Revision Date June 1, 2016 Department of Curriculum & Academics Pre-AP Seventh Grade Social Studies Unit Pre AP 7-1, Texas Has Distinct Geographic Regions TX 662.051 Women s Independence Day; Commemoration of 9/11: Patriot Day (USC 144), Minute of Silence (TX 25.0821), Texas First Responders Day (TX 662.050) Time Frame 8/23-9/9 Big Ideas Essential Questions Priority Standards X X Texas has several distinct geographic regions. 1. What are the major regions of Texas? 2. How does the geography of Texas affect the people that live there? 3. How do the people of Texas affect the places they live in? TEKS / Student Expectations Verbs Concepts 7.09A Locate the Mountains and Basins, Great Plains, North Central Plains, and Coastal Plains regions and places of importance in Texas during the 19 th, 20 th, and 21 st centuries such as major cities, rivers, natural and historic landmarks, political and cultural regions, and local points of interest 7.09B Compare places and regions of Texas in terms of physical and human characteristics 7.10A Identify ways in which Texans have adapted to and modified the environment and analyze the positive and negative consequences of the modifications 7.11A why immigrant groups came to Texas and where they settled 7.11B how immigration and migration to Texas in the 19 th, 20 th, and 21 st centuries have influenced Texas 7.11D Describe the structure of the population of Texas using demographic concepts such as growth rate and age distribution. 7.11C the effects of the changing population distribution and growth in Texas during the 20th and 21st centuries and the additional need for education, health care, and transportation Locate Compare Identify Describe Page 1 of 5 Mountains and Basins Great Plains North Central Plains Coastal Plains Major cities, rivers, natural and historic landmarks, political and cultural regions and local points of interest. Places and regions in Texas (physical and human characteristics) Ways Texans have adapted to and modified the environment Positive and negative consequences of the modifications Why immigrants came to Texas and where they settled. Immigration influences Texas The structure of the population of Texas: growth rate and age distribution. Effects of changing population. Education Health Care Transportation
Vocabulary Demographic Irrigation immigration Pre AP Instructional Strategies Tier 1 (Classroom Instruction for All Students) What are the regions of Texas and their major landforms? Recreation Relative location Absolute location Primary/secondary source o Four Physical Regions: Coastal Plains, Central Plains, Great Plains, Mountains and Basins o Edwards Plateau o Big Bend o Llano Estacado o East Texas o Piney woods Compare Texas Native characteristics by region Compare the regions of modern Texas with the major jobs that are performed there (i.e. Ranchers in West Texas, cotton farmers in East Texas etc.) Each culture brought unique contributions to language culture, architecture and cuisine o Spanish brought architecture, cattle/ranching industry and language to Texas o American settlers brought ideas about government and slavery to Texas Names of counties and cities Bexar, Zavala, Goliad, Amarillo, San Antonio, etc. o Rivers Rio Grande, Guadalupe, Brazos, Sabine, Nueces, Colorado, Red o Landforms Llano Estacado o Cultural activities Cinco de Mayo What is the structure of the population of Texas? o Rural to urban o Growing populations o Greater diversity o Aging population Spanish Cattle Industry Vaquero (a), Lasso, Lariat, Sombrero, Rancho, Bronco, Rodeo, Mustang, etc. Suggested Activity: (Cross-curricular Science) Step 1: Engage students in a discussion of the different kinds of landscapes and vegetation that they have seen around the state of Texas. How do some parts of Texas look different than other parts? If you were a hunter-gatherer, which area would you choose to live in? Why? Introduce the term "ecoregion," or ecological region, which means the plants and animals of a particular area. Ecological regions are formed by different soil and climate, which in turn allow various plants and animals to live in the area. Step 2: Present the "Ecoregions of Texas Map." Model how to learn about the plants in an ecoregion by using vegetation maps, and pictures of plants from the Internet and other reference materials. Good indexes and searchable databases include Native Trees of Texas, Wildflowers in Bloom, and the Vascular Plant Gallery. Step 3: Ask students to choose one ecoregion to study in more depth with a partner. Using the Internet and other reference materials, student pairs should: a. Color Eco regions of Texas Map and identify colors and/or patterns in the map key. b. Find and label the Gault site (Bell County, TX). c. Find and label 2 major cities in their chosen ecoregion. d. Illustrate and label 3 kinds of vegetation found in their chosen ecoregion. Page 2 of 5
Students will do research and take notes on the different regions/subregions of Texas (Coastal Plains, Mountains and Basins, Great Plains and Central Plains). After completing their research, the students will create a brochure on a selected Texas region/subregion of their own (based on the template for the brochure). Regions of Texas Research My Texas Region Brochure They will then formulate a brochure using Word that explains the region/subregion they created. Brochure will be assessed using the DBQs\Regions of Texas Brochure Rubric.doc TX 662.051 Women s Independence Day Commemoration of 9/11: Patriot Day (USC 144), Minute of Silence (TX 25.0821), Texas First Responders Day (TX 662.050) HB 1501 - commemoration of September 11, 2001 - a minute of silence in each year that date falls on a regular school day Critical Writing Component *CISD Writing Philosophy: Comal ISD believes that writing is a critical skill that must be continuously developed and reinforced through all English Language Arts classes and incorporated into all other content areas. In order for students to be successful writers, they must be provided daily-writing tasks, such as learning journals, reflections, predictions, questions, summaries, and responses to questions and prompts. The Edwards Plateau and the Blackland Prairie are dramatically different regions within the state of Texas. In a short essay, COMPARE how the geography of these two regions has shaped life and industry in the area. In a ONE-PAGE essay, explain why Texas, with its many and varied natural regions, could be considered a small-scale version of the United States Tier 2 (Additional Support) For struggling students use smaller groups to focus on identified gaps in learning. Small group with map, chart and graph practice. Use a variety of strategies to reconstruct maps to reflect topics. Reading strategies to improve understanding of content. Example: Divide the class into teams of three students. Divide a map of your state so that each team can study one section. Tell each team they should choose and track down the source of up to 20 place names. Then, they will create a chart to show their theories or findings. The chart should have two columns: first column should be labeled PLACE NAMES, the second column SOURCE. Under SOURCE, students will classify the name source. Examples of classifications include: o Named after someone o Named after another place o Descriptive Encourage students to research the meanings of non-english place names. Page 3 of 5
Students may be able to use the following resources, as well as local materials, to track down name sources: atlases and gazetteers, to see if names exist elsewhere; a map showing where Native Americans lived in the state, which might give them a clue to Native American names; reference sources for Spanish, French, or Dutch settlements. Tier 3 (Additional Support and Systematic Support) For students that continue to struggle during tier 1 and tier 2, progress monitor small groups of 1-3 students. Tier 3 students often receive additional service from campus support personnel. Assign individuals or small groups a city or town on the Walk Across Texas route. Each individual or group will produce a brochure or booklet advertising the assigned city or town. The brochure should be colorful and creative and include the following information: catchy phrase to convince travelers to visit; absolute and relative location; climate, vegetation, distinct or interesting landforms; demographics population, unemployment rate, other socio-economic statistics or information; a town or area map including major transportation routes, hotels, parks, sites of interest; major business or industrial areas; history of town or city, including founders and reason for settlement; drawings or pictures of town or city; and cultural activities including festivals, art galleries, music halls, libraries, historical societies, American Legion or VFW posts, quilting clubs, etc. Websites for activity: http://www.texasescapes.com/towns/texas_towns_a_to_ Z.htm http://www.traveltex.com http://www.tshaonline.org http://www.lib.utexas.edu/maps/texas. html http://www.tded.state.tx.us/txcity/tx-city.htm http://www.texasalmanac.com http://texas-on-line.com/graphic/history.htm Depth and Complexity for Enrichment Change Over Time Focus on deep, meaningful, and extended discussion. Ask students to analyze and discuss the following: If Texans continue to modify the environment in the same ways and at the same rates as in the past, what future problems do you foresee? How might those problems be addressed or even avoided? As an extension project, students might create presentations on addressing or avoiding a problem they foresee. Sample Assessment Items *The following sample questions are one of many ways to assess the TEKS student expectation. How do the economies of the Rio Grande Valley and Big Bend National Park DIFFER? A The Rio Grande Valley depends on mining; whereas, Big Bend National Park depends on cattle ranching. B The Rio Grande Valley depends on banking; whereas, Big Bend National Park depends on tourism. C The Rio Grande Valley depends on agriculture; whereas, Big Bend National Park depends on tourism. D The Rio Grande Valley depends on technology; whereas, Big Bend National Park depends on manufacturing. WebCCAT Item Bank Resources *The suggested resources are one of many ways to address the TEKS student expectation. www.tpwd.state.tx.us/kids/about_texas/regions/ www.texasbeyondhistory.net Page 4 of 5
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