SOCIAL STUDIES GRADE 7
HISD Curriculum: Unit Framework
Unit Framework User Information
Grading Cycle
3rd
Six
Weeks
Instructional Days
27 Days
November 7-December 16, 2011
Recommended Time Allocation
4
8
or
90-minute lessons
45-minute lessons
Unit 3.1 Overview
Gone To Texas: Anglo Settlement – This unit focuses on the settlement patterns of the Anglo population in
Spanish/Mexican Texas and examines immigration, frontier lifestyle, and growing unrest in early 19th century Texas.
Outline of Unit(s) in the Six Weeks
•
•
Unit 3.1 Gone To Texas: Anglo Settlement [ this unit ] Î link to Curriculum Planning Guide and supporting
materials
Unit 3.2 Texas Revolution
Essential Understandings
•
•
•
•
•
Various ESPN push/pull factors motivate migrations of people to new frontiers.
Individual leaders often emerge as change agents and have significant effect on the success or failure of new projects.
Colonization and settlement often change the ESP [economic, social/cultural, and political] structure of a region.
Physical geographic factors often provide significant challenges to those living on frontiers (new area).
Government actions/decisions can cause citizens to become discontent and lead to protest and even open rebellion.
Key Concepts
Key Skills
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•
•
•
•
•
•
•
•
Settlement patterns
Immigration/migration
Government
Frontier
Culture
Change Agents
Exploration/Colonization
Physical/Human Geographic Factors
•
•
•
Use and interpret geographic tools (maps, graphs,
charts)
Determining Point of View
Cause and Effect Relationships
Comparing /Contrast
Academic Vocabulary
Content-Specific Vocabulary
•
•
People/Laws
Father Hidalgo
Jane Long
Stephen Austin
Anglos
Old 300
Mexican Constitution of
1824
Colonization Laws
San Felipe de Austin
Law of April 6, 1830
immigrant
pioneer
Terms
diez y seis de septiembre
filibusters
empresarios
colony (colonize (v),
colonist)
settlement (settle (v),
settler)
land grant
frontier
frontiersman
militia
found (v)
HISD Objectives / TEKS
2 Lessons: Empresarios/Anglos Arrive – The Old 300
SS.7.1C Explain the significance of the following dates: 1519, mapping of the Texas coast and first mainland Spanish
settlement. 1718, founding of San Antonio, 1821, independence from Spain, 1836, Texas independence, 1845,
annexation, 1861, Civil War begins, 1876, adoption of current state constitution, and 1901, discovery of oil at Spindletop.
SS.7.2E Identify the contributions of significant individuals, including Moses Austin, Stephen F. Austin, Erasmo Seguín,
Martín De León, and Green DeWitt, during the Mexican settlement of Texas.
SS.7.2F Contrast Spanish, Mexican and Anglo purposes for, and methods of, settlement in Texas.
• - English Language Proficiency Standards (ELPS)
- Literacy Leads the Way Best Practices
- Process Standards Ⓟ - HISD Power Objective Ⓡ - STAAR Readiness Standards Ⓢ - STAAR Supporting Standards
© Houston ISD Curriculum
2011 – 2012
Page 1 of 4
SOCIAL STUDIES GRADE 7
HISD Curriculum: Unit Framework
SS.7.8A Create and interpret thematic maps, graphs, charts, models, and databases representing various aspects of
Texas during the 19th, 20th, and 21st centuries.
ⓅSS.7.8B Analyze and interpret geographic distributions and patterns in Texas during the 19th, 20th, and 21st centuries.
SS.7.21B Analyze information by sequencing, categorizing, Identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and
conclusions.
SS.7.21C Organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts,
timelines, and maps.
SS.7.22A Use social studies terminology correctly.
1 Lesson: Gone to Texas: Life on the Frontier
ⓅSS.7.9C Analyze the effects of physical and human factors such as climate, weather, landforms, irrigation,
transportation, and communication on major events in Texas.
SS.7.10A Identify ways in which Texans have adapted to and modified the environment and analyze the positive and
negative consequences of the modifications.
SS.7.11B Analyze how immigration and migration to Texas in the 19th, 20th, and 21st centuries have influenced Texas.
SS.7.22A Use social studies terminology correctly.
SS.7.23B Use a decision-making process to identify a situation that requires a decision, gather information, identify
options, predict consequences, and take action to implement a decision.
1 Lesson: Growing Unrest in Mexican Texas
SS.7.2D Identify the individuals, issues, and events related to Mexico becoming an independent nation and its impact on
Texas, including Texas involvement in the fight for independence, José Gutiérrez 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.
SS.7.3A Trace the development of events that led to the Texas Revolution, including the Fredonian Rebellion, the Mier y
Terán Report, the Law of April 6, 1830, the Turtle Bayou Resolutions, and the arrest of Stephen F. Austin.
SS.7.21A Differentiate between, locate, and use valid primary and secondary sources such as computer software,
databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas.
SS.7.21B Analyze information by sequencing, categorizing, Identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and
conclusions.
SS.7.21C Organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts,
timelines, and maps.
SS.7.21D Identify points of view from the historical context surrounding an event and the frame of reference that
influenced the participants.
SS.7.22A Use social studies terminology correctly.
Performance Expectation(s)
Using the Wagons West Simulation – Loading Your Wagon students will employ a decision-making strategy to choose
necessary supplies for immigration to Texas in the 1820s and orally justify these decisions during class discussion.
Texas English Language Proficiency Assessment System (TELPAS): End-of-year assessment in listening, speaking,
reading, and writing for all students coded as LEP (ELL) and for students who are LEP but have parental denials for
Language Support Programming (coded WH). For the Writing TELPAS, teachers provide five writing samples – one
narrative about a past event, two academic (from science, social studies, or mathematics), and two others.
• - English Language Proficiency Standards (ELPS)
- Literacy Leads the Way Best Practices
- Process Standards Ⓟ - HISD Power Objective Ⓡ - STAAR Readiness Standards Ⓢ - STAAR Supporting Standards
© Houston ISD Curriculum
2011 – 2012
Page 2 of 4
SOCIAL STUDIES GRADE 7
HISD Curriculum: Unit Framework
Unit Framework User Information
Grading Cycle
3rd
Six
Weeks
Instructional Days
27 Days
November 7 – December 16 2011
Recommended Time Allocation
6
12
or
90-minute lessons
45-minute lessons
Unit 3.2 Overview
Texas Revolution – This Unit examines the concept of revolution. Students will learn about the causes and the
significance of major events/people during the Texas Revolution.
Outline of Unit(s) in the Six Weeks
•
•
Unit 3.1 Gone To Texas: Anglo Settlement
Unit 3.2 Texas Revolution [ this unit ] Î link to Curriculum Planning Guide and supporting materials
Essential Understandings
•
•
Conflict arises when two or more parties are unresponsive to the other(s) and are unwilling to accept compromise.
Revolutions bring about significant ESP change and are characterized by critical turning point events that change the
course of the revolution.
• The impact of strong leadership, particularly in times of conflict or crisis, is a key factor to the success of ESP change
and the outcome of crisis situations.
• The impact of strong leadership, particularly in times of conflict or crisis, is a key factor to the success of ESP change
and the outcome of crisis situations.
• Parties often resolve conflicts with formal written agreements that detail how each group will move forward.
Key Concepts
Key Skills
•
•
•
•
•
•
•
Revolution
Change
Treaty
Historical Turning Points
Leadership
Conflict
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•
•
Use and interpret geographic tools (maps, graphs,
charts)
Determining Point of View
Cause and Effect Relationships
Comparing /Contrast
Academic Vocabulary
Content-Specific Vocabulary
•
Events
Come and Take It Battle
[October 2, 1835]
Texas Independence Day
[March 2, 1836]
Battle of the Alamo
[March 6, 1836]
Goliad massacre
[March, 1836]
Battle of San Jacinto
[April 21, 1836]
Treaty of Velasco
[May, 1836]
People
William Barrett Travis
James (Jim) Bowie
Davy [David] Crockett
revolution
People
Juan Sequin
William Butler Bonham
Jose Antonio Lopez de
Santa Anna
Susanna Dickinson
Sam Houston
James Fannin
Terms
provisions
delegates
surrender at discretion
siege,
cavalry
infantry
artillery
bombardment
retreat
HISD Objectives / TEKS
3 Lessons: Revolution Begins: Gonzales through the Alamo
SS.7.1C Explain the significance of the following dates: 1519, mapping of the Texas coast and first mainland Spanish
settlement. 1718, founding of San Antonio, 1821, independence from Spain, 1836, Texas independence, 1845,
• - English Language Proficiency Standards (ELPS)
- Literacy Leads the Way Best Practices
- Process Standards Ⓟ - HISD Power Objective Ⓡ - STAAR Readiness Standards Ⓢ - STAAR Supporting Standards
© Houston ISD Curriculum
2011 – 2012
Page 3 of 4
SOCIAL STUDIES GRADE 7
HISD Curriculum: Unit Framework
annexation, 1861, Civil War begins, 1876, adoption of current state constitution, and 1901, discovery of oil at Spindletop.
SS.7.3B Explain the roles played by significant individuals during the Texas Revolution, including George Childress,
Lorenzo de Zavala, James Fannin, Sam Houston, Antonio López de Santa Anna, Juan N. Seguín, and William B. Travis.
ⓅSS.7.3C Explain the issues surrounding significant events of the Texas Revolution, including the Battle of Gonzales,
William B. Travis's letter "To the People of Texas and All Americans in the World," the siege of the Alamo and all
the heroic defenders who gave their lives there, the Constitutional Convention of 1836, Fannin's surrender at Goliad,
and the Battle of San Jacinto.
SS.7.21B Analyze information by sequencing, categorizing, Identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and
conclusions.
SS.7.21C Organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts,
timelines, and maps.
SS.7.21D Identify points of view from the historical context surrounding an event and the frame of reference that
influenced the participants.
ⓅSS.7.22D Create written, oral, and visual presentations of social studies information.
SS.7.22A Use social studies terminology correctly.
3 Lessons: Runaway Scrape to Independence
SS.7.3B Explain the roles played by significant individuals during the Texas Revolution, including George Childress,
Lorenzo de Zavala, James Fannin, Sam Houston, Antonio López de Santa Anna, Juan N. Seguín, and William B. Travis.
ⓅSS.7.3C Explain the issues surrounding significant events of the Texas Revolution, including the Battle of Gonzales,
William B. Travis's letter "To the People of Texas and All Americans in the World," the siege of the Alamo and all the
heroic defenders who gave their lives there, the Constitutional Convention of 1836, Fannin's surrender at Goliad, and
the Battle of San Jacinto.
SS.7.21A Differentiate between, locate, and use valid primary and secondary sources such as computer software,
databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas.
SS.7.21B Analyze information by sequencing, categorizing, Identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and
conclusions.
SS.7.21C Organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts,
timelines, and maps.
SS.7.21D Identify points of view from the historical context surrounding an event and the frame of reference that
influenced the participants.
ⓅSS.7.22D Create written, oral, and visual presentations of social studies information.
SS.7.22A Use social studies terminology correctly.
Performance Expectation(s)
•
•
Introduce Texas Heroes Baseball Cards and discuss with students characteristics of leaders as one way to focus on
significant leaders of the Texas Revolution and make appropriate choices for the individuals they choose to “highlight”
in their personal set of Hero Cards.
Given primary and secondary sources containing examples of the causes of potential conflict between the Mexican
government and the Texians/Tejanos prior to and during the Texas Revolution, students will summarize the points of
view for each side and defend one position or the other in a classroom debate.
Texas English Language Proficiency Assessment System (TELPAS): End-of-year assessment in listening, speaking,
reading, and writing for all students coded as LEP (ELL) and for students who are LEP but have parental denials for
Language Support Programming (coded WH). For the Writing TELPAS, teachers provide five writing samples – one
narrative about a past event, two academic (from science, social studies, or mathematics), and two others.
• - English Language Proficiency Standards (ELPS)
- Literacy Leads the Way Best Practices
- Process Standards Ⓟ - HISD Power Objective Ⓡ - STAAR Readiness Standards Ⓢ - STAAR Supporting Standards
© Houston ISD Curriculum
2011 – 2012
Page 4 of 4