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Explorers and Early Settlements/ Native Americans of Early Texas

A Unit Plan Grade 7 Social Studies - Texas History March 2, 2014 Submitted by: Terry Gallivan

Unit Description / Texas Standards


The unit covers Native Americans of Early Texas, Explorers and Early Settlements The unit is for Grade 7 Social Studies Texas Education Agency Standard 113.19. Social Studies, Grade 7 (1) History. The student understands traditional historical points of reference in Texas history. The student is expected to: (C) 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 Spindle Top. (2) History. The student understands how individuals, events, and issues through the Mexican National Era 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.

Unit Description / Texas Standards Continued


(B) identify important individuals, events, and issues related to European exploration of Texas such as Alonso lvarez de Pineda, lvar Nez Cabeza de Vaca and his writings, the search for gold, and the

conflicting territorial claims between France and Spain;


F) contrast Spanish, Mexican, and Anglo purposes for and methods of settlement in Texas. (11) Geography. The student understands the characteristics, distribution, and migration of population in Texas in the 19th, 20th, and 21st centuries. The student is expected to: (A) analyze why immigrant groups came to Texas and where they settled; (B) analyze how immigration and migration to Texas in the 19th, 20th, and 21st centuries have influenced Texas; (19) Culture. The student understands the concept of diversity within unity in Texas. The student is expected to: (A) explain how the diversity of Texas is reflected in a variety of cultural activities, celebrations, and performances; http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.html

National Standards from The National Center for History in the Schools, UCLA
II. Time, Continuity, & Change Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time, so that the learner can:

b. demonstrate an ability to use correctly vocabulary associated with time such as past, present, future, and long ago; read and
construct simple timelines; identify examples of change; and recognize examples of cause and effect relationships; e. demonstrate an understanding that people in different times and places view the world differently. VI. Power, Authority, & Governance Social studies programs should include experiences that provide for the study of how people

create and change structures of power, authority, and governance, so that the learner can:
f. identify and describe factors that contribute to cooperation and cause disputes within and among groups and nations; h. recognize and give examples of the tensions between the wants and needs of individuals and groups, and concepts such as fairness, equity, and justice.

IX. Global Connections Social studies programs should include experiences that provide for the study of global connections and
independence, so that the learner can: b. give examples of conflict, cooperation, and interdependence among individuals, groups, and nations;
http://www.nchs.ucla.edu/Standards/us-history-content-standards/us-era-8

Character Integration Principles


Religion: See to it that no one takes you captive by philosophy and empty deceit, according to human tradition, according to the elemental spirits of the world, and not according to Christ. (Colossians 2:8, KJV). Wealth and Power: No one can serve two masters, for either he will hate the one and love the other, or he will be devoted to the one and despise the other. You cannot serve God and money. (Matthew 6:24, KJV). Conflict: For the mind that is set on the flesh is hostile to God, for it does not submit to God's law; indeed, it cannot. (Romans 8:7, KJV).

Unit Objectives
1. European countries sent explorers to the New World in search of gold and silver. 2. The contention between Spain, France, and England facilitated the amount of exploration in the New World. 3. The aspiration to bring religion to the natives significantly influenced the way Spain established its existence in Texas. 4. Native Americans in Texas established diverse ways of living based upon the geographic regions in which they lived. 5. The Texas culture of today has Native American influences.

Key Concepts
1. 2. 3. 4. 5. 6. 7. Why did European countries explore the Texas / Mexico? How did the rivalries in Europe effect the exploration of Texas? Why and how did Spain become the dominant power in the Texas? Who were the major explorers that explored and settled Texas? What role did religion play in the development of settlements in Texas? Where did the first Texans come from and how did they get here? What were some of the major Indian tribes found in Texas and where were they located? How did the location of the tribe's effect how they lived? How is Native American culture reflected in today's Texas culture?

8. 9.

Launching Activity
1. Students will be divided in groups to discuss their culture. 2. Students will then decide on how they want to represent their culture to the class. 3. Examples: a short skit, cuisine , guest speaker (teacher approval required), create a video (students are the actors), or a student created project (teacher approval required).

Unit Map for Explorers and Early Settlements / Native Americans of Early Texas
Explorers and Early Settlements Spain, France, and England Explorers Rivalries in Europe Spain as a Dominant Power Early Settlements Native Americans of Early Texas Major Indian Tribes

Major Explorers

Geographic Regions

The Role of Religion

Native American Influences


Indian Culture and Customs

Geographic Divisions

Wealth and Power

Conflicts

Environment Concerns

Conflicts

Unit Schedule

7th Grade Social Studies Course Map

Learning Activities
Daily blog entries/reflections that draw on previous days lesson.

Immigration to Texas Internet Research Project and in Class Presentation.


Mapping Diversity Where are you from? Texas Immigrants: Who Are They? Group Project and in Class Presentation. The University of Texas Institute of Texan Cultures at San Antonio field trip.

Learning Activities continued


Students will be divided into 3 groups and each group will watch one of the videos, students will summarize on the class blog and post 2 entries on the other 2 videos: Texas History: "Our Texas Heritage" 1963 Robert Davis http://www.youtube.com/watch?v=GENGHehLyyI

Fathers of Texas Part One


http://www.youtube.com/watch?v=1-X03FaG4YE A Short History of Allen, Texas http://www.youtube.com/watch?v=AOZZdmzQY28

Resources and Materials


Student Journals for all lessons Class Blog site for all lessons Internet access for Immigration to Texas Internet Research & Texas Immigrants: Who Are They? YouTube videos as listed on slide 11 LCD projector and Power Points for each lesson and student presentations Map reproductions for Indian tribes and diversity projects Art supplies for Immigrants project DVD Clips provided by the library for lesson hooks Texas Revolution video provided by the library closing to unit Digital camera for video recording

Differentiation
Classroom Diversity and Differentiated Instruction: Number of Students: 20 Gender: There are more girls Ethnicity: Majority are Hispanic Age: Average 11 years old Needs for Special Accommodation: ESL, 504, dyslexia Learning Styles: Diverse Students Needs, Interests, and Concerns: Post Question Survey Note: Students will be grouped with differentiation in mind.

Assessments
Diagnostic Assessments Pre-test to obtain prior knowledge level there will be no grade assessed. Explorers - Oral presentations and blog participation to determine recognition of important names and places Early Settlements Create a foldable that determines scope of knowledge of class Native Americans of Early Texas make a poster of the locations of the Texas Indians Formative Assessments Explorers - As I See (Focuses students thinking on their own knowledge or opinions to other students) Early Settlements Students will take an online quiz to measure mastery this quiz can be taken multiple times. Native Americans of Early Texas Students will create a visual representation of the importance of their chosen tribe and then present to the class.

Summative Assessments
Unit Test on the explorers, early settlements and Native Americans of early Texas multiple choice, true / false, and short answers.

Curricular Connections
ELA Emphasize on reading, writing skills, communication skills Art Employ creativity to express various topics BibleThe morality of conquering another civilization

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