7th Grade
7th Grade
Embedded Files
Social Studies: Texas History
Social Studies: Texas History
Introduction
Introduction
(1) In Grade 7, students study the history of Texas from early times to the present. Content is presented with more depth and breadth than in Grade 4. Students examine the full scope of Texas history, including Natural Texas and its People; Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas in the Great Depression and World War II; Civil Rights and Conservatism; and Contemporary Texas eras. The focus in each era is on key individuals, events, and issues and their impact. Students identify regions of Texas and the distribution of population within and among the regions and explain the factors that caused Texas to change from an agrarian to an urban society. Students describe the structure and functions of municipal, county, and state governments, explain the influence of the U.S. Constitution on the Texas Constitution, and examine the rights and responsibilities of Texas citizens. Students use primary and secondary sources to examine the rich and diverse cultural background of Texas as they identify the different racial and ethnic groups that settled in Texas to build a republic and then a state. Students analyze the impact of scientific discoveries and technological innovations on the development of Texas in various industries such as agricultural, energy, medical, computer, and aerospace. Students use primary and secondary sources to acquire information about Texas.
(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies, autobiographies, novels, speeches, letters, diaries, poetry, songs, and images is encouraged. Motivating resources are available from museums, historical sites, presidential libraries, and local and state preservation societies.
(3) The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(4) Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.
(5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).
(6) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
(7) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
(A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
(B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text from the Declaration of Independence: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
(8) Students discuss how and whether the actions of U.S. citizens and the local, state, and federal governments have achieved the ideals espoused in the founding documents.
Unit 01: Thinking Like a Historian
Unit 01: Thinking Like a Historian
(5 classes for the entire unit)
(5 classes for the entire unit)
During this unit students review and practice the skills utilized by historians, most specifically sourcing, contextualizing, corroborating, and close reading of sources.
TEKS in this unit: 7.20A, 7.20B, 7.20C, 7.20D, 7.20E, 7.20F, 7.22A, 7.22B, 7.22C
Unit 02: Natural Texas and Its People – 1200s-1800s
Unit 02: Natural Texas and Its People – 1200s-1800s
(10 classes for the entire unit)
(10 classes for the entire unit)
During this unit, students study about the physical geographic regions of Texas and compare the major physical geographic characteristics of those regions. Students also study about the many American Indian groups that lived in Texas and about how the physical geography of Texas influenced the lifestyles of those groups. Additionally, students continue to develop historical inquiry skills by acquiring information from various sources, identifying multiple viewpoints in sources, and evaluating sources for bias and validity. All social studies skills expectations are included in this unit to support the historical inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: 7.1A, 7.2A, 7.8A, 7.8B, 7.9A, 7.20B, 7.20C, 7.21A, 7.22A, 7.22B, 7.22C
Unit 03: Exploration and Early Colonization of Texas – 1519-1821
Unit 03: Exploration and Early Colonization of Texas – 1519-1821
(10 classes for the entire unit)
(10 classes for the entire unit)
During this unit, students study about the early expeditions of Spanish and French explorers to Texas and about the mission-presidio system instituted by the Spanish government to colonize Texas. Additionally, students continue to develop historical inquiry skills by acquiring information from various sources, identifying multiple viewpoints in sources, and evaluating sources for bias and validity. All social studies skills expectations are included in this unit to support the historical inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: 7.1A, 7.1B, 7.2B, 7.2C, 7.18C, 7.20A, 7.20B, 7.20C, 7.20D, 7.20E, 7.20F, 7.21A, 7.21B, 7.22A, 7.22B, 7.22C
Unit 04: Mexican Colonization and the Empresario System – 1821-1836
Unit 04: Mexican Colonization and the Empresario System – 1821-1836
(12 classes for the entire unit)
(12 classes for the entire unit)
During this unit, students study about challenges Spanish officials had in managing East Texas, about Mexico’s efforts to gain independence from Spain, about the empresario system instituted by the Mexican government, and about how society in Texas was changed by the Anglo migration to the region. Additionally, students continue to develop historical inquiry skills by acquiring information from various sources, identifying multiple viewpoints in sources, and evaluating sources for bias and validity. All social studies skills expectations are included in this unit to support the historical inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: 7.1A, 7.1B, 7.2D, 7.2E, 7.2F, 7.9A, 7.18B, 7.20A, 7.20B, 7.20C, 7.20D, 7.20E, 7.20F, 7.21A, 7.21B, 7.22A, 7.22B, 7.22C
Unit 05: Unrest and Revolt in Texas – 1821-1836
Unit 05: Unrest and Revolt in Texas – 1821-1836
(15 classes for the entire unit)
(15 classes for the entire unit)
During this unit, students study about the attempts by Mexican officials to control the settlers in Texas, the changes in the Mexican government that affected Texans, and the events of the Texas Revolution. Additionally, students continue to develop historical inquiry skills by acquiring information from various sources, identifying multiple viewpoints in sources, and evaluating sources for bias and validity. All social studies skills expectations are included in this unit to support the historical inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: 7.1A, 7.1B, 7.3A, 7.3B, 7.3C, 7.8C, 7.20A, 7.20B, 7.20C, 7.20D, 7.20E, 7.20F, 7.21A, 7.21B, 7.22A, 7.22B, 7.22C
Unit 06: Republic of Texas and Early Statehood – 1836-1861
Unit 06: Republic of Texas and Early Statehood – 1836-1861
(12 classes for the entire unit)
(12 classes for the entire unit)
During this unit, students study about the issues faced by the leaders of the Republic of Texas, the events that led to annexation of Texas by the United States, the causes and consequences of the war between Mexico and the United States, and about the migration of European immigrants to Texas in the mid-1800s. Additionally, students continue to develop historical inquiry skills by acquiring information from various sources, identifying multiple viewpoints in sources, and evaluating sources for bias and validity. All social studies skills expectations are included in this unit to support the historical inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: 7.1A, 7.1B, 7.4A, 7.4B, 7.4C, 7.8C, 7.10A, 7.10B, 7.16A, 7.18A, 7.18B, 7.18C, 7.20A, 7.20B, 7.20C, 7.20D, 7.20E, 7.20F, 7.21A, 7.21B, 7.22A, 7.22B, 7.22C
Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
(12 classes for the entire unit)
(12 classes for the entire unit)
During this unit, students learn about the reasons for Texas secession, the experiences of Texans in the Civil War, and the changes to Texas’ society that resulted from Reconstruction. Additionally, students examine the concept of federalism and other principles of the U.S. Constitution and how these principles are reflected in the Texas Constitution. Students will study these concepts in more depth in Grade 8. Additionally, students continue to develop historical inquiry skills by acquiring information from various sources, identifying multiple viewpoints in sources, and evaluating sources for bias and validity. All social studies skills expectations are included in this unit to support the historical inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: 7.1A, 7.1B, 7.5A, 7.5B, 7.5C, 7.8C, 7.13A, 7.13B, 7.14A, 7.14B, 7.15A, 7.16A, 7.17B, 7.20A, 7.20B, 7.20C, 7.20D, 7.20E, 7.20F, 7.21A, 7.21B, 7.22A, 7.22B, 7.22C
Unit 08: Cotton, Cattle, Railroads and Closing the Texas Frontier – 1866-1900
Unit 08: Cotton, Cattle, Railroads and Closing the Texas Frontier – 1866-1900
(10 classes for the entire unit)
(10 classes for the entire unit)
During this unit, students study about the conflict brought about by westward expansion in Texas, the development of the cattle industry in Texas, the expansion of railroads in Texas, and the changes in the agriculture industry in Texas. Additionally, students continue to develop historical inquiry skills by acquiring information from various sources, identifying multiple viewpoints in sources, and evaluating sources for bias and validity. All social studies skills expectations are included in this unit to support the historical inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: 7.1A, 7.6A, 7.6B, 7.6C, 7.6D, 7.7B, 7.8C, 7.9A, 7.9B, 7.19A, 7.19C, 7.20A, 7.20B, 7.20C, 7.20D, 7.20E, 7.20F, 7.21A, 7.21B, 7.22A, 7.22B, 7.22C
Unit 09: Modernizing Texas in An Age of Oil – 1900-1929
Unit 09: Modernizing Texas in An Age of Oil – 1900-1929
(10 classes for the entire unit)
(10 classes for the entire unit)
During this unit, students learn about the devastation the 1900 hurricane that hit Galveston, the early development of the oil industry, the participation of Texans in reform movements, and the effects of the First World War in Texas. Additionally, students continue to develop historical inquiry skills by acquiring information from various sources, identifying multiple viewpoints in sources, and evaluating sources for bias and validity. All social studies skills expectations are included in this unit to support the historical inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: 7.1A, 7.1B, 7.7A, 7.7B, 7.7C, 7.7E, 7.9A, 7.9B, 7.11A, 7.11B, 7.19B, 7.19D, 7.20A, 7.20B, 7.20C, 7.20D, 7.20E, 7.20F, 7.21A, 7.21B, 7.22A, 7.22B, 7.22C
Unit 10: Texas during the Great Depression and World War II – 1929-1950
Unit 10: Texas during the Great Depression and World War II – 1929-1950
(10 classes for the entire unit)
(10 classes for the entire unit)
During this unit, students learn about how the Great Depression and Dust Bowl came about, how leaders from Texas contributed on the national level to address the effects of the Great Depression, and how the Second World War affected Texans. Additionally, students continue to develop historical inquiry skills by acquiring information from various sources, identifying multiple viewpoints in sources, and evaluating sources for bias and validity. All social studies skills expectations are included in this unit to support the historical inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: 7.1A, 7.7B, 7.7E, 7.9A, 7.9B, 7.17B, 7.20A, 7.20B, 7.20C, 7.20D, 7.20E, 7.20F, 7.21A, 7.21B, 7.22A, 7.22B, 7.22C
Unit 11: Civil Rights and Conservatism Bring Changes – 1950-Present
Unit 11: Civil Rights and Conservatism Bring Changes – 1950-Present
(10 classes for the entire unit)
(10 classes for the entire unit)
During this unit, students learn about the events and issues that bring about the Civil Rights Movement, the leaders of in the movement, and the changes brought about by the movement, specifically in Texas. Students also examine the role Texans played in the national government during the late twentieth century, as well as examining the changing political patterns in Texas that reflected growing diversity and a shift to conservatism. Additionally, students continue to develop historical inquiry skills by acquiring information from various sources, identifying multiple viewpoints in sources, and evaluating sources for bias and validity. All social studies skills expectations are included in this unit to support the historical inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: 7.1A, 7.7C, 7.7D, 7.15A, 7.15B, 7.16A, 7.16B, 7.17A, 7.17B, 7.20A, 7.20B, 7.20C, 7.20D, 7.20E, 7.20F, 7.22A, 7.22B, 7.22C
Unit 12: Contemporary Texas – 1950-Present
Unit 12: Contemporary Texas – 1950-Present
(10 classes for the entire unit)
(10 classes for the entire unit)
During this unit, students complete their study of Texas history by examining the economic patterns, cultural patterns and changing demographic patterns in contemporary Texas. Students study about the economic boom that has characterized Texas for the latter half of the twentieth century and twenty first century, the multi ethnic contributions that characterize culture in Texas today, and the challenges Texans face as demographics change in Texas during the twenty first century. Additionally, students continue to develop historical inquiry skills by acquiring information from various sources, identifying multiple viewpoints in sources, and evaluating sources for bias and validity. All social studies skills expectations are included in this unit to support the historical inquiry process that should be incorporated into classroom instruction and assessment.
TEKS in this unit: 7.1A, 7.7B, 7.7E, 7.9A, 7.9B, 7.10A, 7.10C, 7.10D, 7.12A, 7.12B, 7.12C, 7.15B, 7.16A, 7.18A, 7.18B, 7.18D, 7.19A, 7.19B, 7.19C, 7.19D, 7.19E, 7.20A, 7.20B, 7.20C, 7.20D, 7.20E, 7.20F, 7.21A, 7.21B, 7.22A, 7.22B, 7.22C
Texas Essential Knowledge & SKills (TEKS)
Texas Essential Knowledge & SKills (TEKS)
TEKS - Social Studies - G7.pdfPage updated
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