Topic 1: Geography Skills

Universal:
Course:
(21C) Skills. organize and interpret information from visuals, including maps
(21H) Skills. use appropriate mathematical skills to interpret social studies information such as maps and graphs
(22A) Skills. use social studies terminology correctly

Monday 8/26
Learning OBJ: SWBAT establish procedures and build rapport with Coach Rodriguez.
Activity: "Get to know You"
Assessment: Hand Signals

Tuesday 8/27
Learning OBJ: SWBAT create mental maps of Texas and place concepts on the map.
Activity: "Mental Map of Texas"
Assessment: Exit Slip

Wednesday 8/28
Learning OBJ: SWBAT be evaluated via mapping worksheet.
Activity: "Mapping Texas"
Assessment: "Mapping Texas"

Thursday 829
Learning OBJ: SWBAT compare and contrast longitude and longitude.
Activity: Lat and Long WS
Assessment: Hand Symbols

Friday 8/30
Learning OBJ: SWBAT be assessed on classroom expectations and procedures via "Expectations Quiz."
Activity: "Expectations Quiz"
Assessment: "Expectations Quiz"

Topic 2: Four Regions of Texas

Universal:
Course:
(9) Geography. Location and characteristics of places and regions of Texas.
(B) compare places and regions of Texas in terms of physical and human characteristics

(L) Describe the four physical regions in Texas using landforms, climate, vegetation and patterns of settlement.~
(8) Geography. Geographic tools to collect, analyze, and interpret data.
(A) Create and interpret thematic maps, representing various aspects of Texas during the 19th, 20th, and 21st centuries.
(9) Geography. Location and characteristics of places and regions of Texas.
(A) Locate the Mountains and Basins, Great Plains, North Central Plains, and Coastal Plains regions and places of importance in Texas during the 19th, 20th, and 21st centuries such as major cities, rivers, natural and historic landmarks,  regions, and local points of interest.
(21B) Skills. 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
(21C) Skills. Organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps
(22B) Skills. Use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources
(22C) Skills. Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate
(22D) Skills. Create written, oral, and visual presentations of social studies information

Monday 9/2
Labor Day!

Tuesday 9/3
Obj: SWBAT create vocab concept tables (physical and human characteristics, vegetation, region, etc.).
Activity: Unit 1 Vocab Concept Table
Assessment: Vocab Concept Table

Wednesday 9/4
Obj: SWBAT investigate the four regions (Coastal) of TX by creating "TX Pin Wheels."
Activity: "TX Pin Wheels"
Assessment: Hand Symbols

Thursday 9/5
Obj: SWBAT investigate the four regions (N. Central Plains and Great Plains) of TX by creating "TX Pin Wheels."
Activity: "TX Pin Wheels"
Assessment: Hand Symbols

Friday 9/6
Obj: SWBAT complete their "TX Pin Wheels" project..
Activity: "Pin Wheel"
Assessment: Exit Slip

Monday 9/9
OBJ: SWBAT review Unit 1 via Unit 1 review.
Activity: Unit 1 review
Assessment: Unit 1 Review

Tuesday 9/10
OBJ: SWBAT be assessed via Unit 1 Test.
Activity: Unit 1 Test
Assessment: Unit 1 Test

Wednesday 9/11
OBJ: SWBAT explore early prehistorical hunter-gathers cultures and their migration pattern.
Activity: Bergina Map
Assessment: Berginia Essay

Thursday 9/12
OBJ: SWBAT form groups to create Native American projects.
Activity: Native American Project
Assessment: Hand Symbols

Friday 9/13
OBJ: SWBAT complete their Native American projects.
Activity: Native American Project
Assessment: Hand Symbols

Topic 1: Native Americans

Universal:
Course:
(9)~~Geography. Location and characteristics of places and regions of Texas.
(C)~analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication on major events in Texas
(2)~ History. Individuals, events, and issues prior to the Texas Revolution shaped the history of Texas.
(A)~Compare the cultures of Native Americans in Texas prior to European colonization.
(9)~~Geography. Location and characteristics of places and regions of Texas.
(B)~~compare places and regions of Texas in terms of physical and human characteristics
(21A) Skills.  differentiate between, locate, and use primary and secondary sources such as databases, biographies and artifacts to acquire information about Texas
(21B) Skills.   Analyze information by categorizing, identifying cause-and-effect relationships, comparing, contrasting, making generalizations, making inferences and drawing conclusions.  
Topic 2: Explorers

Universal:
Course:
(1) History. Traditional historical points of reference in Texas history.
(A) identify the major eras in Texas history, describe their defining characteristics, and explain why historians divide the past into eras, including Age of Contact
(2) History. Individuals, events, and issues through the Mexican National Era shaped the history of Texas.
(B) identify important individuals, events, and issues related to European exploration of Texas, such as Alonso Álvarez de Pineda, Álvar Núñez Cabeza de Vaca and his writings, the search for gold, and the conflicting territorial claims between France and Spain
(1) History. Traditional historical points of reference in Texas history.
(B)~ Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.
(C)~Explain the significance of the following dates: 1519, mapping of the Texas coast and first mainland Spanish settlement
(21A) Skills.  use primary sources to acquire information about Texas
(21B) Skills.  analyze information by sequencing, identifying cause-and-effect relationships, comparing, contrasting, and drawing inferences and conclusions
(21E) Skills.  support a point of view on a social studies issue or event

Monday 9/16
Learning OBJ: SWBAT complete Native American powerpoints discussing human/physical characteristics of one particular culture.
Activity: NA Project
Assessment: NA Project

Tuesday 9/17
Learning OBJ: SWBAT present their Native American PPT Project to the class.
Activity: NA Project
Assessment: Group Evaluations

Wednesday 9/19
Learning OBJ: SWBAT create 3 G's (Gold, God, Glory) foldable.
Activity: 3 G's foldable
Assessment: Hand Symbols

Thursday 9/20
Learning OBJ: SWBAT investigate Spanish Explorers (De Vaca, De Niza, Columbus, etc.).
Activity: Explorer Worksheets
Assessment: Explorer Worksheets

Friday 9/21
Learning OBJ: SWBAT create Explorer Charts.
Activity: Explorer Charts
Assessment: Exit Slip (Explorer Chart)
Topic 2: Explorers

Universal:
Course:
(1) History. Traditional historical points of reference in Texas history.
(A) identify the major eras in Texas history, describe their defining characteristics, and explain why historians divide the past into eras, including Age of Contact
(2) History. Individuals, events, and issues through the Mexican National Era shaped the history of Texas.
(B) identify important individuals, events, and issues related to European exploration of Texas, such as Alonso Álvarez de Pineda, Álvar Núñez Cabeza de Vaca and his writings, the search for gold, and the conflicting territorial claims between France and Spain
(1) History. Traditional historical points of reference in Texas history.
(B)~ Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.
(C)~Explain the significance of the following dates: 1519, mapping of the Texas coast and first mainland Spanish settlement
(21A) Skills.  use primary sources to acquire information about Texas
(21B) Skills.  analyze information by sequencing, identifying cause-and-effect relationships, comparing, contrasting, and drawing inferences and conclusions
(21E) Skills.  support a point of view on a social studies issue or event
Topic 1: Spanish Colonization

Universal:
Course:
(2) History. Individuals, events, and issues through the Mexican National Era shaped the history of Texas.
(C) identify important events and issues related to European colonization of Texas, including the establishment of Catholic missions and individuals such as Fray Damián Massanet, José de Escandón, Antonio Margil de Jesús, and Francisco Hidalgo
(1) History. Traditional historical points of reference in Texas history.
(A) identify the major eras in Texas history, describe their defining characteristics, and explain why historians divide the past into eras, including Spanish Colonial
(B)~ Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.
(C)~Explain the significance of the following dates: 1718, founding of San Antonio
(21A)  Use primary and secondary sources such as  biographies, interviews, and artifacts to acquire information about Texas
(21B) Skills.  analyze information by categorizing and making generalizations

Monday 9/23
Learning OBJ: SWBAT investigate the Spanish Explorers.
Activity: Stop, Draw, Summarize
Assessment: Stop, Draw, Summarize

Tuesday 9/24
Learning OBJ: SWBAT be assessed via weekly CA (Explorers).
Activity: Unit 2 Spanish Explorers Quiz
Assessment: Unit 2 Spanish Explorer Quiz

Wednesday 9/25
Learning OBJ: SWBAT create bubble maps discussing the Spanish Mission-Presidio System.
Activity: Mission-Presidio Bubble Map
Assessment: Hand Symbols

Thursday 9/26
Learning OBJ: SWBAT analyze the failures of the Mission-Presidio System.
Activity: "Imagine Letter"
Assessment: Exit Slip

Friday 9/27
No School!

Topic 1: Spanish Colonization

Universal:
Course:
(2) History. Individuals, events, and issues through the Mexican National Era shaped the history of Texas.
(C) identify important events and issues related to European colonization of Texas, including the establishment of Catholic missions and individuals such as Fray Damián Massanet, José de Escandón, Antonio Margil de Jesús, and Francisco Hidalgo
(1) History. Traditional historical points of reference in Texas history.
(A) identify the major eras in Texas history, describe their defining characteristics, and explain why historians divide the past into eras, including Spanish Colonial
(B)~ Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.
(C)~Explain the significance of the following dates: 1718, founding of San Antonio
(21A)  Use primary and secondary sources such as  biographies, interviews, and artifacts to acquire information about Texas
(21B) Skills.  analyze information by categorizing and making generalizations

Monday 9/30
Learning OBJ: SWBAT create Unit 3 Concept Charts examining: colonization, expansion, and conversion.
Activity: Unit 3 Concept Chart
Assessment: Exit Slip

Tuesday 10/1
Learning OBJ: SWBAT be assessed via Unit 2 and 3 test.
Activity: Unit 2 and 3 Test
Assessment: Unit 2 and 3 Test

Wednesday 10/2
Learning OBJ: SWBAT investigate the Louisana Purchase and the effect of westward expansion.
Activity: LP WS
Assessment: LP Mapping Excercise

Topic 2: Anglo Colonization

Universal:
People develop political and legal systems to manage conflict and establish order.
Course:
(2) History. Individuals, events, and issues through the Mexican National Era shaped the history of Texas.
(D) identify the issues and events related to Mexico becoming an independent nation and its impact on Texas, including Texas involvement in the fight for independence, Jose Gutierrez de Lara , the Battle of Medina, the Mexican federal Constitution of 1824, the merger of Texas and Coahuila as a state, the State Colonization Law of 1825, and slavery
(1) History. Traditional historical points of reference in Texas history.
(A) identify the major eras in Texas history, describe their defining characteristics, and explain why historians divide the past into eras, including Mexican National
(B)~ Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.
(C) explain the significance of the following date:  1821, independence from Spain
(2) History. Individuals, events, and issues through the Mexican National Era shaped the history of Texas.
(E) identify the contributions of significant individuals, including Moses Austin, Stephen F. Austin, Erasmo Seguín, Martín De Leon, and Green DeWitt, during the Mexican settlement of Texas
(F) Contrast Spanish and Anglo purposes for and methods of settlement in Texas.
(9)~~Geography.  Location and characteristics of places and regions of Texas.
(A)~~locate places and regions of importance in Texas
(11) Geography. Characteristics, distribution, and migration of population in Texas in the 19th, 20th, and 21st centuries.
(A) analyze why immigrant groups came to Texas and where they settled
(21B) Skills. 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

Thursday 10/3
Learning OBJ: SWBAT create Frayer Model's examining: migration, revolution, diffusion (cultural), and empresario.
Activity: Unit 3 Frayer Model
Assessment: Hand Symbols

Friday 10/4
Learning OBJ: SWBAT investigate the process of Mexican Independence from Spain.
Activity: Stop, Draw, Summarize
Assessment: Summaries (Exit Slip)

Topic 2: Anglo Colonization

Universal:
People develop political and legal systems to manage conflict and establish order.
Course:
(2) History. Individuals, events, and issues through the Mexican National Era shaped the history of Texas.
(D) identify the issues and events related to Mexico becoming an independent nation and its impact on Texas, including Texas involvement in the fight for independence, Jose Gutierrez de Lara , the Battle of Medina, the Mexican federal Constitution of 1824, the merger of Texas and Coahuila as a state, the State Colonization Law of 1825, and slavery
(1) History. Traditional historical points of reference in Texas history.
(A) identify the major eras in Texas history, describe their defining characteristics, and explain why historians divide the past into eras, including Mexican National
(B)~ Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.
(C) explain the significance of the following date:  1821, independence from Spain
(2) History. Individuals, events, and issues through the Mexican National Era shaped the history of Texas.
(E) identify the contributions of significant individuals, including Moses Austin, Stephen F. Austin, Erasmo Seguín, Martín De Leon, and Green DeWitt, during the Mexican settlement of Texas
(F) Contrast Spanish and Anglo purposes for and methods of settlement in Texas.
(9)~~Geography.  Location and characteristics of places and regions of Texas.
(A)~~locate places and regions of importance in Texas
(11) Geography. Characteristics, distribution, and migration of population in Texas in the 19th, 20th, and 21st centuries.
(A) analyze why immigrant groups came to Texas and where they settled
(21B) Skills. 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

Monday 10/7
Learning OBJ: SWBAT examine Anglo Colonization of Texas (Empresario).
Activity: Anglo Colonization WS
Assessment: Hand Symbols

Tuesday 10/8
Learning OBJ: SWBAT be assessed via Unit 2 and 3 quiz.
Activity: Unit 2 and 3 Quiz
Assessment: Unit 2 and 3 Quiz

Wednesday 10/9
Learning OBJ: SWBAT analyze the Empresarios of Texas (Austin x2, De Witt, De Leon).
Activity: Empresario Readings
Assessment: Exit Slip

Thursday 10/10
Learning OBJ: SWBAT investigate the Cultural Difference implemented by Mexico upon Texas.
Activity: Cultural Differences Chart
Assessment: Cultural Differences Chart

Friday 10/11
Learning OBJ: SWBAT create concept Frayer Models (Conflict, Revolution, and Point of View).
Activity: Frayer Models
Assessment: Hand Symbols

Topic 2: Anglo Colonization

Universal:
People develop political and legal systems to manage conflict and establish order.
Course:
(2) History. Individuals, events, and issues through the Mexican National Era shaped the history of Texas.
(D) identify the issues and events related to Mexico becoming an independent nation and its impact on Texas, including Texas involvement in the fight for independence, Jose Gutierrez de Lara , the Battle of Medina, the Mexican federal Constitution of 1824, the merger of Texas and Coahuila as a state, the State Colonization Law of 1825, and slavery
(1) History. Traditional historical points of reference in Texas history.
(A) identify the major eras in Texas history, describe their defining characteristics, and explain why historians divide the past into eras, including Mexican National
(B)~ Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.
(C) explain the significance of the following date:  1821, independence from Spain
(2) History. Individuals, events, and issues through the Mexican National Era shaped the history of Texas.
(E) identify the contributions of significant individuals, including Moses Austin, Stephen F. Austin, Erasmo Seguín, Martín De Leon, and Green DeWitt, during the Mexican settlement of Texas
(F) Contrast Spanish and Anglo purposes for and methods of settlement in Texas.
(9)~~Geography.  Location and characteristics of places and regions of Texas.
(A)~~locate places and regions of importance in Texas
(11) Geography. Characteristics, distribution, and migration of population in Texas in the 19th, 20th, and 21st centuries.
(A) analyze why immigrant groups came to Texas and where they settled
(21B) Skills. 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

Monday 10/14
Student/staff holiday!

Tuesday 10/15
Learning OBJ: SWBAT be assessed via Unit 3 quiz.
Activity: Unit 3 Quiz
Assessment: Unit 3 Quiz

Topic 1: Causes of the Conflict
Universal:
Course:
(3) History. How individuals, events, and issues related to the Texas Revolution shaped the history of Texas.
(A) trace the development of events that led to the Texas Revolution, including the Fredonian Rebellion, the Mier y Terán Report, the Law of April 6, 1830, the Turtle Bayou Resolutions, and the arrest of Stephen F. Austin
(17) Citizenship. The importance of the expression of different points of view in a constitutional republic.
(A) identify different points of view of political parties and interest groups on important Texas issues
(2)~ History. Individuals, events, and issues prior to the Texas Revolution shaped the history of Texas.
(D) Identify the impact of the Mexican federal Constitution of 1824 on events in Texas.
(21B)  Skills. Analyze information by sequencing

Wednesday 10/16
Learning OBJ: SWBAT examine the effect the Freedonia Rebellion had upon Texas.
Activity: Mier y Teran's Report
Assessment: Exit Slip (Teran WS)

Thursday 10/17
Learning OBJ: SWBAT compare and contrast Centralist versus Federalist of the Mexican Republic.
Activity: Venn Diagram (Centralist vs Federalist)
Assessment: Hand Symbols

Friday 10/18
Learning OBJ: SWBAT create "hand diagrams" analyzing the colonizational laws of early Texas.
Activity: Fists
Assessment: Fists
Topic 1: Causes of the Conflict
Universal:
Course:
(3) History. How individuals, events, and issues related to the Texas Revolution shaped the history of Texas.
(A) trace the development of events that led to the Texas Revolution, including the Fredonian Rebellion, the Mier y Terán Report, the Law of April 6, 1830, the Turtle Bayou Resolutions, and the arrest of Stephen F. Austin
(17) Citizenship. The importance of the expression of different points of view in a constitutional republic.
(A) identify different points of view of political parties and interest groups on important Texas issues
(2)~ History. Individuals, events, and issues prior to the Texas Revolution shaped the history of Texas.
(D) Identify the impact of the Mexican federal Constitution of 1824 on events in Texas.
(21B)  Skills. Analyze information by sequencing

Monday 10/21
OBJ: SWBAT actively participate in a collaborative review.
Activity: Circuit Stations
Assessment: Exit Slip

Tuesday 10/22
OBJ: SWBAT be assessed via Unit 4 pt 1 Quiz.
Activity: Unit 4 pt 1 Quiz
Assessment: Unit 4 pt 1 Quiz

Wednesday 10/23
OBJ: SWBAT create Prezi flow charts analyzing the causes/effects of the Texas Revolution.
Activity: Sequencing the TX Revolution
Assessment: Hand Symbols

Thursday 10/24
OBJ: SWBAT create Prezi flow charts analyzing the causes/effects of the Texas Revolution.
Activity: Sequencing the TX Revolution
Assessment: Hand Symbols

Friday 10/25
OBJ: SWBAT complete their Prezi Texas Revolution Project.
Activity: Sequencing the TX Revolution
Assessment: Flow Chart

Topic 2: Texas Revolution

Universal:
Course:
(3)~ History. Individuals, events, and issues related to the Texas
(C) explain the issues surrounding significant events of the Texas Revolution, including the Battle of Gonzales, William B. Travis’s letter “To the people of Texas and All Americans in the World,” the siege of the Alamo and the 189 heroes who gave their lives there, the Constitutional Convention of 1836, Fannin's surrender at Goliad, and the Battle of San Jacinto.
(1) History. Traditional historical points of reference in Texas history.
(A) identify the major eras in Texas history, describe their defining characteristics, including Revolution
(C)~Explain the significance of the following date: 1836.
Revolution shaped the history of Texas.
(B) explain the roles played by significant individuals during the Texas Revolution, including George Childress, Lorenzo de Zavala, James Fannin, Sam Houston, Antonio López de Santa Anna, Juan N. Seguín, and William B. Travis
(D) explain how victory at the Battle of San Jacinto brought civil, political, and religious freedom to Texas
Identify the political, social, and economic contributions of women to Texas society. (L)
Identify the purposes and explain the importance of the Treaty of Velasco. (L)
(21A) Skills. Differentiate between locate, and use primary and secondary sources such as biographies and interviews to acquire information about Texas.
(21B) Skills.  Analyze information by sequencing, identifying cause-and-effect relationships, comparing and contrasting , and drawing inferences and conclusions
(22D) Skills. create written, oral, and visual presentations of social studies information

Monday 10/28
Learning OBJ: SWBAT review for weekly assessment via written handout [Steps towards the Revolution (Fre Rebellion, Teran's Report, FISTS, Turtle Bayou Resolutions, and Convention of 1833)].
Activity: Hand up Pair up Review
Assessment: Written Review

Tuesday 10/29
Learning OBJ: SWBAT be assessed over Unit 4 via weekly assessment.
Activity: Unit 4 Quiz pt 2
Assessment: Unit 4 Quiz pt 2

Wednesday 10/30
Learning OBJ: SWBAT examine the Battle of Gonzales by creating story boards on storyboardthat.com.
Activity: Battle of Gonzales Strips
Assessment: Battle of Gonzales Strips

Thursday 10/31
Learning OBJ: SWBAT create frayer models analyzing Unit 4 concepts (grievances, sacrifice, massacre, and victory).
Activity: Unit 4 Concepts Frayer Models
Assessment: Unit 4 Concepts Frayer Models Exit Slip

Friday 11/1
Learning OBJ: SWBAT complete their Battle of Gonzales story boards.
Activity: Battle of Gonzales Strips
Assessment: Battle of Gonzales Strips

Topic 2: Texas Revolution

Universal:
Course:
(3)~ History. Individuals, events, and issues related to the Texas
(C) explain the issues surrounding significant events of the Texas Revolution, including the Battle of Gonzales, William B. Travis’s letter “To the people of Texas and All Americans in the World,” the siege of the Alamo and the 189 heroes who gave their lives there, the Constitutional Convention of 1836, Fannin's surrender at Goliad, and the Battle of San Jacinto.
(1) History. Traditional historical points of reference in Texas history.
(A) identify the major eras in Texas history, describe their defining characteristics, including Revolution
(C)~Explain the significance of the following date: 1836.
Revolution shaped the history of Texas.
(B) explain the roles played by significant individuals during the Texas Revolution, including George Childress, Lorenzo de Zavala, James Fannin, Sam Houston, Antonio López de Santa Anna, Juan N. Seguín, and William B. Travis
(D) explain how victory at the Battle of San Jacinto brought civil, political, and religious freedom to Texas
Identify the political, social, and economic contributions of women to Texas society. (L)
Identify the purposes and explain the importance of the Treaty of Velasco. (L)
(21A) Skills. Differentiate between locate, and use primary and secondary sources such as biographies and interviews to acquire information about Texas.
(21B) Skills.  Analyze information by sequencing, identifying cause-and-effect relationships, comparing and contrasting , and drawing inferences and conclusions
(22D) Skills. create written, oral, and visual presentations of social studies information

Monday 11/4
Learning OBJ: SWBAT review for Unit 4 quiz (Steps toward the Revolution, Centralist vs Federalist, Santa Anna vs Sam Houston, and Concepts) via Unit 4 review.
Activity: Unit 4 Review
Assessment: Unit 4 Review

Tuesday 11/5
Learning OBJ: SWBAT be assessed via Unit 4 Test.
Activity: Unit 4 Test
Assessment: Unit 4 Test

Wednesday 11/6
Learning OBJ: SWBAT investigate the beginnings of the TX Revolution and why each side attempts to take control of important towns (San Antonio).
Activity: Sequencing of the TX Revolution Flow Chart
Assessment: Hand Symbols

Thursday 11/7
Learning OBJ: SWBAT to examine the four Texas heroes that seved during the Alamo.
Activity: Texas Legends Chart
Assessment: Exit Slip (Answering the essential question: Is giving up one's life worth the end goal?)

Friday 11/8
Learning OBJ: SWBAT analyze Travis's letter for help during the battle of the Alamo.
Activity: Analyzing a Primary Source
Assessment: Exit Slip (Documenting Travis's Letter)

Topic 2: Texas Revolution

Universal:
Course:
(3)~ History. Individuals, events, and issues related to the Texas
(C) explain the issues surrounding significant events of the Texas Revolution, including the Battle of Gonzales, William B. Travis’s letter “To the people of Texas and All Americans in the World,” the siege of the Alamo and the 189 heroes who gave their lives there, the Constitutional Convention of 1836, Fannin's surrender at Goliad, and the Battle of San Jacinto.
(1) History. Traditional historical points of reference in Texas history.
(A) identify the major eras in Texas history, describe their defining characteristics, including Revolution
(C)~Explain the significance of the following date: 1836.
Revolution shaped the history of Texas.
(B) explain the roles played by significant individuals during the Texas Revolution, including George Childress, Lorenzo de Zavala, James Fannin, Sam Houston, Antonio López de Santa Anna, Juan N. Seguín, and William B. Travis
(D) explain how victory at the Battle of San Jacinto brought civil, political, and religious freedom to Texas
Identify the political, social, and economic contributions of women to Texas society. (L)
Identify the purposes and explain the importance of the Treaty of Velasco. (L)
(21A) Skills. Differentiate between locate, and use primary and secondary sources such as biographies and interviews to acquire information about Texas.
(21B) Skills.  Analyze information by sequencing, identifying cause-and-effect relationships, comparing and contrasting , and drawing inferences and conclusions
(22D) Skills. create written, oral, and visual presentations of social studies information

Monday 11/11
Learning OBJ: SWBAT to create shape writings while viewing the Battle of the Alamo.
Activity: History Channel Documentary: The Battle of the Alamo
Assessment:  Shape Writing

Tuesday 11/12
Learning OBJ: SWBAT map battles of the TX Revolution
Activity: TX Revolution Map
Assessment: Hand Symbols

Wednesday 11/13
Learning OBJ: SWBAT comprehend the concept of massacre pertaining to the Goliad Massacre.
Activity: Goliad Massacre
Assessment: Hand Symbols

Thursday 11/14
Learning OBJ: SWBAT to examine Sam Houston's action of retreat, the Goliad Massacre, and how Texans reacted towards the Massacre (Runaway Scrape).
Activity: Ananlyze Reading: Goliad Massacre and Runaway Scrape
Assessment: Create test questions from Reading

Friday 11/15
Learning OBJ: SWBAT to  investigate the Battle of San Jacinto.
Activity: Battle of San Jacinto Map
Assessment: Battle of San Jancinto Map

Topic 2: Texas Revolution

Universal:
Course:
(3)~ History. Individuals, events, and issues related to the Texas
(C) explain the issues surrounding significant events of the Texas Revolution, including the Battle of Gonzales, William B. Travis’s letter “To the people of Texas and All Americans in the World,” the siege of the Alamo and the 189 heroes who gave their lives there, the Constitutional Convention of 1836, Fannin's surrender at Goliad, and the Battle of San Jacinto.
(1) History. Traditional historical points of reference in Texas history.
(A) identify the major eras in Texas history, describe their defining characteristics, including Revolution
(C)~Explain the significance of the following date: 1836.
Revolution shaped the history of Texas.
(B) explain the roles played by significant individuals during the Texas Revolution, including George Childress, Lorenzo de Zavala, James Fannin, Sam Houston, Antonio López de Santa Anna, Juan N. Seguín, and William B. Travis
(D) explain how victory at the Battle of San Jacinto brought civil, political, and religious freedom to Texas
Identify the political, social, and economic contributions of women to Texas society. (L)
Identify the purposes and explain the importance of the Treaty of Velasco. (L)
(21A) Skills. Differentiate between locate, and use primary and secondary sources such as biographies and interviews to acquire information about Texas.
(21B) Skills.  Analyze information by sequencing, identifying cause-and-effect relationships, comparing and contrasting , and drawing inferences and conclusions
(22D) Skills. create written, oral, and visual presentations of social studies information

Monday 11/18
Learning OBJ: SWBAT compare/contrast the secret and public Treaties of Velasco and how these documents concluded the Texas Revolution.
Activity: Compare/Contrast Treaties
Assessment: Treaties WS

Tuesday 11/19 *Schedule A due to STAAR Testing
Learning OBJ: SWBAT examine the grievances discussed at the Convention of 1836.
Activity: AVID Reading Strategies: Convention of 1836
Assessment: Convention of 1836 WS

Wednesday 11/20 *Schedule A due to STAAR Testing
Learning OBJ: SWBAT examine the grievances discussed at the Convention of 1836.
Activity: AVID Reading Strategies: Convention of 1836
Assessment: Convention of 1836 WS

Thursday 11/21
Learning OBJ: SWBAT compare/contrast the Texas and American Declaration of Independence.
Activity: Declaration of Independence Chart
Assessment: Hand Symbols

Friday 11/22
Learning OBJ: SWBAT be assessed via Unit 4 Quiz.
Activity: Unit 4 Quiz
Assessment: Unit 4 Quiz

Topic 1:  Texas Constitution

Universal:
Course:
(14) Government. The basic principles reflected in the Texas Constitution.
(A) identify how the Texas Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights
(B) compare the principles and concepts of the Texas Constitution to the U.S. Constitution
(21A) Skills.  Differentiate between  and use primary and secondary sources to acquire information about Texas
(21B) Skills.  Analyze information by categorizing, comparing, contrasting, summarizing, and drawing inferences and conclusions

Monday 11/25
Learning OBJ: SWBAT identify how the TX Constitution reflects the Principles of Government (Limited Government, Republicanism, Checks and Balances, Federalism, Separation of Powers, Popular Sovereignty, and Individual Rights).
Activity: Stop, Draw, Summarize
Assessment: Hand Symbols

Tuesday 11/26
Learning OBJ: SWBAT identify how the TX Constitution reflects the Principles of Government (Limited Government, Republicanism, Checks and Balances, Federalism, Separation of Powers, Popular Sovereignty, and Individual Rights).
Activity: Principles of Government WS
Assessment: Principles of Government WS

Topic 1:  Texas Constitution

Universal:
Course:
(14) Government. The basic principles reflected in the Texas Constitution.
(A) identify how the Texas Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights
(B) compare the principles and concepts of the Texas Constitution to the U.S. Constitution
(21A) Skills.  Differentiate between  and use primary and secondary sources to acquire information about Texas
(21B) Skills.  Analyze information by categorizing, comparing, contrasting, summarizing, and drawing inferences and conclusions
(16) Citizenship. The rights and responsibilities of Texas citizens in a constitutional republic.
(A) identify rights of Texas citizens

Monday 12/2
Learning OBJ: SWBAT identify the correct principle of government reflected in the Texas Constitution.
Activity: Principle of Government Mix and Match
Assessment: Principle of Government Mix and Match

Tuesday 12/3
Learning OBJ: SWBAT be assessed via Unit 5 pt 1 Quiz.
Activity: Unit 5 pt 1 Quiz
Assessment: Unit 5 pt 1 Quiz

Wednesday 12/4
Learning OBJ: SWBAT identify the U.S. Bill of Rights (1st 10 amendments).
Activity: Stop, Draw, Summarize U.S. BOR
Assessment: Hand Symbols

Thursday 12/5
Learning OBJ: SWBAT examine case studies and identify the correct Bill of Right in the TX and U.S. constitutions.
Activity: Case Study U.S. and TX
Assessment: Case Study U.S. and TX WS

Tuesday 12/10
Learning OBJ: SWBAT identify the rights of a citizen and examine case studies identifying the correct Bill of Rights in the TX Constitution.
Activity: TX Case Study
Assessment: TX Case Study WS

Wednesday 12/11
Learning OBJ: SWBAT be assessed via Unit 5 pt. 2 Curriculum Assessment.
Activity: Unit 5 pt. 2 Curriculum Assessment
Assessment: Unit 5 pt. 2 Curriculum Assessment

Thursday 12/12
Learning OBJ: SWBATexamine the sources of revenue in the State of Texas and how they are distributed amongst expenditures.
Activity: Sources of Revenue WS
Assessment: Sources of Revenue WS

Friday 12/13
Learning OBJ: SWBAT compare/contrast the republican and democratic party.
Activity: Venn Diagram: Republican/Democratic Party
Assessment: Hand Symbols

*All TEKS used this year will be applied to final
Monday 12/16
Learning OBJ: SWBAT review for final exam via handout.
Activity: Final Review WS
Assessment: Final Review WS

Tuesday 12/17
Learning OBJ: SWBAT review for final exam via handout.
Activity: Final Review WS
Assessment: Final Review WS

Wednesday 12/18
Learning OBJ: SWBAT review for final exam via handout.
Activity: Final Review WS
Assessment: Final Review WS

Thursday 12/19
Learning OBJ: SWBAT be assessed via Final Exam.
Activity: Final Exam
Assessment: Final Exam

Friday 12/20
Learning OBJ: SWBAT be assessed via Final Exam.
Activity: Final Exam
Assessment: Final Exam

Topic 1: Republic of Texas
(1) History. Traditional historical points of reference in Texas history.
(A) identify the major eras in Texas history, describe their defining characteristics, including Republic
(18) Citizenship. The importance of effective leadership in a constitutional republic.
(A) identify the leadership qualities of elected leaders of Texas, past

Monday 1/7
No School

Tuesday 1/8
Learning OBJ: SWBAT create frayer models examining the four concepts (Republic, Freedom, Leadership, Annexation) of Unit 6.
Activity: Frayer Model
Assessment: Frayer Model (Sentence Structure)

Wednesday 1/9
Learning OBJ: SWBAT analyze the four presidents of TX (Houston, Lamar, Houston, Jones).
Activity: 4 Presidencies Graphic Organizer
Assessment: 4 Presidencies Graphic Organizer

Thursday 1/10
Learning OBJ: SWBAT create a foldable to identify each presidents policy and position.
Activity: Foldable
Assessment: Hand Symbols

Friday 1/11
Learning OBJ: SWBAT create a map discussing the disputed land of Texas.
Activity: Disputed Land Map
Assessment: Disputed Land Map

TEKS for Week
4) History. Individuals, events, and issues shaped the history of the Republic of Texas and early Texas statehood.
(B) analyze the causes of and events leading to Texas annexation

Monday 1/13
Learning OBJ: SWBAT analyze the causes of and events leading towards Texas' annexation into the U.S.
Activity: Partner Read "Events of Annexation"
Assessment: Cause and Effect Chart

Tuesday 1/14
Learning OBJ: SWBAT review and then be assessed via weekly curriculum assessment.
Activity: Unit 6 CA
Assessment: Unit 6 CA

Wednesday 1/15
Learning OBJ: SWBAT create frayer models examining Unit 7 concepts (Expansion, Manifest Destiny, Boundary Disputes, and Secession)
Activity: Frayer Model
Assessment: Frayer Model

Thursday 1/16
Learning OBJ: SWBAT analyze Manifest Destiny phote.
Activity: Photo Doc Analysis
Assessment: Hand Symbols

Friday 1/17
*Counselors will come in and counsel students for next years 8th grade schedule

TEKS for Upcoming Week
(4) History. Individuals, events, and issues shaped the history of the Republic of Texas and early Texas statehood.
(C) identify individuals, events, and issues during early Texas statehood
(17) Citizenship. The importance of the expression of different points of view in a constitutional republic.
(A) identify different points of view of political parties and interest groups on important Texas issues


Monday 1/20
MLK Holiday!

Tuesday 1/21
Learning OBJ: SWBAT review concepts concerning Unit 7 and be assessed via weekly CA.
Activity: CB12
Assessment: CB12

Wednesday 1/22
Learning OBJ: SWBAT analyze their weekly curriculum assessment to determine reasons for missing some questions.
Activity: Rally Robin CA
Assessment: Exit Slip

Thursday 1/23
Learning OBJ: SWBAT examine the causes/effects of the Mexican War.
Activity: Reading Analysis of the Mexican War
Assessment: Mexican War Cause/Effect Flow Chart

Friday 1/24
Learning OBJ: SWBAT to create maps identify the areas of disputed land between the United states and Mexico, which leads to the Mexican War.
Activity: Mexican War Map
Assessment: Hand Symbols

TEKs/SEs for Week
Topic 3: Immigration and Cultural Diversity

Course:
(19) Culture. The concept of diversity within unity in Texas.
(B) describe how people from various racial, ethnic, and religious groups attempt to maintain their cultural heritage while adapting to the larger Texas culture
(11) Geography. Characteristics, distribution, and migration of population in Texas in the 19th  century
(B) analyze how immigration and migration to Texas in the 19th century have influenced Texas
Monday 1/27
Learning OBJ: SWBAT create essays from the political cartoon "De-feathered" explaining the Mexican War.
Activity: "De-feathered" Essay
Assessment: "De-feathered"Essay

Tuesday 1/28
Learning OBJ: SWBAT be assessed via weekly CA (CB 13).
Activity: CB 13
Assessment: CB 13

Wednesday 1/29
Learning OBJ: SWBAT examine Cultural Group Concepts.
Activity: Stop, Draw, Summarize
Assessment: Hand Symbols

Thursday 1/30
Learning OBJ: SWBAT create graphs explaning cultural differences in our school population.
Activity: Excell Charts
Assessment: Exit Slip

Friday 1/31
Learning OBJ: SWBAT analyze the differrent cultures that assimilated into Texas.
Activity: Cornell Notes
Assessment: Cornell Notes

TEKS/SEs
  Topic 1:  Slavery in Texas

Course:
(17) Citizenship. The importance of the expression of different points of view in a constitutional republic.
(A) identify different points of view of political parties and interest groups on important Texas issues, past
(4) History. Individuals, events, and issues shaped the history of the Republic of Texas and early Texas statehood.
(C) identify individuals, events, and issues during early Texas statehood, including  the Compromise of 1850
Causes of Civil War:
(5) History. Events and issues shaped the history of Texas during the Civil War
(A) explain reasons for the involvement of Texas in the Civil War such as states’ rights, slavery, sectionalism, and tariffs

Monday 2/3/24
Learning OBJ: SWBAT analyze the impact slavery had on Texas' economy, and reasons why people did not want Texas to be annexed into the Union.
Activity: Fill in the Blank Notes: Slavery in TX
Assessment: Fill in the Blank Notes: Slavery in TX

Tuesday 2/4/14
Learning OBJ: SWBAT be assessed via CB14.
Activity: CB14
Assessment: CB14

Wednesday 2/5/14
Learning OBJ: SWBAT examine four concepts of Unit 8 (State's Rights, Sectionalism, Succession, Aboloisthionist).
Activity: Orgami Foldable
Assessment: Hand Symbols

Thursday 2/6/14
Learning OBJ: SWBAT identify the causes of the Civil War.
Activity: Graphic Organizer identifying the Causes of the Civil War
Assessment: Paragraph explaining the causes of the Civil War

Friday 2/7/14
Learning OBJ: SWBAT create maps discussing the Compromise of 1850.
Activity: Mapping Exercise
Assessment: Exit Slip

Topic 3:  The Civil War

Universal:
Course:
(5) History. Events and issues shaped the history of Texas during the Civil War
(C) 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
Explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln.~ (L)
(21B) Skills.  Analyze information by sequencing, identifying cause-and-effect relationships, finding the main idea, summarizing, making generalizations, and drawing inferences and conclusions
(21C) Skills. organize and interpret information from timelines and maps


Monday 2/17
No School!

Tuesday 2/18
Learning OBJ: SWBAT examine the events that shaped Texas during the Civil War.
Activity: Cornell Notes
Assessment: Cornell Notes Summary Exit Slip

Wednesday 2/19 *2-day lesson*
Learning OBJ: SWBAT identify and analyze the key individuals and battles in Texas during the Civil War.
Activity: Civil War Map
Assessment: Civil War Map

Thursday 2/20
Learning OBJ: SWBAT identify and analyze the key individuals and battles in Texas during the Civil War.
Activity: Civil War Map
Assessment: Civil War Map

Friday 2/21
Learning OBJ: SWBAT identify concepts pertaining to the Civil War (Industrialization, Emancipation, Reconstruction, BlackCodes).
Activity: Foldable
Assessment: Hand Symbols

Topic 4: Reconstruction

Course:
(5) History. Events and issues shaped the history of Texas during the Reconstruction.
(B) analyze the political, economic, and social effects of Reconstruction in Texas
Describe the impact of the 19th century amendments including the 13th, 14th, and 15th amendments on life in the United States and Texas. (L)
(21E)  Skills  Support a point of view on a social studies issue
(21F) Skills  Identify bias in written, oral, and visual material

Monday 2/24
Learning OBJ: SWBAT examine the 13th-15th amendments concerning Reconstruction process.
Activity: Frayer Concepts
Assessment: Exit Slips

Tuesday 2/25
Learning OBJ: SWBAT be assessed via Curriculum Assessment 16.
Activity: CB16
Assessment: CB16

Topic 1: Frontier

Course: A nation’s desire for expansion greatly reflects its core beliefs and values.

(1) History. Traditional historical points of reference in Texas history.
(A) identify the major eras in Texas history, describe their defining characteristics, and explain why historians divide the past into eras, including Cotton, Cattle and Railroads
(B) apply relative chronology through the sequencing of significant individuals, events, and time periods
(6) History. Individuals, events, and issues shaped the history of Texas from Reconstruction through the beginning of the 20th century.
(A) 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
(21B) Skills.  Analyze information by sequencing  and identifying cause-and-effect relationships
(29C) Skills.  Organize and interpret information from visuals, including, timelines

Monday
Snow Day!

Tuesday 3/5
Learning OBJ: SWBAT examine life in the early frontier of Texas
Activity: Frontier Notes Texas
Assessment: Cornell Notes

Wednesday and Thursday *STAAR Day 3/6-3/7
Learning OBJ: SWBAT analyze the following economic concepts (industry, profit, supply, and demand).
Activity: Frayer Model
Assessment: Frayer Model

Friday
Learning OBJ: SWBAT review and be assessed via Curriculum Assessment 17.
Activity: CA 17
Assessment: CA 17

Topic 2:  Cattle Industry

Universal:
Course:
(13) Economics. The interdependence of the Texas economy with the United States and the world.
(B) analyze the impact of economic concepts within the free enterprise system such as supply and demand, profit, government regulation, and world competition on the economy of Texas
(7) History. Individuals, events, and issues shaped the history of Texas during the 20th and early 21st centuries.
(B) define and trace the impact of “boom-and-bust” cycles of leading Texas industries throughout the 20th and early 21st centuries such as  ranching
(21B) Skills. Analyze information by identifying cause-and-effect relationships
(22A) Skills. Use social studies terminology correctly
(6) History. Individuals, events, and issues shaped the history of Texas from Reconstruction through the beginning of the 20th century.
(B) 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
(29B) Skills.  Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, and drawing inferences and conclusions
(29C) Skills.  Organize and interpret information from visuals, including graphs, charts, timelines, and maps

Monday 3/17
Learning OBJ: SWBAT analyze economic concepts of the Cattle Industry.
Activity: Stop Draw Summarize
Assessment: Hand Symbols

Tuesday 3/18
Learning OBJ: SWBAT examine the early development of the Cattle Industry and explain how the industry opened for business.
Activity: Notes/Worksheet
ASsessment: Exit Slip Worksheet

Wednesday 3/19
Learning OBJ: SWBAT actively participate in Cattle Industry game.
Activity: Texas Ranch House Game
Assessment: Hand Symbols

Thursday 3/20
Learning OBJ: SWBAT create Cattle Drives Map, and comprehend life of the Cowboys.
Activity: Cattle Drives Map
Assessment: Cattle Drives Map

Friday 3/21
Learning OBJ: SWBAT examine the potential effects of technological innovations.
Activity: Reading Comprehension WS
Assessment: WS

Monday 3/24
Learning OBJ: SWBAT examine the effects that caused the closing of the frontier.
Activity: Windmills, Railroads, Barbed Wire Foldable
Assessment: Foldable

Tuesday 3/25
Learning OBJ: SWBAT be assessed over Curriculum Assessment 18.
Activity: Curriculum Assessment 18
Assessment: Curriculum Assessment 18

Wednesday 3/26
Learning OBJ: SWBAT create frayer models to explain concepts of the agarian industry.
Activity: Frayer Model
Assessment: Frayer Model

Thursday 3/27
Learning OBJ: SWBAT compare/contrast commercial farming and subsistence farming and tenant vs. share farming.
Activity: Venn Diagram Chart
Assessment: Exit Slip

Topic 1: 1900 Galveston Hurricane

Eras:  
(1) History. Traditional historical points of reference in Texas history.
(A) identify the major eras in Texas history, describe their defining characteristics, and explain why historians divide the past into eras, including Age of Oil
(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods
(C) explain the significance of the following date 1901, discovery of oil at Spindletop
(21B) Skills.  Analyze information by sequencing
(21C) Skills.  Organize and interpret information from visuals, including timelines

M0nday 4/7
Target OBJ: SWBAT explain how humans adapt to adverse situations (Galveston Hurricane), and how they prepare for future storms.
Activity: Galveston Hurricane WS
Assessment: Galveston Hurricane P,S,E Chart

Topic 2: Oil Industry
Universal:
Course:
Discovery of Oil in Texas
(12) Economics. Factors that caused Texas to change from an agrarian to an urban society.
(B) trace the development of major industries that contributed to the urbanization of Texas such as oil and gas
(1) History. Traditional historical points of reference in Texas history
(C) explain the significance of the following date: 1901, discovery of oil at Spindletop
(9) Geography. Location and characteristics of places and regions of Texas.
(A) locate places of importance in Texas during the 21st century such as local points of interest
(20) Science, Technology and Society. Impact of scientific discoveries and technological innovation on the political, economic and social development of Texas.
(E) Analyze how scientific discoveries and technological innovations have resulted in interdependence among Texas, the US and the World.
(21C) Skills.  Organize and interpret information from visuals, including graphs, charts, timelines, and maps

Tuesday 4/8
Target OBJ: SWBAT analyze a reading excerpt from the Age of Oil discovery in Texas.
Activity: Oil Excerpt
Assessment:  Reading comprehension, and reading analysis WS

Wednesday 4/9
Target OBJ: SWBAT investigate the development of the Oil Industry and how it lead to the urbanization of Texas.
Activity: Oil Industry WS/PPT
Assessment Oil Industry

Thursday 4/10
Target OBJ: SWBAT examine technology innovations of the Oil Industry (drill bits, and mud) and how they effected the oil industry.
Activity: Video
Assessment: Exit Slip

Friday 4/11
Target OBJ: SWBAT examine the social, political, and economic effects of the Oil Industry.
Activity: S, P, E Chart
Assessment: Hand Symbols

Monday 4/14
Target OBJ: SWBAT review for CA20 (Age of Oil).
Activity: Written Review
Assessment: Written Review

Tuesday 4/15
Target OBJ: SWBAT be assessed via the Galveston Hurricane and Oil Industry via CB 20.
Activity: CB 20
Assessment: CB 20

Topic 3: Progressive Movement

Universal:
Course:
(7) History. Individuals, events, and issues shaped the history of Texas during the 20th and early 21st centuries.
(C) describe and compare the impact of the Progressive and other reform movements in Texas in the 19th and 20th centuries such as the Populists, women’s suffrage, agrarian groups, labor unions, and the evangelical movement of the late 20th century
(6) History. Individuals, events, and issues shaped the history of Texas from Reconstruction through the beginning of the 20th century.
(C) identify significant individuals and issues from Reconstruction through the beginning of the 20th century, including the contributions of James Hogg
(21B) Skills.  Analyze information by comparing and contrasting, summarizing, making generalizations and predictions, and drawing inferences and conclusions
(21D) Skills.  Identify points of view from the historical context surrounding an event and the frame of reference that influenced the participants

Wednesday 4/16
Target OBJ: SWBAT create Frayer models explaining these progressive concepts (Prohibition, Progressive, Suffrage, Agarian).
Activity: Unit 10 Frayer Model
Assessment: Unit 10 Frayer Model

Thursday 4/17
Target OBJ: SWBAT analyze the Progressive Movement and how these events impacted Texas History.
Activity: Reading Analysis
Assessment: Hand Symbols