Brenham ISD Unit Plan
Unit 7: Early Statehood | 7th Grade Texas History | |
What do we want students to know and be able to do? Step 1: Identify the essential standards for the unit. | ||
Essential Standards | Supporting Standards | |
7.1A identify the major eras in Texas history, describe their defining characteristics, and explain the purpose of dividing the past into eras, including Early statehood 7.4C identify individuals, events, and issues during early Texas statehood, including the U.S.‐Mexican War, the Treaty of Guadalupe‐Hidalgo, slavery, and the Compromise of 1850 7.16A identify different points of view of political parties and interest groups on important Texas issues, past and present 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 | 7.4A identify individuals, events, and issues during the administrations of Republic of Texas Presidents Houston, Lamar, and Jones such as the Texas Navy, the Texas Rangers, Jack Coffee Hays, Chief Bowles, William Goyens, Mary Maverick, José Antonio Navarro, the Córdova Rebellion, the Council House Fight, the Santa Fe Expedition, slavery, and the roles of racial and ethnic groups 7.6B identify significant individuals, events, and issues, including the development of the cattle industry from its Spanish beginnings and the cowboy way of life 7.6C identify significant individuals, events, and issues, including the effects of the growth of railroads and the contributions of James Hogg 7.10A identify why immigrant groups came to Texas and where they settled 7.17B identify the contributions of Texas leaders such as Lawrence Sullivan “Sul Ross” … | |
What are the specific learning targets (bite-sized pieces of learning) that lead to students being able to accomplish the unit goals? Step 2: Unwrap the essential standards | ||
Learning Targets (Student Objectives) | ||
What should students know and be able to do? (Information, processes, concepts, main ideas that students must know or understand) (Performance, skills, or actions students must do or demonstrate) | Big Ideas: Students will know and be able to do: identify the major eras in Texas history,
identify individuals,
identify different points of view of
explain the
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What academic language / vocabulary should students acquire and use? (Include the term and definition) | Constitution - plan of government Republic - a state in which supreme power is held by the people and their elected representatives, and which has an elected or nominated president rather than a monarch Legislative branch - makes the laws [the Senate and the House of Representatives Executive branch - enforces the laws [governor, has veto power Judicial branch - interprets the laws[supreme court, court system, fair and impartial] Popular sovereignty - political power belongs to the people who vote Manifest destiny - spread the U.S. all the way to the Pacific Ocean from the Atlantic Ocean, America was destined by God to do so Cotton gin - a machine that sped up cotton production and resulted in people planting more cotton Land Grant System - allowed people to get hundreds of acres of cheap land | |
How will we know if they have learned it? (common summative assessment) Step 3: Discuss evidence of the end in mind - How will you know if students achieved these standards? What type of task could they perform or complete by the end of the unit? With what level of proficiency? With what type of problem or text (stimulus)? Could include exemplars or a rubric. | ||
What was the result of the U.S.-Mexican War as outlined in the Treaty of Guadalupe-Hidalgo? Select TWO correct answers.
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Where in the unit does it make sense to see if our students are learning what we are teaching? What evidence will we collect along the way? (common formative assessment) Step 4: Plan the timing for common formative assessments - As the team designs the plan, include the quality instructional practices that support high levels of student learning. | ||
Sequential Plan for Unit Instruction and Monitoring Learning | ||
Days Into Instruction | Common Formative Assessment (What are the formative checkpoints?) | |
3 | Trouble with Mexico- Boundary Disputes, Annexation of Texas | |
6 | German Immigration into Texas | |