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
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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
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Concept: Location and Place
Unit: Native Texans
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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
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© 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
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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
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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
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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
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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
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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