7th Grade Social Studies Unit 7

Big Idea:

Identify individuals, events, and issues when Texas was its own Republic and was annexed into the United States.

Student Expectations:

Priority TEKS

7.14(A) [Readiness] identify how the Texas Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights

7.19(B) [Readiness] describe how people from various racial, ethnic, and religious groups attempt to maintain their cultural heritage while adapting to the larger Texas culture;

7.19(C) [Supporting] identify examples of Spanish influence and the influence of other cultures on Texas such as place names, vocabulary, religion, architecture, food, and the arts;

Focus TEKS

7.1(A) [Readiness] identify the major eras in Texas history, describe their defining characteristics, and explain why historians divide the past into eras, 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

7.4(A) [Supporting] identify individuals, events, and issues during the administrations of Republic of Texas Presidents Houston, Lamar, and Jones, including the Texas Navy, the Texas Rangers, Edwin W. Moore, Jack Coffee Hays, Chief Bowles, William Goyens, Mary Maverick, José Antonio Navarro, the Córdova Rebellion, the Council House Fight, the Santa Fe Expedition, public debt, and the roles of racial and ethnic groups

7.4(B) [Readiness] analyze the causes of and events leading to Texas annexation;

7.4(C) [Readiness] describe and compare the impact of the Progressive and other reform movements in Texas in the 19th and 20th centuries such as the Populists, women's suffrage, agrarian groups, labor unions, and the evangelical movement of the late 20th century;

7.11(A) [Supporting] analyze why immigrant groups came to Texas and where they settled;

7.11(B) [Supporting] analyze how immigration and migration to Texas in the 19th, 20th, and 21st centuries have influenced Texas;

7.18(A) [Readiness] identify the leadership qualities of elected and appointed leaders of Texas, past and present, including Texans who have been president of the United States

7.19(A) [Supporting] explain how the diversity of Texas is reflected in a variety of cultural activities, celebrations, and performances;

Ongoing TEKS

7.1(B) [Supporting] apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods;

7.8(A) [Readiness] create and interpret thematic maps, graphs, charts, models, and databases representing various aspects of Texas during the 19th, 20th, and 21st centuries

7.9(A) [Supporting] locate the Mountains and Basins, Great Plains, North Central Plains, and Coastal Plains regions and places of importance in Texas during the 19th, 20th, and 21st centuries such as major cities, rivers, natural and historic landmarks, political and cultural regions, and local points of interest;

7.9(C) [Readiness] analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication on major events in Texas

7.10(B) [Supporting] 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

7.17(C) [Supporting] express and defend a point of view on an issue of historical or contemporary interest in Texas

7.21(B) [Supporting] 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

7.21(C) [Supporting] organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;

7.21(E) [Supporting] support a point of view on a social studies issue or event;

7.21(F) [Process] identify bias in written, oral, and visual material;

7.22(A) [Process] use social studies terminology correctly;

7.22(C) [Process] transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate;

7.22(D) [Process] create written, oral, and visual presentations of social studies information.

Student Learning Targets:

• I will compare the views of the 3 Presidents of Texas.
• I will compose a paragraph about your thoughts if Texas should/should not be annexed into the United States.
• I will identify events leading to Texas annexation into the United States.
• I will compare the US Constitution with the Texas Constitution.

Essential Questions:

• What events led to Texas annexation into the United States?

Extra Information:

Adopted Textbook: Texas History - Houghton Mifflin Harcourt

District Grading Policy

Texas Gateway Online Resource Center