstruction
Nullify
Freedmen
Ratify
Amendment
Black codes
Radical Republicans
Veto
Impeach
Scalawag
Carpetbagger
Compulsory
Austin Past and Present DVD and Curriculum Materials
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
Suggested Assessment
Emphasis should be placed on the 13th, 14th, and 15th amendments for
8th Grade TAKS preparation.
Glencoe Performance Assessment Activities
Glencoe Step Into Texas History
Suggested Student Work Products
Grade Seven Texas History
Social Studies Best Practice 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.
Reconstruction in Brazoria County: http://www.bchm.org/wrr/ contains 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 contains
extensive African-American resources including slave narratives
Handbook of Texas Online http://www.tsha.utexas.edu/index.html
TAKS Mini-Lesson: Expressing Problems Clearly



http://tides.sfasu.edu/home.html
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.
http://www.tsha.utexas.edu/handbook/online
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)
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
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Grade Seven Texas History
Suggested Student Work Products
Suggested Assessment
Uses of Buffalo Poster: Students identify all
of the ways that Buffalo contributed to the lives
of Native Americans. Students display their
findings on a poster containing text and
pictures showing the uses of the Buffalo (uses
can also include spiritual or cultural identity)
and how the lives of the Native Americans were
impacted by the loss of the Buffalo.
Conflict Map: Have students create a map
showing important cities and battles in the West
Texas wars. Students could make this an
illustrated map by adding drawings showing
what happened at each site.
Acrostics: Students create illustrated acrostic
poems about key figures in this unit. Complete
instructions for this activity can be found on
page 388D of the Texas and Texans teacher’s
guide.
Buffalo Soldier Diary: After learning about
and researching the lives of Buffalo Soldier’s
students can create a series of diary entries for
one of the soldiers. The students can focus on
events in the lives of these men as well as the
feelings they may have had because of their
unfair treatment.
Children’s storybook: Have students research
one of the key figures from this unit (Santana,
Cynthia Ann Parker, Quanah Parker, Henry
Flipper) and have them create a children’s book
featuring text and illustrations. See if you can
connect with a local 4th grade class and have
students share their stories with the elementary
students.
Performance Assessment Activity 17
Choices and Consequences: Students
create a two-minute television segment on a
Texan whose decision shaped the history of
Texas.
The following assessment tools
from the Glencoe Performance
Assessment book will be helpful in
evaluating these activities:
Texas State Government
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
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
T3*
History-Problems in history
Describe the economic difficulties faced by the Texas during
Reconstruction. (L) B
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
619
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*
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
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
135
147
815
5 Days
Maps p. 39-40
Visual Presentations p. 57-58
Graphs and Charts p. 49-50
Oral Presentation p. 43-44
Nonfiction stories and narratives p.
45-46
The following websites have
rubrics that can be modified to fit
this diary assignment.
http://www.richlandclicks.org/Teach
er/Connections/grade6/egyptian_di
ary.htm
http://www.jimcrowhistory.org/reso
urces/lessonplans/amlit_lp_roll_of_
thunder_diary.htm
http://everyschooll.org/u/global/rdc
urry/diary_rubric.htm
http://www.readritethink.org/lesson
_image//lesson269/rubric_diary.pdf
A children’s book rubric may be
found at:
http://ems.eureka.wodfrd.k12.il.us/
Web%Quests/Wherley/childrens_b
ook_rubric.htm
Chapter and section assessments
Items will appear on the six weeks
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
6
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Grade Seven Texas History
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 State Government
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
T5
823
Social Studies Skills-Apply critical thinking skills to gather and analyze
social studies information
Analyze information by sequencing, categorizing, identifying cause-andeffect relationships, comparing, contrasting, finding the main idea,
summarizing, making generalizations and predictions, and drawing
inferences and conclusions. (21B) B
T5
402
5 Days
continued
History Alive! provides
assessment tools for its activities
Section Quiz
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.
Government-Purpose of rules and laws
Give examples of rules or laws that establish order, provide security, and manage
conflict in Texas. (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
7
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Seven Texas History
Suggested Assessment
Teaching Notes
Texas and Texans, Chapter 28 contains information about the Texas Constitution.
There is also information about the Texas Constitution in the appendix. Use
texans.glencoe.com 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, pgs. 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
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.
Social Studies MOY Benchmark
Social Studies Best Practices
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 by creating the norms and skills by modeling appropriate discussion and
questioning.
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.
Students in Grades 4-11 will take the Middle of the Year Benchmark in
Social Studies. Testing will be from January 12 to February 6, 2009.
The deadline for scanning all information will be February 6, 2009.
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
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Seven Texas History
Suggested Assessment
Frontier/Indian Wars
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
115
History-Notable individuals
Identify significant individuals…from Reconstruction through the
beginning of the 20th century, including….James Hogg and Cynthia
Parker. (6A) B
T3*
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 and the effects of westward expansion
on Native Americans. (6A) B
T1
201
Geography-Concept of location
Locate places and regions of importance in Texas during the 19th and
20th centuries. (9A) B
T2
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
130
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)
TAKS Mini-Lesson: Buffalo Boom and Bust


Students read a feature and complete various activities that reinforce TAKS skills
Complete instructions for this activity can be found on pages 408-409 of the Texas
and Texans teaching guide.
TAKS Objective 5: The student will use critical-thinking skills to analyze social studies
information.
6 days
Uses of Buffalo Poster: Students identify all
of the ways that Buffalo contributed to the lives
of Native Americans. Students display their
findings on a poster containing text and
pictures showing the uses of the Buffalo (uses
can also include spiritual or cultural identity)
and how the lives of the Native Americans
were impacted by the loss of the Buffalo.
Conflict Map: Have students create a map
showing important cities and battles in the
West Texas wars. Students could make this an
illustrated map by adding drawings showing
what happened at each site.
Acrostics: Students create illustrated acrostic
poems about key figures in this unit. Complete
instructions for this activity can be found on
page 388D of the Texas and Texans teacher’s
guide.
Buffalo Soldier Diary: After learning about
and researching the lives of Buffalo Soldier’s
students can create a series of diary entries for
one of the soldiers. The students can focus on
events in the lives of these men as well as the
feelings they may have had because of their
unfair treatment.
Maps p. 39-40
Visual Presentations p. 57-58
Graphs and Charts p. 49-50
Oral Presentation p. 43-44
Nonfiction stories and narratives p.
45-46
The following websites have
rubrics that can be modified to fit
this diary assignment.
http://www.richlandclicks.org/Teach
er/Connections/grade6/egyptian_di
ary.htm
http://www.jimcrowhistory.org/resou
rces/lessonplans/amlit_lp_roll_of_t
hunder_diary.htm
http://everyschooll.org/u/global/rdcu
rry/diary_rubric.htm
Children’s storybook: Have students
research one of the key figures from this unit
(Santana, Cynthia Ann Parker, Quanah Parker,
Henry Flipper) and have them create a
children’s book featuring text and illustrations.
See if you can connect with a local 4th grade
class and have students share their stories with
the elementary students.
http://www.readritethink.org/lesson
_image//lesson269/rubric_diary.pdf
Performance Assessment Activity 17
Choices and Consequences: Students
create a two-minute television segment on a
Texan whose decision shaped the history of
Texas.
Chapter and section assessments
Items will appear on the six weeks
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
The following assessment tools
from the Glencoe Performance
Assessment book will be helpful in
evaluating these activities:
A children’s book rubric may be
found at:
http://ems.eureka.wodfrd.k12.il.us/
Web%Quests/Wherley/childrens_b
ook_rubric.htm
9
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Grade Seven Texas History
Suggested Student Work Products
Suggested Assessment
Trail Drive Diary: Have students create a diary about
life on a cattle trail. Students can write this from the
point of view of either a cowboy or a cow. Diary
entries should be historically accurate and should
reflect life on the trail.
Step into Texas History activities
come complete with their own
assessment checklists and rubrics.
Economics of Ranching and Farming
103
130
176
177
223
332
620
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-Events that shape history
Identify significant … events and issues from Reconstruction through
the beginning of the 20th century, including …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, and the
buffalo soldiers… (6A) B
T1
History-Historical development of economic policies
Explain the political, economic, and social impact of the cattle and oil
industries and the development of West Texas resulting from the close
of the frontier. (6B) B
T3*
History-Historical development of economic policies
Define the impact of “boom and bust” and trace the boom-and-bust
cycle of leading Texas industries throughout the 20th century, including
farming, oil and gas, cotton, cattle ranching, real estate, computer
technology and banking. (7A) B
T3*
Geography-Humans have adapted to, and modified, the physical
environment
Identify ways in which Texans have adapted to and modified the
environment, such as coastal fishing, farming and ranching, fossil
fuels, high tech, timber, and urbanization and analyze the consequence
of the modifications. (10A) B
T5*
6 Days
Trail Maps: Have students create trail maps. Rather
than just copying the ones in the book, have students
make unique maps by coming up with a color-coded
scheme to identify the trails. Students could identify
the most difficult trails, the most popular trails or the
most profitable trails.
Economics-Geographic and historic factors that influence a society’s
economy
Explain how geographic factors, such as land, minerals, and water have
influenced the location of economic activities, such as farming and
ranching, petroleum production, other industries, and trading in Texas.
(L) B
T3*
Culture-Contributions and effects of ethnic and racial groups
Identify examples of Spanish influence on…vocabulary in Texas,
including words that originated from the Spanish cattle industry, such
as vaqueros, chaps, lasso, ranch, and rodeo. (19C) B
T3*
Maps pgs. 39-40
King Ranch: Have students research the history and
present day operations of the King Ranch. Have
students create either a PowerPoint presentation or a
brochure for visitors to the ranch. The presentation
should give the background of the ranch and talk
about the types of activities that occur on the ranch.
Alternatively, students could design their own ranch
using the King Ranch as a guide.
Persuasive Arguments pgs. 59-60
Managing a Cattle Ranch simulation activity:
Complete instructions for this activity in which students
manage a cattle ranch for a Scottish investor can be
found on page 109 of Step into Texas History.
Nonfiction stories and narratives
pgs. 45-46
From Ranching to Farming activity: Students
examine Littlefield, Texas and turn a former ranch into
individual farm plots. Students create an
advertisement to lure new farmers to the community.
Complete instructions for this activity can be found on
page 112 of Step into Texas History.
Performance assessment activity 18: “Don’t Fence
Me In.” Students debate ways to solve the fencing
dispute. Cooperative learning activity-
Making a Product Map: Students create product
maps for the regions of Texas using drawings and
riddles. Instructions can be found on page 425 of the
Texas and Texans teachers 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
Additionally, the following
assessment tools from the Glencoe
Performance Assessment book will
be helpful in evaluating these
activities:
Visual Presentations pgs. 57-58
Graphs and Charts pgs. 49-50
Oral Presentations pgs. 43-44
Items will appear on the six weeks
test
Chapter and section assessments.
Complete instructions and
assessment tools for this activity can
be found in the Performance
Assessment book page 26.
Rubric designed by students and/or
teacher.
10
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Seven Texas History
Suggested Assessment
Economics of Ranching and Farming (continued)
707
Science, Technology and Society-Impact of technology on the
economic development
Analyze the effects of scientific discoveries, and technological
innovations, such as barbed wire, the windmill, and oil, gas, and
aerospace industries, on the developments of Texas. (20C) B
T3*
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
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 material. (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
304
Economics-Concept of how people earn a living
Explain how people in different regions of Texas earn their living, past and
present. (L)
6 Days
(continued)
Holding a Peace Conference: Assign
students the roles of Anglo farmers and
ranchers, federal agents, army officer, and
Native American leaders. Help them
organize a “peace conference” in which
each party states his view on settling the
conflict over the west territory. They must
research their position and come up with a
“Peace Conference Statement” (ie., point of
view) that will be defended at the
conference. Let the students discuss why
their solution is the best option. Allow time
for each side to debate with the others why
the opposing groups’ ideas would not
promote peace.
Create a rubric or criteria sheet
that helps the audience decide
which group’s statement was
most likely to succeed. Then
have the audience vote on
which group’s statement was
the best solution
Decision Making: As the frontier moved
west in Texas, Native Americans had three
alternatives: they could fight, move to
another location, or adopt the ways of the
Anglos. Organize the class into groups. Ask
each group to imagine they are a tribe of
Native Americans who must decide how to
react to the intrusion of Anglo settlers.
Have them write a list of the pros and cons
of each of the three alternatives. They can
research the decisions of actual Native
American leaders such as Satanta, Quanah
Parker and Victorio to discover the
consequences of each alternative. As a
group they will decide if they choose to fight,
move to another location, or adopt the ways
of the Anglos. After the decision is made,
each group should explain its reasoning to
the class.
Assess group work by asking
each student to write a
paragraph summarizing why
their group made the decision
it did and what evidence their
decision was based up. Use a
position paper scoring rubric to
grade the paragraph
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
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Seven Texas History
Suggested Assessment
Economics of Ranching and Farming (continued)
801
Social Studies Skills-Use social studies terminology
Use social studies terminology correctly. (22A)
6 Days
(continued)
803
Social Studies Skills-Use standard grammar
Use standard grammar, spelling, sentence structure, and punctuation. (22B)
810
Social Studies Skills-Transfer information from one medium to another
Transfer information from one medium to another, including written to 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 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 solution that requires a decision,
gather information, identify options, predict consequences, and take action to
implement a decision. (23B)
Docudrama: Organize students into three
groups and have them create a dramatic
documentary about the Battle of Palo Duro
Canyon (or another important event in
Texas during this time period). One group
can write dialogue and action that tells the
story. The second group can write
introductions of the scouts, Colonel
Mackenzie, troopers, Comanches, Kiowas,
Cheyenne, and Quanah Parker, so that an
announcer can provide background
information. Students should relate this to
the effects of westward expansion on Native
Americans. The third group can be in
charge of making/creating costumes, props,
and sound effects. The students will be
assigned specific character roles to act out
as well. Videotape the docudrama andshow
it to other classes.
Rubric for docudrama on p.21
of the following website:
http://www.curriculumorg/occ/p
rofiles/11/html/ADA30B5.htm
Compare-contrast Study foldable:
Students will make and use a comparecontrast foldable to collect and organize
information about pre-war and post-war
farming and ranching in Texas. Students
will compare and contrast characteristics of
farming and ranching before and after the
Civil War, and will also consider how
farming and ranching influence the economy
and culture of Texas today.
Teacher graded on
completeness, and correct
content using a rubric
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
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
Texas and Texans, Chapter 18 “Ranching and Farming”
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Seven Texas History
Suggested Assessment
Teaching Notes
King Ranch Website: contains a virtual ranch tour and information about the cattle
industry and the history of the ranch. http://www.king-ranch.com
Vocabulary:
drive, drover, wrangler, quarantine, mustang, felony, dry farming, tenant farmer, sharecropper
open range, vaqueros, rancheros, tallow, King Ranch, stockyards, Chisholm Trail, Great Western Trail,
Goodnight-Loving Trail, J.F. Glidden, Mabel Day, Proceso Martinez,
Texas Almanac Cattle Drives: contains good background information
http://www.texasalmanac.com/history/highlights/cattle/
Wyoming Tales and Trails: excellent visuals and primary source material on trails that
went from Texas to Wyoming. http://www.wyomingtalesandtrails.com/cattle.html
XIT Ranch museum: http://www.xitmuseum.com/exit.shtml
Panhandle Plains Research Center Primary: sources from XIT, Charles Goodnight,
early cotton industry. http://www.panhandleplains.org/research/
Social Studies Best Practices Principles of Learning,
Academic Rigor in a Thinking Curriculum – Active Use of Knowledge: Have
students think about the changes that have taken place in the ranching
industry. With the advent of Mad Cow disease and animal rights protesters
challenging the conditions under which animals are kept, students can engage
in a dialogue about the implications of ranching.
Handbook of Texas Online: has good resources under the key words cotton and
sharecropper http://www.tsha.utexas.edu/handbook/online/
TAKS Mini-Lesson: Making Generalizations
Born in Slavery – Slave Narratives from the Federal Writers project: use their
search engine and search for sharecropper and Texas and you will get several first
person accounts from former slaves.
http://memory.loc.gov/ammem/snhtml/snhome.html
http://tides.sfasu.edu/home.html



Review the steps to making a good generalization
Have students read the passage about the life of a cowhand from page 418.
Students can compile a list of generalizations about cowboy life.
TAKS Objective 5: The student will use critical-thinking skills to analyze social studies
information.
http://www.tsha.utexas.edu/handbook/online
TAKS Skills Taught in This Unit
Using the Daily Focus Transparencies and practice questions in the text, students can practice the
following TAKS skills:

Drawing Conclusions (DFT 18.1)

Identifying Location (page 415)

Summarizing (page 423)

Interpreting Charts and Graphs (DFT 18-3)
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
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
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Grade Seven Texas History
Suggested Student Work Products
Suggested Assessment
Cooperative Learning Activity: Students
engage in a debate about women’s suffrage by
switching roles. Boys argue for women’s rights
and girls argue against them. Additional
instructions are on page 435 of the Texas and
Texans teachers’ guide.
Step into Texas History activities
come complete with their own
assessment checklists and
rubrics.
Progressivism and a New Century
162
History-Historical development of reform movements
Evaluate the Progressive and other reform movements in Texas in the
19th and 20th centuries. (7B) B
T4*
176
History-Historical development of economic policies
Explain the political, economic, and social impact of the cattle and oil
industries and the development of West Texas resulting from the close
of the frontier. (6B) B
T3*
History-Historical development of economic policies
Define the impact of “boom and bust” and trace the boom-and-bust
cycle of leading Texas industries throughout the 20th century, including
farming, oil and gas, cotton, cattle ranching, real estate, computer
technology and banking. (7A) B
T3*
220
Geography-Physical environment affects and interacts with the human
environment.
Analyze the effects of physical and human factors such as climate,
weather, landforms, irrigation, transportation, and communication on
major events such as hurricanes, the Dust Bowl, and the intercoastal
Canal in Texas. (9C) B
T2
319
Economics-Types of industry found in different societies
Trace the development of major industries that contributed to the
urbanization of Texas, such as the railroad, petroleum production, and
high tech industries. (12B) B
T3
333
Economics-Geographic and historic factors that influence a society’s
economy
Explain economic factors that led to the urbanization of Texas, such as
the railroad, petroleum production, the intercoastal Canal, the Houston
Ship Channel, and high tech. (12A) B
T3
Culture-Individuals and groups shape a society’s culture
Identify the political, social, and economic contributions of women to
Texas society. (L) B
T3*
177
616
6 Days
Performance Assessment Activity 19
Boom and Bust Towns: Students investigate
the effects railroads had on two Texas towns in
the late 19th century. Complete directions can
be found on page 27 of the Performance
Assessment Activity book.
Oral Reports: Have students research one of
the following topics in teaching notes and
prepare a brief oral report for their classmates.
Encourage students to use technology. Have
students write test questions to go with their
reports. When all reports have been given,
combine the student generated test questions
into an assessment for all students.
Maps pgs. 39-40
Persuasive Arguments pgs. 5960
Visual Presentations pgs. 57-58.
6 Weeks Available Resources
Westward Expansion: The Pioneer Challenge (17:00)
Gone West: The Growth of a Nation (26:25)
Stories from American History: The Real American Cowboy (07:11)
Buffalo Soldiers (26:00)
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
The following assessment tools
from the Glencoe Performance
Assessment book will be helpful
in evaluating these activities:
14
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Seven Texas History
Suggested Assessment
Progressivism and a New Century
618
Culture- Individuals and groups shape a society’s culture
Evaluate the impact of reform movements in Texas including public
education, temperance, women’s rights, [prison reform, and care of the
disabled.] (L) B
T3*
707
Science, Technology & Society-Impact of technology on the economic
development
Analyze the effects of scientific discoveries and technological
innovations, such as barbed wire, the windmill and oil, gas, and
aerospace industries, on the developments of Texas. (20C) B
T3*
Uses of Oil Poster: Have students make a
poster showing all of the uses of petroleum.
Students can add photos and text showing
how these items enhance our lives. They
can also speculate on what life would be like
without oil.
Science, Technology & Society-Impact of technology on the economic
development
Explain how technological innovations led to rapid industrialization.
(L) B
T3
Boomtown Presentation: Students should
use the internet to research a boomtown.
Students create a PowerPoint presentation
showing what the town was like prior to the
boom, during the boom and after the boom.
Science, Technology & Society- Impact of technology on the economic
development
Describe how scientific discoveries and technological innovations have
benefited individuals, businesses, and society in Texas. (L) B
T2
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
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
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
709
711
807
815
818
9 Days
Step into Texas History
activities come complete with
their own assessment
checklists and rubrics.
Additionally, the following
assessment tools from the
Glencoe Performance
Assessment book will be
helpful in evaluating these
activities:
Maps pgs. 39-40
The Great Storm of 1900: Students use
original photographs to learn about the
Galveston Hurricane and it’s effects on
business and government. Complete
instructions can be found on page 116 of
Step into Texas
Graphic Organizer: Have students
compare/contrast the experiences of African
and Mexican Americans in Texas during the
age of reform. Students should examine
obstacles, laws, organizations, events and
progress. Students can then take their
findings and turn it into some sort of graphic
organizer (chart, graph) to teach others
about the experiences of these groups.
Persuasive Arguments pgs.
59-60
Visual Presentations pgs. 5758
Graphs and Charts pgs. 49-50
Oral Presentations pgs. 43-44
Nonfiction stories and
narratives pgs. 45-46.
Items will appear on the six
weeks assessment.
Chapter and section
assessments.
T5
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
15
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Seven Texas History
Suggested Assessment
Progressivism and a New Century (continued)
820
Social Studies Skills-Identify bias in a variety of sources
Identify bias in written, oral, and visual material. (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
317
Economics-Different economic systems
Analyze the impact of significant industries in Texas such as oil and gas,
aerospace, and medical technology on local, national, and international
markets. (13C)
705
Science, Technology & Society-Individuals have created or invented
technology
Identify Texas leaders in science and technology such as Roy Bedichek,
Walter Cunningham, Michael DeBakey, and C.M. “Dad” Joiner. (20B)
801
Social Studies Skills-Use social studies terminology
Use social studies terminology correctly. (22A)
803
Social Studies Skills-Use standard grammar
Use standard grammar, spelling, sentence structure, and punctuation. (22B)
810
Social Studies Skills-Transfer information from one medium to another
Transfer information from one medium to another, including written to 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)
T5
6 Days
(continued)
Persuasive advertising campaign: Have
students develop an advertising campaign
that the railroad companies could have used
in the 1800s to encourage people to move
to West Texas (complete directions p.
430D).
Grade product using a
teacher/student designed
rubric for the content and
design of the advertisement as
well as the presentation of it.
Create a display: Organize students into
groups. Have each group choose an
industry mentioned in Section 2 such as
railroad, steel, telephones, lumber and
mining, and research the development of
that industry. They can find out what tools,
machinery and energy sources were used
by that industry in the nineteenth century
and compare them to those being used
today. For example: millers used to grind
grain with grindstones and water wheels;
today electric machinery is used. Tell groups
to copy pictures of machinery and workers
and paste these on cardboard. They can
stand these figures against factory
backdrops and arrange their “Then and
Now” display on a desktop.
Glencoe Performance
Assessment book – Visual
Presentations p. 57-58
Have students debate the following
statement: Obtaining civil rights was a more
important goal for African Americans in the
early 1900s that achieving a higher standard
of living.
Teacher generated rubric in
which a scoring guide is filled
out by the audience listening to
the debate telling which side
they felt debated the strongest
and why.
Pros: African Americans could not progress
financially if they were not given their civil
rights.
Cons: African Americans needed to learn
skills and acquire property before they could
win equal rights.
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
Debate rubric website:
http://hm034.k12.sd.us/classro
om_debate_rubric.htm
16
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Seven Texas History
Suggested Assessment
Progressivism and a New Century (continued)
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 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 solution that requires a decision,
gather information, identify options, predict consequences, and take action to
implement a decision. (23B)
TAKS Mini-Lesson: Making Inference





Review what the word inference means.
Have students generate a list of inferences they
make on a daily basis.
Have students read the Skillbuilder on page 464.
Have students complete the TAKS practice activity
on page 464.
Have students complete Activity 19 from the TAKS
Skills Practice Workbook.
TAKS Objective 5: The student will use criticalthinking skills to analyze social studies information.
9 Days
(continued)
Buying and Selling and Price Fixing:
(Activities described in detail pages 444-445
in TE) Give 10 pencils each to five students
and divide several rolls of pennies equally to
the rest of the class. Tell the five pencil
sellers to charge whatever they want, but
the first one of the five to sell all the pencils
wins. Tell the buyers that the one who buys
the most pencils also wins. Allow 5-10
minutes for the sales. Ask: Why did the
winning seller succeed. Why did the winning
buyer succeed? What often happens when
businesses compete? Price Fixing: Next
tell the students they will repeat the pencilselling competition described in the
“Cooperative Learning Activity” on page
444. However, this time, ask the five pencil
sellers to agree to sell the pencils at just one
high price. Allow sales to proceed. Ask:
What did the pencil sellers do? How did the
“trust” benefit them? Did any buyers win?
Follow up activity is to organize students
into groups to discuss how they could “bust
the trust” and bring pencil prices down.
What steps would the “Pencil Selling
Commission” take to ensure fair trade?
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.
TAKS Connection:
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.
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
Students write a paragraph
summarizing what they
learned from this activity about
fair trade practices and what
today’s modern consumer can
do to combat high prices in
today’s world.
17
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
Texas and Texans, Chapter 19 “Politics and Progress”
Texas and Texans, Chapter 20 “A New Century”
Austin ISD Instructional Planning Guide – Social Studies
Fifth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Seven Texas History
Suggested Assessment
Teaching Notes
Western Women’s Suffrage – Contains a timeline and photos: http://www.autrymuseum.org/explore/exhibits/suffrage/suffrage_tx.html
Vocabulary:
suffrage, pension, vigilante, refinery, trust, monopoly, free enterprise, antitrust law
interstate, intrastate, derrick, scrip, conservationist, white-collar, boomtown, progressivism, commission,
primary election, Jim Crow laws, segregation, lynch, poll tax
Texas State Library’s Suffrage collection: contains primary sources:
http://www.tsl.state.tx.us/exhibits/suffrage/
Topics for Oral Report: Texas Equal Rights Association, the Populist Party, the 1875 Constitutional
Convention, William “Gooseneck Bill” McDonald, coal mining, railroads in the late 1800s, James Hogg
East Texas Oil museum: http://www.easttexasguide.com/2003/pages/00/06/54.html
The Lesson plan book for the Bob Bullock museum has great lesson plans and handouts. Students visit the
museum, choose an industry and complete a graphic organizer. They then prepare a critique of the exhibit.
Early Petroleum Industry: Contains an index of links to helpful oil sites: http://littlemountain.com/oilwell/
Railroad Commission History of Railroads:
http://www.rrc.state.tx.us/history/centennial/histcent.html
Texas Handbook Online: typing Boomtown into the search engine here will pull up a list
of many, many boomtowns: http://www.tsha.utexas.edu/handbook/online/
The 1900 Storm Excellent resources for the Galveston Hurricane:
http://www.1900storm.com/
Social Studies Best Practices
Principles of Learning-Connection
http://tides.sfasu.edu/home.html
Academic Rigor in a Thinking Curriculum – Active Use of Knowledge:
Students may see some similarities between their uses of Oil poster and
the uses of Buffalo poster they made earlier in the six weeks. Have
students discuss and/ or write an essay in which they draw comparisons
between our current dependence on oil and the Native Texans need for
Buffalo.
http://www.tsha.utexas.edu/handbook/online
TAKS Skills Taught in This Unit
Using the Daily Focus Transparencies and practice questions in the text, students can
practice the following TAKS skills:

Comparing and Contrasting (DFT 19-1)

Supporting Details (page 436)

Interpreting Time Lines (DFT 19-2)

Cause and Effect (page 441, DFT 20-3)

Identifying Points of View (DFT 19-3)

Interpreting Graphs (page 449)

Distinguishing Fact from Opinion (DFT 20-1)
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