2nd 6 Weeks
Texas History Unit 2 Arcs
1,2,3
Austin Independent School
District
CORE CONTENT COACHING
SOCIAL STUDIES
GRADE 7
THE TEACHER WHO…
"Education's purpose is to replace an empty mind
with an open one." - Malcolm Forbes
BRING TO YOUR MEETING….
School Calendar/Yearly Itinerary (YI)
Curriculum Road Map (CRM)
TEKS/ELPS/CCRS
Adopted Text Book, Texas and Texans
A resource for quality texts, school library, literacy center, Amazon,
Scholastic, books from the library that relate to the TEKS being
studied, books for teacher read-aloud
•
The Handbook of Texas online: Spanish Missions , Anglo
Colonization in Texas, and Spanish Texas for teacher background
knowledge on content. Make copies to read or read online.
•
Teacher Read-Aloud Suggested: Cabeza de Vaca’s Adventure in the
Unknown Interior of America by Alvar Nunez de Vaca Translated &
Annotated by Cyclone Covey (there are several books, be sure to get
a translated copy written by de Vaca) continue reading this book if
you have not finished.
•
A resource for higher order question stems make a copy to have
•
Lesson plan template
•
A copy of Probing Questions make a copy to have
When you click the link above, it does open, but you have to close the ppt.
to get to the article. Then restart the ppt. from the this current slide. Make
copies of each before going over the PowerPoint.
•
•
•
•
•
YEARLY ITINERARY…LOOK AT THE CONTENT,
PACING, SCA FOR UNIT 2
2nd 6 weeks
25 days
(12.5 Block days)
Migration – Explorers and Settlers in Texas
Unit 1: European Exploration
Estimated time frame: 9 days (4.5 block days)
TEKS: 7.1A, 7.1B, 7.1C, 7.2B, 7.2F, 7.8A, 7.8B, 7.9A, 7.9B, 7.9C, 7.10B, 7.19C
Assessment:
SCA 1
Dates: November 2- 8, 2012
TEKS eligible for testing:
7.1A, 7.1B, 7.1C, 7.2B, 7.2C,
7.2D, 7.2F, 7.9A, 7.9C,7.10B,
7.17C, 7.19B
Migration: Explorers and Settlers in Texas
Unit 2: European Colonization in Texas
Estimated time frame:
16 days (8 block days)
TEKS: 7.1A, 7.1B, 7.1C, 7.2B, 7.2C, 7.2D, 7.2E,
7.2F, 7.10A, 7.10B, 7.11A, 7.11B, 7.17C 7.19A,
7.19B, 7.19C
Yearly
Itinerary
information
should be used
along with school
event calendar
information to get
an accurate
picture of
available
instructional time.
Review CRM for Concept, Transfer, Enduring Understandings, Essential
Questions, Units, Vocabulary, and Arcs, Resources, Time Pacing for ARC…
© Austin Independent School District, 2012
Name of Course: Grade 7 Social Studies
Austin ISD Curriculum Road Map (CRM)
Name: Migration- Explorers and Settlers in Texas
Grading Period: 2 nd 6 weeks
Pacing

25 days (12.5 Block Days)

October 8-Nov. 9, 2012
Concept
DESIRED RESULTS
Making Meaning
Transfer: Students will be able to independently use the learning to compare and contrast reasons for and consequences of
exploration over time.
Enduring Understandings: People migrate in response to political,
social, and economic needs.
Essential Questions:

What key elements stimulate migration? Do
Do students understand the term migrate?
Migrate and emigrar are true cognates.
students know that using the Latin suffix tion
turns the verb migrate into a noun. Migration
can be defined as “the act of migrating (or
moving from one place to another).

What are some benefits and risks involved with
migration?
Unit 2: European Colonization
Supporting vocabulary link
Essential Vocabulary: mission, presidio, friars, conquistadors,
empresario, Louisiana Purchase, filibuster
Student pre-requisite knowledge
Students should know the causes and effects of European exploration of Texas.
Resources: Glencoe, Texas and Texans, Chapter 5
ELPS: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to
support English Language Learners.
ARC 1 : Spanish Mission System in Texas
Arc Pacing: 5 Days (2.5 Block Days)
Targeted Vocabulary: mission, presidio, friars, conquistadors
Resources: Portal to Texas History; Glencoe, Texas and Texans, Chapter 5
Life in Spanish Missions Lessons
• Look at the TEKS being taught for the lesson, what
students will need to know and be expected to do.....
• Look at the verbs, words, phrases....
•
•
What TEKS are going to be addressed during this lesson?
What academic vocabulary do students need to understand and use?
•
What words, phrases in the TEKS may not be understood by the students?
•
What probing question(s) will facilitate understanding and mastery?
(Use your question lists from slide 2 to formulate some questions you can use with your
students.)
TEKS Knowledge & Skills
Readiness and Supporting Standards are not
designated for this level.
Acquisition
Students Will Know
Students Will Be Able To
7.1 History. The student understands traditional historical points of reference in Texas history.
7.1A identify the major eras in Texas

The Spanish Colonial era has

Create a web showing the
history, describe their defining
defining characteristics.
defining characteristics related
characteristics, and explain why

The sequence of important
to the Age of Contact.
historians divide the past into eras,
events and individuals related

Create a timeline to showing
including… Age of Contact; Spanish
to the Spanish Colonial era.
important individuals and
Colonial…

The importance of 1781 to
events related to the
Texas history.
colonization of Texas and the
7.1C explain the significance of the
Spanish mission system.
following dates: 1519, mapping the

Write a paragraph explaining
Texas coast and first; mainland Spanish
the significance of 1781 to
settlement; 1781, founding of San
Texas history.
Antonio…
Do students know
what an era in
history is?
Do students know what
the word significance
means?
When TEKS are repeated, still review
for comprehension. You will be confirming
students’ understanding and vocabulary
development.
Make a list of words
phrases in the
TEKS that your
students might not
understand, be
familiar with, etc.
• Look at the TEKS being taught for the lesson, what
students will need to know and be expected to do.....
• Look at the verbs, words, phrases….
•
•
•
•
What TEKS are going to be addressed during this lesson?
What academic vocabulary do students need to understand and use?
What words, phrases in the TEKS may not be understood by the students?
What guiding question(s) will facilitate understanding and mastery?
7.2 History. The student understands how individuals, events, and issues through the Mexican National Era shaped the
history of Texas
7.2B identify important individuals,

The important issues,

Write an essay from the point
events, and issues related to European
individuals and events related
of view of an individual living in
exploration of Texas such as Alonso
to territorial claims made by
a Spanish mission about daily
Alvarez de Pineda, Alvar Nunez Cabeza
Spain as they related to the
life and the purposes of the
de Vaca and his writings, the search for
Spanish Colonial Era.
mission system.
gold, and the conflicting territorial

The important events and

Participate in a simulation
claims between France and Spain
issues related to the
about life in a Spanish mission.
establishment of Catholic
7.2C identify important events and
missions in Texas during the
issues relation to European colonization
Spanish Colonial Era.
of Texas, including the establishment of

The reasons for and purposes
Can students explain what a
Catholic missions, towns, and ranches
for Spanish settlement in Texas historical event is? An issue?
such as Fray Damien Massanet, Jose de
during the Spanish Colonial Era. Methods of settlement?
Escandon, Antonio Margil de Jesus and
Francisco Hidalgo
You can connect Pineda and de Vaca
7.2F contrast Spanish, Mexican, and
Anglo purposes for and methods of
settlement in Texas
to the previous lesson. If you are
reading de Vaca’s journal, connect
7.2B to your Read Aloud.
How will the verbs in the TEKS affect how you will teach the
lesson? The student product? The questions you will ask?
Continue the list of
words phrases in the
TEKS that your
students might not
understand, be
familiar with, etc.
Look at the verbs
on this slide and
the one before,
how will you teach
the lesson for
student mastery?
MORE TEKS
7.10 Geography. The student understands the effects of the interaction between humans and the environment in Texas
during the 19th, 20th, and 21st centuries
7.10B explain ways in which geographic 
Geographic factors impacted

Create a graphic organizer
factors… have affected the political,
the political, economic, and
describing the ways in which
economic, and social development of
social development of Texas
geographic factors affected the
Texas
during the Spanish Colonial era.
political, economic, and social
development of Texas during
the Spanish Colonial era.
7.19 Culture. The student understands the concept of diversity within unity in Texas.
7.19C identify examples of Spanish

Examples of Spanish influence

After viewing images and
influence and the influence of other
on Texas from the Spanish
reading documents related to
cultures on Texas such as place names,
Colonial Era.
the Spanish mission system in
vocabulary, religion, architecture, food,
Texas, explain to a partner the
and the arts
ways in which Spanish
influence remains in Texas
today as a result of Spanish
colonization.
Can students explain what a
geographic factor is? Why a
geographic factor affects the
political, economic, and social
development of Texas?
What does political, economic and
social development of Texas mean?
What are some
examples of
Spanish
influence around
Austin and
Texas? How do
we know these
examples are
from Spanish
influences?
Students can work as partners to list geographic
factors using the primary source quotation from
Texas and Texans, p. 125. Read the paragraph under
the quotation and then through questions, support
the students to see how the geographic factors they
listed affected the political, economic, and social
development of Texas. From the National Archives:
Primary Source Written Document Analysis
Do geographic factors affect people/communities
today?
TEKS: LOOK AT THE TEKS VERB, WORDS,
PHRASES…
• Do you understand what students need to master?
• Do you understand what the TEKS expect the students to learn?
• How will you teach/review the students the vocabulary and phrases related
to the TEKS?
• How will you teach/review the TEKS with the students?
• How will your lesson reflect the mastery of the TEKS being studied?
• Do the students understand what they need to master?
• Can students identify the verbs in the TEKS?
• How will you connect previously taught TEKS to the new learning?
• How will you know when the student has accomplished/demonstrated
mastery of the TEKS being studied?
• How will the student know she/he has mastered the TEKS?
PLEASE NOTE that at first these strategies may seem very labor intensive, but as your
students develop their background knowledge and academic vocabulary, these procedures
will go faster because you have laid the foundation and the result will be that the students
know more, and you know they know more from their responses. Do not neglect reviewing
the TEKS. At the end of your lesson, your students should be able to connect the new
learning to the TEKS being taught and see relationships to prior learning.
STUDENTS WILL KNOW…STUDENTS WILL BE ABLE TO…
Read the “Students Will Know…
and the Students Will Be Able
to…”
Do these sections reflect what is in
the TEKS?
How will your teaching reflect these
sections?
o
oral language strategies
o
written response strategies
o
questioning strategies
o
collaborative learning
strategies
Suggested
Anchors of Support:
•
•
•
•
•
Timeline: Texas & Texas,
Chapter 5, pp. 118-135
First Missions Are Built, pp.
118-123
Use graphic organizer below
Primary Source Support:
pp.682-700
Primary source quotations
throughout Ch.5 Graphic
Analysis
Location
Near El Paso
East Texas
Mission
TEKS Knowledge & Skills
Acquisition
Readiness and Supporting Standards are not
designated for this level.
Students Will Know
Students Will Be Able To
7.1 History. The student understands traditional historical points of reference in Texas history.
7.1A identify the major eras in Texas

The Spanish

Create a web showing the defining
history, describe their defining
Colonial era has
characteristics related to the Age of
characteristics, and explain why
defining
Contact.
historians divide the past into eras,
characteristics.

Create a timeline to showing important
including… Age of Contact; Spanish

The sequence of
individuals and events related to the
Colonial…you taught this TEK in the
important events
colonization of Texas and the Spanish
previous lesson, what is new?
and individuals
mission system.
related to the

Write a paragraph explaining the
7.1C explain the significance of the
Spanish Colonial
significance of 1781 to Texas history.
following dates: 1519, mapping the
era.
Texas coast and first; mainland

The importance of
Spanish settlement; 1781, founding of
1781 to Texas
San Antonio… (new)
history.
Date
Discuss as a group and
share with each other. What
activities will I use to engage
my students and ensure
mastery of these TEKS?
Use the question: Why was it
necessary that a well be located
within the mission walls? Use the
birds-eye view map, p. 121
Continue the discussion
with the next slide…
Mission Concepción is one of the
San Antonio missions which is a
National Historic Landmark.
CONTINUE THE SAME PROCEDURES… STUDENTS WILL KNOW,
STUDENTS WILL BE ABLE TO …
What Anchors of
Support will I
use?
•
•
•
•
•
Lesson on Life in
the Missions
from Portal to
Texas History
Maps
Textbook
The Handbook
of Texas online
Graphic
organizers
Person
Pineda
de Vaca
Massanet
Escandon
de Jesus
Hildago
Role
TEKS Knowledge & Skills
Readiness and Supporting Standards are not
designated for this level.
Acquisition
Students Will Know
Students Will Be Able To
7.2 History. The student understands how individuals, events, and issues through the Mexican National Era shaped the
history of Texas
7.2B identify important individuals,

The important issues,

Write an essay from the point
events, and issues related to European
individuals and events related
of view of an individual living in
exploration of Texas such as Alonso
to territorial claims made by
a Spanish mission about daily
Alvarez de Pineda, Alvar Nunez Cabeza
Spain as they related to the
life and the purposes of the
de Vaca and his writings, the search for
Spanish Colonial Era.
mission system.
gold, and the conflicting territorial

The important events and

Participate in a simulation
claims between France and Spain
issues related to the
about life in a Spanish mission.
establishment of Catholic
7.2C identify important events and
missions in Texas during the
issues relation to European
Spanish Colonial Era.
colonization of Texas, including the

The reasons for and purposes
establishment of Catholic missions,
for Spanish settlement in Texas
towns, and ranches such as Fray Damien
during the Spanish Colonial Era.
Massanet, Jose de Escandon, Antonio
Margil de Jesus and Francisco Hidalgo
7.2F contrast Spanish, Mexican, and
Anglo purposes for and methods of
settlement in Texas
Spanish Missions from The
Handbook of Texas online. Use this
site as a resource.
Some of these people will be a review.
Include more rows on the graphic organizer
and let the students choose significant
people they want to add.
The Texas Portal lesson is
an experience for
students to learn about
life in a mission. Students
work in small groups. The
directions for the teacher
are explicit and a mission
PPt is included.
STUDENTS WILL KNOW…STUDENTS
WILL BE ABLE TO …
Anchors of Support
•
Texas and Texans, Spanish
Settlements, pp. 124-128
•
Maps, p. 125
•
Building Communities,
pp. 130-133
•
Primary source quotations
•
throughout Ch.5
•
Graphic Analysis
•
See pp. 134-135 for other
graphic organizers,
questions, and ideas.
Students can work in
groups to complete
TEKS 7.19C using a
graphic organizer
with the categories
listed in the TEKS.
This activity could be
an engagement/
closing activity to
begin/end the lesson.
TEKS Knowledge & Skills
Readiness and Supporting Standards are not
designated for this level.
Acquisition
Students Will Know
Students Will Be Able To
7.10 Geography. The student understands the effects of the interaction between humans and the environment in Texas
during the 19th, 20th, and 21st centuries
7.10B explain ways in which geographic 
Geographic factors impacted

Create a graphic organizer
factors… have affected the political,
the political, economic, and
describing the ways in which
economic, and social development of
social development of Texas
geographic factors affected the
Texas
during the Spanish Colonial era.
political, economic, and social
development of Texas during
the Spanish Colonial era.
7.19 Culture. The student understands the concept of diversity within unity in Texas.
7.19C identify examples of Spanish

Examples of Spanish influence

After viewing images and
influence and the influence of other
on Texas from the Spanish
reading documents related to
cultures on Texas such as place names,
Colonial Era.
the Spanish mission system in
vocabulary, religion, architecture, food,
Texas, explain to a partner the
and the arts
ways in which Spanish
influence remains in Texas
today as a result of Spanish
colonization.
Because you have discussed what geographic factors are,
your students will only need a quick reminder, but some
will need that reminder for the meaning and examples.
COMPARE MAPS
TEXAS MISSION MAPS AND MORE MAPS
Texas Explorers Maps at:
Students discuss in groups
using a primary source
analysis organizer for maps.
The graphic organizer works well even for
maps that are not primary sources.
Develop background knowledge on the
Spanish in Texas (Easy reading) Students
may be able to read this article
independently or it can be used for
homework as there are comprehension
questions.
EXTEND THE LESSON WITH MORE MAPS
Student
Tasks
What can we learn from this map?
Compare this map to the previous
two maps.
Texas Historical Maps
Click on the link above for a
larger version of this map.
MISSION SAN SABA: LESSON
What happened to Mission San Saba?
Mission San Saba: Use
part of this lesson to
engage students such
as using the primary
source picture, the
questions for the
picture, and the
readings about the
mission. This reading
and the question activity
can be used for
homework.
Readings on the destruction of
the Mission San Saba
Questions for the painting and
readings.
Massacre or Victory San
Saba Reading
PERFORMANCE TASK AND MODEL LESSON…
The timeline will
emphasize the
chronological order
of opening
missions. Students
can use the
graphic organizer
with person, role,
and the name and
date of the
missions on slides
10 & 11 to help
them create a
timeline.
The Lesson on Life
in the Missions from
The Texas Portal
gives the students
the background
knowledge they will
need to write an
essay on life in a
Spanish mission.
Use the textbook p.
121, and also the
Texas Portal Lesson
for a birds-eye view
of Missions.
ASSESSMENT EVIDENCE
Student Work Products/Assessment Evidence
Performance Tasks
Other Evidence (i.e. unit tests, open ended exams, quiz,
essay, student work samples, observations, etc.)


Student-created timeline to showing important
individuals and events related to the colonization of
Texas and the Spanish mission system.
Student-produced essay from the point of view of an
individual living in a Spanish mission about daily life
and the purposes of the mission system.
Use the Performance and Assessments
Activities and Rubrics ancillary for the
textbook, p. 13. It is scanned and on the
next slide.
Activities/ Homework: Explorers and
Settlers Beginnings to 1821 ancillary
booklet: pp. 71, 72, 73
Activity Workbook: Missions and
Settlements, p. 9-10
Short Cycle Assessment

SCA Testing Window: November 2-8, 2012

SEs eligible for testing include, but are not limited to:
7.1A, 7.2B, 7.2C, 7.2F
Additional Suggestions for Assessment

Teacher observations

Interactive Notebook entries addressing the
questions, “What key elements stimulate
migration? What are some benefits and risks
involved with migration?”

Graphic organizer about the ways in which
geographic factors affected the political, economic,
and social development of Texas during the Spanish
Colonial era
LESSON PLANNING TOOLS
In the course of lesson planning, it is the expectation that teachers will include whole child considerations when
planning such as differentiation, special education, English language learning, dual language, gifted and talented, social
emotional learning, physical activity, and wellness.
Definitely check out the 7th grade Social Studies website , 2nd 6
weeks for model lessons and activities you can use. There are pictures and readings on the missions.
Model Lesson- Birds-eye View: Mission
Suggested Pacing: 2 days (1 block)
TEKS: 7.1A. 7.2C, 7.21C
Instructional Resource PENDING
Inserting
some
challenge
Since this
may be the
first time
your
students
are doing a
project, the
teacher will
need to
guide each
step and
set
deadlines
for each
part.
Project: Extension and Partner/Small Group Work
Can be used for a sixweeks project,
differentiation, extra
credit, group work for
those that finish
early….
Important:
•
•
•
•
•
•
•
Read with students the
Background, Task, Audience,
Purpose, Procedure and
Assessment.
Set up a timeline for each of the
5 steps in the Procedure. * what
will be done in class and what will
be done at home.
Review the Assessment List &
Scoring Rubric with them,
pp. 47-48.
Model paragraph writing for the
writing portion. Give them plenty
of examples to see from other
publications on what a paragraph
looks like. Dissect your model
paragraph so they know what is
expected.
Explain how many paragraphs
they will need to write. Space out
the paragraph writing
assignments so they don’t
become overwhelmed, one per
week or 2 or 3 days.
Allow time for editing and
corrections. You may need to do
one on one conferences for the
writing portion.
Give them copies of the
Performance Assessment Task
Sheet, the Scoring Rubric , p. 4748.
Ch. 5Project Rubric and Performance Task: Give students copies of each.
CRM: MODELS/ANCHORS OF SUPPORT… INSTRUCTION…
AND STUDENT TASK… PLAN YOUR LESSON
Your classroom needs to reflect the TEKS and what is being studied.
Your anchors of support enhance and support your instruction.
Examples of Anchors for Support
The TEKS studied need to be written out for students to see and
connect to what is being studied.
Have available in your classroom: the textbook, maps, other
books/resources, websites, historical fiction, non fiction for
students to read, newspapers, magazines, posters, word walls with
academic vocabulary and supporting vocabulary, student work…
Discovery Education Streaming, Teacher Read-Aloud…
o
What will your instruction include?
Student Notebooks, graphic organizers, maps,
collaboration: small group and partner work,
models, read alouds, shared and independent
reading, research, projects, technology…
o
o
o
o
o
Does your lesson engage/motivate
the students?
Task
The student task is aligned to
the TEKS/SE.
The task is aligned to students’
differentiations (SPED, ELL).
Students are engaged in tasks.
Students are on task and able to
articulate learning.
Students are engaged, and
learning is student-centered.
Students are working as a class,
small group, partner, individual.
DON’T FORGET ELPS, CCRS, AND 21ST CENTURY
FRAMEWORK….

ELPS
These standards are required by law and are not only designed to make content
comprehensible and develop academic language for ELL’s but support quality
instruction for all learners in listening, speaking, reading, and writing.

CCRS
These standards were approved in 2008 to ensure that Texas students are graduating
from high school with all the skills necessary to be successful in college. These focus
not only on content but the intellectual skills and underlying understandings of the
structure of knowledge necessary to be highly equipped for post-secondary education.

Framework for 21st Century Learning
This framework is designed to outline the skills, knowledge, and expertise students
need to be successful in life, work, and globally. They focus on aptitudes such as,
creativity, technology, collaboration, critical thinking, problem solving, and
communication.
TAKE A FEW MINUTES BEFORE GOING TO THE
NEXT ARC TO ….
Discuss and plan with your team how you will teach this Unit and ARC
Review the slides as needed…
•
What might your students have difficulty in understanding?
•
What words/phrases in the TEKS will students have difficulty
in understanding?
•
What anchors of support do my students need? Download as much of the online
material and have copies ready for students to read. Do you need one copy for
each student? It depends, if you are a Focus l or Focus ll campus, then definitely,
Students can write on their copy, highlight, underline…
•
How will I reference/use the anchors of support in my lesson?
•
Students are creating a timeline of significant historical people and events in Texas
colonization and the mission system as a task, how about assigning a different
timeline for homework! If students did not create a personal timeline in Unit 1,
then you might have students create a personal timeline or a family member’s
timeline such as a parent or the oldest person in their family with four + significant
people and events from their lives. Students interview the family member to get
ideas for the events to put on the timeline. Students may want to include pictures.
•
Think about homework you will give your students to support their
understanding and mastery of the TEKS.
•
Do give homework and make it the expectation!
ARC 2: European and Anglo Colonization
Refer to previous slides as needed…
ARC 2 : European and Anglo Colonization
Arc Pacing: 8 Days (4.5 Block Days)
Targeted Vocabulary: empresario, Louisiana Purchase, filibuster
Resources; Glencoe, Texas and Texans, Chapter 7
TEKS Knowledge & Skills
Acquisition
Students Will Know
Students Will Be Able To
7.1 History. The student understands traditional historical points of reference in Texas history.
7.1C explain the significance of the

The importance of 1821 to

Write a paragraph explaining
following dates: …1821, independence
Texas history.
the significance of 1821 to
from Spain…
Texas history.
7.2 History. The student understands how individuals, events, and issues through the Mexican National Era shaped the
history of Texas
7.2C identify important events and

The important events,

Create a timeline describing
issues relation to European colonization
individuals, and issues related
the important events,
of Texas, including the establishment of
to the colonization of Texas.
individuals, and issues related
…, towns, and ranches, and individuals

The contributions of significant
to the colonization of Texas.
such as such as Fray Damien Massanet,
individuals listed in TEKS 7.2E

Write an essay comparing and
Jose de Escandon, Antonio Margil de
to the colonization of Texas.
contrasting the purposes for
Jesus and Francisco Hidalgo

Spanish, Mexican, and Anglo
and methods of settlement in
purposes for and methods of
Texas by the Spanish, Anglos,
7.2E identify the contributions of
settlement in Texas were
and Europeans.
significant individuals, including Moses
similar to and different from

Design a postage stamp to
Austin, Stephen F. Austin, Erasmo
one another.
commemorate the
Seguin, Martin DeLeon, and Green
Many of these TEKS are repeated.
contributions of the individuals
DeWitt, during the Mexican settlement
Students should know the
listed in TEKS 7.2E.
of Texas
terms and their meanings. How
Write on the back of your postage
will you connect the previous
stamp why this person is
7.2F contrast Spanish, Mexican, and
learning to European and Anglo
remembered or the contribution he
Anglo purposes for and methods of
colonization?
made. As an extension activity ask
settlement in Texas
In 7.2F, do students know that
students to research the role of
contrast means to compare and
women and others important to the
methods means how each group
Mexican settlement of Texas.
settled?
Readiness and Supporting Standards are not
designated at this level.
Follow the same
process with ARC 2 as
you did with ARC1.
•
•
•
•
•
Same Concept,
Essential
Understandings and
Questions
Unit 2 European
Exploration
Read and analyze
your TEKS. Look at
the verb. Does the
Students Will Know
and …Will Be Able to
… align with the
TEKS…
What terms do your
students need to be
reminded of the
meaning? What is
new?
What connections
can you make to the
previous Arc?
CONTINUED FROM THE PREVIOUS SLIDE
What anchors of support
Will you use?
TEKS Knowledge & Skills
Readiness and Supporting Standards are
not designated at this level.
Acquisition
Students Will Know
Students Will Be Able To
Images of Texas land
7.10 The student understands the effects of the interaction between humans and the environment in Texas during the
Identify pictures that show
19th, 20th, and 21st centuries.
human adaptations.
7.10A identify ways in which Texans

European explorers adapted to 
Write a letter from the point of
•
Maps
have adapted to and modified the
and modified the environment
view of a Spanish or French
•
Texas and Texans
environment
and
analyze
the
positive
in
Texas.
explorer explaining the
•
Texas magazines
and negative consequences of these

Geographic factors impacted
challenges you faced while
•
Check with your school
modifications
the
political,
economic,
and
exploring Texas and how you
Librarian for magazines
social
development
of
Texas
met those challenges.
and picture books on
7.10B explain ways in which geographic
during the Age of Contact.

After reading selected primary
Texas geography.
factors… have affected the political,
and secondary sources, explain
•
Austin Past and Present
economic, and social development of
in an essay how geographic
You will need to down
Texas
factors affected the political,
load to your computer.
economic, and social
Pictures of human adaptations
development of Texas
are on this program. Use the
following the Age of Contact,
link above to the social studies
website, scroll up and you will
Discuss as a group &
Find directions to download APP to your Mac or PC.
•
Read the Students Will Know… and the Students Will Be
Able to…
Do these sections reflect what is in the TEKS?
How will your teaching reflect these sections?
o oral language strategies
o written response strategies
o questioning strategies
o collaborative learning strategies
share with each other.
What activities will be
used to engage students
and ensure mastery of
these TEKS?
TEKS CONTINUED…
What anchors of support
Will you use?
•
•
•
•
Texas and Texans, Ch. 7:
pp. 160-181
Foldable Graphic Organizer
Circular booklet, p. 163;
Timeline, include the
importance of 1821 in Texas
history; Reading Strategy
graphic organizer, p. 164
or use student notebook
Maps
Enchanted Learning Maps
of Texas
Use questions to set
purposes for reading.
7.11 Geography. The student understands the characteristics, distribution, and migration of population in Texas in the
19th, 20th, and 21st centuries.
7.11A analyze why immigrant groups

Immigrant groups came to

Read primary and secondary
came to Texas and where they settled
Texas for a variety of reasons
sources related to immigration
during the colonization of
to Texas during the Spanish
7.11B analyze how immigration and
Texas.
Colonial era to determine
migration to Texas in the 19th, 20th, and

Immigrant groups chose to
reasons why people moved to
21st centuries have influenced Texas
settle in various locations
Texas and where they settled.
throughout Texas for a variety

Explain how immigration to
of reasons.
Texas during the Spanish

Immigration and migration to
Colonial era shaped the history
Texas during the colonization
of Texas.
of Texas influenced the state.
European and Anglo
immigration to Texas: Use
maps to show migration of
people, where they came
from, and where they
settled.
What was it like to move
from the familiar, to leave
your family and move to
someplace new and
unsettled?
Ask your school librarian for
books on Texas migration for the
19th, 20th, and 21st centuries
for students to read in class
and/or for homework, add a
presentation for the class and
compare the findings. Include
historical fiction, so students
can relate and connect through
the character.
Books can be picture books and
below grade level if students are
expected to read independently.
Simple Book
Report:
List
Write a paragraph
on what you
learned about
immigration and
migration in
Texas during the
____ century.
WHAT TASK DO YOU NEED TO ADD?
Discuss in partners or
in a group the
formative and
summative
assessments listed.
Look through your
text, add other tasks
as needed.
Performance
Assessment p. 15
Slides 27-28


ASSESSMENT EVIDENCE
Student Work Products/Assessment Evidence
ASSESSMENT EVIDENCE
Student Work Products/Assessment Evidence
Performance Tasks
Other Evidence (i.e. unit tests, open ended exams, quiz,
essay, student work samples, observations, etc.)
Students will read about an empresario in order to
Short Cycle Assessment
create and conduct an oral presentation.

SCA Testing Window: November 2- 8, 2012
Students will write an essay describing whose colony

SEs eligible for testing include, but are not limited to:
they would most like to join in Texas.
7.1C, 7.2C, 7.2E, 7.2F, 7.10B
The essay should be at least one page, always completed
sentences, correct in grammar, punctuation, and spelling.
Homework: Activities Workbook, pp. 13-14
Book presentation on colonists in Texas, immigration in
the 19th, 20th, & 21st centuries, non fiction and historical
fiction
Additional Suggestions for Assessment

Teacher observations

Interactive Notebook entries addressing the
questions, “What key elements stimulate
migration? What are some benefits and risks
involved with migration?”

Graphic organizer about the empresarios and their
impact on Texas
Do your students know what an essay is. How long is an essay?
What are your expectations for this essay? How will you prepare
them to write the essay? You know your students are going to
write this essay. Make sure they take notes on what you expect to
be in the essay. You may want to use a graphic organizer they
can use for their prewriting. “This is important…jot …down on
your graphic organizer.”
The art of teaching is the art of assisting discovery.
Mark Van Doren
LESSON PLANNING TOOLS
LESSON PLANNING TOOLS
In the course of lesson planning, it is the expectation that teachers will include whole child considerations when
planning such as differentiation, special education, English language learning, dual language, gifted and talented, social
emotional learning, physical activity, and wellness.
Model Lesson- Anglo Colonization
Suggested Pacing:1 day (.5 block)
TEKS: 7.1A, 7.2E, 7.21A, 7.22D
Instructional Resource PENDING
There are lessons on the Social Studies Website, however, you
may need to plan and extend the lessons in order to teach the
TEKS listed in the CRM.
Important:
You are covering 3
chapters and you have
3 Performance
Assessments.The first
project you modeled
and scaffolded the
instruction. Next time
introduce these
assessments at the
beginning and let
students choose which
one they want to do.
You will still have to be
explicit in your
instruction, but after
shadowing them for one
project, they should be
able to work somewhat
more independently.
Allow some time in
class to set up what
they need to do on their
own time (homework).
Remember: you will still
have to shadow and
give explicit instructions
and a timeline of
expectations. You do
not have to do every
project. Students should
work as partners. Some
may want to work alone.
You might try one per
six weeks.
Challenge…
Students work
with a partner,
or in groups of
3. These
projects
provide
challenge for
your students.
Let them
present to the
class. Always
use the
Student
Accountability
slip for the
listeners.
Ch. 7 Performance Task and Rubric: Give students a copy
of each.
NEXT ARC 3: END OF SPANISH RULE IN TEXAS
Follow the same process
with ARC 3 as you did
with ARCs 2 & 1.
•
Same Concept,
Essential
Understandings and
Questions
•
Unit 2 European
Exploration
•
Read and analyze
your TEKS. Look at
the verb. Does the
Students Will Know
and …Will Be Able to
… align with the
TEKS…
•
What terms do your
students need to be
reminded of the
meaning? What is
new?
•
What connections
can you make to the
previous Arc?
ARC 3 : End of Spanish Rule in Texas
Targeted Vocabulary: independence
Resources: Glencoe, Texas and Texans, Chapter 6
TEKS Knowledge & Skills
Readiness and Supporting Standards are not
designated at this level.
Arc Pacing: 3 Days (1.5 Block Days)
Acquisition
Students Will Know
Students Will Be Able To
7.1 History. The student understands traditional historical points of reference in Texas history.
7.1A identify the major eras in Texas

The importance of 1821 to

Write a paragraph explaining
history, describe their defining
Texas history.
the significance of 1821 to
characteristics, and explain why

The sequence of events related
Texas history.
historians divide the past into eras,
to Mexico’s independence

Create a timeline to show the
including Spanish Colonial
from Spain.
events related to Mexico’s
independence from Spain.
7.1B apply absolute and relative
chronology through the sequencing of
significant individuals, events, and time
periods
7.1C explain the significance of the
following dates: …1821, independence
from Spain…
The previous lessons have some of these same TEKS.
How can you connect what the students have learned to what they will learn? If
you have taken the time to go over and discuss the TEKS, your job will be
easier now…as the students will comprehend the words and phrases in the
TEKS and you can connect the TEKS to the End of Spanish Rule in Texas.
CONTINUE THE SAME
PROCESS…
TEKS Knowledge & Skills
Follow the same process
with ARC 3 as you did
with ARCs 2 & 1.
•
Same Concept,
Essential
Understandings and
Questions
•
Unit 2 European
Exploration
•
Read and analyze
your TEKS. Look at
the verb. Does the
Students Will Know
and …Will Be Able to
… align with the
TEKS…
•
What terms do your
students need to be
reminded of the
meaning? What is
new?
•
What connections
can you make to the
previous Arc?
Readiness and Supporting Standards are not
designated at this level.
Acquisition
Students Will Know
Students Will Be Able To
7.2 History. The student understands how individuals, events, and issues through the Mexican National Era shaped the history of
Texas
7.2C identify important events and issues

European colonization of Texas

Describe to a partner the events
related to European colonization of Texas,
played a role in Mexico’s desire to
and issues during European
including the establishment of Catholic
be independent from Spain.
colonization of Texas that led
missions, towns, and ranches, and individuals 
Individuals and events listed in
Mexico to want to declare
such as Fray Damien Massanet, Jose de
TEKS 7.2D played a role in the
independence from Spain.
Escandon, Antonio Margil de Jesus, and
movement for independence from

Write a paragraph describing the
Francisco Hidalgo
Spain.
impact of Mexican independence
on Texas.
7.2D identify the individuals, issues, and

Compare and contrast the
events related to Mexico becoming an
Mexican Constitution of 1824
independent nation and its impact on
with the U.S. Constitution on a
Texas, including Texas involvement in the
graphic organizer.
fight for independence, Jose Gutierrez de
Lara, the Battle of Medina, the Mexican
Federal Constitution of 1824, the merger of
Texas and Coahuila as a state, the State
Colonization Law of 1825, and slavery
7.10 Geography. The student understands the effects of the interaction between humans and the environment in Texas during
the19th, 20th, and 21st centuries.
7.10B explain ways in which geographic

Geographic factors impacted the

Create a graphic organizer to
factors have affected the political,
political, economic, and social
describe the impact of geographic
economic, and social development of Texas
development of Texas after
factors on the political, economic,
Mexican independence.
and social development of Texas
after Mexican independence.
TEKS CONNECTIONS…
• Read and
analyze your
TEKS. Look at
the verb. Does
the Students
Will Know and
…Will Be Able
to … align with
the TEKS…
• What terms do
your students
need to be
reminded of?
What is new?
• What
connections
can you make
to the previous
Arc?
TEKS Knowledge & Skills
Acquisition
Students Will Know
Readiness and Supporting Standards are not
designated at this level.
7.17C express and defend a point of
view on an issue of historical or
contemporary interest in Texas


The Mexican government listed
specific grievances against
Spanish rule.
The Spanish government’s
justifications for its treatment
of its colonies.
Students Will Be Able To


Discuss the Mexican Revolution
from the point of view of the
Spanish government and the
Mexican government.
Identify motivation for Mexican
independence and the
importance of Father Miguel
Hidalgo.
7.19 Culture. The student understands the concept of diversity within unity in Texas.
7.19A explain how the diversity of

The Mexican Revolution

Create a list of examples of
Texas is reflected in a variety of cultural
impacted cultural events in
Spanish influence in modern
activities, celebrations, and
Mexico and in Texas.
Texas.
performances

People living in Texas and
Compare two primary source
Mexico attempted to maintain
pictures: Texas and Texans, pp.
7.19B describe how people from various
their culture and heritage after 137 & 139, compare similarities
racial, ethnic, and religious groups
Mexican independence.
and differences, list the Spanish
attempt to maintain their cultural
influences.
heritage while adapting to the larger
Texas culture
TASK AND TOOLS
What
background
knowledge do
your students
need in order to
perform these
tasks?
Note taking on
content for the
writing tasks
that will
develop
background
knowledge is
essential to
students’
success and
achievement.
There is a model
lesson on the
Social Studies
Website titled End
of Spanish Rule in
Texas. Check it
out on the 7th
grade home page.
ASSESSMENT EVIDENCE
Student Work Products/Assessment Evidence
Performance Tasks
Other Evidence (i.e. unit tests, open ended exams, quiz,
essay, student work samples, observations, etc.)



Students will write-out and role-play a conversation
between a representative of the Mexican
government and Spanish government on the eve of
the Mexican Revolution.
Students will write a paragraph or more summarizing
how Spanish neglect led to the end of Spanish rule in
Texas.
Students will write a paragraph about the Spanish
influence on Texas.
Short Cycle Assessment

SCA Testing Window: November 2-8, 2012

SEs eligible for testing include, but are not limited to:
7.2D, 7.10B, 7.17C, 7.19B
Additional Suggestions for Assessment

Teacher observations

Interactive Notebook entries addressing the
questions, “What key elements stimulate
migration? What are some benefits and risks
involved with migration?”

Graphic organizer about the causes and effects of
the Mexican Revolution
LESSON PLANNING TOOLS
In the course of lesson planning, it is the expectation that teachers will include whole child considerations when
planning such as differentiation, special education, English language learning, dual language, gifted and talented, social
emotional learning, physical activity, and wellness.
Model Lesson- End of Spanish Rule in Texas
Suggested Pacing: 3 days (1.5 blocks)
TEKS: 7.1C, 7.2D, 7.19C, 7.21C, 7.22C
Instructional Resource PENDING
This is the final
Performance
Assessment for this 6
weeks. These
projects offer an
opportunity for your
students to be
challenged and to
grow in their content
knowledge. The
topics are interesting
and engaging. Each
project that is done
enriches and
educates your
students.
You have a choice, as
to which one you will
choose for your
students to do.
Remember the first
project is modeled
and done with the
teacher and the
students together,
then you can give
students a choice of
the remaining two
projects and let each
group choose which
one they want to do.
The teacher will
still need to set
structured timelines
for students to
complete specified
parts of the project.
You are
teaching content
and organization
skills. Be sure to
discuss why
following a timeline
for completing parts
of the project
benefits students.
Ch. 6 Performance Task and Rubric: Go over and give students a copy
of each If doing this project.
NEXT STEPS… THINK ABOUT…
Before planning your lessons, review,
concept, pacing, unit, arc, TEKS,
vocabulary, resources, Students Will
Know, Students Will Be Able To,
Performance Tasks, Assessments,
and model lessons in the portfolios.
Look at the TEKS and the academic
vocabulary they contain. What can you
use in the CRM, what can you add to
the lesson to enhance engagement
and mastery for your students? Look
at the model lesson for support. What
can you use from this PowerPoint?
Don’t forget:
assign
homework.
Make that an
expectation!
•
What guiding questions and/or stems are you going to
use to promote the use of academic vocabulary, to
engage the students, and support comprehension of
what is being learned?
•
What questions are being used to pique the students’
curiosity that they cannot resist wanting to answer?
“Ignorance is not bliss. …it is fear; it is cruelty; it is all the
things that make for unhappiness. - Winidfred Holtby
•
How will you provide opportunities for students to use
academic vocabulary to demonstrate their learning
and mastery?
 How are you going to encourage the use of academic
vocabulary? How are you going to set the expectation
that students use academic vocabulary in the
classroom?
 Can you use primary sources in this lesson?
 Are you communicating to students that in your
classroom it is the expectation that the students speak
and write in complete sentences using academic
vocabulary with meaning and understanding.
EDUCATION…
Do all your
learning while
you’re young,
for when you
get older nobody
HOMEWORK
Make It Interesting and Make It Positive
Suggestions…
•
Book reports and presentations
•
Assessment Projects from the Chapters included in
this Power Point.
•
Read and highlight a short article from Texas
Handbook online or other source linked in this
portfolio:
• Miguel Hildalgo y Castilla
• Texas in the Spanish ERA: Antonio de Margil
de Jesus
• Moses Austin
•
Make copies of Two Viewpoints, p. 127
from Texas and Texans. Students read and
answer the question on the page.
•
Make copies of articles in this Power Point for
students to read, answer questions, summarize,
find a cause and effect, sequence, find a main
idea…
•
Make a copy of “The Tarnished Halo” by Robert Carter
from Texas and Texans p. 149 about Father Hidalgo,
students respond to questions in Analyzing Literature
or Reading to Discover.
•
Illustrate a TX history event, historical figure and write
a short paragraph about the illustration
•
Activity pages from the textbook ancillary books.
•
Pose one question pertaining to the content being
studied for students to answer in a written paragraph.
What are the benefits?
Homework usually falls into one of three
categories: practice, preparation, or
extension. The purpose usually varies by
grade. Individualized assignments that tap
into students' existing skills or interests can
be motivating. At the elementary school level,
homework can help students develop study
skills and habits and can keep families
informed about their child's learning. At the
secondary school level, student homework is
associated with greater academic
achievement. (Review of Educational
Research, 2006)
Will all students do their homework…no, but
even if one does it, you have made a difference.
PLANNING CONTINUED…
Planning Instruction:
After reviewing the CRM• How will you engage your students so that the learning is relevant to them?
• What questions will you use to support and guide students to mastery of
the TEKS being studied and beyond?
• How will your students demonstrate that they have mastered the learning
(assessment)? How will you know they have the Essential Understandings?
Are able to answer the Essential Questions?
• What strategies, best practices will engage and drive the learning for
mastery from each of your students?
• What are your anchors of support for this lesson?
• What differentiation accommodations will you need to add to your lesson
so that all students meet the standards?
AS YOU PLAN…ADDRESS THE NEEDS OF
DIVERSE LEARNERS….
The first part of differentiating instruction involves: finding out where your students
are starting in their knowledge base and anticipating areas where clarification may
be necessary. There are formal and informal ways to acquire this information.
What background knowledge, prior learning, and habits do students need in order
to be successful with the new concept?
What misconceptions need to be clarified before new learning takes place?
How will instruction be differentiated to address the needs of all learners?
• At what level of proficiency (in English/prerequisite skills) are my students?
• What supports/scaffolds would support the student understanding?
Who can I ask for help? The school SPED teacher, the District SPED office, ESL
teachers at the school, the District Bilingual Dept. and of course the Social Studies
Dept.
Homework is for all.
Continue next
slide…
WHAT DOES MY DAY LOOK LIKE…
You have 16 days or 8.5 Blocks for Unit 2, Arcs 1,2 & 3. Texas and Texans chapters 5, 7 & 6, Encyclopedia
Britanica, The Handbook of Texas online
Some suggestions are listed below. Use the CRM, model lessons, this Power Point for student activities.
Daily Schedule 45 minutes and 90 minute block scheduling
Warm-up – 10 minutes (90 minute block-15 minutes)
Engagement/Warm-UP Suggestions (choose 1):
Vocabulary game: Have two sets of vocabulary words written in vertical lists on the white board, one list is
covered, about 5 or 6 words per list. Students are in pairs. One faces the white board, the other faces toward
the student.
The student facing the board gives clues about each word trying to get the student facing away from the board
to guess the correct word. The person gives the description and keeps talking until all the words are guessed
correctly. When they finish they switch and begin the second list. Those that finish early are to sit down, choose
one or two words to put in their notebook and draw the meaning of the word without using words only
illustrations (or have a vocabulary puzzle, crossword, cloze activity using context clues…).
Discuss the experience, the vocabulary and the meanings with the students.
•
•
Discovery Education Streaming video There is a 2 minute video you can show your students called American
Geography Close Up: Southwestern States Vol. 1, skip down and there are 2 more short video clips on
Spanish colonization and missions on the same video clip, so you will play, stop, discuss and skip down.
Read Aloud (book on content being studied) Suggested: Ask your school librarian for a fiction or non fiction chapter
book on living in Texas during this time period or several picture books to read aloud.
•
Question posed for short discussion and brainstorm
o What would your life be like if you lived in a Spanish mission in Texas? What would you see, do, eat, how would you find shelter?
o What would your life be life if you were a colonist in Texas? How would you feel about leaving your home to move someplace new?
o Why is the year 1821 so important to Anglo colonist wanting to move to Texas and why did people want to move to Texas?
INSTRUCTION/ACTIVITY/GROUP/INDIVIDUAL WORK: 2530 MINUTES (90 MINUTE BLOCK 60-70 MINUTES)
Teacher explains, guides, instructs: The Teacher needs to have read the chapter, know
what the students need to retain to master the TEKS and have questions/resources
ready for discussion and activities.
Teacher Notes:
• Use a graphic organizer for note taking such as the foldable suggested in the text
book, use a timeline, or other graphic organizer of your choice.
• When reading the text: remember, it is at the instructional level and students will
need help in reading and comprehending what is being read. Texas and Texans,
Chapter 5, 7, & 6. Texas Handbook online: articles are hyperlinked as well has
other resources in the Power Point.
Have your questions, activities, materials, maps ready and at
your fingertips. Instruction will flow
AND
classroom management will run smoother.
Don’t give them time to be or get off-task!
INSTRUCTION/ACTIVITY/GROUP/INDIVIDUAL WORK: 2530 MINUTES
(90 MINUTE BLOCK 60-70 MINUTES)
Before Reading: Chapter 5Have students create two graphic organizers ( slide 10), p. 120 to list missions using relative location and one
for historical figures and the roles they played establishing missions (slide 11) p. 123.
Use graphic organizers in the text for the other chapters or select one of your own for students to take notes as
they read Chapters 7 & 6.
During Reading: (No more than 5-10 minutes at a time, stop, do an activity, See below *Vary the activities.
The teacher will use questions that direct students to what is important to write on the graphic organizer or
timeline they are using. Call attention to and connect the TEKS when you read, discuss the information they
need to know. The teacher can also use the guided reading guides in the Unit Resources ancillary materials
for Chapters 5, 7, and 6. Note: Chapter 7 comes before Chapter 6.
Do not assign the whole chapter for students to read alone or in small groups. They may be able to read small
portions, but the teacher will need to follow up with questions to check comprehension.
*Vary the reading and activities: Teacher reads a paragraph, students do shared reading, students read a
paragraph in partners (follow up with questions and answers especially if what has been read needs to be
written on the graphic organizer/timeline).
Students read a paragraph independently (again follow up with questions to make sure everyone conprehends
what they read). Be aware of what is in the chapter, is it necessary for students to read everything?
*Vary the activities. Read, then do an activity, such as mapping, adding to the timeline, adding to graphic organizers, Think,
Pair, Share in small groups, use the question stems from the websites listed on the Slide 3 of this module. Illustrations in the
student notebooks of a vocabulary word, sketch of a mission floor plan, use timelines to list dates, people, events and their
importance or graphic organizers, do a mapping activity, view a Discovery Education video, visual analysis of a painting …
Moving from one activity to another smoothly and with no breaks keeps students engaged and “on their toes” and behaving!
SOME SUGGESTED ACTIVITIES TO DO:
An activity for students keeps students engaged and holds them accountable for their learning
during your instruction and during peer presentation. An activity varies the instruction.
Read for no more than 10 minutes, then choose an activity to fit what you are learning and need to learn.
Pose questions to the students from each section of the reading. When you know your question is answered
in the reading then stop and ask your question again. Have a 2-3 minute discussion or have them talk with
each other to answer the question.
It may be a turn and talk, a quick map activity,a shoulder partner share, a quick write on
their their graphic organizer.
*Graphic organizers are for notes, not paragraphs or essays, one to two minutes per item.
A timeline can be used to list historical figures, important events, and dates.
Students take notes. Use the foldable study organizer, a timeline, or other graphic organizer shown in the text
book to record notes. (Remember you will need to remind them to take notes…” This information is directly
related to the TEKS we are studying…This may be something you want to jot down…this is important for you to
remember…this looks like it belongs on your timeline, foldable or other graphic organizer…”
•
•
•
•
•
•
Create a vertical or horizontal timeline as students are learning about historical figures and events.
Use a map to find where people settled in missions and towns. Discuss why these locations were chosen.
What is an empressario and who were empressarios?
Describe a dog-trot shelter. Explain what it was, how it was made, and why this type of architecture was used. Draw an
illustration of one.
Discuss: Why did people want to come to Texas? What was the attraction? How were people persuaded to come? One step
farther…:Would you have come? What do you think persuaded people to come?
List some of the Spanish influences left in Texas after Spain’s rule ended. What Spanish influences do we still
have today?
ACTIVITIES KEEP STUDENTS ENGAGED
•
Primary Source Analysis Mission of San Saba (May be a Warm-Up or Homework, they must know how to analyze a
painting before being able to do it for homework in other words if you have not analyzed a painting with them, you
will want to use it as a warm up for one of your lessons. Do not send anything home for them to do that you have not
done with them in class as they will have no background knowledge to be able to do the activity correctly.)
•
•
Use maps on slides 13 &14 to locate, give relative location, and name missions.
Chapter 5, 7, & 6 Guided Reading Resources in Resource Book
•
Use graphic organizers to take notes and record information.
•
Use a time line to record historical figures, their roles, important dates and events.
•
Use Austin Past and Present to peruse primary source pictures to find human adaptations and record what they are,
where they are, and when they took place.
•
.
•
Lesson Activities from the San Saba Lesson from the Texas Beyond History website.
•
Chap. 5 Resources: Vocabulary, p. 53; Reteaching, p. 55; Making Comparisons, p. 5; Critical Thinking:
Consequences of Decisions, p.59; Geography and History, p. 61; Map and Graph Skills, pp. 63-64; Past and
Present, p. 65; Writing an Essay, pp.67-68; Enrichment: Finding the Tejas Mission p. 69.. Students can work in
partners or small groups, use to vary the lesson when reading. (May be Homework). There are similar pages for
Chapters 6 & 7.
•
Extra reading using one of the links in this PowerPoint.
•
Start a project using one from the three in this PowerPoint using the Performance Assessment, Activities and
Rubrics Book (ancillary book for the textbook).
Activity Book (Ch. 5, 7, & 6) vocabulary and comprehension skills pp. 9-14(May be Homework)
PROJECT EXTENSION: AFTER DOING A PROJECT TOGETHER STEP BY STEP, GIVE STUDENTS A CHOICE FROM WHAT IS
BEING STUDIED THE NEXT 6 WEEKS. LET PAIRS OR SMALL GROUPS OF STUDENTS CHOOSE WHICH PROJECT THEY
WANT TO DO.
•
Divide students into small groups or partners (nor more than 3). The first Assessment Project students
do, the teacher will have to provide very structured instruction, modeling, and one on one coaching
especially when they write paragraphs. Accept only their best work. When students work in groups, they
will not have to write more than one or two of the paragraphs.
•
Will they grumble about doing a project, probably, but they are in school to learn and you are at your
school to teach. Don’t be dismayed. Take small steps, be positive, and stay after them to challenge
themselves. The first project is the hardest. When students complete a challenging task, they may gripe
like we do, but when they finish, they develop self-esteem and are proud of themselves. Be positive, when
they complain, acknowledge their feelings, but just keep moving forward.
•
Have each group of students present their project.
•
The second project will be easier and by the third project, they will still need guidance, but will be able to
work more independently.
•
There is never enough time, try one project per 6 weeks or a minimum of two in the semester.
•
These projects are already designed and the steps are laid out and easy to follow. The teacher will have to
add information she/he thinks the students will need.
•
After students have done one or two projects, then present two or three and let them choose which one
they would like to do.
During the project presentation, the other students are taking notes on each explorer to fill in his/her
timeline, map, graphic organizer, or student accountability slip on the social studies website.
CLOSING AND FINAL PROCESSING
Closing/Debriefing/Summarizing 5-10 minutes (90 minute Block 15-20 minutes)
When writing, emphasize: complete sentences and correct punctuation and grammar.
Always debrief what was studied-Hold a 5 minute discussion and then have students write one or two
sentences about what they viewed was important, interesting, something new they learned, what they
connected to or other TBD by the teacher. The teacher may give out Exit Slips with a sentence starter.
Stress to students: Sentence is written with correct grammar and punctuation. When speaking, they are
to speak in complete sentences. (Always expect student’s best work. It will not happen in a day, but by
the end of the 6 weeks you will see a change in your students. Students will struggle, but they will rise to
your expectation. Set your expectations HIGH!
Final Processing Activity: Allow time for them to write an essay. An essay cannot be done in
5-10 minutes or 15-20 minutes. Analyzing the time you have for a lesson is essential for
students to accomplish and master the task.
Whenever there is an essay as a final processing assignment, make sure you lay the groundwork during the lesson. You
know the essay prompt. what the content of the essay is going to be about, you know what you will want in that essay.
Make sure as you are reading and doing activities that students fill out a graphic organizer with the content information
they will need to use in their essay during the lesson. “You may want to tell them: “At the end of this lesson you will write an
essay on___________. We will be taking notes throughout the week on our graphic organizers on information you will need
to include in the essay. I will stop and tell you that you might need this for your essay, add this to your graphic organizer,
but I may not stop at some information you think is important and should be in your essay, so raise your hand and stop me
so we can discuss if we need this information on our graphic organizer for our essay.”
See the Performance Tasks for other Final Processing Activities. Consider having students do a Project later described in
this PowerPoint.
You will want to set up a graphic organizer with places for students to take notes on content they will need to write their
essay. By using the graphic organizer during the lessons, you save time because students are doing the prewriting for the
essay. When the time comes for them to write the essay, allow students 5-10 minutes if needed to add information they
want to include in their essay on this graphic organizer. You are teaching students how to organize their time, the content
information, and maximize their understanding and comprehension.
SCHEDULE RECAP:
Warm Up/Engagement: 5-10 minutes (10-15 minutes Block)
See Slide 40
Instruction: 30 minutes (60-70 minutes Block)
Slides 42-45
Reading: 5-10 minutes
Activity: 2-5 minutes
Repeat
Reading
Activity…
Closing: 5-10 minutes (15-20 minutes Block)
Debrief on what was learned. Slide 46
Final Processing Activity: Slides 46, 17-18, 27-28, 33-34…
Of course this time will vary. If you have analyzed the time you have for the lesson,
what needs to be read, what quick activities students can do to stay engaged and
support the learning, then you can plan for a longer activity which may be the closing
activity such as writing an essay, a project, etc.
GRAPHIC ORGANIZERS: DINAH ZIKE’S BIG
BOOK OF TEXAS HISTORY
GRAPHIC ORGANIZERS: DINAH
ZIKE’S BIG BOOK OF TEXAS HISTORY
REVIEW: CLEAR EXPECTATIONS
• Knowledge and Skill Statement and Student Expectations posted and
referenced in the classroom.
• What resources, models or anchors of support will we use?
• How will students be held accountable for their learning and make their
thinking public?
• How will discussion and collaboration be encouraged and expected?
• How will students be grouped to extend and challenge their thinking and
problem solving abilities?
• What activities will I use?
• How will students be motivated and engaged?
• How will I vary/pace the activities so students stay engaged? What is my
time schedule?
BEST PRACTICES…
Because Teaching and Assessing have a reciprocal relationship
Plan your lessons with these questions…
Best Practices:
•
How will the teacher model/explain clear expectations for the students’ learning?
(Such as developing a criteria chart with the students)
•
What anchors of support can be used/created to help students in their thinking?
•
Which 21st Century Skills can be targeted?
•
How will students be held accountable for their new learning (and homework), as well
as make their thinking and learning public?
•
How will accountable discussions and collaboration be encouraged in an atmosphere
of mutual respect to the students?
•
How will students be grouped to challenge their thinking (problem solving)?
•
What role might technology play in making the learning more accessible and at the
same time, challenging?
SELECTING THE RIGHT RESOURCES…
•
The Social Studies grade level textbook and ancillary materials are a great place to
start.
•
•
The Texas Handbook Online is a solid resource for topics on Texas. Students have an
alternate to the textbook with more detailed information.
The CRM has resources listed under the Unit and the Arc.
•
•
Check out the Social Studies Website for more resources in your grade level.
Texas Beyond History has the San Saba Mission Lesson and resources.
•
The Library Services Media Center using IBISTRO: The Encyclopedia Britanica and the
World Book are online. Many other District licensed internet resources are also there,
along with usernames and passwords, including Discovery Education Streaming. (Go
the AISD website, type in IBISTRO in the web address, click on Portal Knowledge.)
•
The school library and if your school has one, the literacy library for books on the
content being studied that your students can read in addition to the textbook.
•
Search for the appropriate primary sources for students to use and analyze to
develop meaning and understanding on the lesson being taught.
•
Use the Analysis graphic organizers for the appropriate primary source you are using.
DON’T FORGET…STUDENT ENGAGEMENT/
FORMATIVE ASSESSMENT
•
•
•
•
•
•
•
•
•
•
•
Reading/Research: Texas and Texans, Chapter 5, 7, & 6, The Texas
Handbook articles on line. Review slides in the series “What Your Day
Looks Like…”
Teacher High-Level Questioning Slide 3, two live links on questions
Collaboration, whole and small group work: Map comparison, any activity
Expectation for Justification of Thinking/Text/Research: Use in all class
discussions, using different sources, Texas Handbook online
Evidence: Students point out in the text their evidence for their answers.
Turn and Talk : Use for questions during Read-Aloud or reading text.
Student comment on what was stated in the text, “What happened? Why it
is important?”
Think-Pair-Share/Write-Pair-Share/ISN reflection can be done at the end of
class as a part of the debriefing, processing or as quick activities during
the lesson.
Randomization of Responses: Engagement vocabulary activity, analyze
primary resources, mapping comparisons…
Teacher Wait Time! Let them think before answering, expect complete sentences.
Exit Slips: Use before they leave class, one statement on what they learned.
Homework: Slide 37 Suggestions
DON’T FORGET…WRITING
Personal Writing- Student-Created essay
Write personal reflections/illustrations on
content Interactive Student Notebook
Factual Writing- Graphic organizers,
Interactive Student Notebook, Student Created Essay
• Summarize what was learned
• Explain the cause and effects in
important events
• Analyze events, historical figures
• Interpret maps, data, graphs
• Use graphic organizers
• Illustrations on what was learned
During reading and
research, use
timelines or other
graphic organizers
for note taking.
STAY TOGETHER AS A TEAM
Continue to plan your lessons looking at the CRM with the TEKS
and all your resources. Review the slides…
“It is not true that we have only one life to
live; if we can read we can live as many
more lives and as many kinds as we wish.”
S.I. Hayakawa
“Knowledge comes, but wisdom lingers.”
Alfred, Lord Tennyson
Plan ahead, know your content, organize your lesson,
have your materials ready and at your fingertips, be
enthusiastic with your students, have high expectations,
make every word and minute count.