Course: Grade 7 Social Studies Estimated Pacing Weeks 1-3 Austin ISD Grading Period Snapshot (GPS) Focus TEKS Student Expectations Concept: Culture Units: Texas Symbols What Teachers Do 7.19A Explain how the diversity of Texas is reflected in a variety of activities 7.21A Differentiate and use primary and secondary sources 7.21C Organize and interpret information 7.21D Identify points of view and frames of reference in historical events 7.22D Create presentations of social studies material Concept: Environment Unit: Texas Geography 7.9B Compare places and regions of Texas 7.9C Analyze the effect of physical and human features 7.10A Identify ways Texans and have modified the environment and analyze its consequences 7.19B Describe how select groups attempt to maintain their heritage while adapting to the culture of Texas 7.19C Identify examples of Spanish influence on place names Concept: Location and Place Unit: Native Texans 7.2A Compare the cultures of Native Texans before European colonization 7.21B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions and drawing inferences and conclusions © 2010 Austin Independent School District 2010 - 2011 1st Six Weeks Engage students in discussions related to the Essential Questions. Differentiate instruction for students through the use of graphic organizers and electronic technology related to the culture of Texas. Use and reinforce academic vocabulary related to Texas culture. Formally and informally assess students on their content knowledge of Texas culture. Use and reinforce academic vocabulary related to Texas geography. Provide opportunities for interdisciplinary connections through reading and writing activities. Differentiate instruction for students through the use of graphic organizers and electronic technology related to Native Texans’ interactions with the environment and the development of culture. Use and reinforce academic vocabulary related to Native Texans’ interactions with the environment and the development of culture. Gather and analyze a variety of primary and secondary sources related to Native Texans. Formally and informally assess students on their content knowledge of Native Texans. What Students Do Define the concept of symbol and distinguish between official and unofficial symbols. Use Interactive Student Notebooks to organize and analyze information. Use graphic organizers and note taking skills to develop writing skills. Identification of physical and political features on a Texas map. Develop proficiency using electronic technology to input formulas on an excel spreadsheet. Use academic vocabulary related specifically to the study of physical and human geography of Texas. Develop proficiency using electronic technology to research Native Texans. Engage in historical inquiry through the examination and interpretation of primary and secondary sources. Use academic vocabulary specifically related to the study of Native Texans. Course: Grade 7 Social Studies Page 1 of 2 Student Work Products/Assessment Evidence Student-created Texas symbols booklet Student-created chart describing the symbols of Texas Texas symbols quiz Texas symbols test Student-created maps that show the physical and political geographic features of Texas Student-created spreadsheet calculating budget for a trip across Texas Student-created graph showing mileage between locations in Texas Student-created journal entries about a trip across Texas Student-created graphic organizers comparing Native Texan cultures Student-created poems describing a Native Texan culture Student-generated interview questions for Native Texans updated 5/7/10 Course: Grade 7 Social Studies Estimated Pacing Weeks 4-6 Austin ISD Grading Period Snapshot (GPS) Focus TEKS Student Expectations Concept: Aspects of Freedom Unit: Celebrate Freedom Week(during the week of September 17) 7.14A Identify how the Texas Constitution reflects the principles of limited government, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights 7.14B Identify the influence of ideas from the U.S. Constitution on the Texas Constitution 7.16B Identify civic responsibilities of Texas citizens Concept: Culture Unit: Hispanic Heritage 7.19A Explain how the diversity of Texas is reflected in a variety of cultural activities, celebrations, and performances 7.19B Describe how people from selected racial, ethnic, and religious groups attempt to maintain their cultural heritage while adapting to the culture of Texas Concept: Change Unit: Philanthropy in Texas 7.16B Identify civic responsibilities of Texas citizens 7.23B Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. © 2010 Austin Independent School District 2010 - 2011 1st Six Weeks What Teachers Do Engage students in discussion related to the Essential Questions. Use and reinforce academic vocabulary related to the U.S. and Texas Constitutions. Use graphic organizers to scaffold reading and writing support to students. Gather and analyze a variety of primary and secondary sources related to the U.S. and Texas Constitutions. Provide opportunities for interdisciplinary connections through reading and writing activities. Differentiate instruction for students through the use of graphic organizers and electronic technology related to Hispanic Heritage Month and Philanthropy in Texas Use and reinforce academic vocabulary related to Hispanic Heritage Month and Philanthropy in Texas. What Students Do Use Interactive Student Notebooks to organize and analyze information. Engage in historical inquiry through examining and interpreting primary and secondary sources. Use academic vocabulary specifically related to the study of U.S. and Texas government. Use graphic organizers and note taking skills to develop writing skills. Apply prior knowledge to write narratives and expository compositions. Develop proficiency in the use of electronic technology to research the names of elected officials at the federal level and issues affecting Texans at the federal, state, and local levels. Identify the locations and flags of Spanish-speaking countries. Develop proficiency in using electronic technology to research Spanish-speaking countries and the actions of philanthropists Course: Grade 7 Social Studies Page 2 of 2 Student Work Products/Assessment Evidence Discuss questions and issues related to U.S. and Texas law and government today Class discussion related to the rights granted in the Texas Bill of Rights Student-created graphic organizer about the Texas Bill of Rights in order to write a newspaper article about the Texas Bill of Rights Student-created graphic organizer to compare and contrast the U.S. and Texas Bill of Rights Student-created foldable describing the levels of Texas and U.S. government Student-created flow chart illustrating how a bill becomes a law Student-created Hispanic Heritage Month passport to show the location, description, and flags of Spanish speaking nations Student-created T-chart listing philanthropic and non-philanthropic traits to use in class discussions about philanthropic activities updated 5/7/10