1. Karen-Anne Warren and Allison Han

2. Total Student = 150 127 White 6 African American 15 Hispanic 2 Asian 35 ECD Scores: 17% Advanced 81% Satisfactory 2% Unsatisfactory OUR STUDENTS

3. RC-1/SE-3A/ Tested (3) History. The student understands the foundations of representative government in the United States. The student is expected to (A)explain the reasons for the growth of representative government and institutions during the colonial period. Readiness Standard RC-3/SE-16B/Tested (16) Government. The student understands the process of changing the U.S. Constitution and the impact of amendments on American society. The student is expected to (B) describe the impact of 19th- century amendments, including the 13th, 14th, and 15th amendments, on life in the United States. Readiness Standard STRENGTHS OF THE DATA GROUP:

4. RC-1/SE-3A 113 Students 100% accuracy rate 37 Students 0% accuracy rate RC-3/SE-16B 133 Students 100%accuracy rate 17 Students answered incorrectly 0% accuracy rate The majority of the students answered these questions correctly WHY ARE THESE STRENGTHS?

5. RC-4/SE-29B and C (29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. (B) analyze information by sequencing, categorizing, identifying cause and- effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; (C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps; WEAKNESS OF THE DATA GROUP:

6. RC-4/SE-29 B 62 Students answered the section with a 25% accuracy rate 66 Students answered the section with a 13% accuracy rate 21 Students answered the section with a 0% accuracy rate RC-4/SE-29 C 115 Students answered the section with a 50% accuracy rate 35 Students answered the section with a 0% accuracy rate The majority of the students answered these questions incorrectly WHY ARE THESE WEAK?

7. TEKS: 29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to: (B) analyze information by sequencing, categorizing, identifying cause-and- effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions TWO WAYS OF LIFE

8. Purpose: Students will compare the ways of life of Indians on the western Texas frontier and U.S. military men at the Texas forts. These two ways of life came into conflict in Texas, ending with the removal and virtual destruction of most Native Americans from the state. This conflict is a classic example of a culture with more advanced technology overcoming a less-technologically advanced group, a pattern of human affairs oft repeated throughout history. TWO WAYS OF LIFE

9. Activity: Step 1: Students explore the section "The Passing of the Indian Era" individually or in pairs. Step 2: Students draw a picture in each block of the Student Handout to illustrate either Indian clothing, transportation, weapons, or shelter. Step 3: Students write a one-sentence caption for each block on the student handout. Step 4: Students repeat the process for the section "U.S. Army on the Texas Frontier." Step 5: Students write answers to the following questions, using their handouts to compare the two ways of life. INSTRUCTIONAL STRATEGY

10. Clothing a. What materials did Indians use for clothing? b. What materials did U.S. soldiers use for clothing? c. In what other ways were Indian and soldiers clothing different? d. Why were their clothes different? Transportation a. Describe the equipment Indians used for riding horses. b. Describe the equipment U.S. soldiers used for riding horses. c. What were other differences in transportation used by Indians and soldiers? d. Why did Indians and soldiers use different types of transportation? INSTRUCTIONAL STRATEGY

11. Weapons a. What materials did Indians use for their weapons? b. What materials did soldiers use for weapons? c. What are some problems each group might have encountered concerning their weapons? d. Which weapons do you think were more powerful and why? Shelter a. What kind of shelters did the Indians live in? b. What kind of shelters did the U.S. soldiers live in? c. What were some advantages of Indian shelters? d. What kind of shelters do you think are most efficient for living in towns? Why? CONTINUED….

12. Texas IndiansU.S. Soldiers CONTINUED….

13. Clothing a. What materials did Indians use for clothing? b. What materials did U.S. soldiers use for clothing? c. In what other ways were Indian and soldiers clothing different? d. Why were their clothes different? Transportation a. Describe the equipment Indians used for riding horses. b. Describe the equipment U.S. soldiers used for riding horses. c. What were other differences in transportation used by Indians and soldiers? d. Why did Indians and soldiers use different types of transportation? CONTINUED….

14. Weapons a. What materials did Indians use for their weapons? b. What materials did soldiers use for weapons? c. What are some problems each group might have encountered concerning their weapons? d. Which weapons do you think were more powerful and why? Shelter a. What kind of shelters did the Indians live in? b. What kind of shelters did the U.S. soldiers live in? c. What were some advantages of Indian shelters? d. What kind of shelters do you think are most efficient for living in towns? Why? CONTINUED…

15. Create a classroom census. Create Your Own Form Students will create a “mock” census form by gathering and organizing data Students will determine mean, mode, range, and median for sets of data. Questions: How many people live in your household? What are their ages? In small groups have students develop their own household statistics INSTRUCTIONAL STRATEGY

16. TEKS §113.20. Social Studies, Grade 8 (29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to: (I) create thematic maps, graphs, charts, models, and databases representing various aspects of the United States; and (J) pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases. INSTRUCTIONAL STRATEGY

17. Identify key terms: Checking for understanding of basic terminology of the unit. Grouping Students: Allowing students to collaborate with peers for questioning and understanding of key terms and assignment Active Participation: Having students be responsible for gathering data and presenting it within their group for data collection. Presentations: Final check for understanding and responsibility of information between student and peers. CONTINUED…

18. http://www.texasbeyondhistory.net/teach/images/twoways.pdf http://www.texasbeyondhistory.net/forts/indians.html http://www.texasbeyondhistory.net/forts/military.html http://www.census.gov/ Collaboration: Karen-Anne Warren Allison Hann WORKS CITED

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