2nd 6 Weeks
Texas History Unit 1 Arcs 1
&2
Austin Independent School
District
CORE CONTENT COACHING
SOCIAL STUDIES
GRADE 7
THE TEACHER WHO…
The teacher who…is
indeed wise does not
bid you enter the
house of his wisdom,
but rather leads you to
the threshold of your
BRING….
•
•
•
•
•
•
School Calendar/Yearly Itinerary (YI)
Curriculum Road Map (CRM)
TEKS/ELPS/CCRS
Adopted Text Book, Texas and Texans
A resource for quality texts, school library, literacy
center, Amazon, Scholastic
Teacher Read-Aloud Suggested: Cabeza de Vaca’s Adventure in the
Unknown Interior of America by Alvar Nunez de Vaca Translated & Annotated
by Cyclone Covey (there are several books, be sure to get a translated copy
written by de Vaca)
• A resource for higher order question stems
• Lesson plan template
• A copy of Probing Questions
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.
• …and most especially, EACH OTHER!
YEARLY ITINERARY…LOOK AT THE CONTENT,
PACING, SCA
2nd 6 weeks
25 days
(12.5 Block days)
Migration – Explorers and Settlers in Texas
Unit 1: European Exploration
Estimated time frame: 9 days (4.5 block days)
Assessment:
SCA 1
Dates: November 2- 8, 2012
TEKS eligible for testing:
7.1A, 7.1B, 7.1C, 7.2B, 7.2C,
7.2D, 7.2F, 7.9A, 7.9C,7.10B,
7.17C, 7.19B
TEKS: 7.1A, 7.1B, 7.1C, 7.2B, 7.2F, 7.8A, 7.8B, 7.9A,
7.9B, 7.9C, 7.10B, 7.19C
Migration: Explorers and Settlers in Texas
Unit 2: European Colonization in Texas
Estimated time frame:
16 days (8 block days)
TEKS: 7.1A, 7.1B, 7.1C, 7.2B, 7.2C, 7.2D, 7.2E, 7.2F,
7.10A, 7.10B, 7.11A, 7.11B, 7.17C 7.19A, 7.19B,
7.19C
Yearly
Itinerary
information
should be used
along with school
event calendar
information to get
an accurate
picture of
available
instructional time.
Review CRM for Concept, Transfer, Enduring Understandings, Essential
Questions, Units, Vocabulary, and Arcs, Resources, Time Pacing for ARC…
© Austin Independent School District, 2012
Name of Course: Grade 7 Social Studies
Austin ISD Curriculum Road Map (CRM)
Name: Migration- Explorers and Settlers in Texas
Grading Period: 2 nd 6 weeks
Pacing

9 days (4.5 Block Days)

October 8-17, 2012
Concept
DESIRED RESULTS
Making Meaning
Transfer: Students will be able to independently use the learning to compare and contrast reasons for and consequences of
exploration over time.
Enduring Understandings: People migrate in response to political,
social, and economic needs.
Essential Questions:

What key elements stimulate migration? Do
Do students understand the term migrate?
Migrate and emigrar are true cognates.
students know that using the Latin suffix tion
turns the verb migrate into a noun. Migration
can be defined as “the act of migrating (or
moving from one place to another).

What are some benefits and risks involved with
migration?
Unit 1: European Exploration
Essential Vocabulary expedition, explorer
Supporting vocabulary link
Student pre-requisite knowledge
Students will need to know the physical and human geography of Texas.
Resources: Glencoe, Texas and Texans, Chapter 4; 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 : Early Explorers Introduction: Race for the Empire
Arc Pacing: 3 Days (1.5 Block Days)
Targeted Vocabulary: expedition, explorer
Resources: Portal to Texas History; : Glencoe, Texas and Texans, Chapter 4
• 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 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.)
TEKS Knowledge & Skills
Acquisition
Readiness and Supporting Standards are not
Students Will Know
designated at this level.
7.1 History. The student understands traditional historical points of reference in Texas history.
7.1A identify the major eras in Texas history,

The defining characteristics 
describe their defining characteristics, and
of the Age of Contact.
explain why historians divide the past into eras, 
The sequence events and

including… Age of Contact…
individuals related to the
Age of Contact.
7.1B apply absolute and relative chronology

The importance of 1519 to 
through the sequencing of significant
Texas history.
individuals, events, and time periods
7.1C explain the significance of the following
dates: 1519, mapping the Texas coast…
7.8 Geography. The student uses geography tools to collect, analyze, and interpret data.
7.8A create and interpret thematic maps, charts, 
Texas explorers used

models, and databases representing various
various routes when
aspects of Texas during the 19th, 20th, and 21st
traveling through Texas.

centuries

Geographic distributions
and patterns impacted

7.8B analyze and interpret geographic
Texas during the Age of
distributions and patterns in Texas in the 19th
Contact.
century…
Students Will Be Able To
Create a web showing the defining characteristics
related to the Age of Contact.
Create a timeline to showing important
individuals and events related to the exploration
of Texas.
Write a paragraph explaining the significance of
1519 to Texas history.
Create maps detailing the routes explorers took
as they traveled through Texas.
Explain the impact of geographic distributions
and patterns in Texas during the Age of Contact.
Explain the reasons for exploration and the
results of various European explorations in Texas
to a partner using the sentence stem, “People
explored Texas because…. The result of
exploration was…”
Make a list of words
phrases in the TEKS that
your students might not
understand, be familiar
with….
What is absolute
and relative
chronology?
• 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
Acquisition
Readiness and Supporting Standards
Students Will Know
Students Will Be Able To
are not designated at this level.
7.9 Geography. The student understands the location and characteristics of places and regions of Texas.
7.9A locate… places of importance in 
The location of important

Create a graphic organizer showing the similarities
Texas during the 19th century…
cities and geographic
and differences of the parts of Texas European
features in Texas during the
explorers mapped.
7.9B compare places and regions of
Age of Contact.

Write a journal from the point of view of an
Texas in terms of physical and human 
Places and regions of Texas
explorer who traveled to Texas explaining how
characteristics
differ in terms of physical
physical and human factors impacted your time in
and human characteristics.
Texas.
7.9C analyze the effects of physical

Physical and human factors
and human factors such as climate,
impacted European
weather, landforms, irrigation,
exploration in Texas
transportation, and communication
on, major events in Texas
7.19 Culture. The student understands the concept of diversity within unity in Texas.
7.19C identify examples of Spanish

Examples of Spanish

Create a museum exhibit describing the examples
influence and the influence of other
influence on Texas such as
of Spanish influence brought by individuals during
cultures on Texas such as place
place names, vocabulary,
the Age of Contact.
names, vocabulary, religion,
religion, architecture, food,
architecture, food, and the arts
and the arts resulting from
the Age of Contact are
numerous.
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….
Look at the verbs
on this slide and
the one before,
how will you teach
the lesson for
student mastery?
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 the students the vocabulary
and phrases related to the TEKS?
• How will you teach the TEKS to the students?
• How will your lesson reflect the mastery of the
TEKS being studied?
• Do the students understand what they need to
master?
• How will you know when the student has
accomplished/demonstrated mastery of the TEKS
being studied?
STUDENTS WILL KNOW…STUDENTS WILL BE ABLE TO…
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, pp. 100-101;
116
•
Foldables-study
organizer, p. 101
•
Map of explorers
routes, p. 104, see
next two slides
•
Primary Source
Support: pp.682-700
•
Primary source
quotations throughout
Ch. 3 Graphic Analysis
TEKS Knowledge & Skills
Acquisition
Readiness and Supporting Standards are not
Students Will Know
Students Will Be Able To
designated at this level.
7.1 History. The student understands traditional historical points of reference in Texas history.
7.1A identify the major eras in Texas

The defining

Create a web showing the defining
history, describe their defining
characteristics of the
characteristics related to the Age of
characteristics, and explain why historians
Age of Contact.
Contact.
divide the past into eras, including… Age of 
The sequence events

Create a timeline to showing important
Contact…
and individuals related
individuals and events related to the
to the Age of Contact.
exploration of Texas.
7.1B apply absolute and relative chronology 
The importance of

Write a paragraph explaining the
through the sequencing of significant
1519 to Texas history.
significance of 1519 to Texas history.
individuals, events, and time periods
7.1C explain the significance of the
following dates: 1519, mapping the Texas
coast…
7.8 Geography. The student uses geography tools to collect, analyze, and interpret data.
7.8A create and interpret thematic maps,

Texas explorers used

Create maps detailing the routes explorers
charts, models, and databases representing
various routes when
took as they traveled through Texas.
various aspects of Texas during the 19th,
traveling through

Explain the impact of geographic
20th, and 21st centuries
Texas.
distributions and patterns in Texas during

Geographic
the Age of Contact.
7.8B analyze and interpret geographic
distributions and

Explain the reasons for exploration and the
distributions and patterns in Texas in the
patterns impacted
results of various European explorations in
19th century…
Texas during the Age
Texas to a partner using the sentence stem,
of Contact.
“People explored Texas because…. The
result of exploration was…”
Discuss as a group & share
with each other. What
activities will I use to engage
my students and ensure
mastery of these TEKS?
Continue the discussion
with the next slide…
COMPARE MAPS
TEXAS MAPS AND MORE MAPS
Texas Explorers Maps at:
http://www.lib.utexas.edu/maps/
historical/history_texas.html
The Handbook of Texas online,
Spanish Mapping at:
http://www.tshaonline.org/handbook/onlin
e/articles/uws01
Texas 1836 at:
http://mappinghistory.uoregon.edu/english/US/map09.ht
ml
Students discuss in groups
using a primary source
analysis organizer for maps.
EXTEND THE LESSON WITH MORE MAPS
Texas 1849 at:
http://www.lib.utexas.edu/maps/histori
cal/badeker-tx-1849.jpg
Student
Tasks
How do these maps differ and why?
Draw a map of Texas from memory.
What happened to the Texas boundary in 1963? Read the Chamizal
Dispute from the The Handbook of Texas online.
Texas 21st century at:
http://geology.com/satellite/texa
s-satellite-image.shtml
STUDENTS WILL KNOW…STUDENTS WILL BE ABLE TO…
Continue your
discussion with
your group on
how you will
ensure your
students will
understand and
master the TEKS
for this Unit. Use
the Students Will
Know , the
Students Will Be
Able To , and the
TEKS as your
guide.
TEKS Knowledge & Skills
Acquisition
Readiness and Supporting Standards are
Students Will Know
Students Will Be Able To
not designated at this level.
7.9 Geography. The student understands the location and characteristics of places and regions of Texas.
7.9A locate… places of importance in Texas 
The location of

Create a graphic organizer showing the
during the 19th century…
important cities and
similarities and differences of the parts
geographic features in
of Texas European explorers mapped.
7.9B compare places and regions of Texas
Texas during the Age of 
Write a journal from the point of view of
in terms of physical and human
Contact.
an explorer who traveled to Texas
characteristics

Places and regions of
explaining how physical and human
Texas differ in terms of
factors impacted your time in Texas.
7.9C analyze the effects of physical and
physical and human
human factors such as climate, weather,
characteristics.
landforms, irrigation, transportation, and

Physical and human
communication on, major events in Texas
factors impacted
European exploration in
Texas
7.19 Culture. The student understands the concept of diversity within unity in Texas.
7.19C identify examples of Spanish

Examples of Spanish

Create a museum exhibit describing the
influence and the influence of other
influence on Texas such
examples of Spanish influence brought
cultures on Texas such as place names,
as place names,
by individuals during the Age of Contact.
vocabulary, religion, architecture, food,
vocabulary, religion,
and the arts
architecture, food, and
the arts resulting from
the Age of Contact are
numerous.
CRM ASSESSMENT EVIDENCE…
Discuss in partners or in
a group the formative and
summative assessments
listed. Are there any you
might want to add or
change?
Look at the second
performance task. Will the
timeline task show absolute
and relative chronology
sequencing individuals and
events related to the
exploration of Texas? What
would that look like? Do the
students know the terms
absolute and relative
chronology?
Do you bump up the challenge
when you state to the student
that he/ she is to create
her/his timeline, using
absolute and relative
chronology?
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 maps detailing the routes explorers
took as they traveled through Texas.

Student-created timeline to showing important
individuals and events related to the exploration of
Texas.

Student-created journal from the point of view of an
explorer who traveled to Texas explaining how
physical and human factors impacted your time in
Texas.
Short Cycle Assessment

SCA Testing Window: November 2-8, 2012

SEs eligible for testing include, but are not limited to:
7.1B, 7.1C, 7.9A, 7.9C
Additional Suggestions for Assessment

Teacher observations

Interactive Notebook entries addressing the
questions, “What key elements stimulate
migration? What are some benefits and risks
involved with migration?”

Graphic organizers showing the similarities and
differences of the parts of Texas European explorers
mapped
If you have reviewed the words and phrases in the TEKS
with your students and you use academic vocabulary and
terms when speaking to your students, they will understand
what you mean when you use the terms absolute and
relative chronology or any other academic terms.
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, Teacher Read-Aloud…
o
What will your instruction include?
Interactive Student Notebooks, graphic organizers,
collaboration: small group and partner work,
models, shared and independent reading,
research, 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).
Students are compliant with
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.
CRM PLANNING TOOLS…
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- Race for the Empire
Suggested Pacing: 2 days (1 block)
TEKS:7.1A,B, C; 7.8A,B,, 7.9A,B, C,; 7.19C
Instructional Resource PENDING
**Go to the 7th Grade Home page and select 2nd 6 weeks
to see if there is a portfolio for the Model Lesson: Race for
the Empire. There is a lesson portfolio for you to use. If
there is no lesson link, you will need to plan your lesson
using all the components in the CRM and the resources
you have and others that you find to teach the TEKS you
have just reviewed for this Unit. If there is a lesson, you will
want to look over it and make adjustments based on the
students you have, the background knowledge they have,
and the content/TEKS that are covered.
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 BEFORE GOING TO THE
NEXT ARC TO ….
Discuss and plan with your team how you will teach this Unit and ARC
Review the slides as needed…
•
What might your students have difficulty in understanding?
•
What words/phrases in the TEKSs will students have difficulty
in understanding?
•
What anchors of support do my students need?
•
How will I reference/use the anchors of support in my lesson?
•
Students are creating a timeline of significant historical people and events in Texas
as task, how about homework! You might have students create a personal timeline
or a family member’s timeline such as a parent or the oldest person in their family
with four + significant people and events from their lives. Students interview the
family member. Students may want to include pictures.
•
Think about homework you will give your students to support their
understanding and mastery of the TEKS.
Do give homework and recognize those students who do their homework
with extra credit or add points to any specific grade they choose.
As the saying says…
•
Homework: Because 7 hours at school isn't enough...
ARC 2: Spanish and French Exploration in Texas
Refer to previous slides as needed…
ARC 2 : Spanish and French Exploration in Texas
Arc Pacing: 6 Days (3 Block Days)
Targeted Vocabulary: expedition, explorer
Resources: Portal to Texas History; Glencoe, Texas and Texans, Chapter 4
TEKS Knowledge & Skills
Acquisition
Readiness and Supporting Standards are
Students Will Know
Students Will Be Able To
not designated at this level.
7.2 History. The student understands how individuals, events, and issues though the Mexican National Era shaped the
history of Texas.
7.2B identify important individuals,

The names of significant 
Identify Spanish and French explorers
events, and issues related to European
Spanish and French
listed in TEKS 7.2B and explain their
exploration of Texas such as Alonso
explorers in Texas, their
significance of their expeditions by
Alvarez de Pineda, Alvar Nunez Cabeza
reasons for exploration,
creating a human bar graph. Students
de Vaca and his writings, the search for
and the importance of
should justify the positions of each
gold, and the conflicting territorial
their voyages on Texas
explorer on the bar graph using the
claims between France and Spain
history as they relate to
sentence stem, “____ had the greatest
the Age of Contact.
contribution because…”
7.9 Geography. The student understands the location and characteristics of places and regions of Texas.
7.9A locate places of importance in

Spanish and French

Create maps showing the routes Spanish
Texas during the 19th century
explorers made voyages
and French explorers took while in Texas.
to Texas and explored

Write an essay comparing and
7.9B compare places and regions of
many areas throughout
contrasting the areas of Texas explored
Texas in terms of physical and human
the state.
by the Spanish and French in terms of
characteristics

The regions the Spanish
physical and human characteristics.
and French explored

After reading selected primary and
7.9C analyze the effects of physical and
have many similarities
secondary sources related to Spanish and
human factors such as climate,
and differences.
French exploration in Texas, analyze the
weather, landforms, irrigation,

Physical and human
effects of physical and human factors on
transportation, and communication on
factors listed in TEKS
the successes and failures of Spanish and
major events in Texas
7.9C impacted Spanish
French expeditions.
and French exploration
in Texas.
Follow the same
process with ARC 2 as
you did with ARC1.
• Same Concept,
Essential
Understandings
and Questions
• Still Under Unit 1
European
Expansion
• Read and analyze
your TEKS. Look at
the verb. Does the
Students Will
Know and …Will
Be Able to … align
with the TEKS…
• Will your students
understand the
terms, phrases in
the TEKS?
• What connections
can you make to
the previous Arc?
CONTINUED FROM THE PREVIOUS SLIDE
TEKS Knowledge & Skills
What anchors of support
Will you use?
• Images of Texas
physical features
• Images of Native Texan
adaptations (Chp. 3)
• Maps of Spanish and
French exploration
routes and Texas and
Texans
Readiness and Supporting Standards are
not designated at this level.
Acquisition
Students Will Know
Students Will Be Able To
7.10 The student understands the effects of the interaction between humans and the environment in Texas during the
19th, 20th, and 21st centuries.
7.10A identify ways in which Texans

European explorers adapted to 
Write a letter from the point of
have adapted to and modified the
and modified the environment
view of a Spanish or French
environment and analyze the positive
in Texas.
explorer explaining the
and negative consequences of these

Geographic factors impacted
challenges you faced while
modifications
the political, economic, and
exploring Texas and how you
social development of Texas
met those challenges.
7.10B explain ways in which geographic
during the Age of Contact.

After reading selected primary
factors… have affected the political,
and secondary sources, explain
economic, and social development of
in an essay how geographic
Texas
factors affected the political,
economic, and social
development of Texas
following the Age of Contact,
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
Discuss as a group &
share with each other.
What activities will be
used to engage students
and ensure mastery of
these TEKS?
WHAT TASK DO YOU NEED TO ADD?
Discuss in partners or
in a group the
formative and
summative
assessments listed.
Add other tasks as
needed.
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 identify Spanish and French explorers
listed in TEKS 7.2B and explain the significance of
their expeditions by creating a human bar graph.
Students should justify the positions of each explorer
on the bar graph using the sentence stem, “____ had
the greatest contribution because…”
Short Cycle Assessment

SCA Testing Window: November 2- November 8,
2012

SEs eligible for testing include, but are not limited to:
7.2B, 7.9C

Students will write an essay comparing and
contrasting the areas of Texas explored by the
Spanish and French in terms of physical and human
characteristics.
Additional Suggestions for Assessment

Teacher observations

Interactive Notebook entries addressing the
questions, “What key elements stimulate
migration? What are some benefits and risks
involved with migration?”
Do your students know what an essay is. How long is an essay?
What are your expectations for this essay? How will you prepare
them to write the essay?
A teacher who is attempting to teach without inspiring the pupil with
a desire to learn is hammering on a cold iron. Horace Mann
LESSON PLANNING TOOLS
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- Early Explorers in Texas
Suggested Pacing: 2 days (1 block)
TEKS:7.2B, 7.9C, 7.21B, 7.21C
Instructional Resource PENDING
There are lessons on the Social Studies Website, however, you will
need to plan and extend the lessons in order to teach the TEKS
listed in the CRM.
NEXT STEPS… THINK ABOUT…
Before planning your lesson, review,
concept, pacing, unit, arc, TEKS,
vocabulary, resources, Students Will
Know, Students Will Be Able To,
Performance Tasks, and
Assessments.
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?
Don’t forget:
assign some
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?
"Good teaching is more a giving of right questions than a
giving of right answers." - Josef Albers
o
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?
 Can you use primary sources in this lesson?
 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…
Education has for its object
of character.
.
Herbert Spencer
HOMEWORK
Why Homework?
Make It Interesting and Make
It Positive
Some Suggestions…
•
Interviews with family
members
•
Read and highlight a short
article from Texas Handbook
online or other source linked
in this portfolio.
•
Describe a primary source-use
part or all of the primary
source graphic organizers
•
Illustrate a TX history event,
historical figure and write a
short paragraph about the
illustration
•
Read a primary source from
Cabeza de Vaca’s journal…
(Great mini DBQ at the
above website-give
students a short journal
piece and one question
from the student activity
page to answer.)
•
Activity pages from the
textbook ancillary books.
•
Book Report on an explorer
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.
ONE AT A TIME…
One day an old man was walking down the
beach just before dawn. In the distance he
saw a young man picking up stranded
starfish and throwing them back into the
sea. As the old man approached the young
man, he asked, "Why do you spend so much
energy doing what seems to be a waste of
time?" The young man explained that the
stranded starfish would die if left in the
morning sun. The old man exclaimed, "But
there must be thousands of starfish. How
can your efforts make any difference?" The
young man looked down at the starfish in his
hand and as he threw it to safety in the sea,
he said," It makes a difference to this one!"
Author unknown
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 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.
Continue next
slide…
WHAT DOES MY DAY LOOK LIKE…
You have 3 days for this Arc. Texas and Texans pp. 100-117, Encyclopedia Britanica,
The Handbook of Texas online
Some suggestions are listed below. Use the CRM for student activities.
Daily Schedule 45 minutes and 90 minute block scheduling
Warm-up – 10 minutes (90 minute block-15 minutes)
Suggestions (choose 1):
Vocabulary game: Set up a hangman style game for all to see. Use 4-5 vocabulary words or other words
(expedition, explorer, Cabeze de Vaca, quest for gold, Spain) pertaining to the content with blank lines for each
letter and the hangmen icon. Tell the students: “When you figure out these words, you will know what we are
going to be studying for the next three days.” Activity from Non Fiction Matters by Stephanie Harvey
Discovery Education Streaming video if applicable (There is a video on Spanish Explorers, I found it to be
somewhat boring-you could use it for a small group activity, but make sure students fill out a graphic organizer
on what they saw. You will need to review the film first.)
Read Aloud (book on content being studied) Suggested: Suggested: Cabeza de Vaca’s Adventure in the
Unknown Interior of America by Alvar Nunez de Vaca Translated & Annotated by Cyclone Covey (there are
several translated books to choose from). Check your school and community library.
Question posed for short discussion and brainstorm
What are reasons a person would leave his/her home to go someplace unknown and possibly
dangerous?
Continued next slide…
INSTRUCTION/ACTIVITY/GROUP/INDIVIDUAL WORK: 2530 MINUTES
(90 MINUTE BLOCK 60-70 MINUTES)
Teacher explain, guides, instructs: The Teacher needs to have read the chapter, know
what the students need to retain, and have questions ready for discussion.
Teacher Notes:
•
Use a graphic organizer for note taking such as the foldable in the text book, 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 4. Texas Handbook online: articles are
hyperlinked on Slide 32.
Before Reading:
Have students make a list of the explorers they will need to know (the list is on Slide 32 ) leaving space on the
graphic organizer, timeline for them to write their notes.
During Reading:
•
The teacher will have to question and direct students on what is important to write on the graphic organizer or timeline you
select for them to use. (You also have the option of using The Texas History Handbook online or the Encyclopedia articles linked
on Slide 32.
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.
*Vary the reading. Teacher reads a paragraph, 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).
Students read a paragraph independently (again follow up with questions to make sure everyone knows what they read). Be
aware of what is in the chapter, is it necessary for students to read everything?
*Vary the activities. Read some, then do an activity, such as mapping, adding to the timeline, adding to the explorer graphic
organizer (start preparing for a role-play later in the lesson), Think, Pair , share in small groups, use the question stems from the
websites listed on the Slide 3 of this module.
SOME 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 doing.
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 shoulder partner share, a quick write on their their graphic organizer.
*Graphic organizers are for notes, not paragraphs or essays, one to two minutes per item.
•
Students take notes. Use the foldable study organizer, a timeline, or other graphic organizer shown in the text book to list
Texas explorers, when they came, where they went, what they were looking for, what they did, how they died, were they
successful, how there trip ended, or other TBD by the teacher. (Remember you will need to remind them to take notes…”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 timeline vertical or horizontal as they are learning about the explorers who came to Texas listing the date, explorer,
and what they did.
•
Use a map to trace the routes of the different explorers. After studying one explorer, students will need a map of the U.S. so
they can trace where the explorer went in Texas and the U.S. as a cumulative process. Use different colored pencils to trace
the routes for the explorers. Students draw in the map key designating the color for the explorer. This activity will be on going
with each explorer.
ACTIVITIES KEEP STUDENTS ENGAGED
•
Texas cartoon activity (Maybe a Warm-Up or Homework)
•
Use a satellite map to identify and list what explorers saw.
•
Compare the land size of Texas then and in later centuries.
•
Compare historical maps to maps in later centuries. Slide 39
•
Find on a map the places on Slide 39 and where the animals might live.
•
Discuss/compare maps and routes the explorers traveled in Texas. Relate to what towns/cities that
are present today the explorer passed through or was close to.
•
Activity Book Early Explorers crossword puzzle (May be Homework)
•
Unit 2 Resources: Vocabulary, p. 31; Reteaching, p.33; Analyzing a Topic, p. 35; Critical Thinking:
Cause and Effect, p.37; Geography and History, p. 39; map and Graph Skills, p. 41; Assimilation:
Past and Present, p. 43; Taking Notes, p.45; Enrichment: Coronado’s Expedition, p. 47 . Students
can work in partners or small groups, use to vary the lesson when reading. (May be Homework)
•
Extra reading using one of the articles below may be homework. Students can read on the explorer
they have chosen to research.
EXTENSION: CHOOSE 1 OR LET EACH
GROUP CHOOSE THE ACTIVITY
•
Divide students into small groups or partners (nor more than 3) giving each person the name of an
explorer. (Make sure all explorers are chosen by at least one student.) Students research using an
article from the Encyclopedia Britanica or the Handbook of Texas as an extra resource beside the text.
They can create individual/group posters (2 or 3 explorers per poster or PowerPoint), a group/class
PowerPoint, a newscast where students role-play their explorer and are interviewed by the teacher. Make
sure when they present their poster, PowerPoint or other visual and report, they present as if they were
the “explorer.” (Encourage them to dress as their explorer or have some props they can use to “play the
part.” Allow 2 or 3 questions from other students to the “explorer.”
During the 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.
Ibistro Portal Knowledge Encyclopedia Britanica
Alvarez de Pineda
Cabeza de Vaca
Hérnan Cortés
Fray Marcos de Niza and Estevanico
Luis de Moscoso
Pánfilo de Narváez
Juan de Oñate
Fray Marcos de Niza
Francisco Vázques de Coronado
René Robert Cavelier, Sieur de La Salle
Handbook of Texas online
Alvarez de Pineda
Cabeza de Vaca
Ibistro Portal Knowledge World Book
Hérnan Cortés
Estevanico
Luis de Moscoso
Pánfilo de Narváez
Juan de Oñate
Fray Marcos de Niza
Francisco Vázques de Coronado
René Robert Cavelier, Sieur de La Salle
** Extra reading: Spanish Mapping of Texas
Continued
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, make
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.
Final Processing Activity
Students write a page (an essay) in the Interactive Student Notebook from the point-of-view (persona) of an explorer about
what traveling through Texas was like including…
• The name of the explorer and what country he represented,
• where the explorer went, and when he went,
• people he encountered,
• how people treated by the explorer and how he treated them,
• what he saw, heard, felt,
• climate, land description,
• what the explorer was looking for,
• what the explorer accomplished,
• how your trip ended.
You will want to set up a graphic organizer with places for each of the categories listed above that you think
are essential to the essay for your students to fill out before starting the essay.
REVIEW: CLEAR EXPECTATIONS
• Knowledge and Skill Statement and Student Expectations posted and
referenced in the classroom.
• What 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?
• How will students be motivated and engaged?
• How will I vary/pace the activities so students stay engaged?
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 is 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.
•
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.
RESOURCES & VOCABULARY…
Students are expected to use
content language when they
write the conquistador’s point
of view on Texas.
Add other information between the
speech bubbles.
Great website for Texas
History graphic
organizers…
http://www.saisd.net/ad
min/curric/sstudies/han
dson.html
READING AND PROBLEM SOLVING
RESOURCES…
The Texas Historical Association Handbook online is a great resource for
reading and research. Read about Exploration.
Texas Cartoons on the Social Studies Website
Region 4 has Texas lessons and
activities you might want to use.
Region 13 has Texas websites you will
want to check out.
Use this cartoon first, then show pictures of
Texas landscapes (next slide) with the questions…
1. List as many things you see in the cartoon
that would make Texas unsuitable for
development.
WHAT CHALLENGES WOULD THESE LOCATIONS POSE FOR EXPLORERS?
FIND THESE PLACES AND WHERE THE ANIMALS WOULD BE ON A MAP OF TEXAS.
Diamondback Rattlesnake
(Photo courtesy Gold Canyon Multimedia)
Mariscal Canyon on the Rio Grande
(Photo by Todd Jagger, Ft. Davis, Texas)
Texas Horned Lizard (a/k/a Horny Toad)
(Photo courtesy Robert Parmenter)
Sunset at Brazos Bend State Park
(Photo by Allen Matheson, Houston, Texas)
Comanche Moon over West Texas
(Photo by Todd Jagger, Ft. Davis, Texas)
Buffalo on the Run
(Photo by Phyllis Staff, Waco, Texas)
Cougar from Big Bend
(Photo by Jeff Heinatz, Alpine, Texas)
Lighthouse Formation
in Palo Duro Canyon
Park south of present
day Amarillo Texas.
Floating Down the Guadalupe River
(Photo courtesy Gregg Erlenbusch, Houston, Texas)
DON’T FORGET…STUDENT ENGAGEMENT/
FORMATIVE ASSESSMENT
•
•
•
•
•
•
•
•
•
•
•
Reading/Research: Texas and Texans, Chapter 4, The Texas Handbook
articles on line. Review slide 32 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, cartoon
discussion, almost any activity…
Expectation for Justification of Thinking/Text/Research: In all class
discussions, using different sources, Texas Handbook online
Evidence: Require students to 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 Hangman activity,
Cartoon or picture activity (slides 36 & 37)
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: Suggestions in What My Day Looks Like…
DON’T FORGET…WRITING
Personal Writing- Student Created essay
in the persona of an explorer
• Write personal reflections/illustrations
on content Interactive Student
Notebook
Factual Writing- Graphic organizers,
Interactive Student Notebook
• 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, …
don’t forget map
activities.
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 difference between school and life? In
school, you're taught a lesson and then
given a test. In life, you're given a test that
teaches you a lesson.”
Tom Bodett
We learn by example and by direct experience
because there are real limits to the adequacy
of verbal instruction. Malcolm Gladwell, Blink:
The Power of Thinking Without Thinking, 2005
Plan ahead, know your content, organize your
lesson, be enthusiastic with your students, have
high expectations, and they will learn and you will
learn from them.