1. Core Content Coaching Module CM 12 Grade 7 Social Studies
6th 6 Weeks
Texas History
Austin Independent School District
Core Content Coaching Module
CM 12
Grade 7
Social Studies

2. The teacher …
“The will to win, the desire to succeed, the urge to reach your full potential…these are the keys that will unlock the door to personal excellence.”
Confucius

3. Bring to your Meeting…. School Calendar/Yearly Itinerary (YI)
Curriculum Road Map (CRM)
TEKS/ELPS/CCRS
Adopted Text Book, Glencoe, Texas and Texans, The Texas Portal Lesson
A resource for quality texts, school library, literacy center, books from
the library that relate to the TEKS being studied and for teacher read-
aloud
The Handbook of Texas Online (See slides on CRM for articles and links)
Teacher Read-Aloud Ask your school librarian for a historical fiction or non fiction about this time period.
Copy of Question Mapping (see next slide)
Lesson plan template
A copy of Probing Questions make a copy to have
When you click the link above, it does open, but you have to close the ppt. to get to the article. Then restart the ppt. from the this current slide. Make copies of each before going over the PowerPoint.
Make sure you look at the PEFORMANCE TASKs for each ARC first before planning, so you will know what the students are expected to do to show mastery of learning. Prepare them for these tasks during the lesson. They should have the content knowledge, notes, graphic organizers, resources used during the lesson to support them to complete the PEFORMANCE TASK.

4. Yearly Itinerary information should be used along with school event calendar information to get an accurate picture of available instructional time and TEKS to be taught.
TEKS listed for all 5 Units. Check each unit for the specific TEKS to be taught.

5. Social Studies Process Skills USED IN ALL LESSONS
Social Studies Process Skills TEKS
7.21: Applies critical-thinking skills to organize & use information acquired through established research methodologies from a variety of valid sources, including electronic technology
7.21A: differentiate between, locate, & use valid primary & secondary sources such as computer software, databases, media & news services, biographies, interviews, & artifacts to acquire information about Texas
7.21B: analyze information by sequencing, categorizing, identifying cause-&-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations & predictions, & drawing inferences & conclusions
7.21C: organize & interpret information from outlines, reports, databases, & visuals, including graphs, charts, timelines, & maps
7.21D: identify points of view from the historical context surrounding an event and the frame of reference that influenced the participants
7.21E: support a point of view on a social studies issue or event
7.21F: identify bias in written, oral, and visual material
7.21G: evaluate the validity of a source based on language, corroboration with other sources, and information about the author
7.21H: use appropriate mathematical skills to interpret social studies information such as maps and graphs
7.22: Communicates in written, oral, & visual forms
7.22A: use social studies terminology correctly
7.22B: use standard grammar, spelling, sentence structure, punctuation, & proper citation of sources
7.22C: transfer information from one medium to another, including written to visual & statistical to written or visual, using computer software as appropriate
7.22D: create written, oral, & visual presentations of social studies information
7.23: Uses problem-solving & decision-making skills, working independently & with others, in a variety of settings
7.23A: use a problem-solving process to identify a problem, gather information, list & consider options, consider advantages & disadvantages, choose & implement a solution, & evaluate the effectiveness of the solution
7.23B: use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, & take action to implement a decision
Use one or more in every lesson!

6. Planning your units
The 6th 6 weeks CRM provides teachers with two options for teaching the material during this grading period:
Following Units 1-4 and teaching about Texas one or two decades at a time OR
Using the project-based approach presented in Unit 5, to complete a 6 week-long decades project.
Something to think about:
How will you hold students accountable during your lesson?
What will they be doing to stay engaged?

7. Review CRM for Concept, Transfer, Enduring Understandings, Essential Questions, Units, Vocabulary, and Arcs, Resources, Time Pacing …
You have the Essential Questions which students should be able to answer in depth at the end of this unit.
You also have questions to spark conversation that lead student thinking to the answers for the Essential Questions.
Create questions to spark interest, conversations to get your students thinking and to help students make connections.
Process Skills TEKS that you can use in this unit include: 7.21C, 7.22D,
and 7.21A
What great conversations to have with your students about politics and what is happening today
between the Executive and Legislative Branches of government. Examine both sides to find the concerns
of each side, what each side wants, and why they want it. Be impartial. Keep a chart, encourage
listening to the news and reading the newspaper. Students can download free news apps to support learning in this topic.

8. Look at the verbs, words, phrases....
Look at the TEKS being taught for the lesson, what students will need to know and be expected to do.....
Look at the verbs, words, phrases....
What TEKS are going to be addressed during this lesson?
Which TEKS have been taught before?
How can you connect these previously taught TEKS to the new learning?
What academic vocabulary do students need to understand and use?
What words, phrases in the TEKS may not be understood by the students?
What probing question(s) will facilitate understanding and mastery?
Make a list of words and phrases in the TEKS that your students might not understand, be familiar with, etc.
Students should be able to explain the meaning of the TEKS and make connections
to the new learning.
When TEKS are repeated, still review
for comprehension. You will be confirming
students’ understanding and vocabulary
development.

9. Deconstructing the TEKS & Verbs…Follow the Directions

10. Deconstructing the TEKS… Look at the verbs.

11. Look at the performance tasks and check out the lessons online at the social studies website. Prepare the students for the Performance Tasks during the lesson.

12. Look at the verbs, words, phrases….
Look at the TEKS being taught for the lesson, what students will need to know and be expected to do.....
Look at the verbs, words, phrases….
What TEKS are going to be addressed during this lesson?
What academic vocabulary do students need to understand and use?
What words and phrases in the TEKS may not be understood by the students?
What guiding question(s) will facilitate understanding and mastery?
Continue the list of words phrases in the TEKS that your students might not understand, be familiar with, etc.
Keep all TEKS being studied posted for students to see. Make a list of what needs to be learned. As students come to the content they need, stop and let them take notes on a graphic organizer.
Look at the verbs, the phrases, and the content on this slide in the TEKS. Discuss how you will teach the lesson for students’ mastery.

13. TEKS: Look at the TEKS verb, words, phrases…
Do you understand what students need to master?
Do you understand what the TEKS expect the students to learn?
Can students identify the verbs in the TEKS?
How will you teach/review the vocabulary and phrases related to the TEKS?
How will you teach/review the TEKS with the students?
How will your lesson reflect the mastery of the TEKS being studied?
How will you connect previously taught TEKS to the new learning?
How will you know when the student has demonstrated mastery of the TEKS?
Can the students articulate their mastery of the TEKS?
How will the student know she/he has mastered the TEKS?
PLEASE NOTE that at first these strategies may seem very labor intensive, but as your students develop their background knowledge and academic vocabulary, these procedures will go faster because you have laid the foundation and the result will be that the students know and understand the meanings of most of the words and phrases in the TEKS. Do not neglect reviewing the TEKS. At the end of your lesson, your students should be able to connect the new learning to the TEKS being taught and see relationships to prior learning. Students should be able to explain their mastery of the TEKS using content knowledge for justification.

14. Continue to review the TEKS: How will you support your students in the Students Will Know and Students Will Be Able to columns?
Use maps
and graphs
in the chapters.
What graphic organizer will students use to support their learning?
What content will they need to write down to support the tasks?
What activities/strategies will you use?
What resources will students use?

15. Assessment for unit 1, arc
Are you students
prepared to
complete
the Performance
Tasks? Do they
have the content
and resources from
your lessons?

16. Unit 2 Continue as we have been doing from the first of the year
How will you teach the vocabulary? How will you use the vocabulary?
How will students use the vocabulary?

17. Students Will Be Able To
TEKS Knowledge & Skills
Acquisition
Readiness and Supporting Standards are not designated for this level.
Students Will Know
Students Will Be Able To
7.8 Geography. The student uses geographic tools to collect, analyze, and interpret data
7.8A create and interpret thematic maps, graphs, charts, models, and databases representing various aspects of Texas during the 19th, 20th ... centuries
7.8B pose and answer questions about geographic distributions and patterns in Texas during the 19th, 20th, and 21st centuries
Maps can be used to read and interpret information about Texas during the Cotton, Cattle and Railroads era.
Interpret and create information about the growth of ranching and farming in Texas on maps, graphs, charts, models, and databases, and pose and answer questions about the models created.
7.9 Geography. The student understands the location and characteristics of places and regions of Texas.
7.9A 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, political and cultural regions, and local points of interest
7.9B compare places and regions of Texas in terms of physical and human characteristics
7.9C analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication on major events in Texas
Places and regions of West Texas differed in terms of physical and human characteristics.
Physical and human factors listed in TEKS 7.9C impacted the growth and development of ranching and farming in Texas.
Create a map showing the places and regions of importance related to farming and ranching in Texas.
Compare and contrast places in West Texas in terms of physical and human characteristics on a graphic organizer.
After reading selected primary and secondary sources write an essay describing how physical and human factors listed in TEKS 7.9C impacted the growth and development of ranching and farming in Texas.
What graphs, charts, or maps will your students create and/or interpret?

18. Take a Few Minutes…
Discuss and plan with your team how you will teach each Unit and ARC
Review the slides as needed…
What content might your students have difficulty in understanding?
What words/phrases in the TEKS will students have difficulty understanding?
What anchors of support do my students need? Download the online material and have copies ready for students to read. Do you need one copy for each student? It depends, if you are a Focus l or Focus ll campus, then definitely. Students can write on their copy, highlight, underline…. If it is a partner assignment, then perhaps one copy for each pair of students.
How will I reference/use the anchors of support in my lesson?
What primary sources am I using in the lesson? What primary sources does the textbook have, other web sources? What graphic organizers for primary sources are we going to use?
What are my performance tasks? How will my lesson (instruction) support students to complete the performance task?
Think about homework you will give your students to support their
understanding and mastery of the TEKS.

19. Next Steps… Think about…
What guiding questions and/or stems are you going to use to promote the use of academic vocabulary, to engage the students, and support comprehension of what is being learned?
What questions are being used to pique the students’ curiosity that they cannot resist wanting to answer?
“Teaching consists of equal parts perspiration, inspiration, and resignation.” - Susan Ohanian
How will you provide opportunities for students to use academic vocabulary to demonstrate their learning and mastery?
How are you going to encourage the use of academic
vocabulary? How are you going to set the expectation
that students use academic vocabulary in the
classroom?
What primary sources can you use in these lessons?
Are you communicating to students that in your
classroom it is the expectation that the students speak
and write in complete sentences using academic
vocabulary with meaning and understanding?
Before planning your lessons, review, concept, pacing, unit, arc, TEKS, vocabulary, resources, Students Will Know, Students Will Be Able To, Performance Tasks, Assessments, and model lessons in the portfolios.
Look at the TEKS and the academic vocabulary they contain. What can you use in the CRM, what can you add to the lesson to enhance engagement and mastery for your students? Look at the model lesson for support. What can you use from this PowerPoint? Look at The DBQ Project resources if it is at your campus.

20. Planning continued… Planning Instruction: After reviewing the CRM-
How will you engage your students so that the learning is relevant to them?
What questions will you use to support and guide students to mastery of the TEKS being studied and beyond?
How will your students demonstrate that they have mastered the learning (assessment)? How will you know they have the Essential Understandings? Are able to answer the Essential Questions?
How will the teacher model her/his thinking? How will students identify their thinking?
What strategies, best practices will engage and drive the learning for mastery from each of your students? What primary sources will you use to support the learning?
What are your anchors of support for this lesson?
What differentiation accommodations will you need to add to your lesson so that all students meet the standards?

21. As you plan…Address the needs of diverse learners….
The first part of differentiating instruction involves: finding out where your students are starting in their knowledge base and anticipating areas where clarification may be necessary. There are formal and informal ways to acquire this information.
What background knowledge, prior learning, and habits do students need in order to be successful with the new concept?
What misconceptions need to be clarified before new learning takes place?
How will instruction be differentiated to address the needs of all learners?
At what level of proficiency (in English/prerequisite skills) are my students?
What supports/scaffolds would support the student understanding?
How will I differentiate the performance tasks so that they measure the TEKS? All students are successful?
Who can I ask for help? The school SPED teacher, the District SPED office, ESL teachers at the school, the District Bilingual Dept. and of course the Social Studies Dept.
Homework is for all.

22. Suggested Activities To Do: An activity for students keeps students engaged and holds them accountable for their learning during your instruction and during peer presentation. An activity varies the instruction.
Read for no more than 10 minutes, then choose an activity to fit what you are learning and need to learn.
Pose questions to the students from each section of the reading. When you know your question is answered in the reading, stop and ask your question again. Have a 2-3 minute discussion or have them talk with each other to answer the question.
It may be a turn and talk, a quick map activity, a shoulder partner share, a quick write on
their their graphic organizer, a quick sketch to show their understanding, a one word hangman vocabulary
word, guess the word I am describing…., visual image analysis from one of the many art sources in Texas and
Texans.*Graphic organizers are for notes, not paragraphs or essays, one to two minutes per item.
A timeline can be used to list historical figures, important events, and dates.
Jigsaw Sharing: Each student gets a short article to read on a person or event in Texas history (Make sure you use people and events from the TEKS and use those linked to the Texas History Online or other source). Students list person/event, when lived/what
happened, why he/she/event is important and memorable, and something they found interesting. Then allow students to circulate (to music, when you stop the music (preferably a Texas song) they select a partner and take notes on other’s person/event. Each student shares his/her information with the other (5 minutes). Repeat the procedure, try for 2 times, but may go to 4 times. They will need extra graphic organizers to write their new information. (This is reading and the activity combined. Discuss after each person has gotten 2-4 new people/events. If time, they may add an illustration when joining back to a whole group. Students keep this new content in their Interactive Notebooks and may share at the end with the whole group something they learned.
Students take notes. Use the foldable study organizer, a timeline, or other graphic organizer shown in the text book to record notes. (Remember you will need to remind them to take notes… “This information is directly related to the TEKS we are studying…This may
be something you want to jot down…this is important for you to remember…this looks like it belongs on your timeline, foldable or
other graphic organizer….”)
Create a vertical or horizontal timeline as students are learning about historical figures and events.
Use a map to find people and events during the time period being studied.
Who is …. (one of the people in the TEKS being studied or another important person). Take notes for a later project on creating mini bio cards…
Use the lessons in the CRM and the activities. Use primary sources that connect to the lesson.
Use the ancillary resources, Activities Work Book, Performance Assessment Projects, Reading Essentials and Study
Guide, Step into Texas History, and the Unit Resources for Guided Reading.
Discuss: what is being read, presented, listened to….
Use questions to connect the content to the students.
Keep a chart tablet of notes that are important to the Performance Tasks.

23. Activities Keep Students Engaged
Use the Glencoe Texas and Texans website for a web activities and lessons.
Use maps to locate historic events being studied.
Use graphic organizers to take notes and record information.
Read articles suggested on the slides from the Texas History Handbook Online.
Use a time line to record historical figures, their roles, important dates and events.
Use Austin Past and Present to peruse primary source pictures to find human adaptations to the environment and record what they are, where they are, and when they took place.
Activity Book vocabulary and comprehension skills (May be Homework)
Chapter Resources: Reading Essentials and Study Guide
Start a project using the Performance Assessment, Activities and Rubrics Book in this PowerPoint (ancillary book
for the textbook).
Read and analyze primary sources using a Google search.

24. Closing and Final Processing
Closing/Debriefing/Summarizing 5-10 minutes (90 minute Block minutes)
When writing, emphasize: complete sentences and correct punctuation and grammar.
Always debrief what was studied-Hold a 5 minute discussion and then have students write one or two sentences about what they viewed that was important, interesting, something new they learned, what they connected to or other TBD by the teacher. The teacher may give out Exit Slips with a sentence starter. Stress to students: A sentence is written with correct grammar and punctuation. When speaking, they are to speak in complete sentences. (Always expect student’s best work. It will not happen in a day, but by the end of the 6 weeks you will see a change in your students. Students will struggle, but they will rise to your expectation.) Set your expectations HIGH!
Final Processing Activity: Allow time for them to write a letter, prepare for a debate, assume the role of a historical figure, write a newspaper article...
Know what that end product is and prepare them for it during the lesson. See the Performance Tasks for other Final Processing Activities. Consider having students do a Project described in this PowerPoint slides
You will want to set up a graphic organizer with places for students to take notes on content they will need to complete their final assignments/projects. By using the graphic organizer during the lessons, you save time because students are preparing for their performance tasks. When the time comes for them to complete a performance task, they are not starting at the beginning, but have the foundation for their work done and can now craft it into the project/assignment required. You are teaching students how to organize their time, the content information, and maximize their understanding and comprehension.
Remember, even though they are in 7th grade, many still don’t grasp what they are to do/write You are there to support until they can be independent. What that means is that you guide them in each step they are to take. Your lessons are structured and explicit so they know exactly what is expected and it is in increments that they can accomplish successfully.

25. Schedule ReCap: Warm Up/Engagement: 5-10 minutes (10-15 minutes Block)
See Slide 40
Instruction: 30 minutes (60-70 minutes Block)
Reading: 5-10 minutes (textbook, other article…)
Activity: 2-5 minutes (take notes, map, primary source…)
Repeat
Reading
Activity…
Closing: 5-10 minutes (15-20 minutes Block)
Debrief on what was learned. May be oral or written.
Final Processing Activity: …
Of course this time will vary. If you have analyzed the time you have for the lesson, what needs to be read, what activities students can do to stay engaged and support the learning, time for note taking, then you can plan for a longer performance task which may be the closing activity such as writing a letter, preparing for a debate, assuming a role, a project, etc. The final processing activity should be a
culmination of what the students have learned.

26. Review: Clear Expectations
Knowledge and Skill Statement and Student Expectations posted and referenced in the classroom.
What resources, models or anchors of support will we use?
How will students be held accountable for their learning and make their thinking public?
How will discussion and collaboration be encouraged and expected?
How will students be grouped to extend and challenge their thinking and problem solving abilities?
What activities will I use? What primary sources can I use?
How will students be motivated and engaged?
How will I vary/pace the activities so students stay engaged? What is my time schedule?

27. Best Practices…
Because Teaching and Assessing have a reciprocal relationship,
plan your lessons with these questions…
Best Practices:
How will the teacher model/explain clear expectations for the students’ learning? (Such as developing a criteria chart with the students)
What anchors of support can be used/created to help students in their thinking?
Which 21st Century Skills can be targeted?
How will students be held accountable for their new learning (and homework), as well as make their thinking and learning public?
How will accountable discussions and collaboration be encouraged in an atmosphere of mutual respect for the students?
How will students be grouped to challenge their thinking (problem solving)?
What role might technology play in making the learning more accessible and at the same time, challenging?

28. Selecting the right resources…
The Social Studies grade level textbook and ancillary materials are a great place to start.
The Texas Handbook Online is a solid resource for topics on Texas. Students have an alternate to the textbook with more detailed information.
The CRM has resources listed under the Unit and the Arc.
Check out the Social Studies Website for more resources in your grade level.
Texas Portal lessons
The Library Services Media Center using IBISTRO: The Encyclopedia Britanica and the World Book are online. Many other District licensed internet resources are also there, along with usernames and passwords, including Discovery Education Streaming. (Go the AISD website, type in IBISTRO in the web address, click on Portal Knowledge.)
The school library and if your school has one, the literacy library for books on the content being studied that your students can read in addition to the textbook.
Select the appropriate primary sources for students to use and analyze to develop meaning and understanding on the lesson being taught.
Use the Analysis graphic organizers for the appropriate primary source you are using.

29. Don’t Forget…Student Engagement/Formative Assessment
Reading/Research: Texas and Texans, The Texas Handbook Online articles. Review slides in the series “What Your Day Looks Like…”
Collaboration, whole and small group work: Map comparison, any activity
Expectation for Justification of Thinking/Text/Research: Use in all class discussions, using different sources, Texas Handbook online…
Evidence and Model Thinking: Students point out in the text their evidence for their answers.
Turn and Talk: Use for questions during Read-Aloud or reading text. Student comment on what was stated in the text, “What happened? Why it is important?”
Think-Pair-Share/Write-Pair-Share/ISN reflection can be done at the end of class as a part of the debriefing, processing or as quick activities during the lesson.
Randomization of Responses: Engagement vocabulary activity, analyze primary resources, mapping comparisons…
Teacher Wait Time! Let them think before answering, expect complete sentences.
Exit Slips: Use before they leave class, one statement on what they learned.
Homework Suggestions on many of the slides  

30. Don’t Forget…Writing
Personal Writing- essay, letter, debate script, newspaper article, paragraph, reflection…
Write personal reflections/illustrations on content in the Student Notebook
Factual Writing- Graphic organizers, Interactive Student Notebook, Student -Created newspaper article, letter,…
Summarize what was learned
Explain the cause and effects in important events
Analyze events, historical figures
Interpret maps, data, graphs
Use graphic organizers
Illustrations on what was learned
During reading and research, use timelines or other graphic organizers for note taking to support final assessment.

31. Stay together as a Team
Continue to plan your lessons looking at the CRM with the TEKS
and all your resources. Review the slides…
“The aim of education should be to teach us rather how to think, than what to think-rather to improve our minds, as to enable us to think for ourselves,….” James Beattie
“Education is all a matter of building bridges.”
Ralph Ellison
Plan ahead, know your content, organize your lesson, have your materials ready and at your fingertips, be enthusiastic with your students, have high expectations, make every word and minute count.