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Stephenville Curriculum Document Social Studies Grade: 7 Course: Texas History Bundle (Unit) 1 Est

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Stephenville Curriculum Document Social Studies Grade: 7 Course: Texas History Bundle (Unit) 1 Est STEPHENVILLE CURRICULUM DOCUMENT SOCIAL STUDIES GRADE: 7 COURSE: TEXAS HISTORY BUNDLE (UNIT) 1 EST. NUMBER OF DAYS 20 UNIT 1 NAME Natural Texas, its people and their government Unit Overview Narrative This is a study of the physical geography of Texas that focuses on location, climate, regions and natural resources. Additionally, students will explore the cultural impact of this environment on the earliest inhabitants of Texas. Geography sets the foundation for how a society defines who it becomes. Generalizations/Enduring Understandings Using geographic tools gives humans a standardized measuring system to an ever changing world. All civilizations have an agreed upon understanding for their social order and structure. Concepts What are the differences between physical and human geography? What are the most important aspects humans look for when settling an area? What are the major concepts that define a culture? What role did geography play in developing the many different cultures of early Native Texans? Guiding/Essential Questions What are some of the ways different societies govern themselves? How is geography studied, measured, and interpreted? What tools are used to interpret geography? How would you explain the ideals of a democratic society? What are the similarities and differences that can be found between the United States’ and Texas’ governments? Learning Targets Formative Assessments Summative Assessments TEKS Specifications (1) History. The student understands traditional Locations- relative and absolute location (longitude and historical points of reference in Texas history. The Latitude) and how they relate to historical events student is expected to: (A) identify the major eras in Texas history, Native Texans- study of tribes and their effect on early Texas. describe their defining characteristics, and explain why historians divide the past into eras, National and State Government- specific branches of including Natural Texas and its People; Age of government and the connection between the United States Contact; Spanish Colonial; Mexican National; and Texas Constitution. Revolution and Republic; Early Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas in the EDITED JULY 2013 Great Depression and World War II; Civil Rights and Conservatism; and Contemporary Texas; (2) History. The student understands how individuals, Subregions- used to compare and contrast tribes and their events, and issues through the Mexican National Era cultures due to geographical settlement. shaped the history of Texas. The student is expected to: (A) compare the cultures of American Indians in Texas prior to European colonization such as Gulf, Plains, Puebloan, and Southeastern; (8) Geography. The student uses geographic tools to Maps and Graphs- Use existing graphs and maps as well as collect, analyze, and interpret data. The student is making their own manipulatives to exemplify learned expected to: material. Used to visualize tribe locations, regions and TEKS (Grade Level) / Specifications (A) create and interpret thematic maps, graphs, subregions, physical geography of an area, longitude and charts, models, and databases representing latitude, climate trends, etc. various aspects of Texas during the 19th, 20th, Tribe distribution- explains why tribe locations define and 21st centuries; and cultural make up and daily rituals. (B) analyze and interpret geographic A thematic map shows a specific spatial distribution, theme, distributions and patterns in Texas during the or topic such as population density, cattle production, 19th, 20th, and 21st centuries. climates of the world, or distribution of world religions. (9) Geography. The student understands the location Compare and contrast four regions of Texas. Classify major and characteristics of places and regions of Texas. The locations: student is expected to: Landforms: Guadalupe Peak, Llano Basin, Balcones (A) locate the Mountains and Basins, Great Escarpment Plains, North Central Plains, and Coastal Plains Rivers: Red, Canadian, Brazos, Pecos, Rio Grande regions and places of importance in Texas during Cities: Austin, Houston, Dallas/Fort Worth, El Paso, Amarillo, the 19th, 20th, and 21st centuries such as major San Antonio cities, rivers, natural and historic landmarks, Physical characteristics- include climate, landforms, soils, political and cultural regions, and local points of hydrology, vegetation, and animal life. interest; Human characteristics- include language, religion, political (B) compare places and regions of Texas in systems, economic systems, population distribution, and quality of life. terms of physical and human characteristics; and Urbanization- The mass movement of people from farms to cities; growth of city into surrounding countryside. (C) analyze the effects of physical and human Organize data into graphs and maps to exemplify learned factors such as climate, weather, landforms, material. irrigation, transportation, and communication on major events in Texas. (10) Geography. The student understands the effects of Recognize and describe Native Texan shelters and their the interaction between humans and the environment adaptation to surrounding environments. Discuss how the in Texas during the 19th, 20th, and 21st centuries. The climate of an area directly effects the choice of shelter. student is expected to: Teepee, Adobes, Wigwams, Huts (A) identify ways in which Texans have adapted Early settlement near water sources for drinking and food to and modified the environment and analyze leads to major economic developments in present day Texas. the positive and negative consequences of the EDITED JULY 2013 modifications; and (B) explain ways in which geographic factors such as the Galveston Hurricane of 1900, the Dust Bowl, limited water resources, and alternative energy sources have affected the political, economic, and social development of Texas. (11) Geography. The student understands the Students must be able to explain why population is greater characteristics, distribution, and migration of in the Coastal Plains region and predict the historical population in Texas in the 19th, 20th, and 21st significance of this occurrence. centuries. The student is expected to: (A) locate the Mountains and Basins, Great Students need to find the correlations between population Plains, North Central Plains, and Coastal Plains density and needs for some type of order. regions and places of importance in Texas during the 19th, 20th, and 21st centuries such as major -Government cities, rivers, natural and historic landmarks, -Education political and cultural regions, and local points of -Healthcare interest; -Mobility (C) analyze the effects of the changing population distribution and growth in Texas during the 20th and 21st centuries and the additional need for education, health care, and transportation; and D) describe the structure of the population of Texas using demographic concepts such as growth rate and age distribution. (12) Economics. The student understands the factors Most major cities in Texas are in the Coastal Plains region and that caused Texas to change from an agrarian to an related to trade. urban society. The student is expected to: (A) explain economic factors that led to the Major Cities like Houston were established on rivers with urbanization of Texas; access to the Gulf of Mexico. (B) trace the development of major industries Compare and contrast early Texans of an agrarian society that contributed to the urbanization of Texas such as transportation, oil and gas, and with that of the hunters and gatherers, and how this affected manufacturing; and Texas’ late desire for urbanization. (C) explain the changes in the types of jobs and occupations that have resulted from the urbanization of Texas. (13) Economics. The student understands the Interpret and classify data to draw a conclusion that interdependence of the Texas economy with the United landforms such as rivers, lakes, and the Gulf of Mexico States and the world. The student is expected to: directly affect revenue for the state of Texas. (A) analyze the impact of national and international markets and events on the -Agriculture EDITED JULY 2013 production of goods and services in Texas such -Trade as agriculture, oil and gas, and computer -Recreation technology; (C) analyze the impact of significant industries in Explain how landforms such as rivers, lakes, and the Gulf of Texas such as oil and gas, aerospace, medical, Mexico directly affect industry advancement in the state of and computer technologies on local, national, Texas. and international markets. (14) Government. The student understands the basic Interpret key components outlined in the Texas principles reflected in the Texas Constitution. The student Constitution: is expected to: (A) identify how the Texas Constitution reflects -Texas Constitution the principles of limited government, -Texas Bill of Rights republicanism, checks and balances, federalism, -Voting separation of powers, popular sovereignty, and -States’ Rights individual rights; and -Branches of Government (B) compare the principles and concepts of the Texas Constitution to the U.S. Constitution, Explain the similarities and differences between the U.S. including the Texas and U.S. Bill of Rights. Constitution and the Texas Constitution. (15) Government. The student understands the Recognize how state and local government directly effects structure and functions of government created by the students: Texas
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