©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/Pace
Grade Seven Texas History
Suggested Student Work Products
Suggested Assessment
Cooperative Learning Activity: Students
engage in a debate about women’s suffrage by
switching roles. Boys argue for women’s rights
and girls argue against them. Additional
instructions are on page 435 of the Texas and
Texans teachers’ guide.
Step into Texas History activities
come complete with their own
assessment checklists and
rubrics.
Politics and Progress
162
History-Historical development of reform movements
Evaluate the Progressive and other reform movements in Texas in the
19th and 20th centuries. (7B) B
(T4*)
176
History-Historical development of economic policies
Explain the political, economic, and social impact of the cattle and oil
industries and the development of West Texas resulting from the close
of the frontier. (6B) B
(T3*)
History-Historical development of economic policies
Define the impact of “boom and bust” and trace the boom-and-bust
cycle of leading Texas industries throughout the 20th century, including
farming, oil and gas, cotton, cattle ranching, real estate, computer
technology and banking. (7A) B
(T3*)
220
Geography-Physical environment affects and interacts with the human
environment.
Analyze the effects of physical and human factors such as climate,
weather, landforms, irrigation, transportation, and communication on
major events such as hurricanes, the Dust Bowl, and the intercoastal
Canal in Texas. (9C) B
(T2)
319
Economics-Types of industry found in different societies
Trace the development of major industries that contributed to the
urbanization of Texas, such as the railroad, petroleum production, and
high tech industries. (12B) B
(T3)
333
Economics-Geographic and historic factors that influence a society’s
economy
Explain economic factors that led to the urbanization of Texas, such as
the railroad, petroleum production, the intercoastal Canal, the Houston
Ship Channel, and high tech. (12A) B
(T3)
6 Weeks Available Resources
Culture-Individuals and groups shape a society’s culture
Identify the political, social, and economic contributions of women to
Texas society. (L) B
(T3*)
Westward Expansion: The Pioneer Challenge (17:00)
Gone West: The Growth of a Nation (26:25)
Stories from American History: The Real American Cowboy (07:11)
Buffalo Soldiers (26:00)
177
616
4 Days
Performance Assessment Activity 19
Boom and Bust Towns: Students investigate
the effects railroads had on two Texas towns
in the late 19th century. Complete directions
can be found on page 27 of the Performance
Assessment Activity book.
Oral Reports: Have students research one of
the following topics in teaching notes and
prepare a brief oral report for their classmates.
Encourage students to use technology. Have
students write test questions to go with their
reports. When all reports have been given,
combine the student generated test questions
into an assessment for all students.
NOTE: Many of the matrix items can be covered simultaneously
TEKS = (##); Local Objective = (L); Benchmark = B; TAKS = T
L=Local Expectations; Italics = Local Specificity
<>TAKS support for specific grade(s) and not all three grades
* TELS Strands matches different TAKS Objective
Additionally, the following
assessment tools from the
Glencoe Performance
Assessment book will be helpful
in evaluating these activities:
Maps pgs. 39-40
Persuasive Arguments pgs. 5960
Visual Presentations pgs. 57-58
1
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/Pace
Grade Seven Texas History
Suggested Student Work Products
Suggested Assessment
Persuasive advertising campaign: Have
students develop an advertising campaign
railroad companies could have used in the
1800s to encourage people to move to
West Texas (complete directions p. 430D).
Grade product using a
teacher/student designed
rubric for the content and
design of the advertisement as
well as the presentation of it.
A New Century (continued)
823
Social Studies Skills-Apply critical thinking skills to gather and analyze
social studies information
Analyze information by sequencing, categorizing, identifying, causeand-effect relationships, comparing, contrasting, finding the main idea,
summarizing, making generalizations and predictions, and drawing
inferences and conclusions. (21B) B
317
Economics-Different economic systems
Analyze the impact of significant industries in Texas such as oil and gas,
aerospace, and medical technology on local, national, and international
markets. (13C)
705
Science, Technology & Society-Individuals have created or invented
technology
Identify Texas leaders in science and technology such as Roy Bedichek,
Walter Cunningham, Michael DeBakey, and C.M. “Dad” Joiner. (20B)
801
Social Studies Skills-Use social studies terminology
Use social studies terminology correctly. (22A)
803
Social Studies Skills-Use standard grammar
Use standard grammar, spelling, sentence structure, and punctuation. (22B)
810
Social Studies Skills-Transfer information from one medium to another
Transfer information from one medium to another, including written to visual
and statistical to written or visual, using computer software as appropriate.
(22C)
811
Social Studies Skills-Create visual and written materials
Create written, oral, and visual presentations of social studies information.
(22D)
814
Social Studies Skills-Use appropriate mathematical skills
Use appropriate mathematical skills to interpret social studies information
such as maps and graphs. (21H)
(T5)
14 Days
(continued)
Create a display: Organize students into
groups. Have each group choose an
industry mentioned in Section 2 (ex.
railroad, steel, telephones, lumber and
mining) and research the development of
that industry. They can find out what tools,
machinery and energy sources were used
by that industry in the nineteenth century
and compare them to those being used
today. For example: millers used to grind
grain with grindstones and water wheels;
today electric machinery is used. Tell
groups to copy pictures of machinery and
workers and paste these on cardboard.
They can stand these figures against
factory backdrops and arrange their “Then
and Now” display on a desktop.
Have students debate the following
statement: Obtaining civil rights was a more
important goal for African Americans in the
early 1900s that achieving a higher
standard of living.
Pros: African Americans could not progress
financially if they were not given their civil
rights.
Cons: African Americans needed to learn
skills and acquire property before they
could win equal rights.
NOTE: Many of the matrix items can be covered simultaneously
TEKS = (##); Local Objective = (L); Benchmark = B; TAKS = T
L=Local Expectations; Italics = Local Specificity
<>TAKS support for specific grade(s) and not all three grades
* TELS Strands matches different TAKS Objective
Glencoe Performance
Assessment book – Visual
Presentations p. 57-58
Teacher generated rubric in
which a scoring guide is filled
out by the audience listening
to the debate telling which side
they felt debated the strongest
and why.
Debate rubric website:
http://hm034.k12.sd.us/classro
om_debate_rubric.htm
2
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/Pace
Grade Seven Texas History
Suggested Student Work Products
Suggested Assessment
Buying and Selling and Price Fixing:
(Activities described in detail pages 444445 in TE) Give 10 pencils each to five
students and divide several rolls of pennies
equally to the rest of the class. Tell the five
pencil sellers to charge whatever they want,
but the first one of the five to sell all the
pencils wins. Tell the buyers that the one
who buys the most pencils also wins. Allow
5-10 minutes for the sales. Ask: Why did
the winning seller succeed. Why did the
winning buyer succeed? What often
happens when businesses compete? Price
Fixing: Next tell the students they will
repeat the pencil-selling competition
described in the Cooperative Learning
Activity on page 444. However, this time,
ask the five pencil sellers to agree to sell
the pencils at just one high price. Allow
sales to proceed. Ask: What did the pencil
sellers do? How did the “trust” benefit
them? Did any buyers win? Follow up
activity is to organize students into groups
to discuss how they could “bust the trust”
and bring pencil prices down. What steps
would the “Pencil Selling Commission” take
to ensure fair trade?
Students write a paragraph
summarizing what they
learned from this activity about
fair trade practices and what
today’s modern consumer can
do to combat high prices in
today’s world.
A New Century (continued)
819
Social Studies Skills-Identify and support different historic points of
view
Support a view on a social studies issue or event. (21E)
822
Social Studies Skills-Evaluate the validity of a source
Evaluate the validity of a source based on language, corroboration with other
sources, and information about the author. (21G)
825
Social Studies Skills-Apply critical thinking skills to identify a social
studies problem
Use a problem-solving process to identify a problem, gather information, list
and consider options, consider advantages and disadvantages, choose and
implement a solution, and evaluate the effectiveness of the solution. (23A)
827
14 Days
(continued)
Social Studies Skills-Apply critical thinking skills to the decision
making process
Use a decision-making process to identify a solution that requires a decision,
gather information, identify options, predict consequences, and take action to
implement a decision. (23B)
TAKS Mini-Lesson: Making Inferences





Define inference.
Have students generate a list of inferences they
make on a daily basis.
Have students read the Skillbuilder on page 464.
Have students complete the TAKS practice activity
on page 464.
Have students complete Activity 19 from the TAKS
Skills Practice Workbook.
TAKS Objective 5: The student will use criticalthinking skills to analyze social studies information.
TAK TAKS Connection:
Use the TAKS Skills
Practice Workbook to
reinforce skills needed
for mastery on the 8th
grade TAKS test. All of
these skills support
TAKS Objective 5:
The student will use
critical-thinking skills to
analyze social studies
information. Specific
TAKS Skills Practice
activities are cited
throughout the IPG.
Use the Daily Focus Transparencies to reinforce
skills needed for mastery on the 8th grade TAKS test.
All of these skills support TAKS Objective 5: The
student will use critical-thinking skills to analyze
social studies information. Specific Daily Focus
Transparencies are cited throughout the IPG.
NOTE: Many of the matrix items can be covered simultaneously
TEKS = (##); Local Objective = (L); Benchmark = B; TAKS = T
L=Local Expectations; Italics = Local Specificity
<>TAKS support for specific grade(s) and not all three grades
* TELS Strands matches different TAKS Objective
TAKS
Connection:
3
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
Texas and Texans, Chapter 19 “Politics and Progress”
Texas and Texans, Chapter 20 “A New Century”
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Seven Texas History
Suggested Assessment
Teaching Notes
Western Women’s Suffrage: provides a timeline and photos -- http://www.autrymuseum.org/explore/exhibits/suffrage/suffrage_tx.html
Vocabulary:
suffrage, pension, vigilante, refinery, trust, monopoly, free enterprise, anti-trust law
interstate, intrastate, derrick, scrip, conservationist, white-collar, boomtown, progressivism, commission,
primary election, Jim Crow laws, segregation, lynch, poll tax
Texas State Library’s Suffrage collection; contains primary sources
http://www.tsl.state.tx.us/exhibits/suffrage/
Topics for Oral Report: Texas Equal Rights Association, the Populist Party, the 1875 Constitutional
Convention, William “Gooseneck Bill” McDonald, coal mining, railroads in the late 1800s, James Hogg
East Texas Oil museum: http://www.easttexasguide.com/2003/pages/00/06/54.html
The lesson plan book for the Bob Bullock museum has great lesson plans and handouts. Students visit the
museum, choose an industry and complete a graphic organizer. They then prepare a critique of the exhibit.
Early Petroleum Industry: index of links to helpful oil sites http://littlemountain.com/oilwell/
Railroad Commission History of Railroads:
http://www.rrc.state.tx.us/history/centennial/histcent.html
Texas Handbook Online: typing boomtown into the search engine here will pull up a list
of many, many boomtowns http://www.tsha.utexas.edu/handbook/online/
The 1900 Storm: excellent resources for the Galveston Hurricane
http://www.1900storm.com/
http://tides.sfasu.edu/home.html
Social Studies Best Practices Principles of Learning-Connection
Academic Rigor in a Thinking Curriculum – Active Use of Knowledge:
Students may see some similarities between their uses of Oil poster and
the uses of Buffalo poster they made earlier in the six weeks. Have
students discuss and/ or write an essay in which they draw comparisons
between our current dependence on oil and the Native Texans need for
Buffalo.
http://www.tsha.utexas.edu/handbook/online
TAKS Skills Taught in This Unit
Using the Daily Focus Transparencies and practice questions in the text, students
can practice the following TAKS skills:

Comparing and Contrasting (DFT 19-1)

Supporting Details (page 436)

Interpreting Time Lines (DFT 19-2)

Cause and Effect (page 441, DFT 20-3)

Identifying Points of View (DFT 19-3)

Interpreting Graphs (page 449)

Distinguishing Fact from Opinion (DFT 20-1)
NOTE: Many of the matrix items can be covered simultaneously
TEKS = (##); Local Objective = (L); Benchmark = B; TAKS = T
L=Local Expectations; Italics = Local Specificity
<>TAKS support for specific grade(s) and not all three grades
* TELS Strands matches different TAKS Objective
4
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Seven Texas History
Suggested Assessment
A New Century
618
Culture- Individuals and groups shape a society’s culture
Evaluate the impact of reform movements in Texas including public
education, temperance, women’s rights, [prison reform, and care of the
disabled.] (L) B
(T3*)
707
Science, Technology & Society-Impact of technology on the economic
development
Analyze the effects of scientific discoveries and technological
innovations, such as barbed wire, the windmill and oil, gas, and
aerospace industries, on the developments of Texas. (20C) B
(T3*)
Science, Technology & Society-Impact of technology on the economic
development
Explain how technological innovations led to rapid industrialization.
(L) B
(T3)
Science, Technology & Society- Impact of technology on the economic
development
Describe how scientific discoveries and technological innovations have
benefited individuals, businesses, and society in Texas. (L) B
(T2)
Social Studies Skills-Organize and interpret information
Organize and interpret information in outlines, reports, databases, and
visuals including graphs, charts, timelines and maps. (21C) B
(T5)
Social Studies Skills-Locate, differentiate, and use primary and
secondary sources
Differentiate between, locate, and use primary and secondary sources
such as computer software; interviews; biographies; oral, print, and
visual material; and artifacts to acquire information about Texas.
(21A) B
(T5)
818
Social Studies Skills-Identify and support different historic points of
view
Identify points of view from the historical context surrounding an event
and the frame of reference that influenced the participants. (21D) B
(T5)
820
Social Studies Skills-Identify bias in a variety of sources
Identify bias in written, oral, and visual material. (21F) B
(T5)
709
711
14 Days
Uses of Oil Poster: Students make a
poster showing all of the uses of petroleum.
Students can add photos and text showing
how these items enhance our lives. They
can also speculate what life would be like
without oil.
Boomtown Presentation: Students
should use the internet to research a
Boomtown. Students create a PowerPoint
presentation showing what the town was
like prior to the boom, during the boom and
after the boom.
The Great Storm of 1900: Students use
original photographs to learn about the
Galveston Hurricane and its effects on
business and government. Complete
instructions can be found on page 116 of
Step into Texas.
Step into Texas History
activities come complete with
their own assessment
checklists and rubrics
Additionally, the following
assessment tools from the
Glencoe Performance
Assessment book will be
helpful in evaluating these
activities:
Maps pgs. 39-40
Persuasive Arguments pgs.
59-60
Visual Presentations pgs. 5758
Graphs and Charts pgs. 49-50
807
815
Graphic Organizer: Students
compare/contrast the experiences of
African and Mexican Americans in Texas
during the age of reform. Students should
examine obstacles, laws, organizations,
events and progress. Students can then
take their findings and turn it into some sort
of Graphic Organizer (chart, graph) to teach
others about the experiences of these
groups.
NOTE: Many of the matrix items can be covered simultaneously
TEKS = (##); Local Objective = (L); Benchmark = B; TAKS = T
L=Local Expectations; Italics = Local Specificity
<>TAKS support for specific grade(s) and not all three grades
* TELS Strands matches different TAKS Objective
Oral Presentations pgs. 43-44
Nonfiction stories and
narratives pgs. 45-46
Items will appear on the six
weeks assessment
Chapter and section
assessments
5
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/Pace
Grade Seven Texas History
Suggested Student Work Products
Suggested Assessment
This 20th Century unit has been designed in
a flexible way to allow teachers flexibility
with how they handle the research aspect.
Chronology Test. Identify 2030 key events from the 20th
Century and ask students to
list them in order (a
modification would be to do the
events in groups of 5 or 10).
Students could also be
required to put photos of
significant individuals in order
and identify their importance.
Twentieth Century Events
108
History-Sequence events
Apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods. (1B) B
(T1)
124
History-Figures contribute to society in civil and equal rights
…Identify key leaders in the civil and equal rights movements,
including James Farmer, Hector P. Garcia, Oveta Culp Hobby, Lyndon
B. Johnson and Jane McCallum. (7C) B
(T3*)
149
History-Impact of wars on history
Analyze the political, economic, and social impact of major wars,
including World War I and World War II, on the history of Texas. (7D) B
(T1)
219
Geography-One area is similar to, and different from, another area
Compare places and regions of Texas in terms of physical and human
characteristics. (9B) B
(T2)
220
Geography-Physical environment affects and interacts with the human
environment
Analyze the effects of physical and human factors such as climate,
weather, landforms, irrigation, transportation, and communication on
major events such as hurricanes, the Dust Bowl, and the intercoastal
canal in Texas. (9C) B
(T2)
229
Geography-How population is distributed
Analyze the effects of the changing population distribution in Texas
during the 20th Century. (11C) B
(T2)
230
Geography-How population is distributed
Describe the structure of the population in Texas using demographic
concepts such as growth rate and age distribution. (11D) B
(T2)
301
Economics-Production of goods and services
Analyze the impact of national and international markets and events on
the production of goods and services in Texas. (13A) B
(T3)
319
Economics-Types of industries found in different societies
Trace the development of major industries that led to the urbanization
of Texas such as automobiles, petroleum production, railroads, the
intercoastal canal, the Houston Ship Channel, and high tech. (12B) B
(T3)
Please see
the Teacher
Notes
section for
an
explanation
of the
time/pace
for this
unit.
The suggested way to do this 20th Century
unit is with a major research project done in
groups (it could be done individually at the
discretion of the teacher).
As the teacher and students do an overview
of the 20th Century, have students create a
20th Century timeline on the walls of the
classroom. Students make icons (or write
short paragraphs) and display them in
chronological order around the classroom
(or hallway if available).
After the overview is complete, divide the
students into groups and assign a decade to
each group. If you have a small class, you
could merge decades. For larger class
more than 1 group could cover each decade
or you could divide decades with lots of
events (40s, 60s) into smaller chunks.
Each group is responsible for creating a
museum-style display about their decade
and then teaching the rest of the class.
NOTE: Many of the matrix items can be covered simultaneously
TEKS = (##); Local Objective = (L); Benchmark = B; TAKS = T
L=Local Expectations; Italics = Local Specificity
<>TAKS support for specific grade(s) and not all three grades
* TELS Strands matches different TAKS Objective
The project will require a series
of checklists and rubrics to
make sure that students
remain on task and complete
required elements. Students
have spent the year using the
Glencoe generated rubrics so
they may want to pick which
ones they think will work to
assess their projects. Have
students take part in creating
the rubrics for the project and
presentations.
Headline Quiz – Another way
to check comprehension of
20th Century events would be
to either create fictitious
headlines or find actual
newspaper reports. Have
students match the headline or
quote from a primary source to
the event.
Personal Reflection – After the
unit, students write a reflection
piece on what they learned
and how it added to their
perceptions of Texas.
6
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Seven Texas History
Suggested Assessment
Twentieth Century Events (continued)
Economics-Geographic and historic factors that influence a society’s
economy.
Explain the economic factors that led to the urbanization of Texas, such
as the railroad, petroleum production, the intercoastal canal, the
Houston Ship Channel, and high tech. (12A) B
(T3)
Citizenship-Impact of individuals and groups on the democratic
process
Analyze the contributions of Texas leaders such as Henry B. Gonzalez,
Phil Gramm, Barbara Jordan, and Sam Rayburn. (18B) B
(T3*)
Citizenship-Effective leadership in a democratic society
Identify the leadership qualities of elected and appointed leaders of
Texas, past and present, including Texans who have been President of
the United States. (18A) B
(T4*)
701
Science, Technology & Society-How technology has affected daily lives
Compare types and uses of technology, past and present. (20A) B
(T3*)
807
Social Studies Skills-Organize and interpret information
Organize and interpret information in outlines, reports, databases, and
visuals including graphs, charts, timelines and maps. (21C) B
(T5)
812
Social Studies Skills-Create visual and written materials
Interpret and create databases, research outlines, bibliographies, and
visuals including graphs, charts, timelines, and maps. (L) B
(T5)
815
Social Studies Skills-Locate, differentiate, and use primary and
secondary sources
Differentiate between locate, and use primary and secondary sources
such as computer software; interviews; biographies; oral, print, and
visual material; and artifacts to acquire information about Texas.
(21A) B
(T5)
Social Studies Skills-Identify and support different historic points of
view
Identify points of view from the historical context surrounding an event
and the frame of reference that influenced the participants. (21D) B
(T5)
333
512
516
818
Week 1-6
ongoing
Memorable Events Interviews:
Brainstorm a list of memorable events from
each decade (the more recent ones will
work best, but you might be surprised at
who the students have access to) and have
students create a list of questions to ask
someone who lived through them. Interview
the subject and incorporate their answers
into the museum display. If students do not
have access to someone who lived through
an event from their decade, they could
answer the questions themselves assuming
the persona of someone who was alive.
Then and Now: Have students pick 2 or 3
characteristics of their decade and create a
visual showing how things have changed.
Suggestions could be transportation,
clothing, women’s or minority opportunities.
Again, this could be incorporated into their
museum display.
Decade Newspapers: Using a large piece
of butcher paper, have students recreate the
front page of a newspaper from their
decade. They can write articles, incorporate
“photos” and even create advertisements.
Social Studies EOY Benchmark
Students in Grades 4-7 and World Geography
will take the End of the Year Benchmark in
Social Studies. Testing will be from April 27 to
May 22, 2009. The deadline for scanning all
information will be May 22, 2009.
NOTE: Many of the matrix items can be covered simultaneously
TEKS = (##); Local Objective = (L); Benchmark = B; TAKS = T
L=Local Expectations; Italics = Local Specificity
<>TAKS support for specific grade(s) and not all three grades
* TELS Strands matches different TAKS Objective
Six Weeks Exam
EOY Benchmark Test
Inclusion Strategy:
Comprehension – Allow
students with documented
writing deficits in their
Individualized Education
Plans (IEPs) to orally
answer open-ended and
higher-level thinking
questions.
Social Studies Best
Practices Principles of
Learning, Accountable Talk:
Students synthesize several
sources of information. You
may wish to end the year with
a study of Austin history.
Students can use their own
experiences, interviews with
community leaders and
resources from the Austin
History Center to create a
project showing the history of
their community.
7
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Seven Texas History
Suggested Assessment
Twentieth Century Events (continued)
820
Social Studies Skills-Identify bias in a variety of sources
Identify bias in written oral and visual material. (21F) B
(T5)
823
Social Studies Skills-Apply critical thinking skills to gather and analyze
social studies information
Analyze information by sequencing, categorizing, identifying, causeand-effect relationships, comparing, contrasting, finding the main idea,
summarizing, making generalizations and predictions, and drawing
inferences and conclusions. (21B) B
(T5)
157
History-Historical development of political issues
Trace the emergence of the two-party system in Texas during the second
half of the 20th century. (7E)
305
Economics-Concept of how people earn a living
Explain the changes in the types of jobs and occupations that have resulted
from the urbanization of Texas. (12C)
317
Economics-Different economic systems
Analyze the impact of significant industries in Texas such as oil and gas,
aerospace, and medical technology on local, national, and international
markets. (13C)
705
Science, Technology & Society-Individuals have created or invented
technology
Identify Texas leaders in science and technology such as Roy Bedichek,
Walter Cunningham, Michael DeBakey, and C.M. “Dad” Joiner. (20B)
801
Social Studies Skills-Use social studies terminology
Use social studies terminology correctly. (22A)
802
Social Studies Skills-Use social studies terminology
Use geographic terminology correctly. (L)
803
Social Studies Skills-Use standard grammar
Use standard grammar, spelling, sentence structure, and punctuation. (22B)
804
Social Studies Skills-Express ideas orally
Express ideas orally based on research and experiences. (L)
Week 1-6
ongoing
Mr. or Ms. Decade: Pick one Texan who
personifies the decade and write a short
biographical sketch. Explain why that
person could be called Mr. or Ms. ______.
For example, Lyndon B. Johnson could be
called Mr. 1960s for his work on Civil Rights.
An alternate assignment for this would be to
make large character collages. Have
students trace the outline of a person on a
large piece of butcher paper. Fill up the
outline with things that represent that
person. For example, a character collage of
George W. Bush might include a picture of a
baseball glove, a quote from his post
September 11th speech, the Yale mascot
and other items that represent his life and
career.
Graph the Decade: Students use the atlas
and internet sources to determine various
demographic aspects of the decade
(population, ethnic breakdown, literacy rate,
birth rate) and create a series of charts or
graphs to illustrate this information.
General:
http://rubistar.4teachers.org
Decades Research Project:
http://www.myschoolonline.co
m/page/0,1871,12310-20519615-48524,00.html
Poster:
http://rubistar.4teachers.org/ind
ex.php?screen+ShowRubric&r
ubric_id+1046893&
HyperStudio or Powerpoint:
http://rubistar.4teachers.org/ind
ex.php?scfeen+ShowRubric&
module+Rubistar&rubric_id…
A Walk Through the 20th
Century:
http://www.educationworld.com/a_tsl/archives/001/lesson0010.shtml
TAKS Connection:
Use the Daily Focus Transparencies to reinforce skills needed for
mastery on the 8th grade TAKS test. All of these skills support TAKS
Objective 5: The student will use critical-thinking skills to analyze social
studies information. Specific Daily Focus Transparencies are cited
throughout the IPG.
NOTE: Many of the matrix items can be covered simultaneously
TEKS = (##); Local Objective = (L); Benchmark = B; TAKS = T
L=Local Expectations; Italics = Local Specificity
<>TAKS support for specific grade(s) and not all three grades
* TELS Strands matches different TAKS Objective
Websites for rubrics
These rubrics will need
some modification.
8
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
TAKS
Obj.
Time/Pace
Grade Seven Texas History
Suggested Student Work Products
Suggested Assessment
Traditional Museum Board Display:
Using the three sided project boards or a
piece of poster board, have students create
an informative collage of information and
pictures illustrating the decade.
Diary Entry Rubric:
http://wwwreadwritethink.org/le
ssion_images/lesson269/rubric
_diary.pdf
Twentieth Century Events (continued)
805
Social Studies Skills-Interpret and use sources of evidence
Use various parts of a source, including the table of contents, glossary and
index, as well as keyword computer searches, to locate information. (L)
806
Social Studies Skills- Interpret and use sources of evidence
Use the process of historical inquiry to research, interpret, and use multiple
sources of evidence. (L)
808
Social Studies Skills-Obtain information using a variety of oral
resources
Obtain information about a topic using a variety of oral sources such as
conversations, interviews, and music. (L)
809
Social Studies Skills-Obtain information using a variety of visual
resources
Obtain information, including historical and geographic data about using a
variety of print, oral, visual, and computer sources. (L)
810
Social Studies Skills-Transfer information from one medium to another
Transfer information from one medium to another, including written to visual
and statistical to written or visual, using computer software as appropriate.
(22C)
811
Social Studies Skills-Create visual and written materials
Create written, oral, and visual presentations of social studies information.
(22D)
814
Social Studies Skills-Use appropriate mathematical skills
Use appropriate mathematical skills to interpret social studies information
such as maps and graphs. (21H)
819
Social Studies Skills-Identify and support different historic points of
view
Support a view on a social studies issue or event. (21E)
822
Social Studies Skills-Evaluate the validity of a source
Evaluate the validity of a source based on language, corroboration with other
sources, and information about the author. (21G)
Week 1-6
ongoing
Inclusion Strategy:
Test-Taking Skills –
After the Test:

Provide specific,
immediate
feedback

Reinforce efforts

Use test to
diagnose learning
deficits

Reteach as
needed
When it is time for students to teach the rest
of the class, they should show off their
products and discuss the highlights of the
decade. One way to focus the
presentations would be to use the TEKS
areas:
History, Geography, Economics,
Government, Culture and Science and
Technology. Have students make charts to
take notes during the presentations.
Consider having a decade day where
students come dressed as people living in
their decade. You could play period music.
Students could mingle using phrases and
slang appropriate to their decade (“Neato”,
“Groovy”, “Tight”)
If you would rather teach this traditionally,
you can insert one or two of the activities
listed above into your learning. For
example, students could make WWII
newspapers, interview people who
remember Vietnam and/or make posters
about the Civil Rights movement.
Writing Rubric:
http://www.makeworksheets.co
m/tools/rubric1.html
Museum Display Rubric:
http://www.cesa8.k12.w.us/bm
w/unit/witt/Berndt/indexberndt.
htm
htttp://ctap295.ctaponline.org/~
suzic/teacher.html
http://oswego.org/staff/jdeloren
/coldwar_2/rubric.html
http://ww.isb.ac.th/ReasearchT
ools/Souza799/EgyptologistsR
ubric.htm
http://warrensburg.k12.mo.us/i
adventure/nativeam/conclusion
.html
http://www.umeedu.maine.edu/
coehd/cultureart/rubric.htm
Social Studies EOY Benchmark
Students in Grades 4-7 and World Geography
will take the End of the Year Benchmark in
Social Studies. Testing will be from April 27 to
May 22, 2009. The deadline for scanning all
information will be May 22, 2009.
NOTE: Many of the matrix items can be covered simultaneously
TEKS = (##); Local Objective = (L); Benchmark = B; TAKS = T
L=Local Expectations; Italics = Local Specificity
<>TAKS support for specific grade(s) and not all three grades
* TELS Strands matches different TAKS Objective
Oral Presentation Rubric:
http://glef.org/reeder/images/st
udent.pdf
9
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
TAKS
Obj.
Time/Pace
Suggested Student Work Products
Grade Seven Texas History
Suggested Assessment
Twentieth Century Events (continued)
825
Social Studies Skills-Apply critical thinking skills to identify a social
studies problem
Use a problem solving process to identify a problem, gather information, list
and consider options, consider advantages and disadvantages, choose and
implement a solution, and evaluate the effectiveness of the solution. (23A)
827
Social Studies Skills-Apply critical thinking skills to the decision
making process
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. (23B)
828
Social Studies Skills-How to work with other students
Plan, organize and complete a group research project. (L)
829
Social Studies Skills-How to evaluate social studies data
Use historical, geographic, and statistical information from a variety of
sources to answer questions and make inferences about relationships in
social studies. (L)
830
Social Studies Skills-How to evaluate social studies data
Apply basic statistical concepts and analytical methods such as computerbased spreadsheets and statistical software to analyze social studies data.
(L)
TAKS Skills Taught in This Unit
Using the Daily Focus Transparencies (DFT) and practice questions in the text, students can
practice the following TAKS skills:

Identifying points of view (DFT 21.1, 26.2)

Interpreting graphics (DFT 21.2, 22.2, 23.1, 27.1)

Interpreting timelines (DFT 21.3, 24.2)

Making Inferences (DFT 22.1, 25.2)

Analyzing Cause and Effect (DFT 22.3, 23.2, 24.1)

Making Predictions (DFT 25.3)

Drawing conclusions (DFT 26.1)

Distinguishing fact from non-fact (DTF 27.1)
TAKS Connection:
Use the TAKS Skills Practice Workbook to reinforce skills needed for mastery on the 8th grade
TAKS test. All of these skills support TAKS Objective 5: The student will use critical-thinking
skills to analyze social studies information. Specific TAKS Skills Practice activities are cited
throughout the IPG.
“Rediscovering Barbara Jordan”
The KUT “Rediscovering Barbara Jordan” Teacher Kit (including Classroom Materials) can be checked out from your school’s library. A key focus of the materials is a
nationally syndicated public radio documentary about Jordan’s life ranging from 1936 to 1996. Produced by KUT 90.5 FM in Austin, the curriculum contains audio clips from Jordan and
interviews with participants in Jordan’s life, including President Bill Clinton, Congresswoman Pat Schroeder and Journalist Bob Woodward.
Recommended Activity:
Have students imagine they are Texas Senators and the year is 1972. Barbara Jordan has just won the election to become a U.S Congresswoman, and will be leaving the Texas Senate in
order to serve in Washington. Ask the students to write a poem, song or speech to honor Jordan in a farewell ceremony at the Texas State Capitol. The works should incorporate some of
her accomplishments, including the fact that she was the first African American member in the Texas Senate since reconstruction and was also the first African American woman to serve in
that body. The works should also describe “first hand” how Jordan won the Senators over and how she developed alliances there.
Teachers will need to develop a rubric to evaluate the radio report.
NOTE: Many of the matrix items can be covered simultaneously
TEKS = (##); Local Objective = (L); Benchmark = B; TAKS = T
L=Local Expectations; Italics = Local Specificity
<>TAKS support for specific grade(s) and not all three grades
* TELS Strands matches different TAKS Objective
10
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
Resources
TAKS
Obj.
Time/Pace
Grade Seven Texas History
Suggested Student Work Products
Suggested Assessment
Teacher Notes
Texas and Texans Chapters 21-27 (“World War I – Texas Today”)
Time/Pace Suggestions
Austin Past and Present DVD and curriculum materials
Teachers can either choose to teach this project as a massive research project or in a more traditional
manner.
Rediscovering Barbara Jordan curriculum materials
Traditional Teacher Model
Additional resources are listed thematically.
Spend 2-3 days on each decade. Depending on the areas you choose to focus on, some may take only 1 day
and others (for example, the Civil Rights Movement and the 60s) may take up to 1 week.
World Wars
Local veterans association, Nimitz Museum, Fredericksburg
Project Model
Depression and New Deal –
Texas and the Great Depression:
http://www.rra.dst.tx.us/c_t/History1/GREAT%20DEPRESSION.cfm
WPA Projects in Texas:
http://www.rra.dst.tx.us/c_t/History1/WORK%20PROJECTS%20ADMINISTRATION.cfm
Civil Rights and Urban Growth –
Civil Rights in Texas:
http://www.rra.dst.tx.us/c_t/History1/WORK%20PROJECTS%20ADMINISTRATION.cfm
Awesome list of links to various organizations (LULAC, CORE, etc.):
Initial overview of the 20th Century and creation of class timeline – 2 weeks
Students prepare projects – 2 weeks
Students present projects – 1 week
Debrief and assessment – 1 week
Non-Negotiables
SELECT LESSON PLAN
The TEKS and AISD Matrix list certain events, people and organizations that must be covered. You may want
to assign these to your decade groups as items that MUST be covered in their museum displays. They are
organized here by decade (though you may want to move them…the determination of decade was made by
where they fall in the textbook, but several of these could easily fall in several time periods). You will, of
course want to add other events to these lists. These are just the ones that we MUST cover. Also included
are the 20th century topics from the 5th six weeks in case you want to do some overlap/reteaching.
http://www.celebratingtexas.com/24-6.html
Because of the vast array of topics that could be chosen to focus on, it is suggested that
students learn how to use two valuable resources. Teachers can also use these to find
any topic with ease.
The Handbook of Texas Online:
http://www.tsha.utexas.edu/handbook/online/index.html
Current Events Rubric:
http://www2.edgate.com/summergames/lesson_plans/CurrentEvents-Rubric.php
http://www.persucsd.org/dtwood/current_events_rubric.htm
Early 1900s Corpus Christi Hurricane:
http://rattler.tamucc.edu/dept/special/Gross.html
1900s
Galveston
Hurricane
1910s
WWI
Sam Rayburn
1920s
Petticoat Lobby
Jane McCallum
Roy Bedichek
1930s
LULAC
Dust Bowl
Michael DeBakey
C.M. “Dad” Joiner
1950s
Civil Rights
Henry B. Gonzalez
1960s
Civil Rights
CORE
Henry B. Gonzalez
Walter Cunningham
Lyndon B. Johnson
Aerospace Industry
1970s
Women’s
Movement
Barbara Jordan
1980s
“Boom and Bust”
George H.W. Bush
Phil Gramm
NOTE: Many of the matrix items can be covered simultaneously
TEKS = (##); Local Objective = (L); Benchmark = B; TAKS = T
L=Local Expectations; Italics = Local Specificity
<>TAKS support for specific grade(s) and not all three grades
* TELS Strands matches different TAKS Objective
1940s
American GI Forum
WWII
intercoastal canal
Hector Garcia
Oveta Culp Hobby
1990-Present
George W. Bush
Hurricane Rita
11
Austin ISD Instructional Planning Guide – Social Studies
Sixth Six Weeks
©2009-2010 Austin Independent School District
Matrix Strand
Matrix
TEKS Knowledge and Skill
#
Student Expectation
TAKS
Obj.
Time/Pace
Grade Seven Texas History
Suggested Student Work Products
Suggested Assessment
Current Event Fridays: Since history continues to happen, you may want to institute a current event day.
Social Studies Best Practices
Principles of Learning Connection
Academic Rigor in a Thinking Curriculum – Active Use of Knowledge:
Have students think about how their time will be defined by historians in
the future. What would a chapter about this time period look like in a
future textbook?
One suggestion is to have students find an article that relates to Texas and do the following activities:
Highlight and define 3 vocabulary words from the article.
Write a summary.
Write a statement that connects the article to S.S. TEKS strands.
Write a statement of how the article relates on a personal level.
Each week, randomly pick 3 or 4 students to present/discuss their articles.
Current Event Rubrics:
Social Studies Best Practices
Principles of Learning Connection
Accountable Talk – Clarifying or expanding a proposition.
Equality is one of the basic rights guaranteed by the Constitution. After
the study of the Civil Rights movement, have students debate how “equal”
people in this country are today. Before the debate, outline clear
expectations for speaking and listening.
http://www.makeworksheets.com/tools/rubric!.html
http://www.perucsd.org/datwood/current_events/curr_events_rubric.htm
http://www2.edgate.com/summergames/lesson_plans/CurrentEvents-Rubric.php
Novels
Some teachers prefer to teach a Texas novel during the last few weeks of the year because textbooks and
other materials must be turned in. This is a list of novels that works particularly well for that purpose:
Where the Broken Heart Still Beats – Carolyn Meyer
Hill Country – Janice Woods Widdle (for G/T/ or IB students)
Old Yeller – Fred Gipson
Whistle Punk – Alice, Kent and Chapin Ross
Boomer’s Kids – Ruby C. Tolliver
Search for the Shadowman – Joan Lowery Nixon (this one is actually liked by the kids)
Book Report Websites:
http://www.theideabox.com/ideas.nsf/7c642809039a3f9986256616000ea970/b3ecf9e2fo8
http://www.abcteach.com/bookreports/genbookreport.htm
6 Weeks Available Resources
History in Focus:
History in Focus:
History in Focus:
History in Focus:
History in Focus:
History in Focus:
History in Focus:
1900-1909 (29:32)
1910-1919 (30:41)
1920-1929 (28:04)
1930-1939 (29:31)
1940-1949 (28.11)
1950-1959 (54:28)
1960-1969 (57:11)
Compare and Contrast Essay Rubric:
http://www.tnellen.com/cybereng/rubric/c&c.htm
Timeline Rubric:
http://www.lausd.k12.ca.us/lausd/offices/di/Burleson/Lessons.WW2/rubric.htm
Cause and Effect Essay Rubric:
http://www.phschool.com/atschool/writing_graybma/gold/scored_model-essays/pdf./o9na0213pdf
Project Rubric:
http://www.cis2.cuyamaca.net/jreedfp/cis212/assignments/final_project/rubric.html
http://www.warrensburg.k12.mo.us/iadventure/nativeam/conclusion.html
NOTE: Many of the matrix items can be covered simultaneously
TEKS = (##); Local Objective = (L); Benchmark = B; TAKS = T
L=Local Expectations; Italics = Local Specificity
<>TAKS support for specific grade(s) and not all three grades
* TELS Strands matches different TAKS Objective
12
Austin ISD Instructional Planning Guide – Social Studies
©2009-2010 Austin Independent School District
Sixth Six Weeks
Matrix Strand
Matrix
TAKS
TEKS Knowledge and Skill
Time/Pace
Suggested Student Work Products
#
Obj.
Student Expectation
Websites for rubrics. These rubrics will need some modification.
Suggested Assessment
Austin Past and Present:
Austin – A Town in Transition
General:
http://rubistar.4teachers.org
Decades Research Project:
http://www.myschoolonline.com/page/0,1871,12310-205196-15-48524,00.html
Poster:
http://rubistar.4teachers.org/index.php?screen+ShowRubric&rubric_id+1046893&
HyperStudio or Powerpoint:
http://rubistar.4teachers.org/index.php?scfeen+ShowRubric&module+Rubistar&rubric_id…
A Walk Through the 20th Century:
http://www.education-world.com/a_tsl/archives/00-1/lesson0010.shtml
Diary Entry Rubric:
http://wwwreadwritethink.org/lession_images/lesson269/rubric_diary.pdf
Oral Presentation Rubric:
http://glef.org/reeder/images/student.pdf
Writing Rubric:
http://www.makeworksheets.com/tools/rubric1.html
TAKS Mini-Lesson: Reading Graphs




Grade Seven Texas History
Review what a graph is and where students may find them in daily life.
Conduct a quick poll about something like favorite movie or American Idol contestant.
Have students read the Skillbuilder on page 503 and on 525.
Have students complete the TAKS practice activity on page 513 and on 531.
Austin Past and Present is a multimedia digital program that explores the history of
Austin from its geological formation to its current urban setting. Austin Past and Present
explores Austin in over 300 multimedia stories and is the first comprehensive, interactive
exploration of Austin’s history. Copies of the Austin Past and Present curriculum are available
on campus libraries, and the multimedia project can be accessed from your school’s server.
Recommended Activities:

Creating a Mandala to Describe Austin: After viewing the video segment Town in
Transition: 1950-1975 in the Time Tour section of the DVD, students will classify key
information into major categories. They will then use this information to create a mandala
that describes Austin in each of these categories during this time period. A mandala is a
circular symbol that categorizes different information about a specific topic.

Simulating a City Council Meeting: Students will use the Austin Past and Present DVD
and Internet databases to research different special interest groups that have impacted
local government in Austin. Students will then participate in a simulated city council
meeting in which each group presents information representing their specific interests in the
community. A specific city plan for Austin will be developed based on the arguments
presented at the city council meeting. Students will then view the video segment Austin in
the Modern Era: 1976-2006 to compare the outcome of their plans to what actually
happened in Austin.
These activities may also be used either during the study of Twentieth Century Texas during the
Sixth Six Weeks grading period or during the study of Texas Government in the Fourth Sixth
Weeks grading period.
Refer to the curriculum materials for a more detailed lesson plan on these activities. Lessons
developed by Paul Stearns, O. Henry Middle School.
TAKS Objective 5: The student will use critical-thinking skills to analyze social
studies information.
NOTE: Many of the matrix items can be covered simultaneously
TEKS = (##); Local Objective = (L); Benchmark = B; TAKS = T
L=Local Expectations; Italics = Local Specificity
<>TAKS support for specific grade(s) and not all three grades
* TELS Strands matches different TAKS Objective
13