7 th Texas History: Geography Skill

7 th Texas History: Geography Skill Calendar: Week 1-3 Timeframe: 15 days Level/Grade: 6th Unit Objectives: Upon completing this unit of study the student will be able to: Interpret different maps, map parts, graphs, tables, and charts with 90% mastery Lesson 1: Students will become familiar with directions and keys/legends of a map. Lesson 2: Students will become familiar with scales and grids of a map. Lesson 3: Students will become familiar with latitude and longitude. Lesson 4: Students will use their knowledge of latitude and longitude to work together to complete an activity using a globe. Lesson 5: Students will use their map skills to complete an activity using the Desk Map of World. Students will become familiar with the different thematic maps that we will use through out the year. Lesson 6: Students will become familiar with different kinds of graphs such as pie graphs, line graphs, and bar graphs. Students will use the Smartboard to create graphs. Lesson 7: Students will play a flip card review game to review for a test over map and graph skills. Lesson 8: Students will master a test over map and graph skills. Activity Type: World Desk Map Activities 6 th Geography 21 C & D; 22 A, D, & E Textbook Workbook pages Smartboard World Desk Maps Globes SE Modifications: Assignments shortened Modified Tests Textbook Chapters 1 Enchanted Learning Map Skill Activities TA Smartboard activities GT Modifications: Use these students as group leaders Individual Assignments Tests

Texas History: Geography Calendar: Week 4-5 Timeframe: 10 days Level/Grade: 7th

Unit Objectives: Upon completing this unit of study the student will be able to: Identify and locate the landforms in Texas. Describe the types of water resources that exist in Texas. Explain how the climate and weather of Texas affects the economy and the life in the state. Describe how Texas plants and animals are affected by the states landscapes and climate. Identify the groups that came to Texas and where they settled. Analyze the factors that have led to the growth of the Texas population. Identify the natural resources that can be found in Texas. Identify the four physical regions in Texas. Identify the characteristics of each of the regions of Texas. Explain how the people have adapted to the physical features and the environment of each region. Lesson 1: The students will locate and label the following on a map of Texas: Texas, Oklahoma, Louisiana, Arkansas, New Mexico, Mexico, and the Gulf of Mexico. Lesson 2: The students will label a map of the above with 90% as a test. Lesson 3: The students will locate and label the following on a map of Texas, Lubbock, Austin, Amarillo, El Paso, Dallas, San Angelo, Brownsville, Houston, Fort Worth, Odessa, Corpus Christi, Texarkana, and San Antonio. Lesson 4: The students will locate the following bodies of water in Texas: Rivers: Rio Grande, Red, Sabine, Colorado, Nueces, Pecos, Canadian, Brazos, Trinity, San Antonio, Neches, and Guadalupe. Lake: Caddo Lake; Reservoirs: Toledo Bend, Falcon, Amistad, Sam Rayburn, Lake Texoma, Lake Livingston, Lake Meredith, and Lake Travis; Ocean: Gulf of Mexico. Lesson 5: In small groups locate and label the bodies of water on a Texas Desk Map Activity 7 & 8. Complete as a group complete the worksheet. At the end of class discuss the activity. Lesson 6: Students will master a test over the locations of cities, rivers and bodies of water with 90%. Lesson 7: Define and illustrate the following geographic terms: plains, plateaus, mountain ranges, rivers, tributaries, lakes, reservoirs, aquifers, humidity, drought, erosion, habitat, extinct, agriculture, nonrenewable resources, renewable resources, escarpment, bayous. Lesson 8: Students will take part in a class discussion over geographic terms and their relationship with the geography of Texas. Lesson 9: Students will take part in a class discussion over the physical regions of the United States and the regions found in Texas. Using a desk map complete an activity of locating the regions on the map. Complete the Region of Texas Map Worksheet. Lesson 10: Each student will be assigned a Texas city. Using the almanac, textbook, gazetteer, internet, and and other resources create a foldout of the city that includes: exact location, region, subregions, history, physical features, and tourist attractions. Lesson 11: Each student will present their project and share their questions. Lesson 12: Review the information of each region. Complete the Graphic Organizer on the Physical Regions o of Texas. Lesson 13: The students will master with 76 the Unit test over Texas Geography. Students that do not pass the the test will correct the test for a 76.

Activity Type: Individual Projects Group Projects Map Activities 7 th Geography 7.8 A, B; 7.9 A,B, C; 7.10 A, B; 7.11 A, B, C, D Textbook Textbook workbook pages Transparencies Desk Map Activities SE Modifications: Assignments shortened Modified Tests Textbook Chapters 2 & 3 Communication: 10 A-E; 11 A-C; 12 A- D GT Modifications: Use these students as group leaders Group Projects/Individual Projects Individual Assignments Unit Tests Book Report Projects

Texas History: Indians Calendar: Week 6-7 Timeframe: 10 days Level/Grade: 7th Unit Objectives: Upon completing this unit of study, students will be able to: Describe what scholars have learned about the first Americans Identify the different farming Indian tribes Identify the different Plains Indian tribes. Lesson 1: Students will take part in a class discussion over Early Texans (textbook pages 68-71). Lesson 2: Students will watch the video Ancient Texas Cultures and complete the worksheet during the video. Lesson 3: Using the Chapter 4 of the textbook read and discuss the following Texas Indian Tribes: Karankawas, Coahuiltecans, Caddoes, Wichitas, and Tonkawas. Complete the TAKS questions in the workbook. Lesson 4: Students using the textbook will complete Daily Quizzes and Daily TEKS. Grade in class. Lesson 5: Students will watch the video Farming Tribes and complete the workbook packet. Lesson 6: Students will take part in a discussion on the video and discuss and grade workbook packet. Lesson 7: Students using the Chapter will read and discuss the following Texas Indian Tribes: Apaches, Comanches, Kiowas, Jumanos, Tiguas, Atakapans, Cherokees, and Alabama-Coushattas. Lesson 8: Students using the textbook complete Daily Quiz & Daily TEKS Questions. Grade in class. Lesson 9: Students will watch the video Hunters and Gatherers and complete the workbook packet. Lesson 10: Students will take part in a discussion on the video and discuss and grade workbook packet. Lesson 11: Students will complete the Indian story The Lost Indian Chief using the symbols to Complete the story. Lesson 12: In small groups the students will complete the desk map activity over Indian Tribes. Locating each tribe on the state map. As a group they will complete the activity sheet. Will discuss at the end of class. Lesson 13: Students will locate and label all the Indian Tribes of Texas on a map of Texas. Lesson 14: Students will participate in a class discussion over the Indian Tribes of Texas as a review. Lesson 15: Students will complete a Crossword Puzzle as a review for the test. Grade at the end of class. Lesson 16: Students will take a Unit test: Indian Tribes of Texas. If a student does not master the test with a 76, the student must correct the test for a 76.

Activity Type: Individual Projects Group Projects Desk Map Activities 7 th History 7.1 A, B; 7.2 A Textbook Textbook Workbook pages Transparencies Desk Map Activities SE Modifications: Assignments shortened Modified Tests Textbook Chapter 4 Indian Tribes of Texas : Ancient Cultures, Hunters and Gatherers, Farming Tribes. Communication: 10 A-E; 11 A-C; 12 A- D GT Modifications: Use these students as group leaders. Group Projects/Individual Projects Individual Assignments Unit Tests Book Reports Texas History: Explorers Calendar: Week 8-9 Timeframe: 10 days Level/Grade: 7 th

Unit Objectives: Upon completing this unit of study the student will be able to: Explain why the 1492 voyage of Columbus was important. Discuss why Spain s rulers wanted to conquer the Americas Identify the important event that occurred in 1519 and analyze the consequences of this event. Explain why Pineda s voyage in 1519 was important to Texas. Describe how the Narvaez expedition ended and trace the events that led to this outcome. Summarize the experiences of Cabeza de Vaca and Estevanico in Texas. Describe the events that occurred on Fray Marcos and Estevanico s journey to Cibola. Identify where Coronado went on his expedition and discuss what he learned. Evaluate the results of the Coronado and de Soto-Moscoso expeditions. Describe the significance of Juan de Onate s travels. Explain how Spain profited from its exploration in Texas. Analyze how the Columbian Exchange affected American Indians in Texas. Lesson 1: Students will complete a graphic organizer and vocabulary worksheet after taking part in discussion of the European Explorers in Texas. Lesson 2: Students will research an European explorer and write a one and one half page formal report. Lesson 3: The students using their notes from the explorer report will be assigned to a group. This group with trace their explorers took and draw an illustration that best describes their explorer or explorers. They will also write 5 questions to share with the class. Lesson 4: The students will share their projects to the class. Lesson 5: Students in small groups will complete a desk map activity that shows all the routes the explorers took in Texas. Lesson 6: Students will complete a video worksheet as they watch the European Explorers of Texas video. Lesson 7: Students will participate in a game To Tell the Truth with DeVaca the contestant. Lesson 8: Student will complete a unit review. Grade in class. Lesson 9: Student will take a Unit Test over Texas Explorers. Students that do not pass the test will correct the test for a 76.

Activity Type: Individual Projects Group Projects Map Activities 7 th History 7.1 A, B, C; 7.2 B Textbooks Textbook workbook pages Transparencies Desk Map Video SE Modifications: Assignments shortened Modified Test Textbook Chapter 5 & 6 Communication: 10 A-E; 11 A-C; 12 A- D GT Modifications: Use these students as group leaders Group Projects/Individual Projects Individual Assignments Unit Tests Book Report Projects Texas History: Spanish Era Calendar: Week 10-11 Timeframe: 10 days Level/Grade: 7 th

Spanish Era Part 1: Spanish Missions Unit Objectives: Upon completing this unit of study, the student will be able to: Explain how Spanish officials tried to control the borderlands of New Spain. Summarize why the Spanish established missions along the western Rio Grande during the 1680s. Describe what life was like in the Spanish missions, presidos, and Spanish settlements. Explain why the French tried to build a settlement near the Mississippi River and describe the outcome of this effort. Discuss the effect of the La Salle expedition on Spanish policy in Texas. Describe what happened to the Spanish mission in East Texas. Explain why the French sent an agent to Texas and describe what happened when he arrived. Discuss what the Spanish goal was in East Texas. Summarize why the Spanish settled in the San Antonio River area and describe the results. Analyze how the war between France and Spain affected Texas. Describe how relations between American Indians and Spaniards in Texas changed during the late 1700s. Summarize the results of Marques de Rubi report. Describe how Spain contributed to the American Revolution and explain why the new country threatened Texas. Analyze how the Louisiana Purchase affected Texas. Explain how Philip Nolan affected events in Texas. Analyze what the Gutierrez-Magee expedition achieved. Describe filibuster activity that occurred along the Gulf. Analyze how the Mexican War of Independence affect Texas. Lesson 1: Students will complete a graphic organizer and vocabulary after an overview lecture on the Spanish Missions in Texas. Lesson 2: Students will complete a worksheet over the video: San Antonio Missions. Lesson 3: Students complete Transparency and Geography activity. Lesson 4: Students in small groups will complete the Spanish Mission Map Activity. Lesson 5: Students will complete a worksheet over the video: Life in the Spanish Missions. Lesson 6: Students in small groups will complete the desk map activity locating the Spanish Missions in Texas. Lesson 7: Students will complete a test review over Spanish Missions. Grade and correct in class. Lesson 8: Students will take a test over Spanish Missions. Students that do not pass the test will correct the test for a 76. Spanish Era Part 2: Conflicts of an Empire Lesson 1: Students will complete a graphic organizer and vocabulary after an overview lecture on the Conflicts of an Empire in Texas. Lesson 2: Students will complete worksheets over the videos: Filibusters Part 1 and Filibusters Part 2. Lesson 3: Students complete Transparency and Geography activity. Lesson 4: Students will complete a test review over Spanish Era Part 2 Conflicts in an Empire. Grade and correct in class. Lesson 5: Students will take a test over Spanish Era Part 2 Conflicts in an Empire. Students that do not pass will correct the test for a 76.

Activity Type: Individual Projects Group Projects Map Activities 7 th History 7.1A, B, C; 7.2 B **8 th 8.1 A, B, C; 8.4 A Textbook Textbook workbook pages Transparencies Desk Maps SE Modifications: Assignments are shortened Modified Tests Textbook Chapter 6 Communication: 10 A-E; 11 A-C; 12 A- D GT Modifications: Use these students as group leaders Group Projects/Individual Projects Individual Assignments Unit Tests Book Report Projects Texas History: Colonization Calendar: Week 12-14 Timeframe: 15 days Level/Grade: 7th

Unit Objectives: Upon completing this unit of study, the student will be able to: Explain why Moses Austin wanted to establish a colony in Texas and evaluate whether his trip was a success. Describe the steps that Stephen had to follow to carry his father s colonization contract. Identify why U.S. settlers came to Austin s colony and when they arrived. Describe the problems that arose for Austin and the colony and how they were resolved. Identify some Texas Empresarios and describe their contribution. Analyze the reasons why U.S. settlers came to Texas and their choices of settlements Explain how the Mexican Constitution of 1824 affected Texas Lesson 1: Students will complete a graphic organizer and vocabulary worksheet after taking part in a Discussion/lecture over colonization of Texas. Lesson 2: Students will complete a worksheet using transparencies and Geography Activity. Lesson 3: Students will complete questions over the video Filibusters Part 2. Lesson 4: Students will complete a game activity over the success of their colony. Lesson 5: Students working with a group with complete a map activity of Texas Colonies Lesson 6: Students will complete a unit review. Grade in class. Lesson 7: Students will take a Unit Test over Texas Colonization. Students that do not pass the test will correct the test for a 76. Activity Type: Map Activities Games 7 th History 7.2 C, D, E, F A Textbooks Textbook Workbook Pages Transparencies Desk Maps Game SE Modifications: Assignments shortened Modified Test Textbook Chapter 8 Communication: 10 A-E; 11 A-C; 12 A- D

GT Modifications: Use students as group leaders Group Projects/ Individual Projects Daily Grades Unit Tests Book Reports Texas History: Geography Calendar: Weeks 15-16 Timeframe: 10 days Level/Grade: 7th Unit Objectives: Upon completing this unit of study the student will be able to: Locate Texas cities. Plan a vacation visiting historical sites in Texas. Using a road map of Texas plot the way there from Troup. Write a essay about a Texas city including the historical information and tourist attractions. Students will have the opportunity to enter in a state wide essay contest. Lesson 1: The students will using the internet research a Texas city. Lesson 1: The students will use the information to write an essay about the city. Lesson 2: The students will Map quest to get directions and then map those directions on a road map. Lesson 3: The students will present this information to the class. Activity Type: Individual Projects Group Projects Map Activities 7 th Geography 7.8 A, B; 7.9 A,B, C; 7.10 A, B; 7.11 A, B, C, D Texas Road Map SE Modifications: Assignments shortened Modified Tests Road Map Travel Catalog TA Communication: 10 A-E; 11 A-C; 12 A- D

GT Modifications: Use these students as group leaders Group Projects/Individual Projects Individual Assignments Texas History: Texas Revolution Calendar: Week 17-20 Timeframe: 15 days Level/Grade: 7 th Unit Objectives: Upon the completing of this unit of study, the student will be able to: Explain how the Battle of Gonzales significantly changed relations between Texans and the Mexican government. Trace the events that led to the siege of San Antonio. Describe what happened during the siege and capture of San Antonio. Identify the issues debated at the Consultation. Describe the condition of the Texas forces when the Mexican troops arrived in Texas. Explain why Texans decided to defend the Alamo and describe how they prepared. Identify how the Battle of the Alamo began and describe what occurred during its final hours. Identify who attended the Convention of 1836 and explain what it achieved. Describe the kind of government that the convention established and identify the problems that it faced. Identify the events that led to the Runaway Scrape. Describe what led to James Fannin s surrender at Goliad. Explain how the Texas army defeated Mexican forces and won independence. Lesson 1: Students will complete a graphic organizer and vocabulary worksheet after taking part in a Discussion/lecture over Texas Revolution. Lesson 2: Students will complete a worksheet using transparencies and Geography Activity. Lesson 3: Students will complete questions over the video Texas Revolution Part 2. Lesson 4: Students working with a group with complete a map activity of Texas Revolution Battles Lesson 5: Students will complete a unit review. Grade in class. Lesson 6: Students will take a Unit Test over Texas Revolution. Students that do not pass the test will correct the test for a 76.

Activity Type: Individual Projects Group Projects Map Activities 7 th History: 7.1 A, B, C; 7.3 A, B, C Textbooks Textbook workbook pages Transparencies Desk Maps SE Modifications: Shortened assignments Modified Tests Textbook Chapter 9 Communication: 10 A-E; 11 A-C; 12 A- D GT Modifications: Use these students as group leaders Group/Individual Projects Unit Tests Book Reports Texas History: Statehood Calendar: Week 21 Timeframe: 5 days Level/Grade: 7 th

Unit Objectives: Upon the completing of this unit of study, the student will be able to: Explain how slavery and westward expansion affected the debate over annexation. Trace the events that led to the annexation of Texas. Identify the early governors of Texas. Explain how the state s public debt was paid. Identify what led to the war with Mexico and the United States. Describe the events that took place during the Mexican War. Summarize the terms of the Treaty of Guadalupe Hidalgo and identify the border issues that remained for Texas. Describe how the Texas Rangers helped shape events in Texas. Explain how continued westward expansion affected the lives of American Indians and Texans. Lesson 1: Students will complete a graphic organizer and vocabulary worksheet after taking part in a Discussion/lecture over Texas Statehood. Lesson 2: Students will complete a worksheet using transparencies and Geography Activity. Lesson 3: Students will complete a unit review. Grade in class. Lesson 4: Students will take a Unit Test over Texas Statehood. Students that do not pass the test will correct the test for a 76. Activity Type: Individual Projects Group Projects Map Activities 7 th History: 7.1 A, B, C; 7.4 A, B Textbooks Textbook Workbook Pages Transparencies Desk Maps SE Modifications: Shortened Assignments Modified Tests Textbook Chapter 15 Communication: 10 A-E; 11 A-C; 12 A-D

GT Modifications: Use these students as group leaders Group/Individual Projects Unit Tests Book Reports Black Texans Calendar: Week 22 Timeframe: 5 days Grade: 7 Unit Objectives: Upon completing this unit of study, students will be able to: Students will analyze the contributions of Black Texans: Debbie Allan, Vivian Ayers, John Biggers, Mary Branch, Bessie Coleman, Wilhelmina Ruth Fitzgerald Delco, Dr. Virgie Carrington De Witty, Dr. Beulah Agnes Curry Jones, Matthew Gaines, Barbara Jordan, George T Mickey Thomas, Angela Shelf Medearis, Doris Dorie Miller, Bill Pickett, Phylicia Rashad, Ada DeBlanc Simond, Heman Marion Sweatt, Florence Wolf Lady Flo William Goyens, William M. McDonald, and W.R. Banks. Classroom: Lesson 1: Students will be assigned a Black Texan. They will research the achievements of this person. Lesson 2: Students will illustrate the likeness or something that represents this person.. Lesson 3: Students will share orally the information about their Black Texan. Lesson 4: Students will play the Black Texan Bingo Game. Activity Type: classroom activities individual activities 7 th History: 7.1A; 7.2C, 7.3A, 7.4A, 7.6 A, 7.7C, 7.18B, and 7.20B textbooks magazines internet reference materials bingo game rules

SE Modifications: NA Textbooks Reference Materials Magazines Communication: 10 A-E; 11 A-C; 12 A- D GT Modifications: NM Individual Assignments Student participation Texas History: Civil War and Reconstruction Calendar: Week 23 Timeframe: 5 days Level/Grade: 7th Unit Objectives: Upon the completing of this unit of study, the student will be able to: Analyze why the United States divided along sectional lines. Explain why Texans wanted to leave the Union. Describe how Texans responded to the call of arms. Explain how Texans prepared for war. Describe the campaigns fought in and around Texas. Describe what life was life like for Texans including Unionist. Analyze how Texas was affected by the Civil War. Describe how former slaves reacted to freedom and how the federal government helped them. Explain why Congress took control of Reconstruction. Identify the major accomplishment and criticisms of the Davis Administration. Summarize how African-Americans were denied equal rights after Reconstruction. Lesson 1: Students will complete a graphic organizer and vocabulary worksheet after taking part in a Discussion/lecture over Civil War and Texas. Lesson 2: Students will complete a worksheet using transparencies and Geography Activity. Lesson 3: Students working in a group will complete a desk map activity over the Civil War Battles In Texas. Lesson 4: Students will complete a unit review. Grade in class. Lesson 5: Students will take a Unit Test over Civil War and Texas. Students that do not pass the test will correct the test for a 76.

Activity Type Individual Projects Group Projects Map Activities : 7 th History: 7.1 A, B, C; 7.5 A, B Textbooks Textbook Workbook Pages Transparencies Desk Maps SE Modifications: Shortened Assignments Modified Tests Textbook Chapters 18 & 19 Communication: 10 A-E; 11 A-C; 12 A- D GT Modifications: Use these students as group leaders Group/Individual Projects Unit Tests Book Reports Texas History: Cattle Kingdom/Oil Boom Calendar: Week 24 Timeframe: 5 days Level/Grade: 7 th

Unit Objectives: Upon the completing of this unit of study, the student will be able to: Trace how the Texas cattle industry developed from its Spanish beginnings. Describe what made the longhorn well suited for life in Texas. Explain how the Civil War affected the Texas Cattle industry. Identify some of the cattle trails and explain why cowboys stopped using them. Describe what life was like for a cowboy on and off the trail. Explain how cowboys contributed to Texas Culture. Analyze how barbed wire affected the development of Texas. Explain what contributed to the decline of the Cattle kingdom. Unit Objectives: Upon completing this unit of study, the student will be able to: Summarize how the Texas Oil industry began. Describe what happened at Spindletop and explain how that event affected the Texas economy. Describe how Texans contributed to the oil boom and identify the Texas regions that produced oil. Explain how new business ideas changed the oil industry. Analyze how the oil boom affected Texas towns. Explain how new technology changed the oil industry. Describe the effects that the oil industry had on the politics, economy, and social life of Texas. Lesson 1: Students will complete a graphic organizer and vocabulary worksheet after taking part in a Discussion/lecture over Texas Cattle Drives. Lesson 2: Students will complete a worksheet using transparencies and Geography Activity. Lesson 3: Students working in a group will complete a desk map activity over the Texas Cattle Drives In Texas. Lesson 4: Students will place a success game with Cattle Drives. Lesson 5: Students will complete a unit review. Grade in class. Lesson 6: Students will take a Unit Test over Texas Cattle Drives. Students that do not pass the test will correct the test for a 76. Lesson 1: Students will complete a graphic organizer and vocabulary worksheet after taking part in a Discussion/lecture over Texas Oil Boom. Lesson 2: Students will complete a worksheet using transparencies and Geography Activity. Lesson 3: Students working in a group will complete a desk map activity over the Texas Oil Boom In Texas. Lesson 4: Students will place a success game with Wildcatting. Lesson 5: Students will complete a unit review. Grade in class. Lesson 6: Students will take a Unit Test over Texas Oil Boom. Students that do not pass the test will correct the test for a 76.

Activity Type Individual Projects Group Projects Map Activities : Smartboard Activites 7 th History: 7.1 A, B, C; 7.6 A, B 7 th History: 7.1 A, B, C; 7.6 A, B; 7.7 A Textbooks Textbook Workbook Pages Transparencies Desk Maps SE Modifications: Shortened Assignments Modified Tests Textbook Chapters 21-26 Communication: 10 A-E; 11 A-C; 12 A- D GT Modifications: Use these students as group leaders Group/Individual Projects Unit Tests Book Reports Texas History: Reform Movements/Home Abroad Calendar: Week 25 Timeframe: 5 days Level/Grade: 7th

Unit Objectives: Upon the completing of this unit of study, the student will be able to: Analyze how Texas farmers were caught in a boom and bust cycle. Identify the goals of the Grange, the Southern Farmers Alliance and the People s Party. Explain how big business affected the free-enterprise system in Texas. Describe the reforms that James Stephen Hogg helped pass. Identify who Farmer Jim was and describe the role that he played in Texas politics. Describe the changes that progressives brought to politics and local government. Explain how progressive tried to reform society. Analyze how prohibition affected state politics. Explain how life for women and minorities changed during the Progressive Era. Lesson 1: Students will complete a graphic organizer and vocabulary worksheet after taking part in a Discussion/lecture over Texas Reforms. Lesson 2: Students will complete a worksheet using transparencies and Geography Activity. Lesson 3: Students will complete a unit review. Grade in class. Lesson 4: Students will take a Unit Test over Texas Reforms. Students that do not pass the test will correct the test for a 76. Unit Objectives: Describe how rural life changed in the early 1900s. Identify what spurred population growth in Texas cities. Analyze why immigrants came to Texas and identify where they came from. Describe how new technologies affected the lives of people in Texas cities during the early 1900s. Explain why Texas cities were growing and how that created problems. Identify the new forms of leisure, entertainment, and art that Texans enjoyed in the early 1900s. Describe how the Spanish-American War affected Texas. Explain the Mexican Revolution of 1910 and raids along the Texas-Mexico border affected the state. Identify the effects of World War I on Texas. Lesson 1: Students will complete a graphic organizer and vocabulary worksheet after taking part in a Discussion/lecture over Texas at Home and Abroad. Lesson 2: Students will complete a worksheet using transparencies and Geography Activity. Lesson 3: Students will complete a unit review. Grade in class. Lesson 4: Students will take a Unit Test over Texas at Home and Abroad. Students that do not pass the test will correct the test for a 76.

Activity Type: Individual Projects Group Projects Map Activities : 7 th History: 7.1 A, B, C; 7.7 B, C 7 th History: 7.1 A, B,C; 7.7 B, C, D Textbooks Textbook Workbook Pages Transparencies Desk Maps SE Modifications: Shortened Assignments Modified Tests Textbook Chapters 24& 25 Communication: 10 A-E; 11 A-C; 12 A- D GT Modifications: Use these students as group leaders Group/Individual Projects Unit Tests Book Reports Texas History: Boom and Bust/WWII & Cold War Calendar: Week 26 Timeframe: 5 Days Level/Grade: 7 th

Upon the completing of this unit of study, the student will be able to: Identify the ways in which World War I affected Texas. Trace the steps taken to protect the civil rights of Texans following WWI. Explain why Miriam A. Ma Ferguson was a controversial governor. Identify the Texas industries that boomed during the 1920s. Explain how the boom-and bust cycle affected Texas farmers. Explain how the Great Depression affected life in Texas. Summarize how Texans responded to the crisis. Analyze what caused the Dust Bowl and describe how it affected Texans. Identify how Texans helped President Roosevelt during the depression. Explain how New Deal programs improved life in Texas. Lesson 1: Students will complete a graphic organizer and vocabulary worksheet after taking part in a Discussion/lecture over Boom & Bust in Texas. Lesson 2: Students will complete a worksheet using transparencies and Geography Activity. Lesson 3: Students will complete a unit review. Grade in class. Lesson 4: Students will take a Unit Test over Texas Boom & Bust. Students that do not pass the test will correct the test for a 76. Unit Objectives: Upon completing this unit of study, the student will be able to: Trace the events that led to World War II. Describe the ways in which Texas contributed to the war effort. Analyze how World War II affected Texans and the state. Analyze how postwar event affected the Texas economy. Describe how American culture changed in the 1950s. Describe the changes that took place in the area of civil rights for Texas including Hispanics and women, and how they were accomplished. Lesson 1: Students will complete a graphic organizer and vocabulary worksheet after taking part in a Discussion/lecture over World War II and the Cold War in Texas. Lesson 2: Students will complete a worksheet using transparencies and Geography Activity. Lesson 3: Students will complete a unit review. Grade in class. Lesson 4: Students will take a Unit Test over World War II and the Cold War in Texas. Students that do not pass the test will correct the test for a 76.

Activity Type: Individual Projects Group Projects Map Activities 7 th History: 7.1 A, B,C; 7.7 B, C, D 7 th History: 7.1 A, B, C; 7.7 C, Textbooks Textbook Workbook Pages Transparencies Desk Maps SE Modifications: Shortened Assignments Modified Tests Textbook Chapters 26-27 Communication: 10 A-E; 11 A-C; 12 A- D GT Modifications: Use these students to be group leaders Group/Individual Projects Unit Tests Book Reports Texas History: Texas in Calendar: Week 27 Transition/Modern Texas Timeframe: 15 Days Level/Grade: 7th

Unit Objectives: Upon completing this unit of study, the student will be able to: Describe the leadership qualities and experiences that Lyndon B. Johnson had before he became the U.S. president. Identify the new legislative that passed as a result of the Great Society program. Analyze how the Vietnam War affected Texas. Trace the development of the civil rights( including African Americans, Hispanics and women) movements during the 1960s. Describe the ways in which developments in the high-tech industries affected Texas. Explain how international events led to a boom in the Texas economy in the 1970s. Describe how a two-party system and other developments affected Texas politics in the 1970s. Lesson 1: Students will complete a graphic organizer and vocabulary worksheet after taking part in a Discussion/lecture over Transition in Texas. Lesson 2: Students will complete a worksheet using transparencies and Geography Activity. Lesson 3: Students will complete a unit review. Grade in class. Lesson 4: Students will take a Unit Test over Transition in Texas. Students that do not pass the test will correct the test for a 76. Unit Objectives: Upon the completing of this unit of study, the student will be able to: Trace how Texas became a two party state. Summarize what George Bush accomplished as president and identify the major events that occurred during his administration. Describe how the United States was attacked on September 11, 2001, and how George W. Bush s administration responded. Explain how the events of September 11 affected the nation. Trace how the Texas economy continued its boom-and-bust cycle in the late 1990s. Identify how ethnic groups in Texas have celebrated their heritage. Explain how Texas musicians, writers, and artists reflect the state s diversity. Describe the challenges that Texans face in the 2000s. Lesson 1: Students will complete a graphic organizer and vocabulary worksheet after taking part in a Discussion/lecture over Modern Texas. Lesson 2: Students will complete a worksheet using transparencies and Geography Activity. Lesson 3: Students will complete a unit review. Grade in class. Lesson 4: Students will take a Unit Test over Modern Texas. Students that do not pass the test will correct the test for a 76.

Activity Type: Individual Projects Group Projects Map Activities 7 th History: 7.1 A, B, C; 7.7 C, 7 7 th History: 7.1 A, B, C; 7.7 E Citizenship 7.17 A, B, C; 7.18 A, B Culture 7.19 A, B Textbooks Textbook Workbook Pages Transparencies Desk Maps SE Modifications: Shortened Assignments Modified Tests Textbook Chapters 28 & 29 Communication: 10 A-E; 11 A-C; 12 A- D GT Modifications: Use these students to be group leaders Group/Individual Projects Unit Tests Book Reports Texas History: Government Calendar: Week 28-29 Timeframe: 10 days Level/Grade: 7 th

Unit Objectives: Upon completing this unit of study, students will be able to: Explain how ideas from the U.S. Constitution have influenced the Texas Constitution. Identify the basic principles reflected in the Texas Constitution and explain why each is important. Explain why the Texas Constitution includes a bill of rights. Identify the Texas legislature s powers and duties. Describe out a bill becomes a law. Outline the governor s primary powers and duties. Identify the officials and agencies that make up the executive branch. Explain how the Texas court system is structured. Describe the role that juries play within the judicial system. Explain how the Texas Budget is prepared and identify the state s major source of revenue. Describe how public education is structured and governed. Lesson 1: The student will complete a worksheet over vocabulary terms: democracy, popular sovereignty, republic, limited government, separation of powers, veto, override, federalism, Bill of Rights, amendments, legislative branch, executive branch, judicial branch, checks and balances, and revenue. Lesson 2: After class lecture/discussion of the power, the history of the constitution, author, the Bill of Rights, other amendments and how to amend the U.S. Constitution the student will draw and label a flow chart of the power of the U.S. Constitution. Lesson 3: The student will illustrate the Bill of Rights; The student will also illustrate the right that they value the most and will share that with the class. Lesson 4: Students will master with a 80 listing the Bill of Rights on a test. Modified Matching Test for Special Ed. students. Lesson 5: After class lecture/discussion of the branches of the U.S. Government and their jobs the students will create a tri-fold on the branches of U. S. Government; including who is in the offices presently. Lesson 6: After a class discussion about the history, author of the Texas Constitution, the Bill of Rights, and other amendments and how to amend the Texas Constitution the student will complete the Daily Quizzes and Daily TEKS workbook pages. Lesson 7: After a class discussion of the legislative branch and its powers the students will complete DQ & DT. Show the video I an Just a Bill. Lesson 8: After a class discussion of the executive branch and its powers the students will complete DQ & DT. Lesson 9: After a class discussion of the judicial branch and its powers the students will complete DQ & DT. Lesson 10: After a class discussion of the state budget and public education the students will complete DQ & DT. Lesson 10: Discuss the workings of the local school board. The students using the a copy of the last school board meeting will summarize the actions taken by the school board and the impact on them personally as students of the school district. Lesson 11: Students will complete a review worksheet over Unit 1 Texas Government. Lesson 12: Students will take a test over Unit 1 Texas Government. Lesson 13: Have students who did not master the unit test correct their test for a 76.

Activity Type: Individual Projects Group Projects Map Activities Video: Bill of Rights 7.14 Government A, B; 7.15 Government A; 7.16 Citizenship A **8.16 Government B; 8.20 Citizenship A, B Textbook Textbook workbook pages Transparencies SE Modifications: Assignments shortened Modified Test Chapter 30 Textbook/Texas Our Federal Constitution, Our Texas Constitution Communication: 10 A-E; 11 A-C; 12 A-D GT Modifications: Use these students as group leaders. Texas History: Local Government and Citizenship Group Projects/Individual Projects Individual Assignments Unit Tests Calendar: Week 30-34 Timeframe: 25 days Level/Grade: 7 th

Unit Objectives: Upon completing this unit of study, students will be able to: Describe the structures and functions of local Texas governments. Identify how local governments are funded. Describe the freedoms of speech, the press, and assembly and explain why they are important. Identify the legal protection that the Bill of Rights gives Texans. Summarize the other major rights protected by the Bill of Rights. Identify the responsibilities of citizenship. Describe the different types of Texas elections. Describe political parties and explain why they are formed. Explain how interest groups and political action committees participate in the political process. Lesson 1: After a class lecture/discussion of local government the students will complete DQ & DT. Lesson 2: After a class lecture/discussion of The Bill of Rights the students will complete DQ & DT. Lesson 3: After a class lecture/discussion of citizenship and elections the students will complete DQ & DT. Lesson 4: After listening to Troup Mayor John Whitsell the students will participate in a question and answer session with the mayor. Lesson 5: After a class lecture/discussion of political parties and interest groups the students will complete DQ & DT. Lesson 6: Using the desk Texas map to complete map activity 27. Lesson 7: The students will use the resources in the library to complete a Government Skill Research Activity Lesson 8: The students will complete a Unit 2 Local Government and Citizenship Review worksheet. Lesson 9: The students will take a Unit 2 Local Government and Citizenship Test. Lesson 10: The students that do not master the test will correct their test. Activity Type: Individual Projects Group Projects Map Activities Guest Speakers 7.15 Government A, B; 7.16 Citizenship C; 7.17 Citizenship A, B **8.20 Citizenship C Textbook Textbook workbook pages Transparencies

SE Modifications: Assignments shortened Modified Tests Chapter 31 Textbook/Texas Communication: 10 A-E; 11 A-C; 12 A- D GT Modifications: Use these students as group leaders Group Projects/Individual Projects Individual Assignments Unit Tests Texas History: Economics Calendar: 35-36 Timeframe: 10 days (on going) Level/Grade: 7 th Unit Objectives: Upon the completing this unit of study, the students will be able to: Explain economics factors that led to the urbanization of Texas. Trace the development of major industries that contributed to the urbanization of Texas. Explain the changes in types of jobs and occupations that have resulted from the urbanization of Texas. Analyze the impact of national and international markets and events on the production of goods and services in Texas. Activity Type: Individual Projects Group Projects Map Activities Guest Speakers 7 th Economics 7.12 A, B, C; 7.13 A, B, C Textbook Textbook workbook pages Transparencies

SE Modifications: Assignments shortened Modified Tests Textbook Current Events Communication: 10 A-E; 11 A-C; 12 A- D GT Modifications: Use these students as group leaders Group Projects/Individual Projects Individual Assignments Unit Tests