Unit 5 Principles of the Constitution
This unit bundles student expectations that address the requirements for Celebrate Freedom Week. Each Celebrate Freedom Week unit is designed to provide time for instruction that meets the requirements of Celebrate Freedom Week and Constitution Day, and to offer an opportunity to view those requirements through the lens of the content course requirements as well. In Grade 7, during this week, students look at the similarities and differences between the Texas Constitution and the U.S. Constitution, and between the Texas Bill of Rights and the U.S. Bill of Rights. These issues are also addressed in a later unit. (7) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week. (A) Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, ��29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement. (B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
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Mike CassadyEducation
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Unit 4 - Reflections in ePortfolios
Review the readings and the resources provided for you to learn more about incorporating and assessing your students reflective works.
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jenhegnaEducation
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Unit 4 Spanish Rule Ends & Age of Empresarios
This unit bundles student expectations that relate to the newly independent Mexican government���s policy of establishing an empresario system in its efforts to control territory in Texas. Early in the nineteenth century, events in Europe affected the Spanish colonies in the New World. In the course of these events, colonists in Mexico fought and gained independence from Spanish rule. Mexican officials made the control of Texas a priority and instituted a system to bring permanent settlers to the region. During the early nineteenth century Texas became the home to many settlers from the United States, who brought with them a different culture than that of the Mexicans. Eventually these cultural differences gave rise to growing tensions between colonists and Mexican officials. Prior to this unit, students studied Spanish exploration of Texas and how the building of missions and presidios by the Spanish government were efforts to colonize Texas. During this unit, students study about the events related to Mexican independence from Spain and the implementation of the land grant system by the Mexican government as a means of colonizing Texas. Additionally students study about how the efforts of Mexican officials to control immigrants from the United States in Texas resulted in growing tensions.
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Mike CassadyEducation
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