Social Studies – Texas History 7th Grade
Unit of Study: Expansion, 1865-1920
CURRICULUM OVERVIEW
Fourth Grading Period – Unit 12
Big Idea
Unit Rationale
Enduring Understandings
 In competition over territory, the strong often dominate or displace the weak.
 Progress in one place often creates opportunity in other places.
 New ideas and inventions often help people achieve things that weren’t possible
before.
Overarching Questions
 Was the removal of Native Americans from their homelands in Texas justified?
 Why was the cattle industry successful in Texas?
 Was the growth of industry good for Texas
The migration of white settlers eventually drove Native Americans from their
homelands. As a result, railroads and other technology returned profit to
commercial farming, making Texas a leading producer of cotton and other crops.
Growing enormously as a result of new railroad links to the rest of the nation, the
cattle industry transformed the economy and culture of Texas. Following its
discovery in 1901, oil became the leading industry in Texas
Lessons for this Unit
□
□
Lesson 1: The Indian Wars
Lesson 2: The Transformation of Texas
Concepts
TEKS
TEKS Specificity - Intended Outcome
TEKS 7.6 History
A. Identify significant individuals, events, and issues from Reconstruction through the
beginning of the 20th century, including the factors leading to the expansion of the
Texas frontier, the effects of westward expansion on Native Americans, the
development of the cattle industry from its Spanish beginnings, the myth and
realities of the cowboy way of life, the effects of the growth of railroads, the buffalo
soldiers, James Hogg, Cynthia Parker, and Spindle top.
TEKS 7.9 Geography
B. Compare places and regions of Texas in terms of physical and human
characteristics.
C. Analyze the effects of physical and human factors such as climate, weather,
landforms, irrigation, transportation, and communication on major events in Texas.
TEKS 7.13 Economics
A. Analyze the impact of national and international markets and events on the
production of goods and services in Texas.
B. Analyze the impact of economic phenomena within the free enterprise system such
supply and demand, profit, government regulation, and world competition on the
economy of Texas.
TEKS 7.20 Science, Technology and Society
C. 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
SAISD © 2010-11 – Fourth Grading Period
I can:
 tell how the growth of railroads helped lead to a great expansion of the cattle
industry (7.6A, 7.13 A/B)
 determine how inventions like barbed wire, windmills, and railroads changed
the cattle industry in Texas. (7.20C)
 explain how the migration of Anglos to Texas eventually drove out the Native
American cultures. (7.8B, 7.10B, 7.11B)
 define the impact “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, and banking (7.7A)
 compare types and uses of technology, past and present (7.20C)
 determine 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. (7.20C)
 tell how the cattle industry changed Texas—politically, economically, and
socially.
(7.6B)
7th Social Studies
Page 1 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Skills
TEKS 7.21 Social Studies Skills (8.30)
B. analyze information by categorizing, identifying cause-and-effect relationships,
comparing, contrasting, summarizing, making generalizations
C. organize and interpret information from outlines, reports, databases, and visuals
including graphs, charts, timelines and maps.
H. use appropriate mathematical skills to interpret social studies information such as
maps and graphs.
TEKS 7.22 Social Studies Skills
A. use social studies terminology correctly.
C. transfer information from one medium to another, including written to visual and
statistical to written or visual, using computer software as appropriate.
 use social studies skills and terminology to analyze information, by various
methods, from different sources, and interpret/organize information in different
formats. (7.21 B,C,H 8.31 A/B/C)
 communicate historical information and research to others in various forms by
using social studies terminology correctly. (7.22 A/C)
Evidence of Learning (Summative Assessment)
 Given a timeline, the student will sequence events of the between the years 1865-1920 with 80% percent accuracy.
 Given a cause and effect graphic organizer, the students will determine the effect of industry on the Texas economy with 80% accuracy.
 Given a blank map of Texas, students will be able to locate, identify, and annotate important centers of Texas industry with 80% accuracy.
 At the end of the unit, the student will be able to reflect and articulate the answers to the essential questions with 80% accuracy.
SAISD © 2010-11 – Fourth Grading Period
7th Social Studies
Page 2 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – Texas History
Lesson 1: The Indian Wars
CURRICULUM GUIDE
Fourth Grading Period – Unit 12
Essential Questions




Essential Pre-requisite Skills




Why did Native Americans and Texans fight over territory?
Where did Texans want to live?
How did Native Americans survive on the frontier?
How did reservations for Native Americans evolve?
Indian Removal (5th grade)
Interpretation of primary source material (K-6th grade)
Buffalo soldiers (4th grade)
Reading and interpreting graphs, charts, maps (2nd-6th grade)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
Use the resources from the SAISD social studies website,
http://texashistory.unt.edu/young/educators/buffalo/index.shtml
and the Social Studies framework to conduct daily classroom instruction:
Hook
 Instruct students to create a character collage of them by drawing an outline of
their head and add symbols or phrases that represent important beliefs, hobbies,
people or events in your life.
 Go to the portal of Texas history website and make a copy of the buffalo soldier
PowerPoint. Place the PowerPoint slides around the room. Instruct students to
circulate around the room to analyze images, read and discuss the topic of each
slide.
 Divide students into groups of four. Within the group, assign roles for each
student. Project Manager: Guides discussion of analysis of the images from the
Primary Sources Student Handouts (slides). Find additional information about the
topic from textbooks, the library or the teacher. Helps brainstorm ideas for the
character collage. Make sure the most important ideas are included. Assist in the
production of the final collage. Graphic Designer: Responsible for the overall look
and organization of the character collage. Lead discussions, take notes, and
contribute ideas during the brainstorming session. Make sure visuals accurately
represent the ideas of the topic. Lead in the production of the final collage.
Illustrator: Creates the outline of the historical figure. Create visuals for the
character collage. Help brainstorm ideas for the collage. Create a rough sketch of
the collage for the teacher to review. Assist in the production of the final collage;
Editor: Reads quotes on Primary Sources Student Handouts aloud to the group.
Help brainstorm ideas for the character collage. Lead discussion on how to
paraphrase (restate in simple words) quotes so classmates can easily understand
them. Assist in the production of the final collage.
Guided Practice
 Instruct students to record the following information as each image is looked at and
each quote is read about the Buffalo Soldier. Instruct the students to use specific
words and phrases to help when creating the Character Collage.
SAISD © 2010-11 – Fourth Grading Period
 draw outline in interactive notebook
 rotate around each station.
 record information in graphic organizer
7th Social Studies
Page 3 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Topic
Describe what you
see in the picture
Words from quotes
that relate to the
Buffalo Soldiers
Phrases that
describe the
Buffalo Soldier
Independent Practice
 Instruct students to pull as many details as possible from the primary source
images. Take turns reading the information on the Slides aloud.
Processing
 Direct students to begin creating the character collage, a life-size outline of a
historical figure. Within and around the figure, arrange key ideas, symbols, and
illustrations that represent the person’s beliefs. Other students should be able to
“read” the collage and understand the key ideas of your topic.
Vocabulary:
 commissioners
 buffalo guns
 Satanta
 Treaty of Medicine Lodge
 Quakers (8)
 reservation
 Indian Wars
 Buffalo Soldiers
 Brainstorm ideas for key words, phrases and visuals to include in the character
collage. Paraphrase the quotes for the collage, brainstorm ideas for how to arrange
the character collage and create a rough draft. Sketch the outline of your historical
figure and create your final character collage.
 collages should include at least five key words or phrases that represent main ideas
of the topic; at least five visuals---illustration, symbols, pictures—that represent main
ideas of the topic.
Texas!
Sec. 20.1-4
Internet Resources
SAISD Social Studies
Holt, Rinehart and Winston
New Handbook of Texas
Buffalo Soldiers and the National Park Service
Evidence of Learning (Summative Assessment)
Differentiation
Strategy can be used for both students’ who have
mastered the learning and for those who need additional
support.
Students will write a journal entry from a Native
American’s perspective about Indian removal.
Students will illustrate pictures of Native Americans living
on the frontier and then afterwards, when Native
Americans were forced on to reservations.
Interims/TAKS/Benchmarks
Which of the following contributed to the westward
expansion of the United States?
A European warships attacked the eastern seaboard,
forcing citizens to move westward for safety.
B Most of the land east of the Mississippi river was not
suitable for farming
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Technology Integration: Guide students to
 use appropriate internet resources to research
Indian affairs in the US during the 1860s
http://texashistory.unt.edu/young/educators/buffalo/index.
shtml,
*C Many Americans felt it was their right and duty to
move westward
D The standard of living on the Pacific Coast was very
high, so many people wanted to move there.
Grade 8 Study Guide
SAISD © 2010-11 – Fourth Grading Period
7th Social Studies
Page 4 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – Texas History
Lesson 2: The Transformation of Texas
CURRICULUM GUIDE
Fourth Grading Period – Unit 12
Essential Questions
Essential Pre-requisite Skills








What were the historical origins of the cattle industry?
How did cattle raising affect the Texas economy?
How did cattle ranchers adapt and modify the environment?
How did the growth of railroads affect farmers and the development of the Texas
frontier?
 What were the causes and effects of the railroad boom?
Railroad system (4th grade)
Cattle drives (4th grade)
Economy/Industry (4th grade)
Reading and interpreting graphs, charts, maps (2nd-6th grade)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use the resources from the SAISD social studies website, and the Social Studies framework to conduct daily classroom
instruction:
Hook
 Write on the board: How does the Texas economy make money? Teacher can illicit and write responses on the
board.
 Begin investigating how the economy of Texas began to prosper because of cattle and transportation. Divide class in
to groups of 4-5 students and assign different parts of chapters 21 and 22 of the textbook. Assign each group a
section of the Chapter and distribute a three-column journal graphic organizer
Guided Practice
 As a class, model filling out the three column journal graphic organizer by reading a portion of Chapter 21/Section 1.
TOPIC:
Main Ideas, quotations, or
Visual information: pictures, maps,
Supporting details, reactions,
paraphrases
tables, graphs, charts
responses, connections, or
observations.
Summary
write response in interactive journal and pair/share
with other students.
read and record notes on the graphic organizer.
present and write notes on the chapter in a graphic
organizer or in interactive notebook

After groups have finished recording notes, allow students to present the graphic organizers to the class.
Independent Practice

Distribute graphic organizer activity found in graphic organizer activities by Holt Texas! Chapter 21 and 22.
SAISD © 2010-11 – Fourth Grading Period
So students can…
7th Social Studies
Use notes to fill out the graphic organizers.
Page 5 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Processing
 Instruct students to create a map tracing the railroad and cattle trails used in Texas. The map must contain a cattle
brand, title, legend, and compass rose. On the back of the map, the student will write three diary entries describing a
cattle drive and cattle trail route in Texas.
Vocabulary:
 brands
 cattle drives
 rustlers
 longhorn
 Texas fever
 stockyards
 open range

 trail drive
 windmills
 Cattle Kingdom
 King Ranch
 barbed wire
 range wars
 transcontinental railroad
 junctions
 dry farming
 threshers
 commercial farming
 supply and demand
 boll weevil
 labor unions
 strike
Create map and write diary entries.
Texas!
Sec. 20.1-4
Sec. 22.1-3
Internet Resources
SAISD Social Studies
Holt, Rinehart and Winston
New Handbook of Texas
Buffalo Soldiers and the National Park Service
Evidence of Learning (Summative Assessment)
Differentiation
Strategy can be used for both students’ who have
mastered the learning and for those who need additional
support.
Students will
 create a PERSIA+G chart for the period of 1870-1900
while reading the selections on the railroad.
 annotate a map detailing the effects of economy
based on the railroads and farming in Texas
SAISD © 2010-11 – Fourth Grading Period
Interims/TAKS/Benchmarks
Which of the following contributed to the westward
expansion of the United States?
A European warships attacked the eastern seaboard,
forcing citizens to move westward for safety.
B Most of the land east of the Mississippi river was not
suitable for farming
*C Many Americans felt it was their right and duty to
move westward
D The standard of living on the Pacific Coast was very
high, so many people wanted to move there.
Grade 8 Study Guide
7th Social Studies
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Technology Integration: Guide students to
research on the Internet, the early railroad systems of
Texas. Download images of people, products, maps and
junctions for a brochure on Railroads of Texas.
Page 6 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – Texas History
Lesson 3: The Oil Boom
CURRICULUM GUIDE
Fourth Grading Period – Unit 12
Essential Questions





Essential Pre-requisite Skills




What was the economic impact of the oil boom in Texas?
Why are oil and natural resources important resources?
How did the oil industry get its start?
Where did the oil industry prosper?
How did the oil industry encourage other businesses and services?
Oil boom (4th grade)
Interpretation of primary source material (K-6th grade)
natural resources (4th grade)
Reading and interpreting graphs, charts, maps (2nd-6th grade)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use the resources from the SAISD social studies website, and the Social Studies framework to conduct daily classroom
instruction:
Hook
 On a transparency, display the excerpt from an oral history by Electra resident E.M. Friend:
“Doc got hold of a little old spudding (digging) machine and got to drilling those shallow wells….His old machine didn’t
amount to much. He kept it fixed up with bailing wire and anything he could get hold of….And so his brother had a little
money and his father had a little money. They kind of throwed in together and bought them a rotary drill. And they got
some contracts and I imagine they were just about the luckiest drillers in the country. And they had the one rig, then they
built it up to three or four. And when things got quiet in Electra, the East Texas field opened up and they went down there.
And their luck still held good, by George.”
 Ask the students if this is a primary source or a secondary source? What led to Doc’s success as an oil producer?
Explain your answer.
Guided Practice
 Divide the class into groups of 4. Each group will read, summarize, and present an assigned section. Using the
graphic organizer found at the end of the Section Review, students will organize the information found in the section.
Independent Practice
 Using the graphic organizers as a source of information, students can create a timeline of the significant events of the
oil boom. Timeline must contain at least 8 significant events with a summary and visual representation of the event.
Processing
 Assign students to write a short newspaper article based on the Spindletop strike. The newspaper article must contain
information on the people and events that led to the oil strike and how the strike will shape the future of Texas.
SAISD © 2010-11 – Fourth Grading Period
7th Social Studies
So students can…
 answer in interactive notebook and pair/share
responses
 read assigned sections and organize information
in graphic organizer. Present graphic organizers
to the class.
 create timeline
 Imagine themselves as a reporter present at the
Spindletop strike. Write a short newspaper
article on the event:
Page 7 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Vocabulary:
 oil boom
 Spindletop
 petroleum
 fossil fuel
 derricks
 refinery
 wildcatters
 natural gas
 vertical integration
 horizontal integration
 boomtowns
 internal combustion
 engine
 gasoline
 philanthropy
Texas!
Chp. 23 (pgs. 476-492)
Internet Resources
New Handbook of Texas
SAISD Resources
Holt, Rinehart and Winston
www.digitalcurriculum.com
Spindle top Time line
East Texas Oil Museum
Evidence of Learning (Summative Assessment)
Differentiation
Strategy can be used for both students’ who have
mastered the learning and for those who need additional
support.
The student can

create a poster or model that illustrates products
made from petrochemicals, analyzes
technological innovations in the oil industry, or
evaluates the effects of those innovations on the
use of resources such as fossil fuels, water, and
land.
Interims/TAKS/Benchmarks
Which of the following contributed to the westward
expansion of the United States?
A European warships attacked the eastern seaboard,
forcing citizens to move westward for safety.
B Most of the land east of the Mississippi river was not
suitable for farming
*C Many Americans felt it was their right and duty to
move westward
D The standard of living on the Pacific Coast was very
high, so many people wanted to move there.
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Technology Integration: Guide students to
 download a video clip of an oil derrick striking oil.
 research information on the Internet where finding oil
affected human environmental interaction in Texas.
 research information on the Internet about preparing
for different career fields.
Grade 8 Study Guide
SAISD © 2010-11 – Fourth Grading Period
7th Social Studies
Page 8 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – Texas History
Unit of Study: The Modern Era
CURRICULUM OVERVIEW
Fourth Grading Period – Unit 13
Big Idea
Unit Rationale
During the early 1900’s, numerous reformers worked to address a variety of economic,
social, environmental, and political problems created by the new industrial age. While
the Great Depression had a serious economic impact in Texas, World War II lasting
political, social, and economic effects on Texas.
Enduring Understandings
 Progress is often accompanied by problems which must be addressed.
 People depend on each other to help meet their needs and wants.
 Struggles for justice sometimes take a long time and a lot of effort.
Overarching Questions
 How did the Progressive Era affect Texas?
 How did the Great Depression change Texas?
 Did the Progressive Era create “progress” in Texas?
 How was Texas influenced by the actions of individuals?
Lessons for this Unit
Lesson 1: Texas in the Age of Reform
Lesson 2: Boom, Bust, and War
Lesson 3: Significant Individuals in Modern Texas
Concepts
TEKS
TEKS 7.7 History
A. 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 and banking.
B. Evaluate the Progressive and other reform movements in Texas in the 19 th and
20thcenturies.
C. Trace the civil rights and equal rights movements of various groups in Texas in
the 20th century and identify key leaders in these movements including James
Farmer, Hector P. Garcia, Oveta Culp Hobby, and Lyndon Johnson.
D. Analyze the political, economic, and social impact of major wars, including World
War I and World War II, on the history of Texas.
E. Trace the emergence of the two-party system in Texas during the second half of
the 20th century.
TEKS 7.12 Economics
B. Analyze the impact of economic phenomena within free enterprise system such
as supply and demand, profit, government regulation, and world competition on
the economy of Texas.
TEKS 7.16
B. Identify civic responsibilities of Texas citizens.
TEKS 7.18 Citizenship
A. Identify the leadership qualities of elected and appointed leaders of Texas, past
and present, including Texans who have been President of the United States.
B. Analyze the contributions of Texas leaders such as Henry B. González, Phil
Gramm, Barbara Jordan, and Sam Rayburn.
SAISD © 2010-11 – Fourth Grading Period
I can:
 describe reforms in Texas during the Progressive era and judge how effective they
were at meeting the needs of the people (7.7B, US4A)
 show how the Great Depression affected industry in Texas nd the lives of the
people. (7.7A, 7.12B,US13C)
 determine how World War I and World War II affected Texas politically,
economically, and socially. (7.7A, 7.7D, 7.12B)
 describe the struggles of different groups in Texas to achieve equal rights and tell
about the leaders in each struggle. (7.7C)
 identify Texans who have been leaders in science and technology and how
technology has affected modern Texas. (7.20B/E/F)
 identify the civic responsibilities, qualities and contributions of Texas leaders
(7.16B, 7.18A/B)
7th Social Studies
Page 9 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Skills
TEKS 7.20 Science, Technology and Society
B. Identify Texas leaders in science and technology such as Roy Bedichek, Walter
Cunningham, Michael DeBakey, and C.M. “Dad” Joiner.
E. Analyze how scientific discoveries and technological innovations have resulted in
interdependence among Texas, the United States, and the world.
F. Make predictions about economic, social, and environmental consequences that
may result from future scientific discoveries and technological innovations.
TEKS 7.21 Social Studies Skills (8.30)
B. analyze information by categorizing, identifying cause-and-effect relationships,
comparing, contrasting, summarizing, making generalizations
C. organize and interpret information from outlines, reports, databases, and visuals
including graphs, charts, timelines and maps.
H. use appropriate mathematical skills to interpret social studies information such as
maps and graphs.
TEKS 7.22 Social Studies Skills
A. use social studies terminology correctly.
C. transfer information from one medium to another, including written to visual and
statistical to written or visual, using computer software as appropriate.
 use social studies skills and terminology to analyze information, by various methods,
from different sources, and interpret/organize information in different formats. (7.21
B,C,H 8.31 A/B/C)
 communicate historical information and research to others in various forms by
using social studies terminology correctly. (7.22 A/C)
Evidence of Learning (Summative Assessment)
 Given a timeline, the student will sequence events of the between the years 1920-1960 with 80% percent accuracy.
 Given a cause and effect graphic organizer, the students will determine the causes and effects of the Great Depression with 80% accuracy.
 Given an era chart graphic organizer, students will be able to describe the defining characteristics of each era with 80% accuracy.
 At the end of the unit, the student will be able to reflect and articulate the answers to the essential questions with 80% accuracy.
SAISD © 2010-11 – Fourth Grading Period
7th Social Studies
Page 10 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – Texas History
Lesson 1: Texas in the Age of Reform
CURRICULUM GUIDE
Fourth Grading Period – Unit 13
Essential Questions
Essential Pre-requisite Skills
 Did the Progressive Era create “progress” in Texas?
 Why did farmers suffer hardships in the past and what types of problems do they
experience now?
 What was the Progressive party platform?
 Why were laws and government agencies created in Texas?
 How did women gain their political voice?




Progressive Era (5th grade)
Interpretation of primary source material (K-6th grade)
Reform movements (5th grade)
Reading and interpreting graphs, charts, maps (2nd-6th grade)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
Use the resources from the SAISD social studies website, and the Social Studies framework to conduct daily classroom
instruction:
Hook
 http://www.archives.gov/global-pages/larger-image.html?i=/education/lessons/woman-suffrage/images/kaiser-wilsonl.gif&c=/education/lessons/woman-suffrage/images/kaiser-wilson.caption.html
 project the above image and ask students what the picture is petitioning for and what reform movement it represents.
Independent Practice
 Distribute the graphic organizer found in Holt Texas! Graphic Organizer Activities pg. 47 to the students.
Processing
 Assign students to create a business card for one of the leaders of a political movement, reform movement, or
politician. The card must contain the individual’s name, title, three accomplishments of the individual, and a quote by
the individual. The card should be legible and contain a visual representation of one of the accomplishments,
Vocabulary:
 cooperative stories
 pooling
 Populists
 Progressive Movement
 platform
 trusts
 monopoly
 progressives
 commission plan
 Seventeenth Amendment
 Temperance movement
 prohibition
 poll tax
 Eighteenth Amendment
 Nineteenth Amendment
SAISD © 2010-11 – Fourth Grading Period
 answer in interactive notebook and pair/share
responses
 read assigned sections and organize information
in graphic organizer.
Create business card based on individual
Texas!
Chp. 24 (pgs. 496-515)
Internet Resources
New Handbook of Texas
SAISD Resources
Holt, Rinehart and Winston
www.digitalcurriculum.com
Spindle top Time line
East Texas Oil Museum
7th Social Studies
Page 11 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Evidence of Learning (Summative Assessment)
Differentiation
Strategy can be used for both students’ who have
mastered the learning and for those who need additional
support.
The student can
 write an extended response on the hardships that
farmers faced and what conditions they struggle with
today.
 create a graphic organizer how the Progressive Party
tried to initiate social reforms in Texas.
 create a poster explaining why women should have
the right to vote.
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Which of the following contributed to the westward
expansion of the United States?
Primary Source Lesson:
The Storm of the Century: The Galveston Hurricane
A European warships attacked the eastern seaboard,
forcing citizens to move westward for safety.
B Most of the land east of the Mississippi river was not
suitable for farming
*C Many Americans felt it was their right and duty to
move westward
D The standard of living on the Pacific Coast was very
high, so many people wanted to move there.
http://texashistory.unt.edu/young/educators/galveston/ind
ex.shtml
Grade 8 Study Guide
SAISD © 2010-11 – Fourth Grading Period
7th Social Studies
Page 12 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – Texas History
Lesson 2: Boom, Bust, and War
CURRICULUM GUIDE
Fourth Grading Period – Unit 13
Essential Questions






Essential Pre-requisite Skills




How did the Great Depression change Texas?
How did the world wars affect Texas?
Did the Civil Rights Movement achive equality for minority groups in Texas?
Why did aeronautics result from the Cold War?
What is the Cold War:
How did Texans participate in the Civil Rights movement?
The Great Depression (4th grade)
Interpretation of primary source material (K-6th grade)
The New Deal (4th grade)
Reading and interpreting graphs, charts, maps (2nd-6th grade)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
So students can…
Use the resources from the SAISD social studies website, and the Social Studies framework to conduct daily classroom
instruction:
Hook
 Project the following image of the “Migrant Mother” http://www.loc.gov/rr/print/list/128_migm.html. Ask the students,
“What do you see?” “What type of expression is on the woman’s face? “Why would she have that expression?” “What
could the woman be thinking?” “ “Is this a primary source or a secondary source? “
answer in interactive notebook and pair/share
responses
Guided Practice
 Divide the class into groups of 4. Each group will read, summarize, and present an assigned section. Using the graphic
organizer found at the end of the Section Review, students will organize the information found in the section.
Read assigned sections and organize information in
graphic organizer. Present graphic organizers to the
class.
Processing
 Using the graphic organizers as a source of information, students can create a character collage of a farmer, banker, or
wildcatter. Within and around the figure, arrange key ideas, symbols, and illustrations that represent the person’s
beliefs. Other students should be able to “read” the collage and understand the key ideas of your topic.
Collages should include at least five key words or
phrases that represent main ideas of the topic; at
least five visuals---illustration, symbols, pictures—that
represent main ideas of the topic.
Vocabulary:
 victory gardens
 Women’s Auxiliary
 Army Corps
 World War II
 Holocaust
 war bonds
 allies
 infantry
 aerospace
 tidelands
 Cold War
 GI Bill of Rights
 commute
SAISD © 2010-11 – Fourth Grading Period
Texas!
Chp. 26 (pgs. 534-557)
Chp. 27 (pages 562 -583)
Internet Resources
New Handbook of Texas
SAISD Resources
Holt, Rinehart and Winston
www.digitalcurriculum.com
Spindle top Time line
East Texas Oil Museum
7th Social Studies
Page 13 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.








desegregate
civil rights
demobilization
primary election
consumer goods
scrip
Great Depression
Dust Bowl
Evidence of Learning (Summative Assessment)
Differentiation
Interims/TAKS/Benchmarks
Strategy can be used for both students’ who have
mastered the learning and for those who need additional
support.
Which of the following contributed to the westward
expansion of the United States?
The student can
 create a poster or model that illustrates products made
from petrochemicals, analyzes technological
innovations in the oil industry, or evaluates the effects
of those innovations on the use of resources such as
fossil fuels, water, and land.
A European warships attacked the eastern seaboard,
forcing citizens to move westward for safety.
B Most of the land east of the Mississippi river was not
suitable for farming
*C Many Americans felt it was their right and duty to
move westward
D The standard of living on the Pacific Coast was very
high, so many people wanted to move there.
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Technology Integration: Guide students to
 download a video clip of an oil derrick striking oil.
 research information on the Internet where finding oil
affected human environmental interaction in Texas.
Grade 8 Study Guide
SAISD © 2010-11 – Fourth Grading Period
7th Social Studies
Page 14 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – Texas History
Lesson 3: Significant Individuals in Modern Texas
CURRICULUM GUIDE
Fourth Grading Period – Unit 13
Essential Questions
Essential Pre-requisite Skills

 Who was the most important individual in Texas modern history?
Biographies (3rd-6th grade)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use the resources from the SAISD social studies website,
http://texashistory.unt.edu/young/educators/notebook/celebrity/index.shtml , and the Social Studies framework to conduct
daily classroom instruction:
Hook
 Copy the following questions on an overhead transparency for the students to answer: If you could eat dinner with any
famous person—who would it be? Why would you choose that person?
 Overview of activity: Students will work with a partner to research, role play and create a resume on a famous Texan or
Amercian. They will choose their roles or teacher may assign roles, research the topic, make props, write a resume and
role play the famous Texan.
Guided Practice
 For this activity, the student will be researching a famous Texan or famous American and portraying them at a Celebrity
Ball. The student will be responsible for creating a resume, a speech and business cards for your famous Texan to use
at the ball. The student and a partner will then attend the ball, where they will meet and greet other leaders as the
students’ learn about those who brought about change in Texas.
 Assign students a person to research and distribute the Famous Texan checklist (copies can be found on website
above).
Independent Practice
Famous Texan Checklist
_____Step 1: Choose roles.
The actor will role play the Famous Texan at the ball. The actor will be responsible for researching the celebrity. The actor
will help to research and write the resume and speech. Actors should be prepared to explain your leader’s
accomplishments. Dress for the ball should be appropriate for your person and time period. Actor may be called upon at
ball to give a speech about their famous Texan, so you must have a speech prepared.
The press agent will promote and help the actor with any historical information needed. The press agent also will help to
research and write resume. The press agent will be responsible for making business cards for the ball. Dress for the ball
should be appropriate for a press agent. Press agents should be available to help with back-up information if the actor
falters. Help write speech for Celebrity Ball and be prepared to introduce the famous Texan if they are chosen to speak.
The introduction should include general background information on the famous Texan.
_____Step 2: Research your Famous Texan.
You will find information in your textbook or the Handbook of Texas Online.
 brainstorm and write in interactive notebook.
Pair/share responses with classes.
 read and research individuals assigned from list
below.
 research and create character business cards,
props, and speech.
 during celebrity ball, circulate and obtain
autographs from the following people on the
enclosed sheet (note to teacher: be sure to
assign the roles on the autograph sheet)
Celebrity Ball
Autograph Sheet
Directions: As you circulate around, you should
meet and get autographs from at least 10 of the
following celebrities.
________________ 1. I was the lunar module pilot
for the flight of Apollo 7.
_____Step 3: Write a rough draft of your resume and speech.
Your resume will need the following information:
Name:
Birthplace and Date:
SAISD © 2010-11 – Fourth Grading Period
So students can…
________________ 2. I was the youngest President
7th Social Studies
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assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Work Experience:
Awards:
Accomplishments:
of the United States, but may term was cut short in
Dallas.
The speech will need to emphasize why you are important and how you have affected change in Texas. It needs to contain
2-3 actual primary source quotes from your famous Texan. When you read your speech out loud, it needs to be 1-2
minutes in length.
_____Step 4: Create business cards and type the final copy of the resume and speech.
The business cards will need to include your Texan’s name, 3 of the most important accomplishments, a symbol to
represent your leader and an imaginary contact phone number.
_____Step 5: Rehearse your speech.
The speech will be given at Celebrity Ball. It needs to be an engaging summarization of the information in the resume.
_____Step 6: Determine costumes and props to aid authenticity.
The actor and press agent both will be graded on choice of costume and use of props.
 Prepare for the ball. Encourage students (ask permission from the principal first) to bring food and drink to make the ball
more realistic. Find and play classical music to simulate the atmosphere of a sophisticated formal ball. Allow your
students to make and create props to wear. The student role playing the famous Texan should have props to represent
that person. The press agent could wear appropriate business attire.
 The day of the ball, students will turn in one copy of resume, speech, and business card to the teacher. The press agent
will then pass out business cards and resumes to the other guests at the ball. After the students have had a chance to
mingle, call on a few famous Texans at random to read their speeches.
________________ 3. I made a name for Hispanics
as a U.S. Representative from San Antonio.
________________ 4. In 2003 I was elected mayor
of the City of Houston.
________________ 5. I was a U.S. Representative
and worked to end world hunger.
________________ 6. I was the 36th president of
the U. S. and responsible for “The Great Society
Program”.
_________________7. I worked for civil rights and
was one of the founders of C.O.R.E.
_________________ 8. I changed from Democrat to
Republican and was elected Senator from Texas in
1984.
_________________ 9. I founded the American GI
Forum to help veterans receive health and
educational benefits.
_________________ 10. I served as Lieutenant
Governor and became governor of Texas in 2000.
_________________ 11. I was a General during
World War II and, later, became President of the
United States
_________________ 12. I was part of the
Progressive Movement and served Texas as Attorney
General and later as Governor.
__________________ 13. I was the last President of
the United States from Texas.
__________________ 14. I was the first African
American woman from a southern state to serve in
the U. S. Congress.
__________________ 15. I am the current Senator
of Texas and plan to run for Governor.
_________________ 16. Director of the Women's
Army Auxiliary Corps.
SAISD © 2010-11 – Fourth Grading Period
7th Social Studies
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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Processing
 After the celebrity ball, assign students to write a review of the event from the point of view of a society or lifestyle
reporter.
People:
 Barbara Jordan
 Rosa Parks
 Eleanor Roosevelt
 Lyndon B. Johnson
 Martin Luther King
 Dwight D. Eisenhower
 Franklin Roosevelt
 Kay Bailey Hutchison
 Sandra Day O’Connor
 Dan Rather
 Sam Rayburn
 James Farmer
 Hector P. Garcia,
 Oveta Culp Hobby
 Henry B. Gonzales
 Phil Gramm
 Roy Bedichek,
 Walter Cunningham,
 Michael DeBakey,
 C.M. “Dad” Joiner
 George Bush
 George W. Bush
 Cleto Rodriguez
 Henry Cisneros
 Alan Shepard
 Neil Armstrong
 Rick Perry
write review of the ball.
Texas!
Chp. 23 (pgs. 476-492)
Internet Resources
SAISD Resources
Holt, Rinehart and Winston
http://www.tshaonline.org/handbook/online/
Evidence of Learning (Summative Assessment)
Differentiation
Strategy can be used for both students’ who have
mastered the learning and for those who need additional
support.
The student can
 create a poster or model that illustrates products made
from petrochemicals, analyzes technological
innovations in the oil industry, or evaluates the effects
of those innovations on the use of resources such as
fossil fuels, water, and land.
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
Which of the following contributed to the westward
expansion of the United States?
A European warships attacked the eastern seaboard,
forcing citizens to move westward for safety.
B Most of the land east of the Mississippi river was not
suitable for farming
*C Many Americans felt it was their right and duty to
move westward
D The standard of living on the Pacific Coast was very
high, so many people wanted to move there.
Grade 8 Study Guide
SAISD © 2010-11 – Fourth Grading Period
7th Social Studies
Page 17 of 21
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – Texas History
Unit 14: 8th Grade Preparation
CURRICULUM OVERVIEW
Fourth Grading Period
Big Idea
Unit Rationale
Enduring Understandings
 Established and practiced principles serve as a guideline to direct actions and hold one
accountable to those actions.
 Dividing power helps give everyone a voice and prevent one person or group from taking
over.
 People usually try to avoid making the same mistakes more than once.
Overarching Question
 How does the Constitution reflect America’s founding ideals?
The Constitution and the Bill of Rights preserve individual freedom and addressed
grievances expressed in the Declaration of Independence by limiting and dividing
political power through the principles expressed in the documents. It is the
responsibility of the individual to preserve and protect these rights through
exercising certain rights and practices.
Lessons for this Unit
□
Skills
Concepts
TEKS
Lesson 1: Make a Colony/Government Vocabulary Development
TEKS Specificity - Intended Outcome
TEKS 8.16 Government
 A. identify the influence of ideas from historic documents including the Magna Carta, the
English Bill of Rights, the Mayflower Compact, the Declaration of Independence, the
Federalist Papers, and selected anti-federalist writings on the U.S. system of
government
TEKS 8.30 Social studies skills
B. 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.
D. Organize and interpret information from outlines, reports, databases, and visuals
including graphs, charts, timelines, and maps
I can
 explain the following ideas and explain how and why they were included in the
U.S. Constitution: limited government, republicanism, checks and balances,
federalism, separation of powers, popular sovereignty, and individual rights.
(8.16D)
 tell how ideas from the following historical documents affected the ideas in the
Constitution and the Bill of Rights; the Magna Carta, the English Bill of Rights,
the Mayflower Compact, the Declaration of Independence, the Federalist
Papers, and selected Anti-Federalist writings. (8.16C/D)
 use social studies skills and terminology to analyze information by various
methods, and interpret/organize information gathered from different types of
resources. (8.30 B/C, 8.31 A/B/C)
 communicate historical information and research to others in various forms.
(8.30B/D)
Evidence of Learning (Summative Assessment)
 Given a list of vocabulary word, the student will correctly define the word using visual representations with 80% accuracy.
 Given different visuals representing one the seven principles of the Constitution, students will be able to identify and explain the principle of the Constitution in writing or in TAKS
format with 80% accuracy.
 Given a
 At the end of the unit, students will be able to answer the essential questions with 80% accuracy.
SAISD © 2010-11 – Fourth Grading Period
7th Social Studies
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assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Social Studies – Texas History
Fourth Grading Period Unit 14:
Lesson 1: Make a Colony/Government Vocabulary
CURRICULUM GUIDE
Essential Questions
Essential Pre-requisite Skills
 How did other ideas expressed in past documents affect the Constitution and Bill of
Rights?
 Magna Carta, English Bill of Rights, Mayflower Compact, (5th grade)
 Interpreting and analyzing primary sources and visuals (2-7th grade)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use resources from the Social Studies website, and the Social Studies framework to conduct this lesson and daily
classroom instruction…
Hook
 Read the hook excerpt, found on the social studies website to the class. After reading, ask students “Why did this
group journey to the new world?” “Why do you think the Virginia Company gave you a charter?” “How would you feel if
the two groups (Pilgrims and Strangers) separate?” “What might happen to each group if they do?”
 Project on a transparency the following excerpt from the Mayflower Compact:
“Having undertaken for the Glory of God, and Advancement of the Christian Faith, and the Honour of our King and
Country, a voyage to plant the first colony in the northern parts of Virginia; do by these presents, solemnly and mutually
in the Presence of God and one of another, covenant and combine ourselves together into a civil Body Politick, for our
better Ordering and Preservation, and Furtherance of the Ends aforesaid; And by Virtue hereof to enact, constitute, and
frame, such just and equal Laws, Ordinances, Acts, Constitutions and Offices, from time to time, as shall be thought
most meet and convenient for the General good of the Colony; unto which we promise all due submission and
obedience.”
 Ask the students, “How did the Mayflower Compact solve the problem of the organization of the colony?”
Guided Practice
 Place students in groups of four and assign groups a document to read and analyze: Magna Carta, English Bill of
Rights, and Fundamental Orders of Connecticut. Distribute background information sheets to all groups. Each group
will answer questions for the assigned document and present the responses to the class. During group presentation,
students can arrange notes in a graphic organizer:
Document
Date
Visual Representation
Effect on American Rights
and Government.
Processing Assignment
 Read the following scenario to the students:
You are one of 128 passengers on the ship, The Prince Charles. You left England twelve weeks ago. You have
experienced many hardships: a stormy passage, half rations, sickness, cold damp weather above decks, and hot foul
air below decks. Ten of your fellow immigrants to the New World, including three children, have died and been buried at
sea.
You are now anchored at an uncertain place, off the coast of the New World, which your captain believes to be
somewhere north of the Virginia Grants. Seas are so rough and food so scarce, you have decided to settle here. A
landing party has returned with a map. You, as one of the elders, must decide at once where the first settlement will be
located.
SAISD © 2010-11 – Fourth Grading Period
7th Social Studies
So students can…
answer in interactive notebook and pair/share
response
answer in interactive notebook and pair/share
responses
read and answer questions. Prepare to present
answers to class.
The students will create a colony. Include the
following elements: Answer questions 3 and 4
through an essay, by writing a creative poem,
illustrating the information through a picture book, or
by using your own creative way.
Page 19 of 21
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The tradesmen want to settle along the river, which is deep, even though this seems to be the season of low water.
Within ten months they expect deep water ships from England with more colonists and merchants. Those who are
farmers say they must have fertile, workable land. The officer in charge of the landing party reported seeing armed
savages that fled when approached. He feels the settlement must be located so that it can be defended from the
savages from the sea.

Direct students to create a poster of the colony to include: 1. name of the colony
map of the colony and place name of the colony on the map (include in the map the physical features of the
location, indicate on the map where the Indian villages are located, as well as where you plan to build the
settlements, cemetery, merchant shops, church, and where the colony plans to establish farmland).
3. Justify, or defend, why you selected the locations to build your settlements and farmland.
4. Create two documents as follows: Develop a compact of your own that establishes at least four general goals for
you colony; create a Bill of Right for your colony. Specifically explain the freedoms and privileges granted to the
people that live in your colony.
2.
Vocabulary Development Assignment: 8th Grade Vocabulary Development
The purpose of this project is to familiarize students with the terms associated
with the study of government and the U.S. Constitution. You will have the
opportunity to choose which items you complete. Completing 4 of the items will
earn a 90 or above. Completing 3 of the items will earn a 80-89. Completing 2 of
the items will earn a 70-79. Each product should be of quality. The quality is
what will determine how high the grade will be in the proper grade range.
Required Words—Students must use all of these words
 Republican government
 Separation of powers
 Checks and balances
 Democracy
 Federalism
 Judicial review
 Limited government
 Popular sovereignty
 Ratification
 Representative government
 Suffrage
 Veto
 Amend
 Civil rights
Student Choice words—Pick any 10
 Constituents
 Delegate
 Dictatorship
 Double jeopardy
 Due process of law
 Electoral college
 Enumerated rights
 Faction
SAISD © 2010-11 – Fourth Grading Period
Vocabulary Projects
Make a set of flash cards for all of the words on the list
Create a poem or rap song that includes all the vocabulary words and reflects upon the theme
of government
Create a story using 15 of the words with context clues of their meaning. The words you used
need to be underlined.
Find newspaper or magazine articles that contain the required vocabulary words. Highlight
the vocabulary words, and underline the context clues that define the words.
Find newspaper headlines that contain each of the words. It might be possible to find more
than one word in the headline.
Give 1 synonym for each word.
Make a crossword puzzle that contains the words and their definitions.
Alphabetize this lists of words, re-writing the word and its definition.
Create your own definitions for the words and explain your rationale for them.
Write and illustrate a Children’s Book that explains each word-make it alphabetical or
thematically categorized.
What definition would each of these words have in any other developing democracy, such as
Iraq?
List each of the vocabulary words, and two metaphors to describe each.
7th Social Studies
Page 20 of 21
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assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
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

Habeas Corpus
Impeachment
Northwest Ordinance
Articles of Confederation
Virginia Plan
New Jersey Plan
Great Compromise
Bicameral legislature
Unicameral legislature
The Bill of Rights
Elastic Clause
SAISD © 2010-11 – Fourth Grading Period
7th Social Studies
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Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required
assessments at each grade level. All End of Course (EOC) eligible knowledge and skills are identified as Power Standards.