Texas Performance Standards Project
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This guide links the Tell a Tale of a Trail unit to the Texas Essential Knowledge and Skills (TEKS) for
seventh graders. Tell a Tale of a Trail is a social studies unit that allows students to study the history of
Texas and the State’s historical trails from a geographic and cultural perspective. This unit also has
interdisciplinary connections to English language arts. For example, students will use geographic tools to
collect, analyze, and interpret data, as addressed in the social studies TEKS; and students will analyze,
make inferences, and draw conclusions about theme and genre in different cultural, historical, and
contemporary contexts and provide evidence from the text to support their understanding, as
addressed in the English language arts and reading TEKS. The following document includes the
applicable TEKS and the details of the Tell a Tale of a Trail unit. The asterisks indicate the TEKS that are
testable on the State of Texas Assessments of Academic Readiness (STAAR™). The final section of this
document presents the applicable Texas College and Career Readiness Standards adopted by the Texas
Higher Education Coordinating Board (THECB) on January 24, 2008.
Description of the Unit
Students choose a Texas historical trail and research the physical and historical impacts of the trail.
Students will explore how the route affected the development of the state. For the final product,
students will create an interactive website about the trail they chose.
Goals
Students will meet these goals in their explorations:
Tell a Tale of a Trail (Grade 7)
1
Texas Performance Standards Project
© 2015 Texas Education Agency
MATHEMATICS
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Texas Performance Standards Project

HIGH
MIDDLE
SCHOOL/EXIT
SCHOOL TASKS
TASKS
Develop the essential skills of logical thinking, creative problem solving, intellectual risk taking,
and communicating.
Ask questions and explore theories.
Have opportunities to generate new ideas.
Develop and apply map skills.
Hypothesize about life on the routes of Texas.
Draw conclusions about those routes.
Speculate on the impact of that route on Texas today.
Develop an interactive webpage.
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Teacher Directions
Additional Teacher
Preparation & Notes
Elicit
Define the following terms: ferry, road, route, trace, and trail. Discuss
these terms in relation to modes of travel, commerce (economy), and
population in the past and present.
Topics for discussion:


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What is a trail?
Can you name any trails?
What are some reasons a trail might be considered famous?
Why use a trail?
What are some ways trails have been used throughout
history?
Engage
Challenge students to create a map from memory. This could be a
map of their school or their neighborhood that could help someone
get from one point to another. For example, students could create a
map from their house to their school. This should be a map that
anyone could use, without a verbal explanation.
When students have completed their maps, they should partner up
and trade maps with other students. Have partners share what was
challenging about the activity and give one another feedback on their
maps, stating what makes the map easy or difficult to use.
Bring the class back together and ask students to share any big ideas
they took away from the activity. Ask students why maps are
important. How have maps been used in history and how are they
used today? If they didn’t have a map, what are some other tools
they could use to find their way?
Tell a Tale of a Trail (Grade 7)
2
Texas Performance Standards Project
© 2015 Texas Education Agency
Possible responses include
signs, landmarks, roads,
trails, a compass, the sun or
the stars.
Texas Performance Standards Project
HIGH
MIDDLE
SCHOOL/EXIT
SCHOOL TASKS
TASKS
Explore
Introduce historic routes to the students using a map of Texas. (See
Attachment #1 – Historic Roads and Trains in Texas.) Have students
speculate why these routes existed. Discuss what might have been
transported on these routes and why.
Divide the students into two or four groups. Each group will select
either El Camino Real de los Tejas or El Camino Real de Tierra Adentro
of the National Historic Trails within Texas. Show students the
National Parks Society website for each trail:
a. El Camino Real de los Tejas http://www.nps.gov/elte/index.htm
b. El Camino Real de Tierra Adentro http://www.nps.gov/elca/index.htm
Consider the questions above and have students develop their own
thoughts about these two trails. Have groups create maps with a
legend of the route(s) of the trail representing the past and present
key points.
Each group will present their findings and lead a class discussion on
the impact of their trail. Groups should include why their trail is
considered a National Historic Trail.
Explain
As a class, create a collective map of the major trails, including the
two studied in the Explore activity. Assign students or students in
pairs to research a trail and add it to a poster with the outline of
Texas and surrounding states.
Ask the class to develop a key to indicate what each trail was used
for. Have a student add major geographical features such as
mountains, rivers, and oceans.
You may consider projecting
an image of Texas and
surrounding states and
tracing the outlines before
this activity.
Explore
Ask students to imagine life as a Texas pioneer. Students may choose
to be a European explorer in the 1500s or perhaps a Mexican explorer
or Catholic missionary in the 1600s or 1700s.
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Where might you travel and for what purposes?
How would you know what path to take?
What sort of supplies might you need on your journey?
How might you gain access to these supplies?
What are some roadblocks or obstacles that you might
anticipate on your journey?
Tell a Tale of a Trail (Grade 7)
3
Texas Performance Standards Project
© 2015 Texas Education Agency
Possible resources for
research:
http://www.lsjunction.com/
events/events.htm
Students’ writing could be
submitted as posts as part of
a class blog. Students can
include a link on their
Texas Performance Standards Project
HIGH
MIDDLE
SCHOOL/EXIT
SCHOOL TASKS
TASKS
Have students compose a letter or journal entry as an early Texas
explorer. They may choose a specific person they find through
research, or use their imagination to develop a fictional character. In
their writing, students should identify a Texas trail that was used by
this person, and describe how they used it. Challenge students to
choose a trail they have yet to learn about.
webpage they create later in
the task.
Elaborate (Phase II)
Research process
1. Selecting a topic. Each student selects a trail to study
that interests him or her. The trail could be from any
area, but it must have an impact on Texas.
2. Asking guiding questions. To understand the historical
importance of the trail, students must ask questions of
time and place, cause and effect, change over time, and
impact and significance. They must not only ask when
their trail was the most successful, but also how it
impacted the events of the time.
3. Creating a research proposal. The student should
include numerous components in the research proposal:
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The trail he or she will research
The three to five questions he or she will investigate
Resources he or she will need to find answers to
questions, such as primary and secondary sources,
correspondence with experts on the subject, etc.
Initial thoughts concerning the impact of the trail on
contemporary society
In the process of writing the research proposal, students
may refine their guiding questions. Here are some
questions to guide students’ identification of resources:
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What libraries, research centers, archival institutions,
museums, or organizations will have information on
the trail?
What are some key words, dates, or people related to
the trail?
What types of primary sources might exist? Who
might you interview to gather information?
What letters, diaries, or other first-person narratives
are available pertaining to the trail?
Tell a Tale of a Trail (Grade 7)
4
Texas Performance Standards Project
© 2015 Texas Education Agency
During the research process,
students work independently
to develop an interactive
webpage about the trail they
choose.
You serve as a facilitator
during the project, assisting
students with reminders of
deadlines, constructive
feedback, and by asking
probing questions.
Texas Performance Standards Project
HIGH
MIDDLE
SCHOOL/EXIT
SCHOOL TASKS
TASKS
4. Conducting research. After the teacher has approved
the student proposals, each student will begin using the
identified resources and/or other sources he/she may
encounter. During this stage, the student will need to
keep a log, note cards, or resource process sheets of all
the sources he or she uses and what he or she learn from
each one.
Explain
The product
The student designs a webpage that includes historical
information about their trail, a map of the trail, highlighting
the impact on Texas, and links to resources. Students should
create and properly document approximately ten artifacts
highlighting the trail and its impact. Highlight changes in the
trail over the years and the communities surrounding it. Each
artifact need not be student-created. For example, students
may include photos, drawings, maps, letters, and diaries that
may be a photocopy, as appropriate. Students should think
about how they can convey what the trail stood for and how
it has impacted the times in which it was productive and/or
the future. The webpage should be easy to navigate and be
user-friendly.
You may consider holding
several workshops on the
elements of designing and
creating an interactive
webpage.
Communication
In a period of no more than 10 minutes, students will
navigate others through their website, engaging other
students in the content of webpage. Students should ask
questions for the student web developer to respond to.
Evaluate
Use the TPSP Middle School Rubric to assess each student’s learning.
Additionally, you may wish to develop self- or peer-assessments
based on the rubric that students could use to evaluate their
products. Use of peer-assessments should be prefaced by discussion
about respecting others’ opinions and work.
A completed project consists of:
1.
2.
3.
4.
5.
6.
A cover sheet
The research proposal, including guiding questions
A research log, note cards, or resource process sheets
A layout design for the webpage
A works cited page
The webpage link for the final working webpage
Tell a Tale of a Trail (Grade 7)
5
Texas Performance Standards Project
© 2015 Texas Education Agency
The TPSP Middle School
Rubric can be downloaded at
http://www.texaspsp.org/mi
ddleschool/middle-schoolassessment.php.
Texas Performance Standards Project
HIGH
MIDDLE
SCHOOL/EXIT
SCHOOL TASKS
TASKS
7. A videotape or audiotape of the presentation, including
the Q&A session
In what ways did the student:
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develop sophisticated, open-ended questions about the selfselected topic;
use a variety of sources that access advanced content and
include multiple perspectives;
collect data using the tools of the discipline;
analyze and interpret the data;
capture and apply their analysis through an original product;
and
communicate his or her research findings, learning, and ideas
to an audience using the language of the discipline.
Extend
The following activities are interdisciplinary extensions to this task.
Science
How did early explorers use natural elements to guide them through
unknown territory? Students study how the sun, the night sky, and
geographical features can show direction. How do compasses work?
Take students on a hike around your campus and ask them to find
their way using a compass.
Math
How do cartographers communicate distance? In the task, when
discussing map-making in the Engage activity, review how scale is
used to measure distance on a map. After showing some examples of
the types of scale, ask students to create a scale for their map.
English Language Arts
Ask students to read historical fiction about early Texas settlers, such
as The Texas Trail Series by Darlene Franklin. Students can discuss any
connection to what they learned in their research of Texas trails.
Fine Arts
The American West is a common focus for many artists. Students can
research an artist who has depicted a scene that may have occurred
along their trail. This piece can be referenced on the student’s
website to help give viewers a visual of what life on the trail may have
looked like.
Tell a Tale of a Trail (Grade 7)
6
Texas Performance Standards Project
© 2015 Texas Education Agency
A resource for how
compasses work can be
found here
http://wonderopolis.org/won
der/how-does-a-compasswork/.
A resource for teaching map
scale can be found here
http://geokov.com/educatio
n/map-scale.aspx.
A list of historical fiction
based in the old West can be
found here
http://www.historicalnovels.i
nfo/Old-West-YA.html.
Texas Performance Standards Project
HIGH
MIDDLE
SCHOOL/EXIT
SCHOOL TASKS
TASKS
Resources
Texas Historical Trails:
http://www.elcaminorealtx.com/
http://ftp.dot.state.tx.us/pub/txdot-info/library/pubs/travel/national_trail.pdf
http://www.blm.gov/nm/st/en/prog/recreation/el_camino_real_de.html
http://www.blm.gov/pgdata/etc/medialib/blm/nm/programs/recreation/rec_docs/rec_docs_el_camino
.Par.39588.File.dat/FINALJornadaBrochure.pdf
http://texasindependencetrail.com/
http://www.tourtexas.com/attractions/99
http://texashistory.unt.edu/ark:/67531/metapth65130/?q=trails
http://www.texasbeyondhistory.net/forts/images/cattletrail.html
http://www.lib.utexas.edu/maps/atlas_texas/texas_frontier_forts.jpg
http://www.lib.utexas.edu/maps/historical/tex_fedforts_1866.jpg
http://education.weebly.com/
http://education.nationalgeographic.com/education/mapping/?ar_a=1
http://texashistory.unt.edu/ark:/67531/metapth110976/m1/1/zoom/?q=trails
http://library.untraveledroad.com/Bk/Marcy/Prairie.htm
Texas Essential Knowledge and Skills
The unit may address the following TEKS:
English Language Arts and Reading:
7.1
7.2
7.3
7.7
7.9
7.13
7.14
Reads grade-level text with fluency and comprehension
Understands new vocabulary and use it when reading and writing* (Testable on the Grade 7
Reading STAAR, Reporting Category 1)
Analyzes, makes inferences, and draws conclusions about theme and genre in different cultural,
historical, and contemporary contexts and provides evidence from the text to support their
understanding* (Testable on the Grade 7 Reading STAAR, Reporting Category 2)
Understands, makes inferences, and draws conclusions about the varied structural patterns and
features of literary nonfiction and provides evidence from text to support their understanding*
(Testable on the Grade 7 Reading STAAR, Reporting Category 1)
Analyzes, makes inferences, and draws conclusions about the author's purpose in cultural,
historical, and contemporary contexts and provides evidence from the text to support their
understanding* (Testable on the Grade 7 Reading STAAR, Reporting Category 1)
Uses comprehension skills to analyze how words, images, graphics, and sounds work together in
various forms to impact meaning* (Testable on the Grade 7 Reading STAAR, Reporting
Category 2, Reporting Category 3)
Uses elements of the writing process (planning, drafting, revising, editing, and publishing) to
compose text* (Testable on the Grade 7 Writing STAAR, Reporting Category 1, Reporting
Category 2, Reporting Category 3)
Tell a Tale of a Trail (Grade 7)
7
Texas Performance Standards Project
© 2015 Texas Education Agency
Texas Performance Standards Project
7.19
7.20
7.21
7.22
7.23
7.26
7.27
HIGH
MIDDLE
SCHOOL/EXIT
SCHOOL TASKS
TASKS
Understands the function of and uses the conventions of academic language when speaking and
writing* (Testable on the Grade 7 Writing STAAR, Reporting Category 3)
Writes legibly and uses appropriate capitalization and punctuation conventions in their
compositions* (Testable on the Grade 7 Writing STAAR, Reporting Category 3)
Spells correctly* (Testable on the Grade 7 Writing STAAR, Reporting Category 3)
Asks open-ended research questions and develops a plan for answering them
Determines, locates, and explores the full range of relevant sources addressing a research
question
and systematically record the information they gather
Uses comprehension skills to listen attentively to others in formal and informal settings
Speaks clearly and to the point, using the conventions of language
Social Studies:
7.1
7.2
7.4
7.5
7.6
7.7
7.8
7.9
7.10
7.11
7.19
7.20
7.21
7.22
7.23
Understands traditional historical points of reference in Texas history
Understands how individuals, events, and issues prior to the Texas Revolution shaped the history
of Texas
Understands how individuals, events, and issues shaped the history of the Republic of Texas and
early Texas statehood
Understands how events and issues shaped the history of Texas during the Civil War and
Reconstruction
Understands how individuals, events, and issues shaped the history of Texas from Reconstruction
through the beginning of the 20th century
Understands how individuals, events, and issues shaped the history of Texas during the 20th and
early 21st centuries
Uses geographic tools to collect, analyze, and interpret data
Understands the location and characteristics of places and regions of Texas
Understands the effects of the interaction between humans and the environment in Texas during
the 19th and 20th centuries
Understands the characteristics, distribution, and migration of population in Texas in the 19th,
20th, and 21st centuries
Understands the concept of diversity within unity in Texas
Understands the impact of scientific discoveries and technological innovations on the political,
economic, and social development of Texas.
Applies critical-thinking skills to organize and use information acquired through established
research methodologies from a variety of valid sources, including electronic technology*
(Testable on the Grade 8 Social Studies STAAR)
Communicates in written, oral, and visual forms* (Testable on the Grade 8 Social Studies STAAR)
Uses problem-solving and decision-making skills, working independently and with others, in a
variety of settings
Health Education:
7.6
Understands how physical and social environmental factors can influence individual and
community health throughout the life span
Tell a Tale of a Trail (Grade 7)
8
Texas Performance Standards Project
© 2015 Texas Education Agency
Texas Performance Standards Project
7.7
7.9
HIGH
MIDDLE
SCHOOL/EXIT
SCHOOL TASKS
TASKS
Investigates positive and negative relationships that influence individual, family, and community
health
Understands how social factors impact personal, family, community, and world health
Mathematics:
7.1
Uses mathematical processes to acquire and demonstrate mathematical understanding
Texas College and Career Readiness Standards
This unit may address the following Texas College and Career Readiness Standards:
English Language Arts:
I.A.1
I.A.2
I.A.3
I.A.1
II.A.1
II.A.2
II.A.3
II.A.4
II.A.6
II.A.7
II.A.8
II.A.9
II.A.10
II.A.11
II.B.1
II.B.2
II.B.3
Determines effective approaches, forms, and rhetorical techniques that demonstrate
understanding of the writer’s purpose and audience
Generates ideas and gathers information relevant to the topic and purpose, keeping careful
records of outside sources
Evaluates relevance, quality, sufficiency, and depth of preliminary ideas and information,
organizes material generated, and formulates thesis
Determines effective approaches, forms, and rhetorical techniques that demonstrate
understanding of the writer’s purpose and audience
Uses effective reading strategies to determine a written work’s purpose and intended
audience
Uses text features and graphics to form an overview of informational texts and to determine
where to locate information
Identifies explicit and implicit textual information including main ideas and author’s purpose
Draws and supports complex inferences from text to summarize, draw conclusions, and
distinguish facts from simple assertions and opinions
Analyzes imagery in literary texts
Evaluates the use of both literal and figurative language to inform and shape the percepts of
readers
Compares and analyzes how generic features are used across texts
Identifies and analyzes the audience, purpose, and message of an informational or persuasive
text
Identifies and analyzes how an author's use of language appeals to the senses, creates
imagery, and suggests mood
Identifies, analyzes, and evaluates similarities and differences in how multiple texts present
information, argue a position, or relate a theme
Identifies new words and concepts acquired through study of their relationships to other
words and concepts
Applies knowledge of roots and affixes to infer the meanings of new words
Uses reference guides to confirm the meanings of new words or concepts
Tell a Tale of a Trail (Grade 7)
9
Texas Performance Standards Project
© 2015 Texas Education Agency
Texas Performance Standards Project
II.C.3
II.D.1
III.A.1
III.A.2
III.B.1
III.B.2
III.B.3
IV.B.1
IV.B.2
IV.B.3
V.A.1
V.A.2
V.A.3
V.B.1
V.B.2
V.B.3
V.C.1
V.C.2
HIGH
MIDDLE
SCHOOL/EXIT
SCHOOL TASKS
TASKS
Analyzes works of literature for what they suggest about the historical period and cultural
contexts in which they were written
Describes insights gained about oneself, others, or the world from reading specific texts
Understands how style and content of spoken language varies in different contexts and
influences the listener’s understanding
Adjusts presentation (delivery, vocabulary, length) to particular audiences and purposes
Participates actively and effectively in one-on-one oral communication situations
Participates actively and effectively in group discussions
Plans and delivers focused and coherent presentations that convey clear and distinct
perspectives and demonstrates solid reasoning
Listens critically and responds appropriately to presentations
Listens actively and effectively in one-on-one communication situations
Listens actively and effectively in group discussions
Formulates research questions
Explores a research topic
Refines research topic and devises a timeline for completing work
Gathers relevant sources
Evaluates the validity and reliability of sources
Synthesizes and organizes information effectively
Designs and presents an effective product
Uses source material ethically
Mathematics:
X.A.1
X.A.2
X.B.1
X.B.2
Connects and uses multiple strands of mathematics in situations and problems
Connects mathematics to the study of other disciplines
Uses multiple representations to demonstrate links between mathematical and real-world
situations
Understands and uses appropriate mathematical models in the natural, physical, and social
sciences
Science:
I.B.1
I.C.1
I.D.1
I.D.2
I.D.3
I.E.1
I.E.2
Designs and conducts scientific investigations in which hypotheses are formulated and tested
Collaborates on joint projects
Demonstrates literacy in computer use
Uses computer models, applications, and simulations
Demonstrates appropriate use of a wide variety of apparatuses, equipment, techniques, and
procedures for collecting quantitative and qualitative data
Uses several modes of expression to describe or characterize natural patterns and
phenomena. These modes of expression include narrative, numerical, graphical, pictorial,
symbolic, and kinesthetic
Uses essential vocabulary of the discipline being studied
Tell a Tale of a Trail (Grade 7)
10
Texas Performance Standards Project
© 2015 Texas Education Agency
Texas Performance Standards Project
III.D.1
III.D.2
IV.C.2
V.C.1
V.D.1
V.E.1
V.E.2
X.C.1
X.D.1
X.D.2
X.E.1
X.E.4
X.E.5
HIGH
MIDDLE
SCHOOL/EXIT
SCHOOL TASKS
TASKS
Uses search engines, databases, and other digital electronic tools effectively to locate
information
Evaluates quality, accuracy, completeness, reliability, and currency of information from any
source
Recognizes the role of people in important contributions to scientific knowledge
Recognizes patterns of change
Understands that scientists categorize things according to similarities and differences
Uses models to make predictions
Uses scale to relate models and structures
Recognizes variations in population sizes, including human population and extinction, and
describe mechanisms and conditions that produce these variations
Names and describes major environmental policies and legislation
Understands the types, uses and regulations of the various natural resources
Describes the different uses for land
Understands land and water usage and management practices
Understands how human practices affect air, water, and soil quality
Social Studies:
I.A.1
I.A.2
I.A.3
I.A.4
I.A.5
I.A.6
I.B.2
I.E.1
I.E.2
I.E.3
I.F.1
I.F.2
II.B.6
III.A.1
III.A.2
III.A.3
III.B.1
IV.A.1
Uses the tools and concepts of geography appropriately and accurately
Analyzes the interaction between human communities and the environment
Analyzes how physical and cultural processes have shaped human communities over time
Evaluates the causes and effects of human migration patterns over time
Analyzes how various cultural regions have changed over time
Analyzes the relationship between geography and the development of human communities
Identifies and evaluates sources and patterns of change and continuity across time and place
Identifies different social groups and examines how they form and how and why they sustain
themselves
Defines the concept of socialization and analyzes the role socialization plays in human
development and behavior
Analyzes how social institutions function and meet the needs of society
Uses a variety of research and analytical tools to explore questions or issues thoroughly and
fairly
Analyzes ethical issues in historical, cultural, and social contexts
Analyzes how individual and group identities are established and change over time
Distinguishes spatial patterns of human communities that exist between or within
contemporary political boundaries
Connects regional or local developments to global ones
Analyzes how and why diverse communities interact and become dependent on each other
Applies social science methodologies to compare societies and cultures
Identifies and analyzes the main idea(s) and point(s) of view in sources
Tell a Tale of a Trail (Grade 7)
11
Texas Performance Standards Project
© 2015 Texas Education Agency
Texas Performance Standards Project
IV.A.5
IV.A.6
IV.B.1
IV.B.2
IV.B.3
IV.B.4
IV.C.1
V.A.1
V.A.2
V.B.1
HIGH
MIDDLE
SCHOOL/EXIT
SCHOOL TASKS
TASKS
Reads narrative texts critically
Reads research data critically
Uses established research methodologies
Explains how historians and other social scientists develop new and competing views of past
phenomena
Gathers, organizes, and displays the results of data and research
Identifies and collects sources
Understands/interprets presentations critically
Uses appropriate oral communication techniques depending on the context or nature of the
interaction
Uses conventions of standard written English
Attributes ideas and information to source materials and authors
Cross-Disciplinary Standards:
I.A.1
I.A.2
I.B.3
I.B.4
I.C.2
I.C.3
I.D.1
I.D.2
I.D.3
I.D.4
I.E.1
I.E.2
I.F.1
I.F.2
II.A.3
II.A.4
II.A.5
II.A.6
II.A.7
II.A.8
II.B.1
II.B.2
II.C.2
II.C.3
II.C.4
Engages in scholarly inquiry and dialogue
Accepts constructive criticism and revises personal views when valid evidence warrants
Gathers evidence to support arguments, findings, or lines of reasoning
Supports or modifies claims based on the results of an inquiry
Develops and applies multiple strategies to solving a problem
Collects evidence and data systematically and directly related to solving a problem
Self-monitors learning needs and seeks assistance when needed
Uses study habits necessary to manage academic pursuits and requirements
Strives for accuracy and precision
Perseveres to complete and master tasks
Works independently
Works collaboratively
Attributes ideas and information to source materials and people
Evaluates sources for quality of content, validity, credibility, and relevance
Identifies the intended purpose and audience of the text
Identifies the key information and supporting details
Analyzes textual information critically
Annotates, summarizes, paraphrases, and outlines texts when appropriate
Adapts reading strategies according to structure of texts
Connects reading to historical and current events and personal interest
Writes clearly and coherently using standard writing conventions
Writes in a variety of forms for various audiences and purposes
Explores a research topic
Refines research topic based on preliminary research and devises a timeline for completing
work
Evaluates the validity and reliability of sources
Tell a Tale of a Trail (Grade 7)
12
Texas Performance Standards Project
© 2015 Texas Education Agency
Texas Performance Standards Project
II.C.5
II.C.6
II.C.7
II.C.8
II.D.1
II.D.2
II.D.3
II.E.1
II.E.2
II.E.3
II.E.4
Synthesizes and organizes information effectively
Designs and presents an effective product
Integrates source material
Presents final product
Identifies patterns or departures from patterns among data
Uses statistical and probabilistic skills necessary for planning an investigation, and collecting,
analyzing, and interpreting data
Presents analyzed data and communicates findings in a variety of formats
Uses technology to gather information
Uses technology to organize, manage, and analyze information
Uses technology to communicate and display findings in a clear and coherent manner
Uses technology appropriately
Tell a Tale of a Trail (Grade 7)
13
HIGH
MIDDLE
SCHOOL/EXIT
SCHOOL TASKS
TASKS
Texas Performance Standards Project
© 2015 Texas Education Agency
Texas Performance Standards Project
HIGH
MIDDLE
SCHOOL/EXIT
SCHOOL TASKS
TASKS
Attachment #1
Historic Trails and Roads in Texas
Abilene Trail http://www.legendsofkansas.com/abilenetrail.html
http://en.wikipedia.org/wiki/Abilene_Trail
Adobe Walls Trail http://www.tshaonline.org/handbook/online/articles/gha01
Butterfield Overland Mail in Texas http://www.tshaonline.org/handbook/online/articles/egb01
Cherokee Trace http://www.tshaonline.org/handbook/online/articles/exc06
Chihuahua Trail http://www.indianolatx.com/Chihuahua_Trail.html
http://www.desertusa.com/mag03/trails/trails05.html
Chisholm Trial http://www.tshaonline.org/handbook/online/articles/ayc02
Comanche Trail http://www.tshaonline.org/handbook/online/articles/exc03
Coushatta – Nacogdoches Trace http://www.tshaonline.org/handbook/online/articles/excny
Gaines Ferry http://en.wikipedia.org/wiki/Gaines_Ferry
Goodnight-Loving Trail http://www.tshaonline.org/handbook/online/articles/ayg02
Great Western Cattle Trail (The Western Trail)
http://www.tshaonline.org/handbook/online/articles/ayw02
Jones Plummer Trail http://www.tshaonline.org/handbook/online/articles/exj01
Military Road http://www.tshaonline.org/handbook/online/articles/exm02
National Trail http://www.tshaonline.org/handbook/online/articles/ayn01
Nacogdoches-Neches Saline Road http://www.tshaonline.org/handbook/online/articles/exn02
Old San Antonio Road http://www.tshaonline.org/handbook/online/articles/exo04
Old Spanish Trail http://www.tshaonline.org/handbook/online/articles/ero01
Pecos Trail http://www.legendsofamerica.com/tx-pecostrail.html
Pinta Trail http://www.tshaonline.org/handbook/online/articles/ayp02
Potter-Blocker Trail http://www.tshaonline.org/handbook/online/articles/ayp01
Preston Trail (Old Preston Road) http://www.tshaonline.org/handbook/online/articles/exo03
Tell a Tale of a Trail (Grade 7)
14
Texas Performance Standards Project
© 2015 Texas Education Agency
Texas Performance Standards Project
HIGH
MIDDLE
SCHOOL/EXIT
SCHOOL TASKS
TASKS
San Patricio Trail http://www.tshaonline.org/handbook/online/articles/exs02
San Antonio – El Paso (Mail) Road http://www.tshaonline.org/handbook/online/articles/eus01
Tascosa – Dodge City Trail http://www.tshaonline.org/handbook/online/articles/ext04
Taylor’s Trail http://www.tshaonline.org/handbook/online/articles/ext01
Santa Fe Trail http://www.tshaonline.org/handbook/online/articles/exs03
http://www.nps.gov/safe/index.htm
http://www.santafetrail.org/
Shawnee Trail (Texas Road) http://www.tshaonline.org/handbook/online/articles/ays02
http://en.wikipedia.org/wiki/Texas_Road
La Bahia Road http://www.tshaonline.org/handbook/online/articles/exl01
Ford & Neighbors Trail http://www.tshaonline.org/handbook/online/articles/exf01
Long King Trace http://www.tshaonline.org/handbook/online/articles/bpl05
Trammel Trace http://www.trammelstrace.org/Index_files/frame.htm
http://www.tshaonline.org/handbook/online/articles/ext03
General sites
http://www.texasbeyondhistory.net/forts/davis/trails.html
http://www.tshaonline.org/handbook
http://www.tshaonline.org/lone-star-history-links/1054
http://www.texancultures.com/assets/1/15/Cowboys%20and%20Cattle%20Drives%20Tex%20Kit%20Sa
mpleLessons-%20High%20School.pdf
http://www.texancultures.com/assets/1/15/Texas%20Pioneers%20Tex-Kit%20Sample%20Lessons.pdf
Tell a Tale of a Trail (Grade 7)
15
Texas Performance Standards Project
© 2015 Texas Education Agency