Grade 7 – Social Studies
First Six Weeks
2010-2011
Estimated Pacing
Week 1
Austin Independent School District
Grading Period Snapshot
Knowledge Core
(Major Concepts/Processes)
Concept: Culture
Units: Texas Symbols
Instructional Practices
(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



© 2010 Austin Independent School District
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.
Student Tasks, Projects, and
Products
(What Students Do)
 Define the concept of symbol
and distinguish between
official and unofficial symbols
 Use of Interactive Student
Notebooks to organize and
analyze information.
 Use of graphic organizers
and note taking skills as a
way to develop writing skills.
 Identification of physical and
political features on a Texas
map.
 Proficiency in using
electronic technology to input
formulas on an excel
spreadsheet.
 Use of academic vocabulary
related specifically to the
study of physical and human
geography of Texas.
 Proficiency in using
electronic technology to
research Native Texans.
 Engagement of historical
inquiry through the
examination and
interpretation of primary and
secondary sources.
 Use of academic vocabulary
specifically related to the
study of Native Texans.
Course: Grade 7 Texas History Page 1 of 4
Outcomes
(Evidence in Classrooms)











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.
Student-created graph
showing mileage.
Student-created journal entries
Student-created graphic
organizers comparing Native
Texan cultures.
Student-created poems
describing a Native Texan
culture.
Student-generated interview
questions for Native Texans.
updated 6/24/10
Grade 7 – Social Studies
First Six Weeks
2010-2011
Estimated Pacing
Week 1
Austin Independent School District
Grading Period Snapshot
Knowledge Core
(Major Concepts/Processes)
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
Instructional Practices
(What Teachers Do)


Student Tasks, Projects, and
Products
(What Students Do)
Outcomes
(Evidence in Classrooms)
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.
Course: Grade 7 Texas History Page 2 of 4
updated 6/24/10
Grade 7 – Social Studies
First Six Weeks
2010-2011
Estimated Pacing
Weeks 2-6
Austin Independent School District
Grading Period Snapshot
Knowledge Core
(Major Concepts/Processes)
Concept: Aspects of Freedom
Unit: Celebrate Freedom Week(during the
week of September 17)
Instructional Practices
(What Teachers Do)


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 larger Texas culture
© 2010 Austin Independent School District


Engage students in discussions
related to the Essential
Questions.
Use and reinforce academic
vocabulary related to the United
States 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 United States 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.
Use and reinforce academic
vocabulary related to Hispanic
Heritage Month.
Student Tasks, Projects, and
Products
(What Students Do)
 Use of interactive student
notebooks to organize and
analyze information.
 Engagement of historical
inquiry through the
examination and
interpretation of primary and
secondary sources.
 Use of academic vocabulary
specifically related to the
study of Texas and U.S.
government.
 Use of graphic organizers
and note taking skills as a
way to develop writing skills.
 Application of prior
knowledge to write narratives
and expository compositions.
 Proficiency in using
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.
Course: Grade 7 Texas History Page 3 of 4
Outcomes
(Evidence in Classrooms)








Discuss questions and issues
related to law and government
today.
Class discussion related to the
Texas Bill of Rights.
Student-created graphic
organizer about the Texas Bill
of Rights 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
government.
Student-created flow chart
illustrating how a bill becomes
a law.
Student-created Hispanic
Heritage Month passport to
show the location, description,
and flag of Spanish speaking
nations.
Student-created T-chart listing
philanthropic and nonphilanthropic traits to use in
class discussion about
philanthropic actions.
updated 6/24/10
Grade 7 – Social Studies
First Six Weeks
2010-2011
Estimated Pacing
Weeks 2-6
Austin Independent School District
Grading Period Snapshot
Knowledge Core
(Major Concepts/Processes)
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
Instructional Practices
(What Teachers Do)
Student Tasks, Projects, and
Products
(What Students Do)
 Proficiency in using
electronic technology to
research Spanish-speaking
countries.
 Proficiency in using
electronic technology to
research the actions of
philanthropists.
Course: Grade 7 Texas History Page 4 of 4
Outcomes
(Evidence in Classrooms)


Student-created bar graph of
philanthropic traits to use in
class discussion and writing
about philanthropic actions.
Student-created five-pointed
star describing ways they can
be philanthropic and the action
steps needed.
updated 6/24/10