*****This agenda is subject to Change****
Week of August 24th-August 28th
Texas History – McMorris
Monday Aug 24 –
Staff development
Tuesday Aug 25 –
• Advisory,
• Rules and Regulations,
• Class Expectations,
• Intro Binders/Notebook
• Supply List home for parent signature
Wednesday Aug 26 -
Supply List
• TOC Rules and Guidelines, Questions to Ask yourself, handout DBQ
• Decorate Binders/ Personal Seal
Thursday Aug 27 -
Notebook Supply List
• Expectations
• TOC
• Rules
• Personal Seal/Texas Seal
Friday Aug 28 -
TOC
• Multi-intelligence test
• Personal Seal
• Begin Region Project
Week of August 31st-September 4th
Texas History – McMorris
Monday Aug 31 -
Region Project
• Group set up/research as group/poster individual
Tuesday Sept 1 - Region Project
• Groups share info on specific region
• Individual poster – due end of class
• Map Standards page given
• HWK – Region Map
Wednesday Sept 2 -
Regions Project presentation
• Map Standards/Regions Quiz (verbal)
• Rivers and States
• Rainfall and population (textbook)
• HWK – Lat/Long sheet
Thursday Sept 3 -
Complete Course Organizer
• Unit Organizer - Key Words/Summary
o Irrigation
o Migrate
o Aquifer
o Escarpment
o industry
• Bold Words (preview Vocabulary)
Friday Sept 4 -
Native Texans ppt
• Native Texans vocabulary
o Culture
o Civilization
o Nomad
o Adobe
o Social structure
o Treaty
o Descendant
• Region groups (textbook research in groups) population 61-63, farming
64, climate 47, coastal 52, north central 54, great plains 55, mountains and
basins 56
Week of September 7 - 10
Texas History – McMorris
Monday Sept 7 -
Labor Day – No School
Tuesday Sept 8 - Quiz Regions and Native Texans
• Color and add symbols to Region and Native Texans pages
• I want to be a Native, what group, where would I live?
• HWK – Create Explorer Unit Page
Wednesday Sept 9 -
Explorers
• (give chart of explorers each groups differences)
• Explorers activity
Thursday Sept 10 -
Present
• Notes and discuss motives
• Explorer Timeline
Friday Sept 11 -
Table of Contents to this point:
Page 1 Rules and Guidelines
Page 2 Questions to Ask Yourself
Page 3 How to write a DBQ
Page 4 Geography Unit Page
Page 5 Vocabulary page
Page 6 Pneumonic Device (rstbcnr) and Elevation Map
Page 7 Rivers and States Map
Page 8 Native Texans Group Notes
Page 9 Where I want to be in Texas?
Page 10 Lat/Long Page
September 14 – 18
Essential Questions to go over with your child:
1. How did Native Texans adapt to the environment?
2. How were Native Texans ways similar and different from each other?
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Monday: Stations to complete Native Texans Notes (fill in pg 8,11-14)
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Tuesday: Stations to complete Native Texans Notes (fill in pg 8,11-14)
Homework: Students decide on 3 areas to compare and 2 tribes to fill
organizer. Pg 15 Notebook
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Wednesday: Warm up: read interact with history pg 98 and answer. pg 89-92,
draw chart pg 92 on notebook paper and complete. Check and voc. read pg
98-100, 102-104, fill in chart on Narvaez. HW: Complete chart
_________________________________________________________________________
Thursday: Spanish Explorers
Define expedition and colony.Go over explorers Chart
Create explorer pages for Pineda, Naveraz, Caveza De Vaca, Coronado and De
Soto. Complete reading pp. 103-107 and add to chart to La Salle.
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Friday: La Salle
Look at the map on pages 104 and 108. Answer the questions p. 108.
Students use Explorer Charts to answer questions on Chart Check.
Trade Chart Check and Explorer Chart to check – Explorer Chart for completion,
Chart Check for correct answers –
Discuss pp. 109-112 with students taking notes on French exploration from
overhead to complete filling in La Salle on Explorer Chart, vocabulary “friar”
and “missionary”
Review. Define descendent, treaty, and nomad
Work on test review in groups and check together for correct answers to study.
Workbook p. 8
Homework: Study for Ch. 4 & 5 test (notes, workbook p. 8, and review)
September 21 -25
EQ - What happened to the Native American population after the arrival
of the Europeans?
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Monday: Chapter 4 and 5 Test. Read Ch.6-1, pp. 118-124 and complete Guided
Reading.
Read Texas Tidbits, p. 121, and caption to picture below. Answer the question.
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Tuesday: Comparing Spain and France – Colonization (Ch. 6, Sec. 1 & 2)
Warm Up: Check – Guided Reading over pp.118-124. In groups.
Go over Ch. 4 & 5 Test together.
Use bottom of p. 16 to create Venn diagram together comparing colonization
efforts.
Read pp. 126-129 and complete Organizing Information Cause and Effect
organizer, p. 129, and questions 1 & 3 (in complete sentences).
_________________________________________________________________________
Wednesday: Look at the map on p. 127. Read the caption and answer the
question.
Discuss highlights of Ch. 6, Sec. 3 especially pp. 133-135 using transparency
of notes.
Read Visual Summary together, p. 138. Read Activity – Culture, p. 129 and
list 10 things you would take with you. Discuss Life in Texas by reading pp.
142 – top of 143(“Four Types…”) to intro.
Using workbook p. 11 as guide, assign groups to find info for each area:
Mission,
Presidio, Town, and Ranch (under type of settlement add “problems”). Assign 2
groups
to each type – one to write important facts to fill in chart, the other to
provide info through
illustrations – all on butcher paper. Info on pp. 143-154 – Gallery
presentation tomorrow.
_________________________________________________________________________
Thursday: Gallery Walk to Collect info on “Notes on Life” chart on page 17 in
spiral. Students assume role of missionary, soldier, townsperson, or vaquero.
Use “Notes” sheet as prewrite for letter. Write a 1 page letter to a friend or
family member
describing life in Spanish Texas. Include details and specific activities in
daily life.
Work on Test Review and check together.
Review checklist, students should have all documents from checklist to study
Homework: Study for Ch. 6 & 7 Test.
_________________________________________________________________________
Friday: Chapter 6 and 7 Test
Week of 9/28 – 10/2
Due to the amount of students out with illness and other absences, I have
modified and pushed back testing to this Wednesday. Students do not stress
over testing, get well. I can’t wait to have you back in my class.
E.Q. – How does the Spanish influence in Texas live on today?
What were Stephen F. Austin’s contributions to the colonization of Texas?
TEKS- 7,1A,C 7.2B,C
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Mon. 9/28
Warm Up: Look at the map on p. 127. Read the caption and answer the question.
Warm Up: Read Activity – Culture, p. 129 and list 10 things you would take
with you.
Check homework Org. & questions for completion and briefly discuss.
Discuss Failure of Spanish missions
Discuss highlights of Ch. 6, Sec. 3 especially pp. 133-135 using transparency
of notes.
Read Visual Summary together, p. 138
Discuss Life in Texas by reading pp. 142 – top of 143(“Four Types…”) to intro.
Using workbook p. 11 as guide, assign groups to find info for each area:
Mission,
Presidio, Town, and Ranch (under type of settlement add “problems”). Assign 2
groups
to each type – one to write important facts to fill in chart, the other to
provide info through
illustrations – all on butcher paper. Info on pp. 143-154 – Gallery
presentation tomorrow.
_____________________________________________________________
Tues. 9/29
Warm Up: Read Texas Tidbits, p. 145. How did cotton first come to Texas?
Hang student posters and use gallery format for class to view and read info.
Use transparency to compare to butcher paper info, and for students to fill in
workbook p.11.
Together answer questions at the bottom of workbook p. 11
Read Lone Star Legends, p. 152, and explain how Padre Island got its name.
Students assume role of missionary, soldier, townsperson, or vaquero. Use both
textbooks and frame from yesterday as references to complete “Notes on Life”
sheet.
Use “Notes” sheet as pre-write for letter. Write a 1 page letter to a friend
or family member
describing life in Spanish Texas. Include details and specific activities in
daily life.
Homework: Work on letter and staple “Notes” pre-write to the back (Notes 25%
of grade). Study for Chapter 6 and 7 Test, Complete Test Review
___________________________________________________________
Weds. 09/30
Test over Ch. 6 and 7
Take test over Ch. 6 and 7.
Homework: Finish Letter
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Thursday 10/01 Intro Ch. 8
Warm Up: Why would Americans want to leave their homes to move west to the
unsettled land of Texas?
Read Interact with History, p. 155, and answer question.
Share letters with table. Each table decide on one letter to share with class.
Take up and grade for completion with letter 75% and note sheet prewrite 25%.
pp. 155-159. p. 160.
Discuss pp. 168-169.complete word map with highlighted words from these pages.
Read pp. 170-172 together.
Go over Ch. 6 & 7 test with students, students will correct test using
textbook and proving their answers.
Homework: Use Word Map to complete 5 highlighted vocabulary terms on pp. 170-
172.
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Friday 10/02 Review for Ch. 8-1 Quiz / Adams-Onis Treaty
Warm Up: Read “In This Land of Ours,” p. 171. Why is the Adams-Onis Treaty
important to Texas today?
Check HW – Word Maps for terms, pp. 170-172 – Students illustrate at the
board, and
class guesses which word, then just check for completion.
Students fill in notes over Ch. 8-1, and check together
Read Adams-Onis Treaty sheet, highlighting important info.
Read Stephen F. Austin, p. 179, and write 5 facts you didn’t already know.
Homework: Ch. 8 Voc. Crossword – Study crossword and notes for quiz
Week of Oct 5th-9th
E.Q. – What were Stephen F. Austin’s contributions to the colonization of
Texas?
How did colonial Texans adapt to their environment?
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Monday. 10/05
Warm Up: Why would Americans want to leave their homes to move west to the
unsettled land of Texas?
Discuss pp. 168-169.complete word map with highlighted words from these pages.
Read pp. 170-172 together.
Go over Ch. 6 & 7 test with students, students will correct test using
textbook and proving their
answers.
Binder setup
Homework: Use Word Map to complete 5 highlighted vocabulary terms on pp. 170-
172.
____________________________________________________________
Tuesday 10/6
Warm Up: Read “In This Land of Ours,” p. 171. Why is the Adams-Onis Treaty
important
to Texas today?
Check HW – Word Maps for terms, pp. 170-172 – Students illustrate at the
board, and
class guesses which word, then just check for completion.
Students fill in notes over Ch. 8-1, and check together
Read Adams-Onis Treaty sheet, highlighting important info.
____________________________________________________________
Weds. 10/07
Warm Up: How did Philip Nolan die? 5 minutes
Watch vol 1 and answer questions 18 minutes. Discuss the fist video 5 min
Watch vol 2. And answer questions 18 min. Discuss the 2nd video 5 min
Read Stephen F. Austin, p. 179, and write 5 facts you didn’t already know.
Materials: copies of Ch. 8 Test Review and transparency of key
Warm Up: Read Texas Tidbits, p. 180. What is the term Anglo American used to
describe?
What town was the center of activity for Austin’s colony? Where was it
located?
Evaluate Ch. 8 Voc. / Stephen F. Austin
read pp. 174-178 silently
5 facts about SFA.
Read and discuss pp. 174-178 together (and maps p. 177).
Play To Tell the Truth (SFA) game.
Homework: Students work independently on Journey to Texas, making a list of
things they could
leave behind. Complete list of items to leave behind.
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Thurs. 10/8 Evaluate Ch. 8 – Anglo American Colonization
Homework: Study review for Ch. 8 Test. Test tutorials Thurs. 3:45-4:30.
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Friday 10/9 Chapter 8 Test
Homework: Read pp. 190-193, take 10 notes on reading.
Warm Up: What things were Austin’s colonists required to do? (p. 175)
Explain requirements for Austin’s colony ad – poster, newspaper ad or article
– using ad
instruction/grading sheet.
Warm Up: What type of people was Austin looking for to settle his colony? Why?
Give each group 1-2 applications to Austin’s colony.
Students read applications and complete evaluation form.
Groups share letters with class, and take vote on acceptance to colony.
Homework:
Students create a rough draft on notebook paper first, then final product on
manila paper or on
computer.
Students will analyze and summarize text and needs of colony.
Grade on ad will depend on the development of the following criteria
Land policy understanding
Requirements of colonists
Description of land
Cost
Use of persuasive text
Week, Oct.19-Oct 23, 2008
7.1C 7.2D,E, 7.3AB
E. Q. – 1. What were the rights and the liberties guaranteed in the Mexican
Constitution of 1824?
How does the struggle for power and/or freedom from oppression result in
conflict?
Cause of SFA imprisonment and its effects 1836?
What actions by Santa Anna characterized him as a dictator tyrant?
Mon. 10/20 Ch. 9, Sec. 2 and Review of Law of Apr. 6,
Chapter 9.1 Quiz
Video – Stephen F. Austin, Filibusters, Empresarios,
Check vocabulary homework
Notes Sheet fill in first page.
Students read pp. 196-top of 199 filling in notes (front half) – or complete
together.
Homework: None
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Tues. 10/21
Enrichment Day for Language Arts Students watch the Outsiders
Weds. 10/22 Turtle Bayou, Conventions, and Austin’s Arrest
Warm Up: Read the box at the bottom of p. 199, and answer the question.
Finish first page of fill in notes.
Complete p. 2 of fill in notes over pages 199-202. (Check together if students
do indep.)
Review Turtle Bayou and Conventions by discussing Transparency 17 (also
textbook
p.200) focusing on commonalities, differences, and the purpose of the chart.
Homework: Students add to their Road to Revolution Unit Page
______________________________________________________________
Thurs. 10/23 Results of Santa Anna coming into power (Ch. 9, Sec. 3)
Warm Up: Read the caption under the picture on p. 204, and answer the
question.
Also tell why “Three-Legged Willie” is important to us today.
Check vocabulary homework, p. 202.
Read pp. 203-top of 206 together discussing War and Peace parties.
Discuss pp. 206-208 using transparency with students copying underlined parts.
Pass out copies of notes to begin studying for test.
Homework: Study
Tutorials will be Friday morning at 7:50am please send note if your child will
attend.
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Fri. 10/24 Evaluate Ch. 9
Warm Up: Why did most Texans support the Mexican Constitution of 1824? Define
grievance.
McMorris 7 th Grade Texas History 2nd 6 Weeks
Week , Oct 26th -Oct 30th 7.1C 7.2D,E, 7.3AB
EQs –
What impact did the stand at the Alamo have on the Texas Revolution?
Why was the strategic important of San Antonio de Bexar?
Why are people seeking freedom willing to die for it?
Mon. 10/26/09
Go over chapter 9 test, students complete test if they have not done so.
In spiral students complete Unit page for chapter 10 Texas Revolution (on page
45).
In spiral students complete vocabulary page for chapter 10 Texas Revolution
(on page 46).
Tues. 10/27/09
Warm Up: on page 44 in spiral students will answer the following questions in
complete sentences.
1. What were the rights and the liberties guaranteed in the Mexican
Constitution of 1824?
2. How does the struggle for power and/or freedom from oppression result
in
conflict?
3. Cause of SFA imprisonment and its effects 1836?
4. What actions by Santa Anna characterized him as a dictator tyrant?
5. Why did Stephen F. Austin Travel to Mexico in 1833?
6. What were the political conditions in Mexico City when Austin arrived
there?
7. How did Austin feel about the relationship between the Mexican
government
and Texas settlers while he was under arrest?
Re-teach Chapter 9
Students read pages 190-196 students read pages 196-199
Go over Vocabulary
Students read pages 200-208
Read the caption under the picture on p. 204, and answer the question.
Wed. 10/28/09
Evaluate Ch. 9
Thurs. 10/29/09
Begin chapter 10 Texas Revolution reading
Read pp. 214-219 and complete 3 voc. terms, p. 219 on back of Battle sheet
Battles of Goliad and San Jacinto.
Warm Up: -
What impact did the stand at the Alamo have on the Texas Revolution?
Why was the strategic important of San Antonio de Bexar?
Why are people seeking freedom willing to die for it?
Homework: Complete Alamo Battle Sheet 27
Fri. 10/30/09
College Field Trip
McMorris 7 th Grade Texas History
2nd 6 Weeks Week , Nov 03- Nov 12 ., 2009
7.1C 7.2D,E, 7.3AB
E. Q. – 1. Summarize the Texas Declaration of Independence
What contribution did Tejanos have in Texas Independence?
What factors contributed to the Texan victory at San Jacinto?
Mon. 11/02/09 Convention of 1836
Warm Up: Where were Fannin and his men defeated? Then what happened?
Texas Revolution Notes
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Tues. 11/03/09 Texas Revolution Newscast Project
Warm Up:
What was the first battle of the Texas Revolution, and when did it occur?
What treaty guaranteed Texas independence at the end of the Revolution, and
when was it signed?
Introduce Revolution Project using directions sheet. Groups decide on events,
and who’s doing which
event. Begin on rough draft.
Revolution Project due Tuesday at beginning of period (test grade).
Homework: Rough draft due tomorrow
_____________________________________________________________
Wed 11/04/09 Revolution Progression Chart Workday
Check for completion of rough drafts, and go over rubric.
Students complete research in Ms. Colliers’ room.
_____________________________________________________________
Thurs. 11/05/09 Complete Research on Revolution Project
Work on project.
_____________________________________________________________
Fri. 11/06/09 Review events of Texas Revolution
Warm Up: List 5 grievances against Mexico that were listed in the Texas
Declaration of
Independence (on p. 230, paragraph 3).
Homework: Work on Texas Revolution Project
McMorris 7 th Grade Texas History
3rd 6 Weeks Nov 08- Nov 13, 2009
7.1C 7.2D, E, 7.3AB
E. Q. – 1. Summarize the Texas Declaration of Independence
What contribution did Tejanos have in Texas Independence?
What factors contributed to the Texan victory at San Jacinto?
Mon. 11/09/09 Texas Revolution Newscast Research Day
_____________________________________________________________
Tues. 11/10/09 Texas Revolution Newscast Project
Set Design and Rehearsal due today
_____________________________________________________________
Wed 11/11/09 Texas Revolution Newscast Due
Final Rehearsal and Video today
_____________________________________________________________
Thurs. 11/12/09 Elect for the Republic of Texas campaign and research
_____________________________________________________________
Fri. 11/13/09 Final Ballot for the Republic of Texas the Vote
7th Grade Texas History 3rd 6 weeks
Nov. 16 – 20
TEKS 7.21, 7.19, 7.4, 7.9ab
How did the different leadership styles affect the success of the Republic of
Texas?
What impact does world recognition have on a new country?
________________________________________________________
Monday: Closing Texas Revolution
Students complete video of Texas Revolution Newscast
________________________________________________________
Tuesday: Problems of Republic and Houston’s Presidency
Last group presents Newscast. Students start chapter 11 which focuses on
Texas Republic.
Pop Quiz on Texas Revolution
Page 56 in spiral = Unit Page the Republic of Texas
Page 57 in spiral = Vocabulary Page. Word, def, pic.
Page 58 in spiral = Poster of Problems for Houston
Page 59 in spiral = Summary for Sec. 1
Any work not completed in Class will be homework.
________________________________________________________
Wednesday: Problems of Republic and Lamar’s Presidency
Review Page 57 in spiral = Vocabulary Page. Word, def, pic.
Review Page 58 in spiral = Poster of Problems for Houston
Page 59 in spiral = Unit Page the Republic of Texas
Page 60 in spiral = Poster of Problems for Lamar
Page 61 in spiral = Summary for Sec. 2
Page 62 in spiral = Comparison Chart Houston vs. Lamar “The Issues”
________________________________________________________
Thursday: Houston Round Two
Page 63 in Spiral = students work in groups to list the problems with Houston
2nd term.
Page 64 in Spiral = Summerize it.
Test Review
Tutorial Friday Morning only for test.
_________________________________________________________
Friday: Test on Texas Republic chapter 11.
7th Grade Texas History 3rd 6 weeks
Nov. 23-24
TEKS 7.21, 7.19, 7.4, 7.9ab
How did the different leadership styles affect the success of the Republic of
Texas?
What impact does world recognition have on a new country?
________________________________________________________
Monday: Students Begin their Texas Republic test using test strategies
________________________________________________________
Tuesday: Students Complete their Texas Republic Test using Test Strategies
________________________________________________________
7th Grade Texas History 3rd 6 weeks
Nov. 30- Dec. 4th
TEKS 7.21, 7.19, 7.4, 7.9ab
Questions to consider:
1. What was significant about the dates 1836 and 1845?
2. What were some of the problems faced by the new Republic of Texas?
3. What role did Sam Houston, Anson Jones, and Mirabeau Lamar play in
establishing Texas as a republic?
4. What were the arguments for and against annexation of Texas?
5. Why did the Mexican War start, and what was the outcome?
6. Why did Texas decide to become a state and what events led to
statehood?
7. How was the Texas Constituion influenced by the U.S. Constitution?
Monday: Students review PPT notes on Republic and annexation of Texas
Tuesday: Students review ppt notes on Lamar and Houston
Read pages 264-267, complete unit page in spiral on page 66 including eqs,
complete terms and names from page 267 on spiral page 67, complete test
review, complete ppt notes on page 68 in spiral dealing with war with mexico.
Wednesday: students complete Texas republic and Statehood test.
Thursday: students beging the 7 principles of Government
Friday: students begin booklet project on 7 principles of government.
7th Grade Texas History
Dec 7th-11th
TEKS 7.4,7.9,7.21
EQS:
1. Compare the Texas Constitution with the US Constitution.
2. What are the 3 branches of government and their function?
3. Why are the Bill of Rights so important?
Monday: Students complete Terms and Names page in their Spiral
Once students have completed assignment, they should begin a new Unit Page in
Spiral titled: Our Government and its Importance. I will check that this has
been accomplished on Wednesday.
If they finish this as well, students may work on their Bill of Rights project
which is due Friday for a test grade.
Students may also work on a Bonus project Due Wednesday for 10 points on their
semester exam. Using their previous tests, make a trivia game. Must have
question and answer, points assigned, what test information was taken from,
and use complete sentences. Student must have at least 3 questions from each
of our previous tests from the beginning of the year. (We started on chapter
3)
Don't forget to skip lines in-between questions.
Tuesday: Bob Bullock Museum Trip
Wednesday: Semester Review, Bonus due, unit pages due.
Thursday: Begin Benchmark, Texas Quiz Bowl from 3:30 to 5.
Friday: Complete Benchmark. Turn in Bill of Rights project.
7th Grade Texas History
Dec 14-18, Last week before winter break
Monday: Students share Bill of Rights booklet, complete notes on Government
Tuesday: More notes on creation of a law, add vocabulary. Government
Quiz/Test.
Wednesday: Semester Review From the Beginning.
Thursday: Semester Exam
Friday: Semester Exam
Table of Contents for Spirals - This is what you should have walking into
class on
Tuesday Jan. 5th,2010
pg 63 problems with Houston's 2nd Term
pg64 Summarize it. Summary of Chapter 11
pg 65 Review for Republic Test
pg 66 Texas a New State Unit page
pg 67 Terms and Names
pg 68 War with Mexico Notes
pg 69 7 principles of the Constitution
pg 70-81 notes for benchmark and semester exam
Happy New Year :) It's 2010!!!!!
Jan. 5th – 8th, 2010 Texas History Mrs. McMorris’ Class
TEKS 7.1A,C, 7.5A,B, 7.21B
E. Q.:
1. What was life like in the new state of Texas?
2. How did immigrants from other countries change the population and
culture of Texas?
3. What were the “Wedges of Separation” that divided Texas and U.S.?
Tuesday: Mid Term Review/discuss report cards/Re-cap Constitution and
beginnings of the State of
Texas
Ch. 12 Review
Warm Up: (will be completed on your unit page for the chapter Unit page pg
82 in spiral)
1. The land Mexico gave up to the United States in the Treaty of
Guadalupe Hidalgo was called the
_________ and cost the U.S. _________.
2. What is manifest destiny, and why did it cause a problem between
Texas And Mexico?
Pop quiz Constitution and Bill of Rights 10 questions
Quickly go over tests and scores, talk about report cards- missing
assignments and how this has
effected grades.
• Questions p. 275 and 2 vocab. Words review orally.
• Intro Section 3 by reading Why it Matters Now and Main Idea. Then
read section together, pp.
277-280.
• Discuss the chart p. 278 and significance of California and other
territories joining the U.S. as
well as the Fugitive Slave Law.
• Create web p. 280 together using transparency. (on board, students
may take notes.)
• Study the Political Map, p. 281 and answer questions. Review orally.
_______________________________________________________
Wednesday:
Warm Up:
1. Look at the map p. 283. Answer the 3 questions in short answers.
• Create a Unit Page for Chapter 13 in spiral. Page 82 in spiral (
Warm up questions are
completed on this page. )
• Create a Vocab page for 5 highlighted words in Ch. 13. Pg 83 in
spiral
• Intro Ch. 13 by quickly reading Main Idea, and Changes in Texas, p.
286, and Main Idea and A
Changing Population, p. 290.
• Read Section 1 together, student complete ½ page summary on section
in spiral. pg 84 in spiral
Homework: Read Section 2 and complete ½ summary of section in spiral. pg 85
in spiral
_____________________________________________________________
Thursday: Life in Texas – Ch. 13 – Concept Mapping
Warm Up: None
Materials: butcher paper, markers, text p. 286 - p. 290
• Introduce project, list requirements and due date. Project notes on
pg 86 in spiral
• Assign groups of about 3 to 4 students to do concept mapping
(illustrations) for each red
subheading in Ch. 13, sections 1 & 2 (9 sections – combine Education with
Social and Cultural Life).
• Time limit – Butcher paper posters must be completed tomorrow.
• Requirements:
o Title
o Concept map on poster
o At least one to two sentence caption under each picture (complete
sentence describing scene)
o Picture in color, neat, and a true representation of life.
o Names of each participant.
o 9 groups total
_____________________________________________________________
Friday: Life in Texas – Ch. 13 – Concept Mapping
Materials: butcher paper, markers, text p. 286 - p. 290
Warm Up: None
• Students complete Poster project today
• Time limit – Butcher paper posters must be completed by end of this
class.
• Requirements:
o Title
o Concept map on poster
o At least one to two sentence caption under each picture (complete
sentence describing scene)
o Picture in color, neat, and a true representation of life.
o Names of each participant.
o 9 groups total
_____________________________________________________________
Jan. 11th - 15th Texas History Mrs. McMorris
7.1 C, 7.5 ABCD
E. Q. – 1.What were the issues that pushed Texas to secession?
What ways did Texas contribute to the war effort?
How did the war affect ever day lives in Texas?
What social, economic, and political effects did Reconstruction have in
Texas?
Monday: Butcher paper presentations – Ch. 13
Warm Up:
2. Study the graph on p. 287, and answer the question. How does this
compare with size and
growth of the cities today?
Materials: Copies of In depth p. 12 and 13 organizers in new format and
transparency of notes
• Students create the formatted organizers from pg 12 and 13 on pg 87
in spiral.
Groups present Concept Maps to class with class taking notes on Organizers 12
and 13.
Homework: Read Ch. 13, sec. 3, p. 295-298, and complete questions and any
section of the
organizers that are not filled in.
_____________________________________________________________
Tuesday: Differing points of view regarding slavery – Ch. 13, Sec. 3
Warm Up:
3. Why did Hardin Runnels lose the governor’s election in 1859? Who won?
Materials: transparencies of organizers and workbook p. 23
• Discuss info on organizers 12 & 13, taking completion grade, and
students adding to notes.
• Review Sec. 3 by completing workbook p. 23 together.
• Answer questions 1-3, p. 298 (complete sentences). on unit page in
spiral
• Tomorrow is a Open note quiz over Ch. 13 – have all work, vocabulary,
and notes in class
tomorrow.
_____________________________________________________________
Wednesday: Evaluate Ch. 13 / Primary Sources
Warm Up:
1. What political party generally supported farmers and laborers? On
Unit page, page 88 in spiral.
Materials: copies of Ch. 13 quiz, student workbooks, p. 22
• Check questions, p. 298 and vocabulary.
• Students take Ch. 13 quiz using own work and notes (no books).
• Read workbook page 22 and complete questions.
• Create unit page for chapter 14 on page 88 in spiral
Homework: Workbook p. 22
_____________________________________________________________
Thursday: Ch. 14 Civil War
Warm Up:
2. What were the issues that pushed Texas to secession?
Materials: p.25 and p.31 worksheets, book
• Review Quiz
• Go Over vocabulary homework
• Go over p.25 together as a class.
Homework: Students will work on worksheet p.31
_____________________________________________________________
Friday: Ch.14 section 2
Warm Up:
3. What ways did Texas contribute to the war effort?
4. How did the war affect ever day lives in Texas? Define ordinance
5. What social, economic, and political effects did Reconstruction have
in Texas?
6. What were the causes of the Civil War? Define Tariff?
• Students complete a vocab page for chapter 14, on page 89 in spiral
• Students complete unit page with answers for all warm up questions
• Reading aloud Sections 1 and 2 in class today
____________________________________________________________
Jan. 18th -22nd Texas History Mrs. McMorris
Monday: Holiday
_____________________________________________________________
Tuesday: Ch. 15 section1 and 2
Warm Up: Pick 5 grading for pages 80 to 89
Materials: student notebooks, book, information on the two policies
• Students begin unit page for chapter 15 on page 90 in spiral.
• Students create vocab page for chapter 15 on page 91 in spiral
• Students take notes over the two plans for reconstruction of South on
page 92 in spiral
_____________________________________________________________
Wednesday: Ch. 15 Reconstruction
Warm Up: Compare the two reconstruction plans we discussed yesterday.
Materials: Venn Diagram Transparency
• Venn diagram pg 93 in spiral
• Test Review Civil War and Reconstruction
Homework: Study
_____________________________________________________________
Thursday: Civil War/Reconstruction Test
Warm Up: Study for 10 minutes, time starts at bell. If you are tardy you
have no in class study time
• Civil War and Reconstruction Test
_____________________________________________________________
Friday: Westward Expansion- Native Texans
Warm Up:
1. Read pages 345 to 351, you will have the first 15 minutes to Read
and Make a Graphic
organizer for the Native Texans on page 95 in Spiral.
• Create a unit page for chapter on page 94 in spiral don’t forget
warm up questions will go on
this page as well but not the organizers.
• Students will read about Buffalo Soldiers and Civil Rights
• Students will create a graphic organizer for the Buffalo Soldier on
page 96 in spiral. Can be a
web, a stick figure, etc… must have at least 5 facts and must have a
connection to today, what
effects did they have…This is a test grade…. You are expected to take your
time, include as much
detail as possible, this will be used as a source in a writing assignment, so
include as much book
detail as possible.
• Requirements:
• Neat
• Minimum 5 facts
• Colorful
• Complete sentences
• Gives reader information they might not know
Jan. 25th – 29th Texas History Mrs. McMorris
TEKS 7.6A
E.Q. – What was the effect of Westward Expansion on Native Americans? Buffalo
Soldiers?
Monday: Buffalo Soldiers
Warm Up:
Why do some people distrust the government?
Why do people join the military?
• Finish Graphic organizer ( this will be used during your DBQ writing
assignment include as
much detail as possible)
________________________________________________
Tuesday: Review Test, unit page, and Buffalo Soldier graphic
________________________________________________
Wednesday: Intro Buffalo Solider poem, rap, skit
________________________________________________
Thursday: Buffalo Soldier project given
Warm Up:
Why do people keep journals and diaries?
• Create poem, rap or skit on Buffalo Soldiers Assignment
Bob Marley Song
Buffalo Soldiers Reading
Buffalo Soldier Video
Graphic Organizer
________________________________________________
Friday: Complete Buffalo Soldier project due at end of class
Page 97-98 in spiral label Buffalo Soldier Project Notes Page, include 15
facts from video, then 10
facts/notes from stations, students should have their choice of project
listed on this page as well.
This page along with Project will be due on Monday, and will be performed on
Tuesday.
________________________________________________________
7 th Grade Texas History 4th 6 Weeks
McMorris Duncan Week 4 Feb. 1, 2010
This six-day unit introduces students to the DBQ, or Document-Based Question,
often stressed
highly on standardized tests. Students learn the importance of primary
sources, where to find them,
access web resources for information, and learn the basics of writing a
social studies essay
response.
Objectives:
Students will:
1. Recognize primary source documents
2. Analyze primary source documents.
3. Be familiar with the term, "DBQ."
4. Understand the writing process.
5. Know and be able to write the different parts of an essay.
Monday - Day One:
Students complete Buffalo Soldier project due today, and will perform on
Tuesday.
Student also complete Re-takes of Last Weeks test if they scored below 80.
Title: On page 100 in spiral Title - What is a Primary Source Document and
how do we analyze them?
Instructional Objective : The students will learn how to recognize
different types of primary source
documents and how to analyze them by taking a guided tour of some interesting
documents and
creating a "How to" list to use for the rest of the year.
Standards:
Read and comprehend informational materials.
Demonstrate
familiarity with a variety of
public documents. Demonstrate familiarity with a variety of functional
documents.
Participate in-group meetings. Respond to non-fiction using interpretive and
critical processes.
Do Now : Copy the definition of a primary Source document.
Primary Source- A primary source is firsthand testimony or direct evidence
concerning a topic under
investigation. A primary source gives the words of the witnesses or the
first recorders of an event.
Primary sources include letters, diaries, speeches, maps, pictures, artwork,
posters, manuscripts,
artifacts, and music.
Which one of these is not a primary Source and why?
List on Board:
1.A book written by my friend last year about the Civil War.
2. A photograph of soldiers taken in 1945 during World War II
3. A picture of an artifact found in Ancient Egypt.
4. A copy of the Constitution.
5. A map of the English Colonies drawn by a student.
6. A diary page of a girl during the depression.
Mini Lesson: What is a primary source?
Review the Do Now and explain why each example is what it is and make sure
the students
understand that a copy of a document such as the Constitution is still a
primary source even though
it is a copy.
Have the students recall the list of the types of primary sources and write
the list on chart paper to
display in the classroom.
Now go into a discussion on why primary sources would be beneficial for us in
the classroom. Lead
the discussion into asking them to think about how as students they should go
about analyzing a
document.
Work Period : How do we analyze a document?
In groups of four or five ask the students to discuss what steps they think
they should follow when
looking at a document and trying to learn something from it. Have them work
together to create a
list.
Share Out/Conclusion: Have one person from each group read their list to
the class. Write their
steps on the board putting a check next to any repeats. From the class list
choose or condense
them into a complete "How to Analyze a Primary Source Document" list.
Transfer the finished
product on to Chart paper and display it in the room. Have the students
copy it into their
notebooks.
Homework: Think about the content that we will cover this year in Social
Studies. Make a list of
some primary sources that you think we should look at during the year to help
us to learn the
curriculum in a more in depth way.
____________________________________________________________
Tuesday -Day Two:
Students perform Buffalo Soldier Project
Title: Page 101 in spiral title - How to, to DBQ,
Let's Put Our Newly Learned Skills to Work!
Instructional Objective: We will practice our analyzing skills by looking
at a series of documents
during a web quest and applying our "how to" list. We will write our
responses in our notebooks.
Standards:
Read and comprehend informational materials. Demonstrate
familiarity with a variety of
public documents. Demonstrate familiarity with a variety of functional
documents. Participate in-
group meetings. (Choice 2 only)
Respond to non-fiction using interpretive and
critical processes.
Do Now: Take out homework and discuss your thoughts within your group. Pick
three that your
group is most interested in. (Give each group time to share out)
Explain to the students that they should have their "how to" lists open
during the entire class.
Mini Lesson: Choose one interesting document, it can be from any time period.
Your goal is to make
it interesting enough to motivate them to want to see more documents and
explore them.
Guided Practice: Put the document on the overhead or use a projector to allow
them to view one
from the Internet and guide the students through the how to list. Point out
any things that they
should pay close attention to or learn from. Prompt their discussion with
questions like why is that
like that or why did they do that. Stress the significance of the document
and the things learned
from it.
Work Period: This is where the students will perform their web quests.
Assemble them into groups
of three or four. Each group will need a computer with Internet access.
Give them the attached list
of various sites where they can access primary source documents. They
should choose when and
use their "How To" list to analyze it. They should be writing their
responses in their notebooks.
Share out/Conclusion:
Have each group report their findings to the rest of the class.
Homework: Ask the students to find one of their own documents and use the how
to list to analyze it
in their notebooks. Tell them to use their textbooks or the Internet.
____________________________________________________________
Wednesday - Day Three:
Title: Page 102 in spiral title - What is a DBQ and how do I start it?
Instructional Objective: The students will become familiar with the term DBQ
and begin the writing
process by learning the parts of an introduction and practicing how to write
topic sentences.
Standards:
Produce a response to literature.
Demonstrate an understanding of
the rules of the English
Language in written and oral work. Analyze and subsequently revise work to
improve its clarity and
effectiveness.
Do Now: Copy the following:
An Introduction is the first paragraph of an essay. It is similar to a
first impression. The first
sentence is called the catch or the hook sentence because you have to catch
your readers' attention.
Think about how you choose a book, by reading the title or the first line.
You want to leave a sense
of mystery so the reader will want to read on. So ask a question (Can you
imagine what it would be
like to travel on a boat for three months straight wearing the same clothes)
or give a startling fact
(3,360 people dead another 5,000 wounded. Was it worth it?) Then you
have to state your thesis
or your purpose for writing. You can use the historical setting or you can
take a little information
from each task you have to answer.
Introduction checklist:
-Catch sentence (make it exciting and mysterious)
-State your topic
Mini Lesson: Start out by explaining what a document based question is and
talk about the eighth
grade state exam. Give them a brief synopsis of the parts of a DBQ and what
they are required to do
in answering it. Explain the five paragraph essay model and tell them that
we will work on each part
separately first and then put it all together. Distribute the DBQ rubric
(this can be obtained from the
following website:
http://www.teachingamericanhistory.us/resources/assessments/documents_8/ms_dbq
_rubric.pdf )
today we will begin with the introduction. Discuss the notes copied in the
do now and thoroughly
explain each part. Stress the importance of the catch sentence.
Work Period: Write topics on chart paper. Begin with very exciting and
very familiar things. For
example: The talent show, Christmas, The school trip. Then gradually make
them a little less
exciting and more content geared. The nomads, exploring the US. Finally give
them the topic of the
DBQ that you will begin working on. (Use something that you taught in the
recent past it is easier
when they have background knowledge.) Ask the students to pretend they were
writing essays on
these topics and write a catch sentence for each one. After they finish
allow them time to share with
their group.
Medial Summary: Stop them and allow them to share out. Call on a few kids
to share their
sentences for each topic. Point out strong answers and make suggestions to
improve the others.
Remind the students that the next step is state your topic and ask them to
choose two of the catch
sentences they just wrote, one easy one and one to do with social studies,
and finish the introduction
for them.
Conclusion: Finish up by calling on random students to share their finished
products. Again make
comments and suggestions.
Homework: Distribute the DBQ of choice. Ask the children to look at the
documents and answer
the question under each document. Then tell them to read the historical
setting and the tasks and
write an introduction. Direct them to this website for rubric support:
http://www.teachingamericanhistory.us/resources/assessments/documents_8/ms_dbq
_rubric.pdf
____________________________________________________________
Thursday - Day Four:
Title: Page 103 title DBQ - The Body
Now that we've introduced ourselves to DBQs lets get to the BODY!
Instructional Objective: We will develop the body of our DBQ essay by
learning the parts, then
drafting and editing.
Standards:
Produce a response to literature.
Demonstrate an understanding
of the rules of the
English Language in written and oral work. Analyze and subsequently revise
work to improve its
clarity and effectiveness.
Do Now: Take out your DBQ packet and introductions and switch with someone in
your group. Peers
edit each other’s introduction use yesterday’s notes as a guide.
Give them ten minutes. Walk around and glance at everyone's paper making
sure everyone is on the
same page. If all is satisfactory end the do now by asking a few students
to talk about some editing
suggestions they made.
Mini Lesson: First go over the short answers underneath each document from
last night's homework.
Then, teach the students the steps they need to follow in order to properly
construct the body.
Refer them to the rubric you gave them yesterday. Have them copy the
following under the title of
"What is a DBQ." Go over the definition and the following points.
¨ Address each task completely. You need one paragraph for each task.
¨ Use and cite the documents to answer the tasks. USE ALL DOCUMENTS.
(Depending on the students you can have them cite in two ways. They can
directly say "in document
1 or 2 it tells us ...... or they can just say as shown in the
documents....or they can just make sure
they use all the information in the documents. You can start them out
directly citing and then phase
it out as they get better at it.)
¨ Use appropriate vocabulary for the content.
¨ Add in outside information for each task; something that was not given in
the documents.
¨ Make sure you have a topic sentence at the beginning of each paragraph.
Explain each one.
Work Period: Handout the vocabulary list of words commonly used in the
tasks. Go over the
meaning of each word. Move on to: Guided/modeled writing. Take the first
task and go through
each step with it. Create the first paragraph of the body with the class as
an example or show them
a sample piece of student work. Have them work together to create
suggestions sentence by
sentence. Have them share out and create the paragraph from their
suggestions. Go back and check
that it has all the components and edit and revise it together. Concentrate
on the citations of the
documents.
Conclusion: End the lesson by reviewing the parts of the body again, as well
as the ways of citing the
documents and where they should look for the outside information. Then open
the floor for
questions about the modeled writing piece we created
Homework: Now it's your turn! Take your packet and your notebook home and try
to answer task two
on your own. Follow the checklist and use the answer we developed to task
one as your guide.
____________________________________________________________
Friday - Day Five:
Title: Now that we've introduced ourselves to DBQs lets get to the BODY!
Continued!
Instructional Objective: We will continue develop the body of our DBQ essay
by reviewing the parts,
then drafting and editing.
Standards:
Produce a response to literature
Demonstrate an understanding of
the rules of the English
Language in written and oral work. Analyze and subsequently revise work to
improve its clarity and
effectiveness.
Do Now: Take out your homework from yesterday. Begin to write a topic
sentence for task three.
Work Period (Half): Peer editing. Switch notebooks and peer edit task
two. Use the rubric and
checklist to edit. Switch back and make adjustments to task two.
Mini Lesson: After the editing and revising stop the students and review the
checklist, listen to some
sharing out, making sure the students are citing correctly.
Work Period (2 nd Half): The students should now independently write the last
paragraph for the
third task. If time permits allow them to peer edit again.
Conclusion: Have some students read their entire essay so far so the kids'
ears will hear the flow of
the essay. Comment and make suggestions for any choppy work.
Homework: Ask the students to read their essay so far and write down what
they think the most
important sentence or point in the essay is. It can be more than one
sentence.
____________________________________________________________
7 th Grade Texas History 4th 6 Weeks
McMorris Duncan Week 5 Feb. 8th, 2010
STUDENTS HAVE FALLEN BEHIND IN CLASS DUE TO DISRUPTIVE BEHAVIOR.
DBQ ASSIGNMENT DUE DATE HAS CHANGED TO FRIDAY OF THIS WEEK.
EVERYDAY YOUR CHILD SHOULD HAVE DBQ HOMEWORK TO COMPLETE ASSIGNMENT ON TIME.
THIS ASSIGNMENT MEETS WRITING AND TEXAS HISTORY REQUIREMENT FOR CLASS. IT IS
FOR 2 PROJECT GRADES AND SHOULD BE TAKEN VERY SERIOUS.
TEKS 7.6A
E.Q. – How did barbed wire change the Frontier? Why are there so many Ranches
in Texas?
____________________________________________________________
Monday - Day Six:
Title: Page 104 in Spiral Title - DBQ Wrap up, the conclusion.
Let's wrap it up and I don't mean a present!
Instructional Objective: We will end our DBQ essay by learning the parts of a
conclusion then by
drafting and editing.
Standards:
Produce a response to literature Demonstrate an understanding of
the rules of the English
Language in written and oral work. Analyze and subsequently revise work to
improve its clarity and
effectiveness.
Do Now: Journal Entry: Why do we need to have a concluding paragraph in
an essay?
Discuss the students' answers. Lead into the mini lesson and develop the
parts of a conclusion.
Mini Lesson: What should go into a conclusion. Ask the students why they
think songwriters write a
chorus and repeat it so many times. Make a connection between the chorus of
a song and a
conclusion. Explain that the most important points are restated more than
once so people
understand and remember. The conclusion should have the following:
• Restate your topic. (look at the introduction and re-word your thesis)
• Restate your most important point.
• You can add your opinion here and only here.
Work Period: Have the students draft a conclusion to their essay. Then have
them switch and peer
edit. When they switch back have them read their entire essay and edit and
revise once again. (At
this point you should also be walking around and conferencing with the
students, helping them edit
and revise.)
Conclusion: Hand out the TODVID worksheet. (see appendix) Review the
checklist. Ask for
questions.
Homework: The students should take their drafts and checklists home with them
and complete a
final draft. It should be typed and double-spaced. If they do not have the
capability to do this at
home then they will need to write in ink, in their BEST handwriting, double-
spaced, without error.
All Final Copies are due tomorrow, remember to follow the rubric and
checklist, and make sure you
have completely edited your paper for mistakes, points will be taken off for
grammar, spelling,
capitalization, and punctuation, as well as the content of your writing.
____________________________________________________________
Tuesday.2/9 Vocabulary and Branding
Warm Up: What is your responsibility as a student?
Turn in essays
Re-Teach Introductions and Conclusions for Research Essays
Cattle Trail Worksheet
Look at Board; make sure your do not owe any work.
Page 105 in Spiral Title - Branding notes/vocabulary worksheet where students
create brands for the
vocabulary words.
Homework: Easy A. Have your parents re-read your essay, then have you parent
edit introduction or
make one comment to make your essay better, sign it and finally the student
turns Essay in
tomorrow.
____________________________________________________________
Wed 2/10 Begin Black History
Video, TUS. AIRMEN
____________________________________________________________
Thursday 2/11 Myths of the Cattle Trail
Materials: Myths activity packet
Warm Up: Name three myths about Texas divide students into 5 or 6 groups
each group gets a job card the students will create an advertisement for this
job
____________________________________________________________
Friday 2/12 Ranching
Warm Up: Name one Ranch you have heard of
Finish advertisements 20 minutes
Ranching Notes XLT
____________________________________________________________
7 th Grade Texas History 4th 6 Weeks
McMorris Duncan Week 6 Feb. 15th, 2010
____________________________________________________________
Monday.2/15 President’s Day
Student Off – No School
____________________________________________________________
Tuesday 2/16 Subsistence Farming
Subsistence Farming
Warm-up- Why do cowboys use Barbed Wire?
Warm Up: How do you think barbed wire affected the Frontier?
Page 106 Spiral: Unit Page Ranching/Farming and the Civil War
Page 107 Spiral: Write the definitions for all the vocabulary words for
Chapter 17
Page 108 Spiral: Chapter 17 1page summary
Homework: Finish all work
____________________________________________________________
Wednesday 2/17 Materials-
Warm-up- How can one survive without ever making money? Next Left Hand Side
Read Ch 18.1 about Farming after the Civil War (as a class)
Page 106 in spiral Answer the Following- What were the conditions after the
Civil War? On the Left
hand side.
Then- Draw 3 farmers- explain Commercial, Subsistence and sharecropping- Draw
a simple to
represent each.
Bottom Left Hand side---Look at the sharecropper cycle- Explain how He is
kept in his place.
Warm up
Conditions after the Civil War
Sharecropper explanation
Picture Explanation Symbol
Picture Explanation Symbol
Picture Explanation Symbol
Homework: None
____________________________________________________________
Thurs. 2/18 Railroads
Materials: Notes Transparency.
Warm Up: How did the Internet change the way people do business?
109 in Spiral Notes- Take the notes on the transparency and but them in a
Graphic Organizer
Warm up
Advertisement for the railroad.
Railroads
110 in spiral Student Created Graphic Organizer Based on the Notes
Review Sheet- Handout and let them begin filling it in.
Homework: Review
____________________________________________________________
Fri 2/19
Test Review
Test Review Chapter 17 and 18
7 th Grade Texas History 5th 6 Weeks
McMorris Week 1, Feb 22nd, 2010
TEKS 7.6, 7.19
E. Q. – 1. How is Texas affected by the different cultures that live in Texas?
____________________________________________________________
Monday.2/22
Chapter 17 and 18 Test
_____________________________________________________
Tuesday 2/23 Subsistence Farming
Review Test, Review Spiral
Homework: None
____________________________________________________________
Wednesday 2/24 Immigration to Texas
Packet on Cultural Groups and Their immigration to Texas (This is to be used
for a source for their
Cultures of Texas Project)
Chart Sheet in Packet – Students complete chart after reading each account of
Cultural Groups and
their reasoning for immigrating to Texas Then and Now
Homework: Complete Chart in Packet
____________________________________________________________
Thurs. 2/25 Cultures of Texas Project
Introduce Cultures of Texas Project Due Feb 26
Students complete Immigration To Texas Worksheet (This is to be used for a
source for their
Cultures of Texas Project)
____________________________________________________________
Fri 2/26 Cultures of Texas Project
Research and verifying information for Cultures of Texas Project
____________________________________________________________
7 th Grade Texas History 5th 6 Weeks
McMorris Week 2, March 1st, 2009
TEKS 7.6, 7.19
E. Q. – 1. How is Texas affected by the different cultures that live in Texas?
____________________________________________________________
Monday.3/1 DBQ Ranching (topic may change)
Student begin 2nd DBQ
Students begin organization for DBQ.
____________________________________________________________
Tuesday 3/2 DBQ
Research and Write intro
____________________________________________________________
Wednesday 3/3 DBQ
Write Body
Homework: Rough Copy
____________________________________________________________
Thurs. 3/4 DBQ
Peer edit
Homework: Final Copy
____________________________________________________________
Fri 3/5 DBQ Due
Final Copy Due
____________________________________________________________
McMorris 7 th Grade Texas History 5th 6 Weeks
Week 3 March 8th, 2010
7.7 A, 7.6 A, 7.21 B
E. Q. –How did major industrial centers develop in Texas?
__________________________________________________________________
Monday 3/8 Child Labor and The American Industrial Revolution
Students turn in essay if they have not done so before. LATE WORK POLICY IN
EFFECT. Essay score
for turning in this late is a maximum 80
Students turn in spiral if they have not done so before. LATE WORK POLICY IN
EFFECT. Grade reduced
by 10 pts.
Students continue to watch videos on Child Labor and the Industrial Revolution
Students are the complete 5 facts for each video on pages 112 and 113 in
their spiral.
Also during Texas History students are completing intense review of Math
skills for the next several
weeks.
__________________________________________________________________
Tuesday 3/ 9 Child Labor and The American Industrial Revolution
Students turn in essay if they have not done so before. LATE WORK POLICY IN
EFFECT. Essay score
for turning in this late is a maximum 60
Students turn in spiral if they have not done so before. LATE WORK POLICY IN
EFFECT. Grade reduced
by 20 pts.
Students continue to watch videos on Child Labor and the Industrial Revolution
Students are the complete 5 facts for each video on pages 112 and 113 in
their spiral.
Also during Texas History students are completing intense review of Math
skills for the next several
weeks.
__________________________________________________________________
Wednesday 3/10 Factory, Union, Labor Laws, Industrialization of Texas
If Essay has not been received, Student will receive a 50 as highest grade.
Students turn in spiral if they have not done so before. LATE WORK POLICY IN
EFFECT. Grade reduced
by 30 pts.
Role play and skit.
Also during Texas History students are completing intense review of Math
skills for the next several
weeks.
__________________________________________________________________
Thursday 3/11 Factory, Union, Labor Laws, Industrialization of Texas
Test Review
Also during Texas History students are completing intense review of Math
skills for the next several
weeks.
__________________________________________________________________
Friday 3/12 Ch.19 Vocabulary, 19.2
Chapter 18 and 19 Test
Also during Texas History students are completing intense review of Math
skills for the next several
weeks.