Unit 7 - Amazon Simple Storage Service (S3)
INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
UNIT OVERVIEW This unit bundles student expectations that address Texas’ participation in the U.S. Civil War and the Reconstruction of Texas. In 1861 Texans voted to secede from the United States and join the Confederate States of America. Many Texans had emigrated from the southern United States and some Texans were slaveholders, especially in East Texas where enslaved African Americans worked on plantations. Texans served in the Confederate Army and some battles of the American Civil War were fought in Texas. The Texas coast was blockaded by the Union for the entire war. After the end of the war, Texans began the process of Reconstruction eventually writing a new constitution for Texas and reestablishing institutions in Texas. An examination of the Civil War and Reconstruction in Texas is important for understanding the debates that continue about the nature of federalism. Prior to this unit, students studied about the Republic of Texas and the annexation of Texas to the United States. In Grade 4 students learned why Texas joined the Confederacy as well as the political, social and economic changes in Texas which resulted from Reconstruction. In Grade 4 students also studied about Juneteenth. 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. In the next unit, students study about the economic development of the cattle, cotton, and railroad industries in Texas as well as the closing of the frontier in Texas.
OVERARCHING UNDERSTANDINGS AND QUESTIONS Conflicts arise over differing ideologies. Is human conflict unavoidable?
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
UNIT UNDERSTANDINGS
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876 Political Patterns Texas History Unit 07 PA 01 Click on the PA title to view related rubric.
SUGGESTED DURATION : 12 days Concerns about how newly-elected President Lincoln might deal with the issue of slavery led a majority of Texans to support secession.
Ideologies
Write an editorial letter to a local newspaper expressing support for or opposition to secession. The letter should include an appropriate date, details to support your position, and proper salutations. Wellwritten letters should reflect the voice of someone living in Texas prior to the Civil War along with the use of proper grammar and spelling. Standard(s): 7.1A , 7.1B , 7.5A , 7.17C , 7.21B , 7.21E , 7.22B ELPS.c.5D , ELPS.c.5E , ELPS.c.5F
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
Why did some Texans oppose secession and why did a majority vote in support of secession? Why was the Confederacy formed? What was Houston’s position on Texas secession?
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876 PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS Historical Processes
Texas History Unit 07 PA 02 Click on the PA title to view related rubric.
SUGGESTED DURATION : 12 days UNIT UNDERSTANDINGS During the Civil War, Texans fought for the Confederacy, defended Texas, and supplied the Confederate Army.
Conflict/Cooperation
Create a journal of a Texan on the home front during the Civil War. The journal should include at least six appropriately dated entries. The entries should include details about the conditions in Texas during the war, references to battles in the war taking place in Texas and Texans involved in the war. Well-written journals should reflect the voice of someone living in Texas during the Civil War along with the use of proper grammar and spelling. Standard(s): 7.1A , 7.1B , 7.1C , 7.5B , 7.5C , 7.17C , 7.21B , 7.22B ELPS.c.5D , ELPS.c.5E , ELPS.c.5F
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
How successful were Union troops in the battles fought in Texas? How did the Union blockade affect Texans? What happened to Texans that were suspected of supporting the Union? What happened to the Confederate forces in Texas once they learned that the war had ended?
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876 PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS Political Patterns
Texas History Unit 07 PA 03 Click on the PA title to view related rubric. Create an illustrated timeline about the Reconstruction of Texas. The timeline should include at least five events, illustrations of the events, and explanations of how those events impacted Texas. Standard(s): 7.1B , 7.5B , 7.21B , 7.22D ELPS.c.5B
SUGGESTED DURATION : 12 days UNIT UNDERSTANDINGS Following the Civil War the political, economic, and social institutions of Texas were reconstructed with oversight from the U.S. government.
Governmental Systems Cultural Patterns Prejudice and Discrimination
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
When did enslaved African Americans in Texas learn about emancipation? What requirements did the U.S. government have for Texas to be readmitted to the Union? Why was the Freedman’s Bureau created? What was characteristic of the Congressional plan for Reconstruction? How was Texas’ economy changing by the end of Reconstruction?
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876 PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS Civic Engagement
Texas History Unit 07 PA 04 Click on the PA title to view related rubric. Create a book which illustrates the constitutional principles reflected in the U.S. Constitution and the Texas Constitution for elementary students. The book should include at least eight pages, illustrations and explanations of the constitutional principles, and examples from the Texas Constitution that reflect the constitutional principles. Standard(s): 7.14A , 7.14B , 7.16A , 7.21B , 7.22D ELPS.c.5D , ELPS.c.5F
Laws, Rules, Political Processes Rights/Responsibilities Democratic Principles
SUGGESTED DURATION : 12 days UNIT UNDERSTANDINGS The Texas Constitution of 1876 reflects the constitutional principles of the U.S. Constitution, ensures the rights of Texans, and establishes the structure of government in Texas. Why was a new constitution written for Texas in 1876? How are the Texas Constitution and the U.S. Constitution similar and different? In what ways does the Texas Constitution reflect the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights? What rights are guaranteed to Texans in the Texas Constitution? What are the functions of government at the state, county, and municipal levels in Texas? How does the state of Texas bring in revenue? How are public schools in Texas governed?
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS Students may lack an understanding of how powers are shared in a federalist system.
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
UNIT VOCABULARY sectionalism –concern for regional needs and interests secede – to withdraw, including the withdrawal of states from the Union blockade – blocking off an area to keep supplies from getting in or out emancipation – the act of giving someone freedom reconstruction – the act of rebuilding, generally refers to the rebuilding of the Union following the Civil War martial law – the imposition of laws by a military authority, generally in defeated territories sharecropper – a tenant farmer who receives a portion of the crop popular sovereignty – independent power given to the people Related Vocabulary republicanism individual rights separation of powers
checks and balances federalism constitution
ideology principles Confederacy
SYSTEM RESOURCES Catalog of Social Studies Performance Assessments Grade 7 Texas History Backward Design Interactive Student Notebooking in Social Studies Performance Assessments Universal Rubric Grade 4 – High School Social Studies K-12 Concept Tree Vertical Vocabulary for Social Studies K-12
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Legend:
Legend:
Bolded black text in italics: Knowledge and Skills Statement (TEKS) Bolded black text: Student Expectation (TEKS) Bolded red text in italics: Student Expectation identified by TEA as a Readiness Standard for STAAR Bolded green text in italics: Student Expectation identified by TEA as a Supporting Standard for STAAR Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future unit 7
History.
7.1
History. The student understands traditional historical points of reference in Texas history. The student is expected to:
7.1A
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
Blue text: Supporting Information / Clarifications from TCMPC (Specificity) Blue Italic text: Provides unit-specific clarification Black text: TEA Texas Response to Curriculum Focal Points (TxRCFP); Texas College and Career Readiness Standards (TxCCRS); TEA STAAR
Identify MAJOR ERAS IN TEXAS HISTORY Describe
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
TEKS#
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UNIT LEVEL SPECIFICITY
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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.
DEFINING CHARACTERISTICS OF MAJOR ERAS IN TEXAS HISTORY Including, but not limited to: Civil War (1861 – 1865) States’ Rights Slavery Confederate States of America Last battle fought of the Civil War Blockade Reconstruction (1865 – 1874) 3th Amendment – ended slavery 14th Amendment – citizenship to given to African Americans 15th Amendment – suffrage given to all males Radical Republicans Military Districts Removal of American Indians on the frontier Cattle Industry booms Constitution of 1876 Explain WHY HISTORIANS DIVIDE THE PAST INTO ERAS Including, but not limited to: Historians divide the past into eras in order to examine how political, economic, geographic and social patterns change over time.
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
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UNIT LEVEL SPECIFICITY
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7.1B
Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.
Apply ABSOLUTE AND RELATIVE CHRONOLOGY THROUGH SEQUENCING SIGNIFICANT INDIVIDUALS, EVENTS, AND TIME PERIODS Including, but not limited to: Texas in the Civil War and Reconstruction 1861 – Sam Houston resigns as governor of Texas (refuses to take oath of allegiance to the Confederate States of America) 1861 to 1865 – Civil War 1865 – the Civil War ends and Abraham Lincoln is assassinated June 19, 1865 –Enslaved people in Texas receive news from General Gordon Granger in Galveston that enslaved people have been emancipated 1870 – President Grant signed an act to readmit Texas to Congressional representation 1865 to 1874 – Reconstruction in Texas 1876 – the Constitution of 1876 is adopted (This is the constitution we use today)
7.1C
7.5
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 Spindletop.
Explain SIGNIFICANCE OF DATES Including, but not limited to: 1861 – Civil War begins 1876 – adoption of current state constitution
History. The student understands how events and
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
TEKS#
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UNIT LEVEL SPECIFICITY
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issues shaped the history of Texas during the Civil War and Reconstruction. The student is expected to: 7.5A
Explain reasons for the involvement of Texas in the Civil War such as states' rights, slavery, sectionalism, and tariffs.
Explain REASONS FOR THE INVOLVEMENT OF TEXAS IN THE CIVIL WAR Including, but not limited to: States’ Rights Texans believed that states should be able to make their own political, economic, and social decisions with minimal federal government interference. Slavery Texans believed that slavery was vital to the economy Sectionalism – loyalty to the interests of one's own region or section of the country, rather than the nation as a whole Many Texans came from southern states and grew the chief cash crop, which was cotton. Texas resembled the economy, social structure, customs, and political values of the South which concentrated on plantation agriculture, slave labor, and the Democratic Party. Tariff – a tax on trade Texans supported low tariffs to continue to trade cotton with European nations. Southern states produced 80% of the world’s supply of cotton. The U.S. federal government imposed protective tariffs Nullification Crisis 1832 – President Jackson and Congress passed the Tariff of Abominations. Congress raised tariffs on raw materials and manufactured goods. The South had to sell cotton at low prices to stay competitive, while they had to pay high prices for their manufactured
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
TEKS#
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UNIT LEVEL SPECIFICITY
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goods. This resulted in the Nullification Crisis in which South Carolina believed that states had the right to nullify a federal law it considered unconstitutional. South Carolina threatened to secede but a compromise ended the threat. This issue continued to brew until 1861. 7.5B
Analyze the political, economic, and social effects of the Civil War and Reconstruction in Texas.
Analyze POLITICAL, ECONOMIC, AND SOCIAL EFFECTS OF THE CIVIL WAR AND RECONSTRUCTION IN TEXAS Including, but not limited to: Civil War in Texas Political effects Texas joined the Confederate States of America Houston removed from office because he failed to sign an oath to the Confederacy Conscription Act – 60,000 Texans joined Confederate army Economic effects Shortages of commodities, such as coffee, medicine, clothing, salt, paper Trade along Mexican border continued and supplied some of these items to Texans Cotton production declines and corn and wheat production increases Shortage of free labor Inadequate production in agriculture and business Social effects Greater responsibilities for women and children during the war Loss of family members Reconstruction in Texas Political effects
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
TEKS#
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UNIT LEVEL SPECIFICITY
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Martial law – the military polices that started during Governor Edwards term Constitution of 1876 – written at the end of Reconstruction; this is the constitution Texas still follows today Indian wars – the government removes American Indians from the frontier Passage of the Reconstruction Amendments 13th Amendment – ended slavery 14th Amendment – citizenship given to African Americans 15th Amendment – suffrage given to all males Economic effects Growth of tenant farming and sharecropping Expansion of railroad Cattle industry booms Social effects Concern over future of freedmen Juneteenth – June 19, 1865 celebrated by freed enslaved people and becomes state holiday-– Emancipation Day in Texas Freedmen’s Bureau established Black Codes used to segregate the South and Ku Klux Klan forms Immigration to Texas increased 7.5C
Identify significant individuals and events concerning Texas and the Civil War such as John Bell Hood, John Reagan, Francis Lubbock, Thomas Green, John Magruder and the Battle of Galveston, the Battle of Sabine Pass, and the Battle of Palmito Ranch.
Identify SIGNIFICANT INDIVIDUALS AND EVENTS CONCERNING TEXAS AND THE CIVIL WAR Including, but not limited to: John Bell Hood Leader of the Confederacy’s Hood’s Texas Brigade Most notable battle Seven Day’s Campaign and fought at Gettysburg
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
TEKS#
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UNIT LEVEL SPECIFICITY
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Ft. Hood in Killeen is named for him John Reagan Served in the cabinet of Confederate President Jefferson Davis as Postmaster General Francis Lubbock Governor of Texas in 1861 Camp assistant to Confederate President Jefferson Davis Thomas Green Led the troops that were on the steamboats converted to gunboats by General John B. Magruder who commanded the Confederate forces in Texas Gunboats attacked Union ships in Galveston Bay and took back control of Galveston John Magruder Commanded Confederate forces in Texas Retook Galveston by attacking Union ships using steamboats converted to gunboats by lining the sides with cotton bales to protect the riflemen Battle of Galveston July 1861 – the Union Navy began to blockade Texas ports October 1862 – A Union fleet sailed into Galveston Harbor and Confederate forces retreated Confederate General John B. Magruder recaptured it by converting two steamboats into gunboats by lining their sides with cotton bales earning the nickname “Cotton Clads” January 1, 1863 – General John B. Magruder and his men attacked Union forces in Galveston Bay capturing several hundred The city of Galveston was again under Confederate control Battle of Sabine Pass 1863 – The US made plans to invade Texas Union General William B. Franklin and 5000 troops hoped to land an army near Sabine City and then march overland to attack Houston and Beaumont Ft. Griffin at Sabine Pass was guarded by Confederate Lieutenant Richard Dowling and Davis Guards
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
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UNIT LEVEL SPECIFICITY
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September 8, 1863 Union soldiers attacked but the Davis Guards fought back marking a complete victory for the Confederacy Battle of Palmito Ranch Confederate General Robert E. Lee surrendered on April 9, 1865 but Confederate forces did not stop fighting for another month because word spread slowly May 12, 1865 – The Union army moved inland to occupy Brownsville. Collided with Confederate troops led by John S. Ford who captured over 100 Union troops Union troops informed the Confederate troops that the war was over. 7
Geography.
7.8
Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
7.8A
Create and interpret thematic maps, graphs, charts, models, and databases representing various aspects of Texas during the 19th, 20th, and 21st centuries.
Create, Interpret THEMATIC MAPS, GRAPHS, CHARTS, MODELS, AND DATABASES REPRESENTING VARIOUS ASPECTS OF TEXAS DURING THE 19th, 20th, AND 21st CENTURIES Including, but not limited to: Maps Civil War Battles in Texas Reconstruction military districts Other sources of geographic data Number of Texans that fought in the Civil War Number of Texans that died in the Civil War
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
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7.9
Geography. The student understands the location and characteristics of places and regions of Texas. The student is expected to:
7.9C
Analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication on major events in Texas.
Analyze EFFECTS OF PHYSICAL AND HUMAN FACTORS ON MAJOR EVENTS IN TEXAS Including, but not limited to: Communication End of the Civil War in Texas and freeing of enslaved people in Texas Communication during the 19th century was very slow. The American Civil War ended April 9, 1865. Confederate soldiers were still fighting May 12 - May 13, 1865 in Texas because they had not heard that Robert E. Lee surrendered. Enslaved people in Texas did not hear about their emancipation until June 19, 1865 Texas was not devastated during the war because few battles were fought in Texas in comparison to the rest of the southern states. Crops were still planted/sold through Mexico and circumvented the Union blockades
7
Government.
7.14
Government. The student understands the basic principles reflected in the Texas Constitution. The student is expected to:
7.14A
Identify how the Texas Constitution reflects the principles of limited government, republicanism,
Identify
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
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UNIT LEVEL SPECIFICITY
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checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.
HOW THE TEXAS CONSTITUTION REFLECTS THE PRINCIPLES OF LIMITED GOVERNMENT Including, but not limited to: State of Texas Constitution of 1836 Republicanism – a belief that government should be based on the consent of the people; people exercise their power by voting for political representatives Article III. SEC. 4. The members of the House of Representatives shall be chosen by the qualified electors, and their term of office shall be two years from the day of their election. Limited Government – the principle that requires all U.S. citizens, including government leaders, to obey the law Article III. SEC. 14. Senators and representatives shall, except in cases of treason, felony or breach of peace, be privileged from arrest during the session of the Legislature, and in going to and returning from the same, allowing one day for every twenty miles such member may reside from the place at which the Legislature is convened. Checks and Balances – the ability of each branch of government to exercise checks, or controls, over the other branches Article IV. SEC. 14. Every bill which shall have passed both houses of the Legislature shall be presented to the governor for his approval. If he approve he shall sign it; but if he disapprove it, he shall return it with his objections, to the house in which it originated, which house shall enter the objections at large upon its journal, and proceed to reconsider it. If, after such reconsideration, two-thirds of the members present agree to pass the bill, it shall be sent, with the objections, in the other house, by which likewise
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
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it shall be reconsidered; and, if approved by two-thirds of the members of that house, it shall become a law; but in such cases the votes of both houses shall be determined by yeas and nays, and the names of the members voting for and against the bill shall be entered on the journal of each house respectively. Article XV. SEC 1. The power of impeachment shall be vested in the House of Representatives. Federalism – a system of government where power is shared between the central (or federal) government and the state governments Article I SEC. 1. Texas is a free and independent State, subject only to the Constitution of the United States; and the maintenance of our free institutions and the perpetuity of the Union depend upon the preservation of the right of local self-government unimpaired to all the States. Separation of Powers – the division of basic government roles into branches Article II. SEC. 1. The powers of the government of the State of Texas shall be divided into three distinct departments. Popular Sovereignty – a government in which the people rule; a system in which the residents vote to decide an issue Article VI. SEC. 3. All qualified electors of the State, as herein described, who shall have resided for six months immediately preceding an election within the limits of any city or corporate town, shall have the right to vote for mayor and all other elective officers. Individual Rights – a personal liberty and privilege guaranteed to U.S. citizens by the Bill of Rights Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
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Bill of Rights – 29 Sections Article III. SEC. 4. The members of the House of Representatives shall be chosen by the qualified electors, and their term of office shall be two years from the day of their election. SEC. 2. All political power is inherent in the people and all free governments are founded on their authority, and instituted for their benefit. The faith of the people of Texas stands pledged to the preservation of a republican form of government, and, subject to this limitation only, they have at all times the inalienable right to alter, reform or abolish their government in such manner as they may think expedient. 7.14B
Compare the principles and concepts of the Texas Constitution to the U.S. Constitution, including the Texas and U.S. Bill of Rights.
Compare PRINCIPLES AND CONCEPTS OF TEXAS CONSTITUTION TO THE U.S. CONSTITUTION Including, but not limited to: Similarities and differences Based on the principles of limited governments (See 14A) Three branches of government Bill of Rights that list rights given to all citizens
7.15
Government. The student understands the structure and functions of government created by the Texas Constitution. The student is expected to:
7.15A
Describe the structure and functions of government at municipal, county, and state
Describe
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
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levels.
STRUCTURE AND FUNCTIONS OF GOVERNMENT Including, but not limited to: Municipal level Structure – city limits, Mayor-Council-City Manager government Function – provide government services, police and fire protection, emergency medical services (ambulances), sewers and water lines, inspection of health and sanitation rules, and zoning rules that govern what kinds of buildings may be placed in certain parts of the city. County (254 Counties) Structure – precincts: each precinct has a county commissioner, headed by a county judge. Function – Help the state collect taxes, oversee and administer law enforcement, and provide services to the rural population State Structure – Representative and Senate districts Executive Branch – Governor Legislative Branch – Representatives and Senators Judicial Branch – Judges Function – maintain highways and state law enforcement, interpret and enforce laws, a prison system, and a National Guard, supports public schools, colleges, universities, and public health
7.15B
Identify major sources of revenue for state and local governments such as property tax, sales tax, and fees.
Identify SOURCES OF REVENUE FOR STATE AND LOCAL GOVERNMENTS
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
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Including, but not limited to: State and local government are funded by taxes Property tax – property is taxed and funds education Sales tax – largest source of tax revenue State and local governments receive federal funds for projects Federal funds – second largest source of tax revenue State and local governments collect fees Licenses and permits Fines (e.g., library fines, parking fines) Interest on investments, state lottery, and money earned from public lands 7.15C
Describe the structure, funding, and governance of Texas public education, including local property taxes, bond issues, and state and federal funding supported by state and federal taxpayers.
Describe STRUCTURE, FUNDING, AND GOVERNANCE OF TEXAS PUBLIC EDUCATION Including, but not limited to: Approximately 1,050 school districts Structure – divided into independent school districts Governance – the local Board of Trustees (School Board) is elected by residents in the school district to hire a Superintendent, administrators, and teachers and make financial and educational decisions for the district. State Board of Education is elected to provide standards and policies as well as approve instructional materials. Texas Education Agency – oversees the implementation of State Board of Education policies and other regulatory functions Funded by property tax bond issues, as well as by state and federal funding supported by state and federal taxpayers
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
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7
Citizenship.
7.16
Citizenship. The student understands the rights and responsibilities of Texas citizens in a democratic society. The student is expected to:
7.16A
Identify rights of Texas citizens. Identify RIGHTS OF TEXAS CITIZENS Including, but not limited to: Rights defined in the Texas Constitution and Texas Bill of Rights (many of these rights are also in the U.S. Bill of Rights) Article One of the Texas Constitution (Texas Bill of Rights) Freedom of worship Freedom of speech and press Freedom of assembly Protection from unreasonable searches and seizures Equality under the law Fair trail and rights of the accused in criminal prosecutions Rights of crime victims
7.17
Citizenship. The student understands the importance of the expression of different points of view in a democratic society. The student is expected to:
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
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7.17C
Express and defend a point of view on an issue of historical or contemporary interest in Texas.
Express, Defend POINT OF VIEW ON AN ISSUE OF HISTORICAL OR CONTEMPORARY INTEREST IN TEXAS Including, but not limited to: Possible historical points of view to express or defend: Texas participation in the American Civil War
7.18
Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to:
7.18B
Identify the contributions of Texas leaders, including Lawrence Sullivan "Sul" Ross, John Nance Garner ("Cactus Jack"), James A. Baker III, Henry B. González, Kay Bailey Hutchison, Barbara Jordan, Raymond L. Telles, Sam Rayburn, and Raul A. Gonzalez Jr.
Identify CONTRIBUTIONS OF TEXAS LEADERS Including, but not limited to: Lawrence Sullivan "Sul" Ross Served as the 19th governor of Texas, a Confederate States Army general during the American Civil War, and a president of the Agricultural and Mechanical College of Texas, now called Texas A&M University
7
Social studies skills.
7.21
Social studies skills. The student applies criticalthinking skills to organize and use information acquired through established research
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
methodologies from a variety of valid sources, including electronic technology. The student is expected to: 7.21B
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.
Analyze INFORMATION Including, but not limited to: By using skills of: Sequencing Categorizing Identifying cause-and-effect relationships Comparing Contrasting Finding the main idea Summarizing Making generalizations and predictions Drawing inferences and conclusions
7.21E
Support a point of view on a social studies issue or event.
Support A POINT OF VIEW ON A SOCIAL STUDIES ISSUE OR EVENT
7.22
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
7.22B
Use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources.
Use STANDARD GRAMMAR, SPELLING, SENTENCE STRUCTURE, PUNCTUATION, AND PROPER CITATION OF SOURCES
7.22D
Create written, oral, and visual presentations of social studies information.
Create PRESENTATIONS OF SOCIAL STUDIES INFORMATION Including, but not limited to: Written Oral Visual
ELPS#
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876 ELPS#
SUGGESTED DURATION : 12 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 Choose appropriate ELPS to support instruction. ELPS.c.1
The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A
use prior knowledge and experiences to understand meanings in English
ELPS.c.1B
monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C
use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D
speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E
internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F
use accessible language and learn new and essential language in the process
ELPS.c.1G
demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H
develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2
The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876 ELPS#
SUGGESTED DURATION : 12 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A
distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B
recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C
learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D
monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E
use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F
listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G
understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H
understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I
demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3
The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A
practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876 ELPS#
SUGGESTED DURATION : 12 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.3B
expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C
speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D
speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E
share information in cooperative learning interactions
ELPS.c.3F
ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G
express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H
narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I
adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J
respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4
The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A
learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B
recognize directionality of English reading such as left to right and top to bottom
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876 ELPS#
SUGGESTED DURATION : 12 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.4C
develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D
use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G
demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H
read silently with increasing ease and comprehension for longer periods
ELPS.c.4I
demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J
demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K
demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5
The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet gradelevel learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876 ELPS#
SUGGESTED DURATION : 12 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. writing system. The student is expected to:
ELPS.c.5A
learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B
write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C
spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D
edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E
employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F
write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G
narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
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SUGGESTED DURATION : 12 days
UNIT OVERVIEW This unit bundles student expectations that address Texas’ participation in the U.S. Civil War and the Reconstruction of Texas. In 1861 Texans voted to secede from the United States and join the Confederate States of America. Many Texans had emigrated from the southern United States and some Texans were slaveholders, especially in East Texas where enslaved African Americans worked on plantations. Texans served in the Confederate Army and some battles of the American Civil War were fought in Texas. The Texas coast was blockaded by the Union for the entire war. After the end of the war, Texans began the process of Reconstruction eventually writing a new constitution for Texas and reestablishing institutions in Texas. An examination of the Civil War and Reconstruction in Texas is important for understanding the debates that continue about the nature of federalism. Prior to this unit, students studied about the Republic of Texas and the annexation of Texas to the United States. In Grade 4 students learned why Texas joined the Confederacy as well as the political, social and economic changes in Texas which resulted from Reconstruction. In Grade 4 students also studied about Juneteenth. 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. In the next unit, students study about the economic development of the cattle, cotton, and railroad industries in Texas as well as the closing of the frontier in Texas.
OVERARCHING UNDERSTANDINGS AND QUESTIONS Conflicts arise over differing ideologies. Is human conflict unavoidable?
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS
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UNIT UNDERSTANDINGS
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876 Political Patterns Texas History Unit 07 PA 01 Click on the PA title to view related rubric.
SUGGESTED DURATION : 12 days Concerns about how newly-elected President Lincoln might deal with the issue of slavery led a majority of Texans to support secession.
Ideologies
Write an editorial letter to a local newspaper expressing support for or opposition to secession. The letter should include an appropriate date, details to support your position, and proper salutations. Wellwritten letters should reflect the voice of someone living in Texas prior to the Civil War along with the use of proper grammar and spelling. Standard(s): 7.1A , 7.1B , 7.5A , 7.17C , 7.21B , 7.21E , 7.22B ELPS.c.5D , ELPS.c.5E , ELPS.c.5F
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Why did some Texans oppose secession and why did a majority vote in support of secession? Why was the Confederacy formed? What was Houston’s position on Texas secession?
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876 PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS Historical Processes
Texas History Unit 07 PA 02 Click on the PA title to view related rubric.
SUGGESTED DURATION : 12 days UNIT UNDERSTANDINGS During the Civil War, Texans fought for the Confederacy, defended Texas, and supplied the Confederate Army.
Conflict/Cooperation
Create a journal of a Texan on the home front during the Civil War. The journal should include at least six appropriately dated entries. The entries should include details about the conditions in Texas during the war, references to battles in the war taking place in Texas and Texans involved in the war. Well-written journals should reflect the voice of someone living in Texas during the Civil War along with the use of proper grammar and spelling. Standard(s): 7.1A , 7.1B , 7.1C , 7.5B , 7.5C , 7.17C , 7.21B , 7.22B ELPS.c.5D , ELPS.c.5E , ELPS.c.5F
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How successful were Union troops in the battles fought in Texas? How did the Union blockade affect Texans? What happened to Texans that were suspected of supporting the Union? What happened to the Confederate forces in Texas once they learned that the war had ended?
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876 PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS Political Patterns
Texas History Unit 07 PA 03 Click on the PA title to view related rubric. Create an illustrated timeline about the Reconstruction of Texas. The timeline should include at least five events, illustrations of the events, and explanations of how those events impacted Texas. Standard(s): 7.1B , 7.5B , 7.21B , 7.22D ELPS.c.5B
SUGGESTED DURATION : 12 days UNIT UNDERSTANDINGS Following the Civil War the political, economic, and social institutions of Texas were reconstructed with oversight from the U.S. government.
Governmental Systems Cultural Patterns Prejudice and Discrimination
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When did enslaved African Americans in Texas learn about emancipation? What requirements did the U.S. government have for Texas to be readmitted to the Union? Why was the Freedman’s Bureau created? What was characteristic of the Congressional plan for Reconstruction? How was Texas’ economy changing by the end of Reconstruction?
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876 PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS Civic Engagement
Texas History Unit 07 PA 04 Click on the PA title to view related rubric. Create a book which illustrates the constitutional principles reflected in the U.S. Constitution and the Texas Constitution for elementary students. The book should include at least eight pages, illustrations and explanations of the constitutional principles, and examples from the Texas Constitution that reflect the constitutional principles. Standard(s): 7.14A , 7.14B , 7.16A , 7.21B , 7.22D ELPS.c.5D , ELPS.c.5F
Laws, Rules, Political Processes Rights/Responsibilities Democratic Principles
SUGGESTED DURATION : 12 days UNIT UNDERSTANDINGS The Texas Constitution of 1876 reflects the constitutional principles of the U.S. Constitution, ensures the rights of Texans, and establishes the structure of government in Texas. Why was a new constitution written for Texas in 1876? How are the Texas Constitution and the U.S. Constitution similar and different? In what ways does the Texas Constitution reflect the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights? What rights are guaranteed to Texans in the Texas Constitution? What are the functions of government at the state, county, and municipal levels in Texas? How does the state of Texas bring in revenue? How are public schools in Texas governed?
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS Students may lack an understanding of how powers are shared in a federalist system.
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
UNIT VOCABULARY sectionalism –concern for regional needs and interests secede – to withdraw, including the withdrawal of states from the Union blockade – blocking off an area to keep supplies from getting in or out emancipation – the act of giving someone freedom reconstruction – the act of rebuilding, generally refers to the rebuilding of the Union following the Civil War martial law – the imposition of laws by a military authority, generally in defeated territories sharecropper – a tenant farmer who receives a portion of the crop popular sovereignty – independent power given to the people Related Vocabulary republicanism individual rights separation of powers
checks and balances federalism constitution
ideology principles Confederacy
SYSTEM RESOURCES Catalog of Social Studies Performance Assessments Grade 7 Texas History Backward Design Interactive Student Notebooking in Social Studies Performance Assessments Universal Rubric Grade 4 – High School Social Studies K-12 Concept Tree Vertical Vocabulary for Social Studies K-12
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Legend:
Legend:
Bolded black text in italics: Knowledge and Skills Statement (TEKS) Bolded black text: Student Expectation (TEKS) Bolded red text in italics: Student Expectation identified by TEA as a Readiness Standard for STAAR Bolded green text in italics: Student Expectation identified by TEA as a Supporting Standard for STAAR Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future unit 7
History.
7.1
History. The student understands traditional historical points of reference in Texas history. The student is expected to:
7.1A
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
Blue text: Supporting Information / Clarifications from TCMPC (Specificity) Blue Italic text: Provides unit-specific clarification Black text: TEA Texas Response to Curriculum Focal Points (TxRCFP); Texas College and Career Readiness Standards (TxCCRS); TEA STAAR
Identify MAJOR ERAS IN TEXAS HISTORY Describe
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
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.
DEFINING CHARACTERISTICS OF MAJOR ERAS IN TEXAS HISTORY Including, but not limited to: Civil War (1861 – 1865) States’ Rights Slavery Confederate States of America Last battle fought of the Civil War Blockade Reconstruction (1865 – 1874) 3th Amendment – ended slavery 14th Amendment – citizenship to given to African Americans 15th Amendment – suffrage given to all males Radical Republicans Military Districts Removal of American Indians on the frontier Cattle Industry booms Constitution of 1876 Explain WHY HISTORIANS DIVIDE THE PAST INTO ERAS Including, but not limited to: Historians divide the past into eras in order to examine how political, economic, geographic and social patterns change over time.
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
7.1B
Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.
Apply ABSOLUTE AND RELATIVE CHRONOLOGY THROUGH SEQUENCING SIGNIFICANT INDIVIDUALS, EVENTS, AND TIME PERIODS Including, but not limited to: Texas in the Civil War and Reconstruction 1861 – Sam Houston resigns as governor of Texas (refuses to take oath of allegiance to the Confederate States of America) 1861 to 1865 – Civil War 1865 – the Civil War ends and Abraham Lincoln is assassinated June 19, 1865 –Enslaved people in Texas receive news from General Gordon Granger in Galveston that enslaved people have been emancipated 1870 – President Grant signed an act to readmit Texas to Congressional representation 1865 to 1874 – Reconstruction in Texas 1876 – the Constitution of 1876 is adopted (This is the constitution we use today)
7.1C
7.5
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 Spindletop.
Explain SIGNIFICANCE OF DATES Including, but not limited to: 1861 – Civil War begins 1876 – adoption of current state constitution
History. The student understands how events and
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
issues shaped the history of Texas during the Civil War and Reconstruction. The student is expected to: 7.5A
Explain reasons for the involvement of Texas in the Civil War such as states' rights, slavery, sectionalism, and tariffs.
Explain REASONS FOR THE INVOLVEMENT OF TEXAS IN THE CIVIL WAR Including, but not limited to: States’ Rights Texans believed that states should be able to make their own political, economic, and social decisions with minimal federal government interference. Slavery Texans believed that slavery was vital to the economy Sectionalism – loyalty to the interests of one's own region or section of the country, rather than the nation as a whole Many Texans came from southern states and grew the chief cash crop, which was cotton. Texas resembled the economy, social structure, customs, and political values of the South which concentrated on plantation agriculture, slave labor, and the Democratic Party. Tariff – a tax on trade Texans supported low tariffs to continue to trade cotton with European nations. Southern states produced 80% of the world’s supply of cotton. The U.S. federal government imposed protective tariffs Nullification Crisis 1832 – President Jackson and Congress passed the Tariff of Abominations. Congress raised tariffs on raw materials and manufactured goods. The South had to sell cotton at low prices to stay competitive, while they had to pay high prices for their manufactured
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
goods. This resulted in the Nullification Crisis in which South Carolina believed that states had the right to nullify a federal law it considered unconstitutional. South Carolina threatened to secede but a compromise ended the threat. This issue continued to brew until 1861. 7.5B
Analyze the political, economic, and social effects of the Civil War and Reconstruction in Texas.
Analyze POLITICAL, ECONOMIC, AND SOCIAL EFFECTS OF THE CIVIL WAR AND RECONSTRUCTION IN TEXAS Including, but not limited to: Civil War in Texas Political effects Texas joined the Confederate States of America Houston removed from office because he failed to sign an oath to the Confederacy Conscription Act – 60,000 Texans joined Confederate army Economic effects Shortages of commodities, such as coffee, medicine, clothing, salt, paper Trade along Mexican border continued and supplied some of these items to Texans Cotton production declines and corn and wheat production increases Shortage of free labor Inadequate production in agriculture and business Social effects Greater responsibilities for women and children during the war Loss of family members Reconstruction in Texas Political effects
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Martial law – the military polices that started during Governor Edwards term Constitution of 1876 – written at the end of Reconstruction; this is the constitution Texas still follows today Indian wars – the government removes American Indians from the frontier Passage of the Reconstruction Amendments 13th Amendment – ended slavery 14th Amendment – citizenship given to African Americans 15th Amendment – suffrage given to all males Economic effects Growth of tenant farming and sharecropping Expansion of railroad Cattle industry booms Social effects Concern over future of freedmen Juneteenth – June 19, 1865 celebrated by freed enslaved people and becomes state holiday-– Emancipation Day in Texas Freedmen’s Bureau established Black Codes used to segregate the South and Ku Klux Klan forms Immigration to Texas increased 7.5C
Identify significant individuals and events concerning Texas and the Civil War such as John Bell Hood, John Reagan, Francis Lubbock, Thomas Green, John Magruder and the Battle of Galveston, the Battle of Sabine Pass, and the Battle of Palmito Ranch.
Identify SIGNIFICANT INDIVIDUALS AND EVENTS CONCERNING TEXAS AND THE CIVIL WAR Including, but not limited to: John Bell Hood Leader of the Confederacy’s Hood’s Texas Brigade Most notable battle Seven Day’s Campaign and fought at Gettysburg
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
TEKS#
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UNIT LEVEL SPECIFICITY
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Ft. Hood in Killeen is named for him John Reagan Served in the cabinet of Confederate President Jefferson Davis as Postmaster General Francis Lubbock Governor of Texas in 1861 Camp assistant to Confederate President Jefferson Davis Thomas Green Led the troops that were on the steamboats converted to gunboats by General John B. Magruder who commanded the Confederate forces in Texas Gunboats attacked Union ships in Galveston Bay and took back control of Galveston John Magruder Commanded Confederate forces in Texas Retook Galveston by attacking Union ships using steamboats converted to gunboats by lining the sides with cotton bales to protect the riflemen Battle of Galveston July 1861 – the Union Navy began to blockade Texas ports October 1862 – A Union fleet sailed into Galveston Harbor and Confederate forces retreated Confederate General John B. Magruder recaptured it by converting two steamboats into gunboats by lining their sides with cotton bales earning the nickname “Cotton Clads” January 1, 1863 – General John B. Magruder and his men attacked Union forces in Galveston Bay capturing several hundred The city of Galveston was again under Confederate control Battle of Sabine Pass 1863 – The US made plans to invade Texas Union General William B. Franklin and 5000 troops hoped to land an army near Sabine City and then march overland to attack Houston and Beaumont Ft. Griffin at Sabine Pass was guarded by Confederate Lieutenant Richard Dowling and Davis Guards
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
TEKS#
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September 8, 1863 Union soldiers attacked but the Davis Guards fought back marking a complete victory for the Confederacy Battle of Palmito Ranch Confederate General Robert E. Lee surrendered on April 9, 1865 but Confederate forces did not stop fighting for another month because word spread slowly May 12, 1865 – The Union army moved inland to occupy Brownsville. Collided with Confederate troops led by John S. Ford who captured over 100 Union troops Union troops informed the Confederate troops that the war was over. 7
Geography.
7.8
Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
7.8A
Create and interpret thematic maps, graphs, charts, models, and databases representing various aspects of Texas during the 19th, 20th, and 21st centuries.
Create, Interpret THEMATIC MAPS, GRAPHS, CHARTS, MODELS, AND DATABASES REPRESENTING VARIOUS ASPECTS OF TEXAS DURING THE 19th, 20th, AND 21st CENTURIES Including, but not limited to: Maps Civil War Battles in Texas Reconstruction military districts Other sources of geographic data Number of Texans that fought in the Civil War Number of Texans that died in the Civil War
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
TEKS#
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UNIT LEVEL SPECIFICITY
SE#
7.9
Geography. The student understands the location and characteristics of places and regions of Texas. The student is expected to:
7.9C
Analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication on major events in Texas.
Analyze EFFECTS OF PHYSICAL AND HUMAN FACTORS ON MAJOR EVENTS IN TEXAS Including, but not limited to: Communication End of the Civil War in Texas and freeing of enslaved people in Texas Communication during the 19th century was very slow. The American Civil War ended April 9, 1865. Confederate soldiers were still fighting May 12 - May 13, 1865 in Texas because they had not heard that Robert E. Lee surrendered. Enslaved people in Texas did not hear about their emancipation until June 19, 1865 Texas was not devastated during the war because few battles were fought in Texas in comparison to the rest of the southern states. Crops were still planted/sold through Mexico and circumvented the Union blockades
7
Government.
7.14
Government. The student understands the basic principles reflected in the Texas Constitution. The student is expected to:
7.14A
Identify how the Texas Constitution reflects the principles of limited government, republicanism,
Identify
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
TEKS#
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UNIT LEVEL SPECIFICITY
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checks and balances, federalism, separation of powers, popular sovereignty, and individual rights.
HOW THE TEXAS CONSTITUTION REFLECTS THE PRINCIPLES OF LIMITED GOVERNMENT Including, but not limited to: State of Texas Constitution of 1836 Republicanism – a belief that government should be based on the consent of the people; people exercise their power by voting for political representatives Article III. SEC. 4. The members of the House of Representatives shall be chosen by the qualified electors, and their term of office shall be two years from the day of their election. Limited Government – the principle that requires all U.S. citizens, including government leaders, to obey the law Article III. SEC. 14. Senators and representatives shall, except in cases of treason, felony or breach of peace, be privileged from arrest during the session of the Legislature, and in going to and returning from the same, allowing one day for every twenty miles such member may reside from the place at which the Legislature is convened. Checks and Balances – the ability of each branch of government to exercise checks, or controls, over the other branches Article IV. SEC. 14. Every bill which shall have passed both houses of the Legislature shall be presented to the governor for his approval. If he approve he shall sign it; but if he disapprove it, he shall return it with his objections, to the house in which it originated, which house shall enter the objections at large upon its journal, and proceed to reconsider it. If, after such reconsideration, two-thirds of the members present agree to pass the bill, it shall be sent, with the objections, in the other house, by which likewise
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
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UNIT LEVEL SPECIFICITY
SE#
it shall be reconsidered; and, if approved by two-thirds of the members of that house, it shall become a law; but in such cases the votes of both houses shall be determined by yeas and nays, and the names of the members voting for and against the bill shall be entered on the journal of each house respectively. Article XV. SEC 1. The power of impeachment shall be vested in the House of Representatives. Federalism – a system of government where power is shared between the central (or federal) government and the state governments Article I SEC. 1. Texas is a free and independent State, subject only to the Constitution of the United States; and the maintenance of our free institutions and the perpetuity of the Union depend upon the preservation of the right of local self-government unimpaired to all the States. Separation of Powers – the division of basic government roles into branches Article II. SEC. 1. The powers of the government of the State of Texas shall be divided into three distinct departments. Popular Sovereignty – a government in which the people rule; a system in which the residents vote to decide an issue Article VI. SEC. 3. All qualified electors of the State, as herein described, who shall have resided for six months immediately preceding an election within the limits of any city or corporate town, shall have the right to vote for mayor and all other elective officers. Individual Rights – a personal liberty and privilege guaranteed to U.S. citizens by the Bill of Rights Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
TEKS#
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UNIT LEVEL SPECIFICITY
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Bill of Rights – 29 Sections Article III. SEC. 4. The members of the House of Representatives shall be chosen by the qualified electors, and their term of office shall be two years from the day of their election. SEC. 2. All political power is inherent in the people and all free governments are founded on their authority, and instituted for their benefit. The faith of the people of Texas stands pledged to the preservation of a republican form of government, and, subject to this limitation only, they have at all times the inalienable right to alter, reform or abolish their government in such manner as they may think expedient. 7.14B
Compare the principles and concepts of the Texas Constitution to the U.S. Constitution, including the Texas and U.S. Bill of Rights.
Compare PRINCIPLES AND CONCEPTS OF TEXAS CONSTITUTION TO THE U.S. CONSTITUTION Including, but not limited to: Similarities and differences Based on the principles of limited governments (See 14A) Three branches of government Bill of Rights that list rights given to all citizens
7.15
Government. The student understands the structure and functions of government created by the Texas Constitution. The student is expected to:
7.15A
Describe the structure and functions of government at municipal, county, and state
Describe
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
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levels.
STRUCTURE AND FUNCTIONS OF GOVERNMENT Including, but not limited to: Municipal level Structure – city limits, Mayor-Council-City Manager government Function – provide government services, police and fire protection, emergency medical services (ambulances), sewers and water lines, inspection of health and sanitation rules, and zoning rules that govern what kinds of buildings may be placed in certain parts of the city. County (254 Counties) Structure – precincts: each precinct has a county commissioner, headed by a county judge. Function – Help the state collect taxes, oversee and administer law enforcement, and provide services to the rural population State Structure – Representative and Senate districts Executive Branch – Governor Legislative Branch – Representatives and Senators Judicial Branch – Judges Function – maintain highways and state law enforcement, interpret and enforce laws, a prison system, and a National Guard, supports public schools, colleges, universities, and public health
7.15B
Identify major sources of revenue for state and local governments such as property tax, sales tax, and fees.
Identify SOURCES OF REVENUE FOR STATE AND LOCAL GOVERNMENTS
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
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Including, but not limited to: State and local government are funded by taxes Property tax – property is taxed and funds education Sales tax – largest source of tax revenue State and local governments receive federal funds for projects Federal funds – second largest source of tax revenue State and local governments collect fees Licenses and permits Fines (e.g., library fines, parking fines) Interest on investments, state lottery, and money earned from public lands 7.15C
Describe the structure, funding, and governance of Texas public education, including local property taxes, bond issues, and state and federal funding supported by state and federal taxpayers.
Describe STRUCTURE, FUNDING, AND GOVERNANCE OF TEXAS PUBLIC EDUCATION Including, but not limited to: Approximately 1,050 school districts Structure – divided into independent school districts Governance – the local Board of Trustees (School Board) is elected by residents in the school district to hire a Superintendent, administrators, and teachers and make financial and educational decisions for the district. State Board of Education is elected to provide standards and policies as well as approve instructional materials. Texas Education Agency – oversees the implementation of State Board of Education policies and other regulatory functions Funded by property tax bond issues, as well as by state and federal funding supported by state and federal taxpayers
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
7
Citizenship.
7.16
Citizenship. The student understands the rights and responsibilities of Texas citizens in a democratic society. The student is expected to:
7.16A
Identify rights of Texas citizens. Identify RIGHTS OF TEXAS CITIZENS Including, but not limited to: Rights defined in the Texas Constitution and Texas Bill of Rights (many of these rights are also in the U.S. Bill of Rights) Article One of the Texas Constitution (Texas Bill of Rights) Freedom of worship Freedom of speech and press Freedom of assembly Protection from unreasonable searches and seizures Equality under the law Fair trail and rights of the accused in criminal prosecutions Rights of crime victims
7.17
Citizenship. The student understands the importance of the expression of different points of view in a democratic society. The student is expected to:
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
7.17C
Express and defend a point of view on an issue of historical or contemporary interest in Texas.
Express, Defend POINT OF VIEW ON AN ISSUE OF HISTORICAL OR CONTEMPORARY INTEREST IN TEXAS Including, but not limited to: Possible historical points of view to express or defend: Texas participation in the American Civil War
7.18
Citizenship. The student understands the importance of effective leadership in a democratic society. The student is expected to:
7.18B
Identify the contributions of Texas leaders, including Lawrence Sullivan "Sul" Ross, John Nance Garner ("Cactus Jack"), James A. Baker III, Henry B. González, Kay Bailey Hutchison, Barbara Jordan, Raymond L. Telles, Sam Rayburn, and Raul A. Gonzalez Jr.
Identify CONTRIBUTIONS OF TEXAS LEADERS Including, but not limited to: Lawrence Sullivan "Sul" Ross Served as the 19th governor of Texas, a Confederate States Army general during the American Civil War, and a president of the Agricultural and Mechanical College of Texas, now called Texas A&M University
7
Social studies skills.
7.21
Social studies skills. The student applies criticalthinking skills to organize and use information acquired through established research
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
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UNIT LEVEL SPECIFICITY
SE#
methodologies from a variety of valid sources, including electronic technology. The student is expected to: 7.21B
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.
Analyze INFORMATION Including, but not limited to: By using skills of: Sequencing Categorizing Identifying cause-and-effect relationships Comparing Contrasting Finding the main idea Summarizing Making generalizations and predictions Drawing inferences and conclusions
7.21E
Support a point of view on a social studies issue or event.
Support A POINT OF VIEW ON A SOCIAL STUDIES ISSUE OR EVENT
7.22
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876
SUGGESTED DURATION : 12 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
7.22B
Use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources.
Use STANDARD GRAMMAR, SPELLING, SENTENCE STRUCTURE, PUNCTUATION, AND PROPER CITATION OF SOURCES
7.22D
Create written, oral, and visual presentations of social studies information.
Create PRESENTATIONS OF SOCIAL STUDIES INFORMATION Including, but not limited to: Written Oral Visual
ELPS#
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876 ELPS#
SUGGESTED DURATION : 12 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 Choose appropriate ELPS to support instruction. ELPS.c.1
The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A
use prior knowledge and experiences to understand meanings in English
ELPS.c.1B
monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C
use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D
speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E
internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F
use accessible language and learn new and essential language in the process
ELPS.c.1G
demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H
develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2
The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876 ELPS#
SUGGESTED DURATION : 12 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A
distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B
recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C
learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D
monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E
use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F
listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G
understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H
understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I
demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3
The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A
practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876 ELPS#
SUGGESTED DURATION : 12 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.3B
expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C
speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D
speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E
share information in cooperative learning interactions
ELPS.c.3F
ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G
express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H
narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I
adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J
respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4
The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A
learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B
recognize directionality of English reading such as left to right and top to bottom
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876 ELPS#
SUGGESTED DURATION : 12 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.4C
develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D
use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G
demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H
read silently with increasing ease and comprehension for longer periods
ELPS.c.4I
demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J
demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K
demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5
The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet gradelevel learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 07: Texas during the Civil War and Reconstruction – 1861-1876 ELPS#
SUGGESTED DURATION : 12 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. writing system. The student is expected to:
ELPS.c.5A
learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B
write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C
spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D
edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E
employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F
write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G
narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
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