INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 08: Cotton, Cattle, Railroads and Closing the Texas Frontier – 1866-1900
SUGGESTED DURATION : 10 days
UNIT OVERVIEW This unit bundles student expectations which relate to economic development in Texas following the end of the Civil War. In the latter half of the twentieth century the cattle industry in Texas flourished, while the agricultural sector also expanded. Many new innovations were introduced at this time, such as windmills that facilitated economic development in Texas. It was also during this time that railroads were built across Texas, facilitating further economic development and the first moves towards urbanization in the state. Eventually the railroads and the enclosure of land, brought about by the invention of barbed wire, resulted in the closing of the Texas frontier. An examination of the development of the cattle industry and the expansion of the railroads is important for understanding the development of the Texas economy. Prior to this unit, students learned about Texas’ role in the American Civil War and the changes brought about by Reconstruction. Students also examine the principles of the Texas Constitution. In Grade 4 students learned about the institution of cattle drives in Texas and the settlement of the Texas frontier following the end of the Civil War, including the building of railroads. During this unit, students study about the conflict brought about by westward expansion in Texas, the development of the cattle industry in Texas, the expansion of railroads in Texas, and the changes in the agriculture industry in Texas. In the next unit, students study about the development of the oil industry in Texas.
OVERARCHING UNDERSTANDINGS AND QUESTIONS Technological advances bring changes to economic and social patterns. Does advancing technology bring progress or problems?
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 08: Cotton, Cattle, Railroads and Closing the Texas Frontier – 1866-1900 PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS Spatial Patterns
Texas History Unit 08 PA 01 Click on the PA title to view related rubric. Create an illustrated timeline of the Frontier Wars in Texas during the late 1800s. The timeline should include at least six events accompanied by an illustration and explanation of the impact of that event on Texas history. Standard(s): 7.1A , 7.6A , 7.21B , 7.22D ELPS.c.5B
Create a sensory figure of a cowboy from Texas in the late 1800s. The figure should include descriptions of what this person might be seeing, hearing, and experiencing along with his/her thoughts or feelings. Standard(s): 7.6B , 7.10A , 7.21B , 7.22D ELPS.c.5B
UNIT UNDERSTANDINGS Westward expansion in Texas resulted in conflicts with American Indian groups.
Migration Historical Processes Diffusion Conflict/Cooperation
What events led to the Frontier Wars? What role did Quanah Parker have in the Frontier Wars? Who were the Buffalo Soldiers? What effect did the Frontier Wars have on American Indians and the settlement of West Texas?
Cultural Patterns Prejudice and Discrimination Economic Patterns
Texas History Unit 08 PA 02 Click on the PA title to view related rubric.
SUGGESTED DURATION : 10 days
Resources Spatial Patterns Human-Environment Interaction
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
Following the Civil War the cattle industry in Texas expanded to meet demand resulting in large cattle drives and the establishment of vast ranches. How did cattle ranching first start in Texas? Why did ranchers start the cattle drives and what were some of the most famous trails? What was the cowboy way of life like? Why did the big cattle drives come to an end?
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 08: Cotton, Cattle, Railroads and Closing the Texas Frontier – 1866-1900 PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS Economic Patterns
Texas History Unit 08 PA 03 Click on the PA title to view related rubric. Create an acrostic poem for RAILROADS. The poem should reflect the impact the building of railroads had on Texas. Standard(s): 7.6C , 7.9C , 7.10A , 7.21B ELPS.c.5B , ELPS.c.5D
SUGGESTED DURATION : 10 days UNIT UNDERSTANDINGS The expansion of railroads in Texas brought economic changes and increasing urbanization to Texas.
Resources Spatial Patterns Population Distribution Scientific/Technological Patterns
How did the building of railroads in Texas affect the cotton, lumber, coal, and cattle industries? How were settlement patterns in Texas changed by the building of the railroads? Why was the Texas Railroad Commission created?
Infrastructure Scientific/Technological Patterns Texas History Unit 08 PA 04 Click on the PA title to view related rubric.
Mechanization
Create a museum display of technologies that led to the development of agricultural industries and closing of the frontier in Texas. The display should include at least five items along with a description of the item and an explanation of the impact the technology had on economic changes happening in Texas during the late 1800s. Standard(s): 7.6D , 7.9C , 7.10B , 7.20C , 7.21B ELPS.c.5B , ELPS.c.5D
The introduction of new technologies changed farming practices in Texas and led to the development of agricultural industries and the closing of the frontier. Why did farmers in Texas establish the Grange? What new inventions helped farmers to produce more crops? What changes helped farmers in Texas to become commercial farmers? What changes eventually led to the closing of the Texas frontier?
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS 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 08: Cotton, Cattle, Railroads and Closing the Texas Frontier – 1866-1900
SUGGESTED DURATION : 10 days
Cowboys did not lead a glamorous life, but one of hard work, low pay, and great risk.
UNIT VOCABULARY subsistence farming – the practice of growing enough crops to provide for one’s family group commercial agriculture – the practice of growing surplus crops to sell for profit vaqueros – Spanish term for cowboy urbanization – the process of increasing human settlement in cities settlement patterns – the spatial distribution of where humans inhabit the Earth Related Vocabulary barbed wire ranches innovation
technology stampede textiles
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
windmill irrigation treaty
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 08: Cotton, Cattle, Railroads and Closing the Texas Frontier – 1866-1900
SUGGESTED DURATION : 10 days
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
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 Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
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
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INSTRUCTIONAL FOCUS DOCUMENT Grade 7 Social Studies TITLE : Unit 08: Cotton, Cattle, Railroads and Closing the Texas Frontier – 1866-1900
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
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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 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.
Identify MAJOR ERAS IN TEXAS HISTORY Describe DEFINING CHARACTERISTICS OF MAJOR ERAS IN TEXAS HISTORY Including, but not limited to: Cotton, Cattle and Railroads Cotton Cattle Trails Cowboys Railroads Military Posts in West Texas European Immigration Population Growth Closing of the Open Range Conflict with American Indians Buffalo Soldiers Quanah Parker
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 08: Cotton, Cattle, Railroads and Closing the Texas Frontier – 1866-1900
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
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Windmills (windpump or windwheel) Barbwire 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. 7.6
History. The student understands how individuals, events, and issues shaped the history of Texas from Reconstruction through the beginning of the 20th century. The student is expected to:
7.6A
Identify significant individuals, events, and issues from Reconstruction through the beginning of the 20th century, including the factors leading to the expansion of the Texas frontier, the effects of westward expansion on American Indians, the buffalo soldiers, and Quanah Parker.
Identify SIGNIFICANT INDIVIDUALS, EVENTS, AND ISSUES FROM RECONSTRUCTION THROUGH THE BEGINNING OF THE 20th CENTURY Including, but not limited to: Factors leading to the expansion of the Texas frontier Large amount of land Large supply of wild longhorn on the Texas frontier Demand for beef in the northern and eastern United States Effects of westward expansion on American Indians Battles between Comanche, Apaches, Kiowas and the U.S. Army
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 08: Cotton, Cattle, Railroads and Closing the Texas Frontier – 1866-1900
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Forced to move to reservations in Oklahoma Buffalo soldiers African American soldiers who were in the 9th and 10th Cavalry, as well as in the 24th and 25th Infantry Regiments stationed in Texas. They were former enslaved people who fought during the Indian Wars. American Indians gave them this nickname for their bravery. Quanah Parker Quanah Parker was the last Chief of the Comanches and skilled warrior. His tribe roamed West Texas. His mother was Cynthia Ann Parker and Chief Peta Nacona. His mother was captured by the Comanche as a small child and raised by them. He eventually surrendered after evading capture by the U.S. cavalry. He assimilated to American culture and influenced other American Indians to do the same. 7.6B
Identify significant individuals, events, and issues from Reconstruction through the beginning of the 20th century, including the development of the cattle industry from its Spanish beginnings and the myths and realities of the cowboy way of life.
Identify SIGNIFICANT INDIVIDUALS, EVENTS, AND ISSUES FROM RECONSTRUCTION THROUGH THE BEGINNING OF THE 20th CENTURY Including, but not limited to: Development of the cattle industry from its Spanish beginnings Cattle were brought to America by the Spaniards. Large Spanish/Mexican ranches existed in northern Mexico and Southern Texas. The first cowboy was the Spanish vaquero. Cattle trails were used to get cattle to the railroads, which took them to market in northern states. Over time, railroad junctions were established in Texas. Barbed wire, windmill (windpump or windwheel), and railroads in Texas were the main
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 08: Cotton, Cattle, Railroads and Closing the Texas Frontier – 1866-1900
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
causes for the close of the open range. Ranchers no longer had to have access to waterways. Myths and realities of the cowboy way of life Two-thirds of cowboys were African-Americans (former enslaved people), MexicanAmericans, and women. Famous cowboys – Daniel Webster “80 John” Wallace, Bose Ikard, Oliver Loving, Charles Goodnight, Maria del Carmen Cavillo, Elizabeth “Lizzie” Johnson Williams 7.6C
Identify significant individuals, events, and issues from Reconstruction through the beginning of the 20th century, including the effects of the growth of railroads and the contributions of James Hogg.
Identify SIGNIFICANT INDIVIDUALS, EVENTS, AND ISSUES FROM RECONSTRUCTION THROUGH THE BEGINNING OF THE 20th CENTURY Including, but not limited to: Effects of the growth of railroads Allowed raw materials in Texas to be sent to northern markets Texans had fast, inexpensive, and reliable transportation Cause for the industrialization of Texas Opened areas for settlement Contributions of James Hogg As Texas Attorney General and Governor, he worked at reforming big business fighting to protect citizens from unjust businesses practices. Supported the creation of the Texas Railroad Commission that protected citizens from unfair practices by railroads
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 08: Cotton, Cattle, Railroads and Closing the Texas Frontier – 1866-1900
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
7.6D
Explain the political, economic, and social impact of the agricultural industry and the development of West Texas resulting from the close of the frontier.
Explain POLITICAL, ECONOMIC, AND SOCIAL IMPACT OF THE AGRICULTURAL INDUSTRY AND THE DEVELOPMENT OF WEST TEXAS RESULTING FROM THE CLOSE OF THE FRONTIER Including, but not limited to: Agricultural industry Political impact Increase of revenue for state Economic Impact Products were moved, sold, and transported across the nation. New cash crops were grown in Texas (e.g., wheat, sorghum). Cotton and corn grown across the state Crops affect inflation Income from agriculture exceeded income from cattle ranching by 1900s. Social impact Farmers moved west. New methods of farming – dry farming, irrigation, and terraces Increase of sharecropping and tenant farming, which resulted in many people in deep debt Tenant Farming – farmers who rented land on which to grow crops Sharecropping – farmers who rented land, tools, seeds, and/or houses and promised part of their crop as payment Development of West Texas resulting from the close of the frontier Political impact Range wars – farmers and ranchers battled between each other. Cutting and destroying fences and burning pasture land resulted in gunfights and lower property values.
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 08: Cotton, Cattle, Railroads and Closing the Texas Frontier – 1866-1900
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
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Legislation – fence cutting became a felony Economic impact Expansion of the railroad Cattle ranching becomes a business, rather than a way of life Growth of large ranches Inventions – barbwire and windmill (windpump or windwheel) Sheep ranching increased Improvements in quality of beef Social impact Growth of population and towns in West Texas Use of barbwire to fence-off land 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 Texas oil fields Cattle trails Other sources of geographic data
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 08: Cotton, Cattle, Railroads and Closing the Texas Frontier – 1866-1900
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
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Population changes in Texas 7.8B
Analyze and interpret geographic distributions and patterns in Texas during the 19th, 20th, and 21st centuries.
Analyze, Interpret GEOGRAPHIC DISTRIBUTION AND PATTERNS IN TEXAS DURING THE 19th, 20th, AND 21st CENTURIES Including, but not limited to: During the late 1800s the population of Texas continued to grow to more than 3 million by 1900. The building of railroads resulted in the birth of many towns along the rail routes and the growth of towns in West Texas. Most Texans still lived in rural settings, but urban areas were growing in size.
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: Landforms American Indian Wars The U.S. Army trapped the Comanche in the Palo Duro Canyon, their winter home.
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 08: Cotton, Cattle, Railroads and Closing the Texas Frontier – 1866-1900
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
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Flat land of High Plains allowed for them to be untouched for so long This defeat forced the Comanche to move to reservations in Oklahoma. Irrigation Closing the Frontier When windmills were invented, farmers and ranchers were able to water their crops and animals on their own property without having access to a river or aquifer. Transportation Growth of Population and Agricultural Industry Due to the growth of the railroad in Texas, people were able to travel, live, and create new businesses in all areas of Texas, including South and West Texas, and they were able to transport crops and cattle across Texas and the United States. 7.10
Geography. The student understands the effects of the interaction between humans and the environment in Texas during the 19th, 20th, and 21st centuries. The student is expected to:
7.10A
Identify ways in which Texans have adapted to and modified the environment and analyze the positive and negative consequences of the modifications.
Identify WAYS TEXANS HAVE ADAPTED TO AND MODIFIED THE ENVIRONMENT Analyze POSITIVE AND NEGATIVE CONSEQUENCES OF THE MODIFICATIONS Including, but not limited to: 19th Century Texas The environment was modified by the development of cattle trails used en route to railroads
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 08: Cotton, Cattle, Railroads and Closing the Texas Frontier – 1866-1900
SUGGESTED DURATION : 10 days
TEKS#
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UNIT LEVEL SPECIFICITY
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centers. Eventually fences were used to keep livestock together, closing the open range. Railroads built across Texas further modified the environment and contributed to the growth of towns in West Texas. 7.10B
Explain ways in which geographic factors such as the Galveston Hurricane of 1900, the Dust Bowl, limited water resources, and alternative energy sources have affected the political, economic, and social development of Texas.
Explain WAYS GEOGRAPHIC FACTORS HAVE AFFECTED THE POLITICAL, ECONOMIC, AND SOCIAL DEVELOPMENT OF TEXAS Including, but not limited to: Limited water resources Farming in West Texas was often abandoned because of the limited water resources but ranching (cattle) was more successful.
7
Science, technology, and society.
7.20
Science, technology, and society. The student understands the impact of scientific discoveries and technological innovations on the political, economic, and social development of Texas. The student is expected to:
7.20A
Compare types and uses of technology, past and present.
Compare TYPES AND USES OF TECHNOLOGY, PAST AND PRESENT Including, but not limited to:
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 08: Cotton, Cattle, Railroads and Closing the Texas Frontier – 1866-1900
SUGGESTED DURATION : 10 days
TEKS#
TEKS
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Transportation Railroad Past - to transport cattle, agricultural products and people Present - refrigerated trucks and faster rail systems to transport cattle and agricultural products as well as freight Agriculture Barbed wire Past - fenced in open range and kept cattle from breaking fence Present - large commercial farms use stronger fencing material Windmill (windpump or windwheel) Past - provided water so cattle can be contained and farming can be developed Present - irrigation systems are built to more effectively provide water for animals and farming Communication Past – telegraph, telephones, letters, and very slow Present –now includes cell phones and Internet/e-mail Energy Past – wood and kerosene Present – since the early 20th century oil, electricity, wind, and solar 7.20C
Analyze the effects of various scientific discoveries and technological innovations on the development of Texas such as advancements in the agricultural, energy, medical, computer, and aerospace industries.
Analyze EFFECTS OF VARIOUS SCIENTIFIC DISCOVERIES AND TECHNOLOGICAL INNOVATIONS ON THE DEVELOPMENT OF TEXAS Including, but not limited to: Advancements in the agricultural industries:
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 08: Cotton, Cattle, Railroads and Closing the Texas Frontier – 1866-1900
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Barbed wire – fencing that prevented cattle and other animals from destroying crops Windmill (windpump or windwheel) – allowed cattle, sheep, goats, and crops to be watered on a farmers land. They didn’t have to be near a river or water source. Irrigation - artificial application of water to the soil; usually used to assist the growing of crops in dry areas and during periods of inadequate rainfall 7
Social studies skills.
7.21
Social studies skills. The student applies criticalthinking skills to organize and use information acquired through established research 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
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 08: Cotton, Cattle, Railroads and Closing the Texas Frontier – 1866-1900
SUGGESTED DURATION : 10 days
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Making generalizations and predictions Drawing inferences and conclusions 7.22
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
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 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 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 08: Cotton, Cattle, Railroads and Closing the Texas Frontier – 1866-1900 ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
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 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:
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 08: Cotton, Cattle, Railroads and Closing the Texas Frontier – 1866-1900 ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
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
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
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 08: Cotton, Cattle, Railroads and Closing the Texas Frontier – 1866-1900 ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
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
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
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 08: Cotton, Cattle, Railroads and Closing the Texas Frontier – 1866-1900 ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
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 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
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 08: Cotton, Cattle, Railroads and Closing the Texas Frontier – 1866-1900 ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
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.
Last Updated 06/13/2017
Last Updated 06/13/2017 Print Date 08/08/2017 Printed By Byron Gravitt, NOCONA MIDDLE
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