3rd 6 Weeks
Texas History Unit 1 Arcs 1
& 2, Unit 2 Arcs 1 & 2
Austin Independent
School District
Core Content Coaching
Social Studies
Grade 7
The teacher …
“The deepest principle in
human nature is the craving to
be appreciated." – William James
Bring to your Meeting….
•
•
•
•
School Calendar/Yearly Itinerary (YI)
Curriculum Road Map (CRM)
TEKS/ELPS/CCRS
Adopted Text Book, Texas and Texans, The Texas Portal Lesson on causes
and events leading to the Texas Revolution, Path to the Revolution,
Lorenzo de Zavala, The Law of April 6, 1830
•
A resource for quality texts, school library, literacy center, books from
the library that relate to the TEKS being studied, books for teacher readaloud
•
The Handbook of Texas online for teacher background knowledge on
content: Law of April 6, 1830 , Lesson April 6, 1830, Convention of 1836
•
Teacher Read-Aloud Ask your school librarian for a suitable historical
fiction or memoir to read to the students about life in Texas as a colonist.
•
A resource for higher order question stems make a copy to have
•
Lesson plan template
•
A copy of Probing Questions make a copy to have
When you click the link above, it does open, but you have to close the ppt. to
get to the article. Then restart the ppt. from the this current slide. Make copies
of each before going over the PowerPoint.
Yearly Itinerary…Look at the Content, Pacing, SCA for Unit 1
Grading Period
Assessment
3rd 6 weeks
25 days
(12.5 Block days)
Pacing Guide
Conflict and Change: The
Texas Revolution
Unit 1: Causes of the Texas
Revolution
Assessment:
SCA 1
Dates: December 13 19, 2012
Texas Essential Knowledge and Skills
*Readiness and supporting standards are not designated for this grade level.
Estimated time frame: 5 days
(2.5 block days)
TEKS: 7.1A, 7.1B, 7.1C, 7.2D,
7.2F, 7.3A, 7.3B, 7.13A,
7.17A
Unit 2: Texas Declaration of
Independence
TEKS eligible for testing:
7.1A, 7.1C, 7.2D, 7.3A,
Estimated time frame: 6 days
7.3B, 7.9C, 7.17A,
(3 block days)
TEKS: 7.1C, 7.3A, 7.3B, 8.4C,
8.15C
Unit 3: The Texas Revolution
Estimated time frame:
14 days (7 block days)
TEKS: 7.1A, 7.1B, 7.1C, 7.3B,
7.3C, 7.3D, 7.8A, 7.8B, 7.9A,
7.9C, 7.17C
7.1: Traditional historical points of reference in Texas history.
7.1A: identify the major eras in Texas history, describe their defining characteristics, & explain why historians divide the past
into eras, including ...; Revolution & Republic; ...
7.1B: apply absolute & relative chronology through the sequencing of significant individuals, events, & time periods
7.1C: explain the significance of the following dates: ... 1836, Texas independence...
7.2: How individuals, events, & issues through the Mexican National Era shaped the history of Texas
7.2D: identify the individuals, issues, & events related to Mexico becoming an independent nation & its impact on Texas, ...
the Mexican federal Constitution of 1824, the merger of Texas & Coahuila as a state, the State Colonization Law of 1825, &
slavery
7.2F: contrast Spanish, Mexican, &Anglo purposes for & methods of settlement in Texas
7.3: How individuals, events, & issues related to the Texas Revolution shaped the history of Texas
7.3A: trace the development of events that led to the Texas Revolution, including the Fredonian Rebellion, the Mier y Terán
Report, the Law of April 6, 1830, the Turtle Bayou Resolutions, & the arrest of Stephen F. Austin
7.3B: explain the roles played by significant individuals during the Texas Revolution, including George Childress, Lorenzo de
Zavala, James Fannin, Sam Houston, Antonio López de Santa Anna, Juan N. Seguín, & William B. Travis
7.3C: explain the issues surrounding significant events of the Texas Revolution, including the Battle of Gonzales, William B.
Travis's letter "To the People of Texas & All Americans in the World," the siege of the Alamo & all the heroic defenders who
gave their lives there, the Constitutional Convention of 1836, Fannin's surrender at Goliad, & the Battle of San Jacinto
7.3D: explain how the establishment of the Republic of Texas brought civil, political, and religious freedom to Texas
7.8: Uses geographic tools to collect, analyze, & interpret data
7.8A: create & interpret thematic maps, graphs, charts, models, & databases representing various aspects of Texas during the
19th ... century
7.8B: analyze & interpret geographic distributions & patterns in Texas during the 19th ... century
7.9: Understands the location & characteristics of places & regions of Texas
7.9A: locate ... places of importance in Texas during the 19th ... century such as major cities, rivers, natural & historic
landmarks, political & cultural regions, & local points of interest
7.9C: understands the effects of the interaction between humans & the environment in Texas during the 19th ... century
7.13: Interdependence of the Texas economy with the United States & the world
7.13A: analyze the impact of national & international markets & events on the production of goods & services in Texas
such as agriculture ...
7.17: Importance of the expression of different points of view in a democratic society
7.17A: identify different points of view of political parties and interest groups on important Texas issues, past and
present
7.17C: express & defend a point of view on an issue of historical or contemporary interest in Texas
8.4: History. The student understands significant political and economic issues of the revolutionary era.
8.4C: explain the issues surrounding important events of the American Revolution, including declaring independence;
writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring
the winter at Valley Forge; and signing the Treaty of Paris 1783 RC1
8.15 Government. The student understands the American beliefs and principles reflected in the Declaration of
Independence, the U.S. Constitution, and other important historic documents.
8.15: Government. The student understands the American beliefs and principles reflected in the Declaration of
Independence, the U.S. Constitution, and other important historic documents.
8.15C: 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 RC3
*Social Studies Skills should be taught in conjunction with the Content TEKS; therefore, they are embedded throughout
the year.
Yearly
Itinerary
information
should be
used along
with school
event calendar
information to
get an accurate
picture of
available
instructional
time.
You have a lot
of TEKS for these
two units. Review
the SEs with
students. Consider
how you can
“bundle” the SEs.
Connect the
TEKS to previous
learning and to the
new learning.
Review CRM for Concept, Transfer, Enduring Understandings, Essential Questions,
Units, Vocabulary, and Arcs, Resources, Time Pacing for ARC…
© Austin Independent School District, 2012
Course: Grade 7 Social Studies
Austin ISD Curriculum Road Map (CRM)
Name: Conflict and Change- The Texas Revolution
Grading Period: 3rd 6 Weeks
Pacing

25 days (12.5 Block Days)

November 13- December 20, 2012
DESIRED RESULTS
Making Meaning
Transfer: Students will be able to independently use the learning to compare and contrast the reasons why nations seek independence.
Create questions
to spark interest,
to get your
students
thinking, to help
students make
connections.
Enduring Understandings: Conflict between groups occurs when cultural
values differ.
Why do people fight? What is conflict?
How and why does conflict happen?
Why does conflict occur between cultural groups with different values?
Does conflict always occur between cultural groups
What does different values mean?
What is considered “common ground” among people of different
cultural groups/beliefs?
Unit 1: Causes of the Texas Revolution
Essential Vocabulary decree, Centralist, Federalist, resolutions, imported,
skirmish, dictator, repeal, banned, casualties, treaties, customs duties
Essential Questions:

How do political events contribute to cultural
conflict?

How do people justify rebellion?

How do perceptions of historical conflicts change
over time?

How do conflicts affect all aspects of a society?
Supporting vocabulary link
SS_7thgr_SupportingVocab_3rd_6weeks_1213
Student pre-requisite knowledge
Students need to understand the conflicts between Anglo settlers and the Mexican government.
Resources: Glencoe, Texas and Texans, Chapter 8; Portal to Texas History
ELPS: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to support
English Language Learners.
ARC 1: Political Events leading to the Texas Revolution
Arc Pacing: 3 Days (1.5 Blocks)
Targeted Vocabulary: decree, Centralist, Federalist, resolutions, imported, skirmish, dictator, repeal, banned
Resources: Glencoe, Texas and Texans, Chapter 8; Portal to Texas History
•
•
Look at the TEKS being taught for the lesson, what students will need to
know and be expected to do.....
Look at the verbs, words, phrases....
•
•
•
•
•
What TEKS are going to be addressed during this lesson?
Which TEKS have been taught before?
How can you connect these previously taught TEKS to the new learning?
What academic vocabulary do students need to understand and use?
What words, phrases in the TEKS may not be understood by the students?
•
What probing question(s) will facilitate understanding and mastery?
(Use your question lists from slide 2 to formulate some questions you can use with your
students.)
Students should
know what a
history era is and
connect the era to
time and events
being studied.
TEKS Knowledge & Skills
Readiness and Supporting Standards are not
designated for this level.
Acquisition
Students Will Know
Make a list of
words phrases in
the TEKS that
your students
might not
understand, be
familiar with, etc.
Students Will Be Able To
7.1 History. The student understands traditional historical points of reference in Texas history.
7.1A identify the major eras in Texas

The Mexican National Era and

List the major events, ideas,
history, describe their defining
Revolution and Republic eras
and individuals of the Mexican
characteristics, and explain why
have defining characteristics.
National Era and Revolution
historians divide the past into era,

The sequence of major events
and Republic
including…Mexican National; Revolution
leading up to the Texas

Create a timeline of major
and Republic…
Revolution.
events leading up to the Texas

The significance of 1821 and
Revolution.
7.1B apply absolute and relative
chronology through the sequencing of
1836 to Texas history

Explain to a partner the
significant individuals, events, and time
significance of 1821 and 1836
Students should be able to
periods
to Texas history using the
explain the meaning of the
sentence stem, “1821/1836
TEKS and make connections
7.1C explain the significance of the
to the new learning.
was an important year in Texas
following dates: …1821, independence
history because….”
from Spain; 1836, Texas independence…
Do students know
what the word
significance means?
When TEKS are repeated, still review
for comprehension. You will be confirming
students’ understanding and vocabulary
development.
•
•
Look at the TEKS being taught for the lesson, what students will need to know and be
expected to do.....
Look at the verbs, words, phrases….
• What TEKS are going to be addressed during this lesson?
• What academic vocabulary do students need to understand and use?
• What words, phrases in the TEKS may not be understood by the students?
• What guiding question(s) will facilitate understanding and mastery?
TEKS Knowledge & Skills
Readiness and Supporting Standards are not
designated at this level.
Keep all TEKs
being studied
posted for
students to
see. Make a
list of what
needs to be
learned. As
students
come to the
content they
need, stop
and let them
take notes
on a graphic
organizer.
Use the
graphic
organizers in
the text, pp.
185 & 186.
Acquisition
Students Will Know
Students Will Be Able To
7.2 History. The student understands how individuals, events, and issues through the Mexican National Era shaped the
history of Texas
7.2D identify the individuals, issues, and 
The role of individuals, issues

Create a graphic organizer to
events related to Mexico becoming an
and events related to Mexico
explain how the documents
independent nation and its impact on
gaining its independence from
and issues listed in TEKS 7.2D
Texas, including… the Mexican Federal
Spain.
impacted Texas in the years
Constitution of 1824, the merger of

Mexican Independence
following Mexico’s
Texas and Coahuila as a state, the State
impacted Texas.
independence from Spain.
Colonization Law of 1825, and slavery

The results of the Mexican

Write a newspaper editorial
Federal Constitution of 1824,
explaining how differences
7.2F contrast Spanish, Mexican, and
the merger of Texas and
among Spanish, Mexican, and
Anglo purposes for and methods of
Coahuila as a state, the State
Anglo purposes for and
settlement in Texas
Colonization Law of 1825, and
methods of settlement in Texas
slavery strained the
created tensions.
The TEKS 7.2F has been taught, refer
relationship between Texas
and review the comparison made with
and Mexico.
the students. Let students retell what

The differences among
has been learned and how it connects
purposes for and methods of
to the new learning and the TEKS. Make
settlement in Texas used by
them accountable to recognize when
Spanish, Mexican and Anglo
they are mastering a standard. Students
colonists contributed to rising
can record in their notebooks the TEKS
tensions between Mexico and
and a short reflection that illustrates
Texas.
their understanding.
How will the verbs in the TEKS affect how you will teach the
lesson? The student product? The questions you will ask?
Continue the list of
words phrases in the
TEKS that your
students might not
understand, be
familiar with, etc.
Look at the verbs
the phrases, and
the content on
this slide in
TEKS. Discuss
how you will
teach the lesson
for students’
mastery.
More TEKS
7.3 History. The student understands how individuals, events, and issues related to the Texas Revolution shaped the
history of Texas.
7.3A trace the development of events

The Fredonian Rebellion, the

Create a human bar graph to
that led to the Texas Revolution,
Mier y Teran Report, the Law
explain how the events listed in
including the Fredonian Rebellion, the
of April 6, 1830, the Turtle
TEKS 7.3A contributed to the
Mier y Teran Report, the Law of April 6,
Bayou Resolutions, and the
Texas Revolution.
1830, the Turtle Bayou Resolutions, and
arrest of Stephen F. Austin led
the arrest of Stephen F. Austin
to the Texas Revolution.
What does trace
the development
… mean?
7.13 Economics. The student understands the interdependence of the Texas economy with the United States and the
world.
7.13A analyze the impact of national and 
National and international

Write an essay to analyze the
international markets and events on the
markets and events impact the
ways in which events leading to
production of goods and services in Texas
production of goods and
the Texas Revolution
such as agriculture, oil and gas, and
services in Texas.
influenced the production of
computer technology
goods and services in Texas.

Explain why slavery was
important to agricultural
production in Texas.
Can students analyze the impact
of international markets and
events on …..
What does analyze mean?
As students develop background knowledge through
reading and taking notes, make sure to tell them about the
essay they will write and when and where they need to
take notes on content for their essay. “You will need this
information….” “Jot …. down, you will want to put it in
your essay,” “Is this information about… important to put
in your essay?” are some suggested remarks you will want
to relate to students. Provide them with a graphic
organizer that will support them with their note taking,
developing content knowledge, and the writing of the
essay. Stop and talk, share with partners or other activity
after 5-10 minutes of reading.
TEKS: Look at the TEKS verb, words, phrases…
• Do you understand what students need to master?
• Do you understand what the TEKS expect the students to learn?
• How will you teach/review the vocabulary and phrases related to the
TEKS to the students ?
• How will you teach/review the TEKS with the students?
• How will your lesson reflect the mastery of the TEKS being studied?
• Do the students understand what they need to master?
• Can students identify the verbs in the TEKS?
• How will you connect previously taught TEKS to the new learning?
• How will you know when the student has accomplished/
demonstrated mastery of the TEKS being studied?
• How will the student know she/he has mastered the TEKS?
PLEASE NOTE that at first these strategies may seem very labor intensive, but as your
students develop their background knowledge and academic vocabulary, these
procedures will go faster because you have laid the foundation and the result will be
that the students know and understand the meanings of most of the words and
phrases in the TEKS. Do not neglect reviewing the TEKS. At the end of your lesson,
your students should be able to connect the new learning to the TEKS being taught
and see relationships to prior learning.
Assessment Evidence & Model
Lesson
ASSESSMENT EVIDENCE
Student Work Products/Assessment Evidence
Performance Tasks
Other Evidence (i.e. unit tests, open ended exams, quiz,
essay, student work samples, observations, etc.)


Students will read excerpts from the Law of April 6,
1830 (Texas and Texans, p. 189) the Mexican
Constitution of 1824 (Texas and Texans, pp. 172-3,
192, 197, 198, 207, 212, 215), and the Turtle Bayou
Resolutions (Texas and Texans, pp. 191-2), and
explain how these events led to the Texas Revolution
in an essay.
Students will write a letter to the governor of
Coahuila y Tejas protesting the new laws. The letter
must include specific references to three of the
articles from the Law of April 6. 1830.
The Handbook of Texas Online Background
information: article on the Law of April 6, 1830;
Mexican Colonization Laws; Turtle Bayou Resolutions
See Social
Studies
website for
lessons.
Short Cycle Assessment

SCA Testing Window: December 13 -19, 2012

SEs eligible for testing include, but are not limited to:
7.1A, 7.1C, 7.2D, 7.3A
Additional Suggestions for Assessment

Teacher observations

Interactive Student Notebook entries addressing
the questions, “How do political events contribute
to cultural conflict? “How do people justify
rebellion?”

Graphic organizer explaining how the documents
and issues listed in TEKS 7.2D impacted Texas in the
years following Mexico’s independence from Spain
LESSON PLANNING TOOLS
In the course of lesson planning, it is the expectation that teachers will include whole child considerations when
planning such as differentiation, special education, English language learning, dual language, gifted and talented, social
emotional learning, physical activity, and wellness.
Model Lesson- The Road to Revolution
Suggested Pacing: 3 days (1.5 Block Day)
TEKS: 7.1A, 7.1B, 7.1C, 7.2D, 7.2F, 7.3A, 7.21B, 7.21C
Instructional Resource: PENDING
Go the Social Studies
Website linked below
and look at
the lessons. Will you
have to add to them
for students to be
prepared to complete
the Performance
Tasks?
See The Texas
Portal lessons
for causes of
the Texas
Revolution.
ARC 2: Cultural Differences and the Texas Revolution
Follow the same procedures with the TEKS, Students Will Know, Students Will
Be Able to…as you did in ARC 1.
Read the “Students Will Know…
and the Students Will Be Able
to…”
Do these sections reflect what is in
the TEKS?
How will your teaching reflect these
sections?
o
oral language strategies
o
written response strategies
o
questioning strategies
o
collaborative learning
strategies
Suggested Anchors of Support:
•
Timeline: Texas & Texas,
Chapter 8, pp. 184-201
•
Use graphic organizer (Two
Column Chart) suggested in
the text or determined by the
teacher to support student
learning TEKS 7.3B.
•
Primary source Critical
Thinking Skills: Identify Points
of View from Unit 4 Resources,
The Republic of Texas ancillary
Glencoe materials, pp. 15-16
Graphic Analysis for written
document.
Discuss as a group and share
with each other. What
activities will I use to engage
my students and ensure
mastery of these TEKS?
Homework?
ARC 2: Cultural Differences and the Texas Revolution
Targeted Vocabulary: casualties, treaties, customs duties
Resources: Glencoe, Texas and Texans, Chapter 8
TEKS Knowledge & Skills
Readiness and Supporting Standards are not
designated at this level.
Arc Pacing: 3 Days (1.5 Block Days)
Acquisition
Students Will Know
Students Will Be Able To
7.1 History. The student understands traditional historical points of reference in Texas history.
7.1A identify the major eras in Texas

The Revolution and Republic

List the major events, ideas,
history, describe their defining
era has defining
and individuals of Revolution
characteristics, and explain why
characterisitics.
and Republic.
historians divide the past into era,
including… Revolution and Republic…
7.3 History. The student understands how individuals, events, and issues related to the Texas Revolution shaped the
history of Texas.
7.3B explain the roles played by

The individuals listed in TEKS

Create sensory figures to
significant individuals during the Texas
7.3B played an important role
explain the roles of individuals
Revolution, including George Childress,
in the Texas Revolution.
listed in TEKS 7.3B in the Texas
Lorenzo de Zavala, James Fannin, Sam
Revolution.
Houston, Antonio Lopez de Santa Anna,
Juan N. Seguin, and William B. Travis
7.17 Citizenship. The student understands the importance of the expression of different points of view in a democratic
society.
7.17A understands the importance of

There are numerous multiple

Write and perform a dialog
the expression of different points of
perspectives of the Texans and
between a Mexican and a
view in a democratic society
Mexicans about the issues
Texan about an issue leading
leading up to the Texas
up to the Texas Revolution.
Revolution, such as: the
Fredonian Rebellion, the Mier y
Teran Report, the Law of April
6, 1830, the Turtle Bayou
Resolutions, and the arrest of
Stephen F. Austin.
Assessment Evidence and Model Lessons
Point of View
Mexican
ASSESSMENT EVIDENCE
Student Work Products/Assessment Evidence
Performance Tasks
Other Evidence (i.e. unit tests, open ended exams, quiz,
essay, student work samples, observations, etc.)
Anglo

Students will participate in a debate exploring both
the Mexican view and the Anglo view of the Texas
Revolution. Students will use the sentence stems,
“From my point of view, I agree/disagree with____
because….”.

Historic Figures Role
Person
George
Childress
Lorenzo de
Zavala
Sam
Houston
Role
Short Cycle Assessment

SCA Testing Window: December 13-19, 2012

SEs eligible for testing include, but are not limited to:
7.3B, 7.17A
Additional Suggestions for Assessment

Teacher observations

Interactive Student Notebook entries addressing
the question, “How do perceptions of historical
conflicts change over time?”

Graphic organizer explaining the roles of individuals
listed in TEKS 7.3B in the Texas Revolution
Students assume the role of a historical figure in the
Texas Revolution from a list provided by the
teacher. Students write a journal entry from their
character’s point of view, responding to four events
in the Texas Revolution. Students can use the
sentence stem, “After the _____, I felt____
LESSON PLANNING TOOLS
because…”
In the course of lesson planning, it is the expectation that teachers will include whole child considerations when
planning such as differentiation, special education, English language learning, dual language, gifted and talented, social
emotional learning, physical activity, and wellness.
Model Lesson- Cultural Differences and the Texas Revolution
Suggested Pacing: 2 days (1 Block Day)
See Texas Portal Lessons Lesson: Mexican/Texan Talk It Out
TEKS: 7.3A, 7.3B, 7.17A, 7.22D
Instructional Resource: PENDING
Suggested HomeWork: Reteach Ancillary Materials, Cultural Differences,
Bias, Cause-and-Effect, Critical Thinking, Geography, History, Past and
Present, Writing a Paragraph, Primary Sources, pp. 33-37
Activity Book Vocabulary and Recognizing Bias, pp. 15-16
Reading Essentials and Study Guide for each section, reading and writing,
pp. 93-104
There are lessons at the
Social Studies Website.
Review these lessons.
Inserting
some
challenge
If this is the
first time your
students are
doing a project,
the teacher will
need to guide
each step and
set deadlines
for each part.
If this is not the
first time, the
teacher will
still have to set
up the groups
and structure
the time for the
due dates for
each part of the
project.
Project: Extension and Partner/Small Group Work
Can be used for a sixweeks project,
differentiation, extra
credit, group work
for those that finish
early….
Important:
•
•
•
•
•
•
•
Read with students the
Background, Task, Audience,
Purpose, Procedure and
Assessment.
Set up a timeline for each of
the 5 steps in the Procedure. *
What will be done in class and
what will be done at home?
Review the Assessment List &
Scoring Rubric with them,
pp. 17 & 18.
Model paragraph writing for
the writing portion. Give them
plenty of examples to see from
other publications on what a
paragraph looks like. Dissect
your model paragraph so they
know what is expected.
Explain how many paragraphs
they will need to write. Space
out the paragraph writing
assignments so they don’t
become overwhelmed, one per
week or 2 or 3 days.
Allow time for editing and
corrections. You may need to
do one on one conferences for
the writing portion.
Give them copies of the
Performance Assessment Task
Sheet, the Scoring Rubric,
pp. 47-48.
Ch. 8 Project Rubric and Performance Task: Give students copies of each
and discuss each part, setting of the time line of due dates for each
section.
Some Suggested Anchors of Support for Unit 1 Arcs
1 & 2 Homework: Slide 12…
•
Glencoe, Texas and Texans, Chapter 8; Portal to Texas History
•
The Texas Portal Lesson on causes and events leading to the Texas Revolution, Path to the Revolution,
Lorenzo de Zavala, The Law of April 6, 1830
•
A resource for quality texts, school library, literacy center, books from the library that relate to the TEKS
being studied, books for teacher read-aloud
•
The Handbook of Texas online for teacher background knowledge on content. Law of April 6, 1830 ,
Lesson April 6, 1830, Convention of 1836
•
Teacher Read-Aloud Ask your school librarian for a suitable historical fiction or memoir to read to the
students about life in Texas as a colonist.
•
A resource for higher order question stems make a copy to have
•
A copy of Probing Questions
•
The Handbook of Texas Online Background information: article on the Law of April 6, 1830; Mexican
Colonization Laws; Turtle Bayou Resolutions
•
See Social Studies website for lessons.
•
Timeline: Texas & Texas, Chapter 8, pp. 184-201
•
Use graphic organizer (Two Column Chart) suggested in the text or determined by
the teacher to support student learning TEKS 7.3B.
•
Primary source Critical Thinking Skills: Identify Points of View from Unit 4
•
Resources, The Republic of Texas ancillary Glencoe materials, pp. 15-16 Graphic Analysis for
written document.
make a copy to have
Always check all slides for other anchors of support and Homework suggestions. Slide 39
Continue the same procedures: Review the Unit Title, vocabulary, resources,
Arc Title, Pacing , TEKS … Students Will Know, Students Will be Able to …
What Anchors
of Support will I
use?
•
Texas and Texans
The Handbook of
Texas Online:
Convention of 1836
Texas Revolution
•
Graphic
organizers
Unit 2: Texas Declaration of Independence
Supporting vocabulary link
Essential Vocabulary right to petition, grievances,
government, representation, dictator
Student pre-requisite knowledge
Students need to understand the causes of the Texas Revolution.
Resources: Glencoe, Texas and Texans, Chapter 9.3, and pages 708-709; Portal to Texas History
ELPS: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards
(ELPS) to support English Language Learners.
ARC 1: Understanding the United States Declaration of
Arc Pacing: 1 Day (.5 Block Day)
Independence
Targeted Vocabulary: right to petition, grievances, government, representation, dictator
Resources: Glencoe, Texas and Texans, Chapter 9.3, and pages 708-709
TEKS Knowledge & Skills
Readiness and Supporting Standards are not
designated for this level.
Create a graphic
organizer to take
notes on the events
that led to the Texas
Revolution.
Use the Reading Essentials
And Study Guide,
pp. 113-116
or the Guided Reading
Activity in Unit 3
Resources Mexican Texas,
p. 73
Acquisition
Students Will Know
Students Will Be Able To
7.1 History. The student understands traditional historical points of reference in Texas history.
7.1C explain the significance of the

The significance of 1836 to

Students will write a
following dates… 1836, Texas
Texas history.
paragraph to explain the
independence…
significance of 1836 using the
Review the date and its significance,
sentence stem, “1836 was an
your students should be able to
important year in Texas history
explain/write in their ISN the meaning
because….”
from your previous lessons using the
sentence stem suggested.
7.3 History. The student understands how individuals, events, and issues related to the Texas Revolution shaped the
history of Texas.
7.3A trace the development of events

The events listed in TEKS 7.3A

Identify reasons why the
that led to the Texas Revolution,
led to the Texas Revolution.
Texans wanted to be free from
including the Fredonian Rebellion, the
Mexican rule on a graphic
Mier y Teran Report, the Law of April 6,
organizer.
1830, the Turtle Bayou Resolutions, and
the arrest of Stephen F. Austin
Students will Know…Students
will be able to …
Anchors of Support
•
Texas and Texans, The
Convention of 1836, pp.
214-219; Texas
Constitution, pp. 708-709 )
•
Text copy of U.S.
Declaration of
Independence
•
Graphic Analysis
•
See p. 214 for graphic
organizer on Grievances
Students can work
in groups to
compare the two
Declarations…
however, the teacher
needs to guide this
activity. Read short
sections of both
documents at a time,
then discuss. This is
a supported activity,
not an independent
activity.
http://education.texashistory.unt.edu/lesso
ns/notebook/Causes/
TEKS Knowledge & Skills
Readiness and Supporting Standards are not
designated for this level.
Acquisition
Students Will Know
Students Will Be Able To
8.4 History. The student understands significant political and economic issues of the revolutionary era.
8.4C explain the issues surrounding

Issues and events led to the

Explain to a partner why the
important events of the American
drafting of the declaration of
American colonists wanted to
Revolution, including declaring
independence.
declare independence from
independence…
Great Britain.
8.15 Government. The student understands the American beliefs and principles reflected in the Declaration of
Independence, the U.S. Constitution, and other important historic documents.
8.15C identify colonial grievances listed

Colonial grievances against

Read the Declaration of
in the Declaration of Independence…
British rule are listed in the
Independence and identify the
Declaration of Independence,
grievances colonists had about
Use the Grievances graphic organizer on
and are similar to the
British rule.
p. 210.
grievances Texans listed

Compare and contrast the
against the Mexican
reasons for the Texans
government.
declaring independence from
Mexico with the American
colonists declaring
independence from Great
Britain.
Students take notes on similarities of the U.S. & Texas Declarations of Independence
The teacher will need to remind them when to take these
notes. Use a graphic organizer , such as a two column
chart one side for the U.S., the other for the Texas Declaration
Performance TASK and Model Lesson…
Students can use
their two column
chart to take notes
and then write a
compare and
contrast piece.
Lesson on the
Mexican/Texan
Talk It Out from
The Texas Portal
ASSESSMENT EVIDENCE
Student Work Products/Assessment Evidence
Performance Tasks
Other Evidence (i.e. unit tests, open ended exams, quiz,
essay, student work samples, observations, etc.)

Students will compare and contrast the Texas
Declaration of Independence with the U.S.
Declaration of Independence. Students will use the
sentence stem, “The Texas Declaration of
Independence and the U.S. Declaration of
Independence are similar/different because…” as
they discuss the documents in their small groups.

Students assume the point of view of a Mexican
official and compose a response to the Texas
Declaration of Independence.
Short Cycle Assessment

SCA Testing Window: December 13-19, 2012

SEs eligible for testing include, but are not limited to:
7.1C, 7.3A
Additional Suggestions for Assessment

Teacher observations

Interactive Student Notebook entries addressing
the question, “How do perceptions of historical
conflicts change over time?”

Graphic organizer listing the reasons why the
American colonists wanted to be free from Great
Britain
LESSON PLANNING TOOLS
In the course of lesson planning, it is the expectation that teachers will include whole child considerations when
planning such as differentiation, special education, English language learning, dual language, gifted and talented, social
emotional learning, physical activity, and wellness.
Model Lesson- Understanding the Declaration of Independence
Suggested Pacing: 2 days (1 Block Day) New Lesson on Social Studies Curriculum Website
TEKS: 8.15C, 7.21B, 7.21C
Instructional Resource: PENDING
CRM: Models/Anchors of Support… Instruction…
and Student Task… Plan your Lesson
Your classroom needs to reflect the TEKS and what is being studied.
Your anchors of support enhance and support your instruction.
Examples of Anchors for Support
The TEKS studied need to be written out for students to see
and connect to what is being studied.
•
Have available in your classroom: the textbook, maps, other
books/resources, websites, historical fiction, non fiction for
students to read, newspapers, magazines, posters, word
walls with academic vocabulary and supporting vocabulary,
student work…
Discovery Education Streaming, Austin Past and Present (you will
need to download to your computer), Teacher Read-Aloud…
o
What will your instruction include?
Primary Sources, Student Notebooks, graphic
organizers, maps, collaboration: small group
and partner work, models, read alouds, shared
and independent reading, research, projects,
technology…
o
o
o
o
Does your lesson engage/motivate
the students?
o
Task
The student task is aligned to
the TEKS/SE.
The task is aligned to
students’ differentiations
(SPED, ELL, GT).
Students are engaged in tasks.
Students are on task and able
to articulate learning.
Students are engaged, and
learning is student-centered.
Students are working as a
class, small group, partner,
individual.
Continue the same procedures: Review the Unit Title,
vocabulary, resources, Arc Title, Pacing , TEKS … Students Will
Know, Students Will be Able to …
ARC 2: Analyzing the Texas Declaration of Independence
Arc Pacing: 2 Days (1 Block Day)
Targeted Vocabulary: dictator
Resources: Glencoe, Texas and Texans, Chapter 9.3, and pages 708-709; Portal to Texas History
TEKS Knowledge & Skills
Readiness and Supporting Standards are not
designated for this level.
If you
have gone
over these
TEKS,
review
with your
students
and
connect to
the new
learning.
Acquisition
Students Will Know
Students Will Be Able To
7.1 History. The student understands traditional historical points of reference in Texas history.
7.1C explain the significance of the

The significance of 1836 to

Students will write a
following dates… 1836, Texas
Texas history.
paragraph to explain the
independence…
significance of 1836 using the
sentence stem, “1836 was an
important year in Texas history
because….”
7.3 History. The student understands how individuals, events, and issues related to the Texas revolution shaped the
history of Texas.
7.3A trace the development of events

The events that led to the

Read the Texas Declaration of
that led to the Texas Revolution,
Texas Revolution were
Independence and list the
including the Fredonian Rebellion, the
expressed as grievances in the
events associated with the
Mier y Teran Report, the Law of April 6,.
Texas Declaration of
Texans’ grievances.
1830, the Turtle Bayou Resolutions, and
Independence.

Explain the roles of the
the arrest of Stephen F. Austin

The names of the individuals
individuals listed in TEKS 7.3B
who played an important role
in the drafting of the Texas
7.3B explain the roles played by
significant individuals during the Texas
in writing the Texas Declaration
Declaration of Independence.
Revolution, including George Childress,
of Independence.
Lorenzo de Zavala, James Fannin, Sam
Houston, Antonio Lopez de Santa Anna,
Juan N. Seguin, and William B. Travis
What notes
do your
need in
order to
write the
paragraph?
What
type of
graphic
organizer
will your
students
use?
Performance TASK and Model Lesson…
Before students
can create a
political cartoon,
they need to know
what a cartoon
looks like and
what its purpose
is. They need to
practice analyzing
political cartoons.
See the political
cartoon on the
next slide and the
web address for
more cartoons and
an analysis chart.
ASSESSMENT EVIDENCE
Student Work Products/Assessment Evidence
Performance Tasks
Other Evidence (i.e. unit tests, open ended exams, quiz,
essay, student work samples, observations, etc.)

Student-created political cartoon illustrating the
Mexican government’s reaction to the Texas
Declaration of Independence.

Students will read the Texas Declaration of
Independence and list the events associated with the
Texans’ grievances.
TX DOI is in the textbook, pp. 708-709
Short Cycle Assessment

SCA Testing Window: December 13-19, 2012

SEs eligible for testing include, but are not limited to:
7.1C, 7.3A, 7.3B
Additional Suggestions for Assessment

Teacher observations

Interactive Student Notebook entries addressing
the question, “How do people justify rebellion?”

Graphic organizer listing the reasons why the
Texans wanted to declare independence from
Mexico
LESSON PLANNING TOOLS
Teacherguided first,
then
gradually
release for
them to
work with a
partner.
In the course of lesson planning, it is the expectation that teachers will include whole child considerations when
planning such as differentiation, special education, English language learning, dual language, gifted and talented, social
emotional learning, physical activity, and wellness.
Model Lesson- Analyzing the Texas Declaration of Independence
Suggested Pacing: 2 days (1 Block Day)
TEKS: 7.2D, 7.3B, 7.3C, 7.21B,
Instructional Resource: PENDING
Use Political Cartoons as Warm Ups or during a
lesson
Use a graphic
organizer to analyze a
political cartoon.
Political Graphic
Organizer Analysis
document
Students need to use their
social studies vocabulary
words when discussing
political cartoons.
Roger Moore’s website
with more Texas Political
Cartoons
Don’t Forget: ELPS, CCRS, and 21st Century
Framework….

ELPS
These standards are required by law and are not only designed to make content
comprehensible and develop academic language for ELL’s but support quality
instruction for all learners in listening, speaking, reading, and writing.

CCRS
These standards were approved in 2008 to ensure that Texas students are graduating
from high school with all the skills necessary to be successful in college. These focus not
only on content but the intellectual skills and underlying understandings of the structure
of knowledge necessary to be highly equipped for post-secondary education.

Framework for 21st Century Learning
This framework is designed to outline the skills, knowledge, and expertise students need
to be successful in life, work, and globally. They focus on aptitudes such as, creativity,
technology, collaboration, critical thinking, problem solving, and communication.
Take a Few Minutes…
Discuss and plan with your team how you will teach each Unit and ARC
Review the slides as needed…
•
What content might your students have difficulty in understanding?
•
What words/phrases in the TEKS will students have difficulty
in understanding?
•
What anchors of support do my students need? Download as much of the
online material and have copies ready for students to read. Do you need one
copy for each student? It depends, if you are a Focus l or Focus ll campus, then
definitely. Students can write on their copy, highlight, underline…. If it is a
partner assignment, then perhaps one copy for each pair of students.
•
How will I reference/use the anchors of support in my lesson?
•
What primary sources am I using in the lesson? What primary sources does the
textbook have, other web sources? What graphic organizers for primary
sources are we going to use?
•
What are my performance tasks? How will my lesson (instruction) support
students to complete the performance task?
•
Think about homework you will give your students to support their
understanding and mastery of the TEKS.
•
Do give homework and make it the expectation! Use your textbook ancillary
books, such as the Reading Essentials and Study Guide, the Activity
Workbook and others…
Important:
Introduce the Performance
Assessment Go over each
part. You will have to be
explicit in your instruction.
Discuss what is expected of
each group and what each
person is expected to do.
You will need to set up
what they do in class and
what they do for
homework. If they have
done a project, then allow
the groups to discuss and
set up what they need to do
on their own time
(homework). The teacher
needs to approve their
schedule. Remember: you
will still have to shadow
and give explicit
instructions and a timeline
of expectations. Discuss
the Rubric and
Assessment list in order
for students to understand
the expectations for this
work.
You do not have to do every
project. You might want to
do one per six weeks or
every other six weeks.
Students should work as
partners. Some may want
to work alone.
Challenge…
Students work
with a partner,
or in groups of
3. These
projects
provide
challenge for
your students.
Let them
present to the
class. Always
use the Student
Accountability
slip for the
listeners.
Ch. 9 Performance Task and Rubric: Give students a
copy of each.
Some Suggested Anchors of Support for Unit 2 Arcs
1 & 2 Homework: Slide 31
•
Glencoe, Texas and Texans, Chapter 9.3, and pages 708-709; Portal to Texas History
•
TX DOI is in the textbook, pp. 708-709
•
A resource for quality texts, school library, literacy center, books from the library that relate to
the TEKS being studied, books for teacher read-aloud
•
Texas and Texans, The Convention of 1836, pp. 214-219; Texas Constitution, pp. 708-709 )
•
Text copy of U.S. Declaration of Independence
•
See p. 214 for graphic organizer on Grievances
•
Model Lesson Portfolios
•
The Texas Portal Lesson on the Mexican/Texan Talk It Out from The Texas Portal
•
Teacher Read-Aloud Ask your school librarian for a suitable historical fiction or memoir to
read to the students about life in Texas as a colonist.
•
A resource for higher order question stems make a copy to have
•
A copy of Probing Questions make a copy to have
•
•
Handbook of Texas Online: Convention of 1836 Texas Revolution
Graphic organizers
•
Political Graphic Organizer Analysis Political Graphic Organizer Analysis document
•
Texas Political Cartoons Roger Moore’s website with more Texas Political Cartoons
Graphic Analysis
Always check all slides for other anchors of support and Homework suggestions. (Slide 39)
When You Do A Project…
•
Divide students into small groups or partners (nor more than 3). The first Assessment Project
students do, the teacher will have to provide very structured instruction, modeling, and one on
one coaching especially when they write paragraphs. Accept only their best work. When students
work in groups, they will not have to write more than one or two of the paragraphs.
•
Will they grumble about doing a project, probably, but they are in school to learn and you are at
your school to teach. Don’t be dismayed. Take small steps, be positive, and stay after them to
challenge themselves. The first project is the hardest. When students complete a challenging task,
they may gripe like we do, but when they finish, they develop self-esteem and are proud of
themselves. Be positive, when they complain, acknowledge their feelings, but just keep moving
forward.
•
Have each group of students present their project.
•
The second project will be easier and by the third project, they will still need guidance, but will
be able to work more independently.
•
There is never enough time, try one project per 6 weeks or a minimum of two in the semester.
Examine the TEKS covered through a project.
•
These projects are already designed and the steps are laid out and easy to follow. The teacher will
have to add information she/he thinks the students will need.
During the project presentation, the other students are taking notes on each explorer to fill
in his/her timeline, map, graphic organizer, or student accountability slip on the social studies
website. MAKE STUDENTS ACCOUNTABLE! Remember: We have to always be one (or more if
possible) step ahead of them (or at least make them think we are).
Next Steps… Think about…
Before planning your lessons, review,
concept, pacing, unit, arc, TEKS,
vocabulary, resources, Students Will
Know, Students Will Be Able To,
Performance Tasks, Assessments, and
model lessons in the portfolios.
Look at the TEKS and the academic
vocabulary they contain. What can you
use in the CRM, what can you add to the
lesson to enhance engagement and
mastery for your students? Look at the
model lesson for support. What can you
use from this PowerPoint?
Don’t
forget:
assign
homework.
Make that an
expectation!
•
What guiding questions and/or stems are you going to use
to promote the use of academic vocabulary, to engage the
students, and support comprehension of what is being
learned?
•
What questions are being used to pique the students’ curiosity
that they cannot resist wanting to answer?
“Teaching consists of equal parts perspiration, inspiration, and
resignation.” - Susan Ohanian
•
How will you provide opportunities for students to use
academic vocabulary to demonstrate their learning and
mastery?
 How are you going to encourage the use of academic
vocabulary? How are you going to set the expectation that
students use academic vocabulary in the classroom?
 What primary sources can you use in these lessons?
 Are you communicating to students that in your classroom
it is the expectation that the students speak and write in
complete sentences using academic vocabulary with
meaning and understanding.
Education…
“Everyone who
remembers his own
educational experience
remembers teachers, not
methods and techniques.
The teacher is the
kingpin of the
Homework
Make It Interesting and Make It Positive
Suggestions…
•
Book reports and presentations
•
Assessment Projects from the Chapters included in
this Power Point.
•
Read and highlight a short article from Texas
Handbook online or other source linked in this
portfolio:
•
Make copies of George C. Childress , p. 219
from Texas and Texans, The Handbook of
Texas online for George C. Childress,
Juan Nepomuceno Sequín, and/or
Lorenzo de Zavala. Students read and
summarize each man’s life and contributions to
Texas or create a time line of each man’s life
and events.
Keep these men on a chart along with their
contributions to Texas in the classroom and
post the summaries/timelines of their lives
•
Illustrate a TX history event, historical figure and write
a short paragraph about the illustration.
•
Activity pages from the textbook ancillary books,
chapter 8, pp. 15-16 and chapter 9, pp. 17-18
•
Reading Essentials and Study Guide, chapter 8,
pp. 93-104 and chapter 9.3, pp. 113-116
•
Pose one question pertaining to the content
being studied for students to answer in a written
paragraph.
What are the benefits?
Homework usually falls into one of three
categories: practice, preparation, or
extension. The purpose usually varies by
grade. Individualized assignments that tap
into students' existing skills or interests can
be motivating. At the elementary school
level, homework can help students
develop study skills and habits and can
keep families informed about their child's
learning. At the secondary school level,
student homework is associated with
greater academic achievement. (Review of
Educational Research, 2006)
Will all students do their homework…no, but
even if one does it, you have made a difference.
Planning continued…
Planning Instruction:
After reviewing the CRM•
How will you engage your students so that the learning is relevant to them?
•
What questions will you use to support and guide students to mastery of the
TEKS being studied and beyond?
•
How will your students demonstrate that they have mastered the learning
(assessment)? How will you know they have the Essential Understandings?
Are able to answer the Essential Questions?
•
What strategies, best practices will engage and drive the learning for mastery
from each of your students? What primary sources will you use to support
the learning?
•
What are your anchors of support for this lesson?
•
What differentiation accommodations will you need to add to your lesson so
that all students meet the standards?
As you plan…Address the needs of
diverse learners….
The first part of differentiating instruction involves: finding out where your students
are starting in their knowledge base and anticipating areas where clarification may be
necessary. There are formal and informal ways to acquire this information.
What background knowledge, prior learning, and habits do students need in order to
be successful with the new concept?
What misconceptions need to be clarified before new learning takes place?
How will instruction be differentiated to address the needs of all learners?
• At what level of proficiency (in English/prerequisite skills) are my students?
• What supports/scaffolds would support the student understanding?
Who can I ask for help? The school SPED teacher, the District SPED office, ESL
teachers at the school, the District Bilingual Dept. and of course the Social Studies
Dept.
Homework is for all.
What does My Day Look Like…
You have 9 days or 4.5 Blocks for Unit 1, Arcs 1 & 2; Unit 2, Arcs 1 & 2. Texas and Texans, Chapters 8 & 9.3,
The Handbook of Texas online, Portal to Texas History
Some suggestions are listed below. Use the CRM, model lessons, this Power Point for student
activities.
Daily Schedule 45 minutes and 90 minute block scheduling
Warm-up – 10 minutes (90 minute block-15 minutes)
Engagement/Warm-up Suggestions (choose 1 for each day):
Vocabulary game: Divide students into small groups of 2 or 3. Each student takes a word and discusses the meaning with
the group. They may use context clues from the book, the glossary, the dictionary, the internet and develop a good
definition of the word for each of the words in their group. Students discuss and use the word in a several sentences.
Students discuss what picture would represent the word. They discuss and chart the words, definitions, and sentences on a
large piece of chart paper, and a sketch of the picture that represents the word. Each student takes a graphic organizer from
Marzano (next slide) and writes a definition, uses the word in a sentence, and draws a picture filling in the graphic organize
Discuss the experience, the vocabulary and the meanings with the students.
Remember: there are other vocabulary games that have been in these modules that you can use in place of the one above.
•
•
Read Aloud (book on content being studied) Suggested: Ask your school librarian for a fiction or non fiction chapter
book on living in Texas during this time period or several picture books to read aloud.
Question posed for short discussion and brainstorm
o What would your life be life if you were a colonist in Texas from 1821-1836? What would you think about living
with one set of laws or regulations and then having them changed
o What did the law of April 6, 1830 mean to the colonists in Texas?
o How are people from the past like people today?
o What would life for an individual be like living under a dictator’s rule?
Vocabulary
A graphic organizer
for vocabulary
practice from Building
Academic Vocabulary
by Robert J. Marzano
and Debra J.
Pickering
Use different graphic organizers
and activities for vocabulary
retention with each chapter. You
can come back to a favorite such as
the Hangman activity, but vary so
students develop a variety of
learning skills. Keep after them to
use the language of historians. If
you don’t make that expectation,
who will?!
Instruction/Activity/Group/Individual Work: 25-30
minutes (90 minute block 60-70 minutes)
Teacher explains, guides, instructs: The Teacher needs to have read the chapter,
articles and know what the students need to retain to master the TEKS and
have questions/resources ready for discussion and activities.
Teacher Notes:
• Use a graphic organizer for note taking such as the foldable suggested in the
textbook, use a timeline, or other graphic organizer of your choice.
• When reading the text: remember, it is at the instructional level and students
will need help in reading and comprehending what is being read. Texas and
Texans, Chapter 8 & 9.3 The Texas Handbook online: articles are
hyperlinked as well has other resources in the Power Point.
Have your questions, activities, materials, maps ready and
at your fingertips. Instruction will flow
AND
classroom management will run smoother.
Don’t give them time to be or get off-task!
Instruction/Activity/Group/Individual Work: 25-30
minutes (90 minute block 60-70 minutes)
Before Reading: Chapter 8 & 9.3Have students create two graphic organizers for Chapter 8 and 9.3. You may use the one listed at the beginning of
each section or one of your choice. Students will also need a graphic organizer for taking notes on their readings. Have
each ready for the students. See p. 204 or p. 213 to list historical figures, the roles they played and important events
during this time period in Texas history as an example.
During Reading: (No more than 5-10 minutes at a time, stop, do an activity, See below *Vary the activities.
The teacher will use questions that direct students to what is important to write on the graphic organizer or timeline
they are using. Call attention to and connect the TEKS when you read, discuss the information that is read that they
need to know. The teacher can also use the guided reading guides in the Unit Resources ancillary materials for
Chapters 8 and 9.3.
Do not assign the whole chapter for students to read alone or in small groups. They may be able to read small portions,
but the teacher will need to follow up with questions to check comprehension. Read a Texas Handbook online article
and compare to the text.
*Vary the reading and activities: Teacher reads a paragraph, students do shared reading, students read a paragraph in
partners (follow up with questions and answers especially if what has been read needs to be written on the graphic
organizer/timeline). Think about discussing/summarizing each paragraph. “What was said here that we need to
remember? Does this and how does this…connect to the TEK(s) we are studying?”
Students read a paragraph independently (again follow up with questions to make sure everyone comprehends what
they read). Be aware of what is in the chapter, is it necessary for students to read everything?
Look at the Project activity (chapter 8 slides: 13 & 14; chapter 9.3 slides: 24 & 25 ). Could the project be used to teach the
TEKS and the readings as a resource?
*Vary the activities. Read, then do an activity, such as mapping, adding to the timeline, adding to graphic
organizers, Think, Pair, Share in small groups, use the question stems from the websites listed on the Slide 3 of this
module. Illustrations in the student notebooks of a vocabulary word, quick research of something unknown and
needed to understand the meaning, mini biography cards, political cartoons (slide 22), photograph analysis (slide
40),…
Moving from one activity to another smoothly and with no breaks keeps students engaged and
“on their toes”and behaving!
Some Suggested Activities To Do:
An activity for students keeps students engaged and holds them accountable for their learning during your instruction
and during peer presentation. An activity varies the instruction.
Read for no more than 10 minutes, then choose an activity to fit what you are learning and need to learn.
Pose questions to the students from each section of the reading. When you know your question is answered in the
reading then stop and ask your question again. Have a 2-3 minute discussion or have them talk with each other to
answer the question.
It may be a turn and talk, a quick map activity, a shoulder partner share, a quick write on
their their graphic organizer, a quick sketch to show their understanding, a one word hangman vocabulary
word, guess the word I am describing….
*Graphic organizers are for notes, not paragraphs or essays, one to two minutes per item.
A timeline can be used to list historical figures, important events, and dates.
Students take notes. Use the foldable study organizer, a timeline, or other graphic organizer shown in
the text book to record notes. (Remember you will need to remind them to take notes… “This
information is directly related to the TEK we are studying…This may be something you want to jot
down…this is important for you to remember…this looks like it belongs on your timeline, foldable or
other graphic organizer…”
•
•
•
•
•
•
•
Create a vertical or horizontal timeline as students are learning about historical figures and events.
Use a map to find people and events during the time period being studied.
Who is …. (one of the people in the TEKS being studied or another important person. Take notes for a later project
on creating mini bio cards…
Use the lessons in the CRM and the activities. Use primary sources that connect to the lesson.
Use the ancillary resources, Activities Work Book, Performance Assessment Projects, Reading Essentials and Study
Guide, Step into Texas History, and the Unit Resources for Guided Reading.
Discuss: Why were some colonists satisfied/not satisfied under Mexican rule?
How is the Texas Declaration of Independence similar/different to the U.S. Declaration of Independence? Why are
they alike or not alike?
Activities Keep Students Engaged
•
Use the Glencoe Texas and Texans website for a web activity where students read about the
Fredonian Revolt from The Texas Handbook on line and then answer questions (already developed).
Note: The website given to click on takes you to The Texas Handbook online, but you will have to write in a
search for the Fredonian Revolt.
•
Use maps to locate, give relative location of Fredonia and other Texas colonies being studied.
•
•
Use graphic organizers to take notes and record information.
Read articles about Hayden Edwards and/or Benjamin Edwards from The Texas Handbook Online.
•
Use a time line to record historical figures, their roles, important dates and events.
•
Use Austin Past and Present to peruse primary source pictures to find human adaptations and record what
they are, where they are, and when they took place.
•
•
Use the picture of Haden Edwards and his wife (next slide) as a primary source to describe people in this
time period. The link takes you to a other primary sources and other information about Haden Edwards.
Read about the Turtle Bayou Resolutions and discuss. Compare the text version with the article linked.
•
Lesson Activities from the Texans Glencoe website There are many to choose from.
•
Activity Book (Ch. 8 & 9.3) vocabulary and comprehension skills pp. 15-16 & pp.17-19 (May be Homework)
•
•
Chap. 8 Resources: Reading Essentials and Study Guide pp. 93-104; Chap. 9.3, pp. 113-116
Extra reading using one of the links in this PowerPoint.
•
Start a project using the Performance Assessment, Activities and Rubrics Book in this Power Point
(ancillary book for the textbook).
What can you learn from this
picture?
Haden Edwards
and his wife,
Texas and Texans,
p. 187
Use the Document
Analysis Worksheet
from the National
Archives for
photographs to
analyze this picture.
It has all the
questions you need.
Closing and Final Processing
Closing/Debriefing/Summarizing 5-10 minutes (90 minute Block 15-20 minutes)
When writing, emphasize: complete sentences and correct punctuation and grammar.
Always debrief what was studied-Hold a 5 minute discussion and then have students write one or two
sentences about what they viewed was important, interesting, something new they learned, what
they connected to or other TBD by the teacher. The teacher may give out Exit Slips with a sentence
starter. Stress to students: Sentence is written with correct grammar and punctuation. When speaking,
they are to speak in complete sentences. (Always expect student’s best work. It will not happen in a
day, but by the end of the 6 weeks you will see a change in your students. Students will struggle, but
they will rise to your expectation. Set your expectations HIGH!
Final Processing Activity: Allow time for them to write a letter, prepare for a debate,
assume the role of a historical figure, write a compare and contrast paper...
Know what that end product is and prepare them for it during the lesson. See the
Performance Tasks for other Final Processing Activities. Consider having students do a Project described in
this PowerPoint Slides 13 & 14 for Chapter 8 and 24 & 25 for Chapter 9.3.
You will want to set up a graphic organizer with places for students to take notes on content they will need to
complete their final assignments/projects. By using the graphic organizer during the lessons, you save time because
students are preparing for their performance tasks. When the time comes for them to complete a performance task,
they are not starting at the beginning, but have the foundation for their work done and can now craft it into the
project/assignment required. You are teaching students how to organize their time, the content information, and
maximize their understanding and comprehension.
Schedule ReCap:
Warm Up/Engagement: 5-10 minutes (10-15 minutes Block)
See Slide 40
Instruction: 30 minutes (60-70 minutes Block)
Reading: 5-10 minutes (textbook, other article…)
Activity: 2-5 minutes (take notes, map, primary source…)
Repeat
Reading
Activity…
Closing: 5-10 minutes (15-20 minutes Block)
Debrief on what was learned.
Final Processing Activity: …
Of course this time will vary. If you have analyzed the time you have for the
lesson, what needs to be read, what activities students can do to stay engaged
and support the learning, time for note taking, then you can plan for a longer
performance task which may be the closing activity such as writing a letter,
preparing for a debate, assuming a role, a project, etc.
Graphic Organizers: Dinah Zike’s Big
Book of Texas History
Graphic Organizers: Dinah
Zike’s Big Book of Texas History
Review: Clear Expectations
• Knowledge and Skill Statement and Student Expectations posted and
referenced in the classroom.
• What resources, models or anchors of support will we use?
• How will students be held accountable for their learning and make
their thinking public?
• How will discussion and collaboration be encouraged and expected?
• How will students be grouped to extend and challenge their thinking
and problem solving abilities?
• What activities will I use? What primary sources can I use?
• How will students be motivated and engaged?
• How will I vary/pace the activities so students stay engaged? What is
my time schedule?
Best Practices…
Because Teaching and Assessing have a reciprocal relationship
Plan your lessons with these questions…
Best Practices:
•
How will the teacher model/explain clear expectations for the students’
learning?
(Such as developing a criteria chart with the students)
•
What anchors of support can be used/created to help students in their
thinking?
•
Which 21st Century Skills can be targeted?
•
How will students be held accountable for their new learning (and
homework), as well as make their thinking and learning public?
•
How will accountable discussions and collaboration be encouraged in an
atmosphere of mutual respect to the students?
•
How will students be grouped to challenge their thinking (problem solving)?
•
What role might technology play in making the learning more accessible and
at the same time, challenging?
Selecting the right resources…
•
The Social Studies grade level textbook and ancillary materials are a great place
to start.
•
•
The Texas Handbook Online is a solid resource for topics on Texas. Students
have an alternate to the textbook with more detailed information.
The CRM has resources listed under the Unit and the Arc.
•
•
Check out the Social Studies Website for more resources in your grade level.
Texas Portal lessons
•
The Library Services Media Center using IBISTRO: The Encyclopedia
Britanica and the World Book are online. Many other District licensed internet
resources are also there, along with usernames and passwords, including
Discovery Education Streaming. (Go the AISD website, type in IBISTRO in
the web address, click on Portal Knowledge.)
•
The school library and if your school has one, the literacy library for books on the
content being studied that your students can read in addition to the textbook.
•
Search for the appropriate primary sources for students to use and analyze to
develop meaning and understanding on the lesson being taught.
•
Use the Analysis graphic organizers for the appropriate primary source you are
using.
Don’t Forget…Student Engagement/
Formative Assessment
•
Reading/Research: Texas and Texans, Chapter 8 & 9.3, The Texas Handbook articles on line.
Review slides in the series “What Your Day Looks Like…”
•
Teacher High-Level Questioning Slide 3, two live links on questions
•
Collaboration, whole and small group work: Map comparison, any activity
•
Expectation for Justification of Thinking/Text/Research: Use in all class discussions, using
different sources, Texas Handbook online…
•
Evidence: Students point out in the text their evidence for their answers.
•
Turn and Talk : Use for questions during Read-Aloud or reading text. Student comment on
what was stated in the text, “What happened? Why it is important?”
•
Think-Pair-Share/Write-Pair-Share/ISN reflection can be done at the end of class as a part
of the debriefing, processing or as quick activities during the lesson.
•
Randomization of Responses: Engagement vocabulary activity, analyze primary
resources, mapping comparisons…
•
Teacher Wait Time! Let them think before answering, expect complete sentences.
•
Exit Slips: Use before they leave class, one statement on what they learned.
•
Homework: Slide 29 Suggestions
Don’t Forget…Writing
Personal Writing- essay, letter,
paragraph, reflection…
Write personal reflections/illustrations
on content Student Notebook
Factual Writing- Graphic organizers,
Interactive Student Notebook,
Student -Created Essay, letter,
compare contrast,…
•
•
•
•
•
•
Summarize what was learned
Explain the cause and effects in important events
Analyze events, historical figures
Interpret maps, data, graphs
Use graphic organizers
Illustrations on what was learned
During reading
and research, use
timelines or other
graphic
organizers for
note taking to
support final
piece.
Stay together as a Team
Continue to plan your lessons looking at the CRM with the TEKS
and all your resources. Review the slides…
“The aim of education should be to teach
us rather how to think, than what to
think-rather to improve our minds, as to
enable us to think for ourselves,….”
James Beattie
“Education is all a matter of building
bridges.”
Ralph Ellison
Plan ahead, know your content, organize your
lesson, have your materials ready and at your
fingertips, be enthusiastic with your students, have
high expectations, make every word and minute
count.