©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP Texas History
Suggested Assessment
Cultures in Conflict
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
130
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)
603


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.
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
1 ½ weeks
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.
The following assessment tools
from the Glencoe Performance
Assessment book will be helpful in
evaluating these activities:
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.
Graphs and Charts p. 49-50
Newspaper Articles: Students will create
a class newspaper containing articles and
illustrations about key figures or events in this
unit. Each student will select a different person
or event to research and write about. Articles
must contain key facts to make them
historically accurate.
The following websites have rubrics
that can be modified to
fit this diary assignment.
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.
http://www.jimcrowhistory.org/resou
rces/lessonplans/amlit_lp_roll_of_t
hunder_diary.htm
Children’s storybook: Have students
research one of the key figures from this unit
(Satanta, 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.
NOTE: Many of the matrix items can be covered simultaneously
Indicates differentiation from the IPG. The APGs are color-coded
to explain the type of differentiation used.
GREEN = Modifications addressing depth/complexity,
RED = Substitutions, PURPLE = Additions
Color-coded APGs are available on the AISD GT website at:
http://www.austinisd.org/academics/curriculum/gt/apg.phtml
Maps p. 39-40
Visual Presentations p. 57-58
Oral Presentation p. 43-44
Nonfiction stories and narratives p.
45-46
http://www.richlandclicks.org/Teach
er/Connections/grade6/egyptian_di
ary.htm
http://everyschooll.org/u/global/rdcu
rry/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
1
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP Texas History
Suggested Assessment
Teaching Notes
Texas and Texans Chapter 17, “Cultures in Conflict”
Glencoe Performance Assessment Activities and Rubrics
Vocabulary:
campaign, agent, paunch, sinew, bill, commissary, renegade, Treaty of Medicine Lodge Creek, Indian
Territory, Santanta, Quanah Parker, Colonel Ronald, S. Mackenzie, Charles Rath, Adobe Walls, Red River
Campaign, Battle of Palo Duro Canyon, buffalo soldiers
http://tides.sfasu.edu/home.html
Frontier Forts from Texas Beyond History is an amazing resource full of information,
maps, charts and illustrations. There are also primary sources and lesson plans.
http://www.texasbeyondhistory.net/forts/index.html
Famous Texans can be used for biographical information.
http://www.famoustexans.com
Buffalo soldiers and Indian Wars http://www.buffalosoldier.net/
Fort Tours – Ghosts of the Timbers has lots of neat information, maps, and primary
sources. http://www.forttours.com/main.html
Buffalo Soldiers on the American Frontier http://www.imh.org/imh/buf/buftoc.html
Quanah Parker has nice photos, information and primary source material.
http://www.pan-tex.net/usr/p/pampa-hist/pa04000.htm
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 Conclusion (DFT 17-1, pg. 400. DFT 17-3)

Analyzing (pg 393)

Sequencing Events (DFT 17-2)

Evaluating (pg. 399 and pg. 400)

Comparing and Contrasting (pg 404)
TAKS Mini-Lesson: Analyzing a Line Graph
Using TAKS Skills Practice workbook, teach students the steps to analyze a
graph. (pg 33-34)
Students practice these steps by analyzing information about Native American
population in Texas.
Students take a practice TAKS test using their new skills.
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 Advanced Planning Guide – Social Studies
Fifth Six weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP Texas History
Suggested Assessment
RANCHING AND FARMING
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
130
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*
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*
176
177
223
332
620
1 ½ Weeks
Cattle Trail Diary: Working in groups,
have students select one of the following
trails: the most difficult, the most popular,
or the most profitable. Groups will create a
historical diary written from the point of
view of one of the cattle. Diaries should
include a minimum of 5-7 entries, each one
focusing on either a major stop or
significant historical event of the trail.
Diary entries should be historically
accurate and should reflect life on the trail.
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.
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.
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.
Additionally, the following
assessment tools from the Glencoe
Performance Assessment book will
be helpful in evaluating these
activities:
Maps p. 39-40
Persuasive Arguments p. 59-60
Visual Presentations p. 57-58
Graphs and Charts p. 49-50
Oral Presentations p. 43-44
Nonfiction stories and narratives
p. 45-46
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.
Performance assessment activity 18: Don’t
Fence Me In. Students debate ways to solve
the fencing dispute. Cooperative learning
activity-
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.
3
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six weeks
TAKS
Obj.
Time/Pace
RANCHING AND FARMING
T3*
1½
Weeks
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
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)
Suggested Student Work Products
Suggested Assessment
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 dialogue on
why their method of settling the conference
would work. Then 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 ( ex. Satanta, Quanah
Parker, 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.
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
Pre-AP Texas History
A written 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
4
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six weeks
TAKS
Obj.
Time/Pace
Pre-AP Texas History
Suggested Student Work Products
Suggested Assessment
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 to be
shown to other classes.
Set up a rubric that grades the
docudrama on content, historic
authenticity creativity and
quality of production.
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
RANCHING AND FARMING
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)
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)
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
Rubric for docudrama on p.21
of the following website:
http://www.curriculumorg/occ/p
rofiles/11/html/ADA30B5.htm
5
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
Texas and Texans, Chapter 18, Ranching and Farming
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP 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 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/
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)
NOTE: Many of the matrix items can be covered simultaneously
(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS
L = Local Expectations; Italics = Local Specificity
< > TAKS support for specific grade (s) and not all three grades
* TEKS Strand matches different TAKS Objective
6
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six weeks
TAKS
Obj.
Time/Pace
Pre-AP 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.
POLITICS AND PROGRESS
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*
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
616
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
220
1 ½ Weeks
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.
Additionally, the following
assessment tools from the
Glencoe Performance
Assessment book will be helpful
in evaluating these activities:
Maps p. 39-40
Persuasive Arguments p. 59-60
Oral Reports: Have students research one of
the following topics in teaching notes and
prepare a brief oral report for their classmates.
Visual Presentations p. 57-58
Besides historical facts/data, the reports
should also include the following information:

Historical significance to time period

Explanation of both the immediate
and long-term impact on the lives of
Texans (both negative and positive)

Discuss how this event/person may
have affected the lives of people
other than typical Texans (Other
Americans, Mexicans, Slaves, etc.)
in a negative and/or positive way.
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.
6 Weeks Available Resources
(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
Westward Expansion: The Pioneer Challenge (17:00)
NOTE: Many of the matrix items can be covered simultaneously
Gone West: The Growth of a Nation (26:25)
Stories from American History: The Real American Cowboy (07:11)
Buffalo Soldiers (26:00)
7
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Pre-AP Texas History
Suggested Assessment
A New Century
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*
709
Science, Technology & Society-Impact of technology on the economic
development
Explain how technological innovations led to rapid industrialization.
(L) B T3
T3
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
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
618
711
807
815
1 ½ Weeks
Uses of Oil Poster Have students make a
poster showing all of the uses of petroleum.
Posters should include information that
focuses on the following questions:
 How did these items enhance Texan’s lives
in the early 20th Century?
 How do these items enhance our lives in
the early 21st Century?
 How do they affect the environment?
 What would life be like without oil?
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.
Presentations should focus on the
following questions:
 What were the major contributing factors
for the boom?
 How did the cities geographic location
contribute to the boom?
 Who were the key people involved?
 Is this city still feeling the benefits of the
boom approximately 100 years later? Why
or why not?
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
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
Step into Texas
105 years later, major
storms (Katrina and Rita) affected Texans
on the gulf coast. Have students write a
textbook entry for a Texas History textbook
for students in the next century. What key
information would students need to know
about this time in Texas History in the 22nd
Century?
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.
Additionally, the following
assessment tools from the
Glencoe Performance
Assessment book will be
helpful in evaluating these
activities:
Maps p. 39-40
Persuasive Arguments p. 5960
Visual Presentations p. 57-58
Graphs and Charts . 49-50
Oral Presentations p. 43-44
Nonfiction stories and
narratives p. 45-46
Items will appear on the six
weeks assessment.
Chapter and section
assessments.
8
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six weeks
TAKS
Obj.
Time/Pace
Pre-AP Texas History
Suggested Student Work Products
Suggested Assessment
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.
Grade product using a
teacher/student designed
rubric for the content and
design of the advertisement as
well as the presentation of it.
A New Century
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)
814
Social Studies Skills-Use appropriate mathematical skills
Use appropriate mathematical skills to interpret social studies information
such as maps and graphs. (21H)
T5
3 weeks
Create a display: Organize students into
groups. Have each group choose an
industry mentioned in Section 2 (ex.
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.
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.
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
Glencoe Performance
Assessment book – Visual
Presentations p. 57-58
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.
Debate rubric website:
http://hm034.k12.sd.us/classro
om_debate_rubric.htm
9
©2005-2006 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Advanced Planning Guide – Social Studies
Fifth Six weeks
TAKS
Obj.
Time/Pace
Pre-AP Texas History
Suggested Student Work Products
Suggested Assessment
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).
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.
A New Century
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
1 ½ Weeks
(continued)
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 Inferences





Review what an inference is
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.
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 APG.
Buying and Selling and Price Fixing:
(Activities described in detail pages 444445 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 pencil-selling 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?
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
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 APG.
10
Austin ISD Advanced Planning Guide – Social Studies
©2005-2006 Austin Independent School District
Fifth Six weeks
Pre-AP Texas History
Matrix Strand
Matrix
TAKS
TEKS Knowledge and Skill
Time/Pace
Suggested Student Work Products
Suggested Assessment
#
Obj.
Student Expectation
Resources
Teaching Notes
Texas and Texans, Chapter 19, Politics and Progress
Vocabulary:
Western Women’s Suffrage – Contains a timeline and photos -- http://www.autrymuseum.org/explore/exhibits/suffrage/suffrage_tx.html
suffrage, pension, vigilante, refinery, trust, monopoly, free enterprise, antitrust law
interstate, intrastate, derrick, scrip, conservationist, white-collar, boomtown, progressivism, commission,
Texas State Library’s Suffrage collection – Primary sources.
primary election, Jim Crow laws, segregation, lynch, poll tax
http://www.tsl.state.tx.us/exhibits/suffrage/
Topics for Oral Report: Texas Equal Rights Association, the Populist Party, the 1875 Constitutional
East Texas Oil museum http://www.easttexasguide.com/2003/pages/00/06/54.html
Convention, William “Gooseneck Bill” McDonald, coal mining, railroads in the late 1800s, James Hogg
Early Petroleum Industry Index of links to helpful oil sites http://littlemountain.com/oilwell/
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.
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/
http://tides.sfasu.edu/home.html
Principles of Learning-Connection
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)
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.
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