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Karen-Anne Warren and Allison Han
SOCIAL STUDIES 8TH GRADE
Total Student = 150
127 White
6 African American
15 Hispanic
2 Asian
35 ECD
Scores:
17% Advanced81% Satisfactory
2% Unsatisfactory
OUR STUDENTS
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:
RC-1/SE-3A113 Students 100%
accuracy rate37 Students 0% accuracy rate
RC-3/SE-16B133 Students
100%accuracy rate17 Students answered
incorrectly 0% accuracy rate
The majority of the students answered these questions correctly
WHY ARE THESE STRENGTHS?
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:
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?
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
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
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
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
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….
Texas Indians U.S. Soldiers
CONTINUED….
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….
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…
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
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
•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…
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
THE END
