Looking at the Past with Eyes on the Future

Grade 7, Social Studies

Print Task

Description of Unit

In this task, seventh-grade students will find and photograph a local historic building. They will research the historical significance of the building and how it could be modernized for community use. Students will use a rendering program (e.g., SketchUp) to create a 3D rendering of the building from their photograph and include measurements to make sure it is to scale. The students will then use drawing software (e.g., ArtRage, MyPaint, Krita) to draw a modernized version of the building. The new drawing should include a visualization of what will occupy the building, improvements to modernize the building for use, and possible design elements.

For the final piece of this project, the students will make a video presentation proposal of how to renovate, modernize, and utilize an unused historic building. This proposal can be submitted to the local chamber of commerce or city development organization.

This guide links the Looking in the Past with Eyes on the Future unit to the Texas Essential Knowledge and Skills (TEKS) for seventh graders. Looking in the Past with Eyes on the Future is a fine arts and social studies unit that allows students to study old historic buildings and use technology to envision future uses for the structures. The following document includes the applicable TEKS and the details of the Looking in the Past with Eyes on the Future unit. The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

Students will research the following terms and concepts to build their background knowledge: repurpose, historic, economic development, revitalization, scale, elements of art, principles of design, rendering, and 3D CAD (three-dimensional computer-aided design). After learning about this vocabulary, they will hold a class discussion about the terms and concepts in relation to repurposing historic buildings for economic development (i.e., using old buildings for new businesses).

The following questions can help drive the discussion:
- Are there any old buildings in the community that are interesting but abandoned?
- What makes the old buildings interesting?
- Why is it important to renovate historic structures for use in current economic development rather than tearing them down and building new structures?
- What does it mean to repurpose a historic building?
- What are some important things to consider when repurposing a historic structure?
- How can a historic structure be important to a community?
- What buildings are important in your community?
- If you were to discuss a historic building with your grandparents or others who have lived here for a long time, what memories would they have of the property? (This is a question that should be taken home for discussion.)
- What ethical issues would someone encounter if he or she was trying to change this building?
- How will changing this building impact the community? For example, can a historic building be enlarged for a new use without destroying its historic character?
- Why should ethics be a concern for architects?
- What is the difference between a building that is “of its time” and a building that is “of its place”?
- Should historical preservation efforts be concerned with ethical issues?
The teacher may wish to use one of the following strategies during the discussion:
- Philosophical Chairs Debate: Students take a position based on their research and defend this position in a discussion.
- Pinwheel Discussion: Students are divided into groups and each group takes a point of view to discuss.
- Affinity Mapping: Students take the broad question and generate responses by writing ideas on sticky notes around the room. The notes are then grouped and put into categories. Students discuss how the categories are related.
Students will search for examples of historic buildings that have been repurposed for modern use in Texas. Students will speculate why these historic buildings were chosen for renovation and use. They should discuss what the residents of the communities where these repurposed buildings are located might think about the revitalization. There are many available examples online. Students may also consult the provided resources:
- Old Building: Historic Renovation (http://oldbuilding.com/)
- Wikipedia: Rainey Street Historic District (https://en.wikipedia.org/wiki/Rainey_Street_Historic_District_(Austin,_Texas))
- University of Texas at Austin, Center for Sustainable Development: Economic Impact of Historic Preservation in Texas (http://www.thc.texas.gov/public/upload/publications/economic-impact-historic-preservation.pdf)
As a class, students will come up with several ideas for businesses that would benefit the community. They should consider what services/goods might be important for different groups (e.g., senior citizens vs. teenagers). The students will come up with alternative solutions and supporting arguments for each choice.
The teacher will introduce the students to 3D CAD (three-dimensional computer-aided design) using SketchUp or an alternative 3D modeling program. The class will discuss how 3D CAD programs are used by home designers, architects, and interior designers. Students should view the helpful learning videos provided by SketchUp (http://www.sketchup.com/learn/videos/58) and practice the skills demonstrated in the videos.

Teacher Note: SketchUp has a free, limited 3D CAD version that is available online (https://www.sketchup.com/). However, the Texas Computer Education Association (TCEA) also provides free licenses of SketchUp Pro to all K–12 public school educators and students for school owned computers (http://www.tcea.org/pd/sketchup/).
The teacher will introduce students to digital drawing software that will be used to draw the proposed renovation to the building. There are many available options for drawing software, some of which require a license (e.g., ArtRage: https://www.artrage.com/), and some of which are free (e.g. MyPaint: https://github.com/mypaint/mypaint/releases; or Krita: https://krita.org/en/). Students should view the helpful learning videos provided by ArtRage (https://www.artrage.com/tutorials/) and practice the skills demonstrated in the videos.

Phase II. Independent Research

A. Research process

Selecting a topic. Each student will each choose an abandoned historic building in their community (or the surrounding county) to research. He or she will need to have a picture of the structure. If possible, the student should take his or her own pictures of the structure. If it is not possible, the student will need to use pictures found on the Internet or pictures the teacher provides.
Asking guiding questions. To understand the historical importance of the chosen building and possible impact of the suggested economic development, each student should think of three to five guiding questions to explore. Examples of guiding questions include the following:
- What is the historical significance of the chosen building?
- What purpose did this building serve in the community during its time period?
- What factors contributed to the building not being demolished after it was abandoned?
- What could be the economic impact of revitalizing the building for the current community?
- Why should this building be chosen for revitalization?
While these examples are general, the student’s questions should be specific to the chosen topic. Each student should think of guiding questions about the specific historic building and the subsequent revitalization and economic impact. The student should also develop hypotheses or some possible answers to the questions.
Designing a research proposal. The student should include numerous components in the research proposal, including the following:
- The historic building that he or she will research and photograph
- Guiding questions that he or she will investigate
- Primary and secondary resources that he or she will consult
- Initial thoughts concerning possible new uses for the historic building
The student should consider the following questions as they identify resources:
- What libraries, local people, community groups, research centers, archival institutions, museums, or organizations will have information on the historic building?
- What are some key words, dates, or people related to the building?
- What types of primary sources might exist?
- Who might you interview to gather information?
- What letters, diaries, or other first person narratives are available pertaining to the historic building?
- What is the history of the building and what notable events in Texas history are related to this building?
Conducting the research. After the teacher has approved the proposal, each student will begin using the identified resources and other sources he or she may encounter. During this stage, the student will need to keep a log, note cards, or a resource process sheet (available in the Forms section) of all the sources he or she uses and what he or she learned from each one.

B. The product

The student will use SketchUp or another 3D CAD program to recreate a photograph of a historic building as a 3D rendering. He or she will pay special attention to the elements of art and principles of design. The teacher can require the project include just the exterior of the building, or both the exterior and interior views. Upon completion of the rendering, the students will gather in groups of three or four. One at a time, each student will share the original photos and the 3D rendering that he or she has created with the small group. After each student has shared, the group will brainstorm possible business use ideas for each building. It is important at this time to remind the students that the business will need to be sustained by the local community. For example, a community may not be able to sustain four pizza shops or even one skateboard shop. This is completely dependent on the community. It is not the goal of the teacher to stifle any creativity, but rather to guide the students to think of realistic alternatives. Students can be required to recreate the 3D CAD renderings to scale.
The student will use ArtRage, MyPaint, Krita, or an alternative drawing software program to create a drawing of the historic building based on a photograph. The new drawing should include a visualization of what will occupy the building, improvements to modernize the building for use, and possible design elements. The teacher can decide whether students should create a simple drawing showing improvements to the outside of the structure, or whether the drawing should be very detailed and include the inside renovations.
Based on feedback from the class, each student will develop a proposal for community leadership (e.g., local chamber of commerce, city development organization). This proposal will include an outline of how the building will go from historic-but-abandoned to historic-and-economically viable.
The student will create a video that showcases his or her 3D rendering, digital remodel drawing, and proposal. This video could be submitted to community leadership for their consideration.

C. Communication

The student will present his or her findings to the class and lead a class discussion about the feasibility of using the historic building for new economic development. The student will create a video that showcases his or her 3D rendering, digital remodel drawing, and proposal. This video could be submitted to community leadership for their consideration. He or she will write a onepage summary of the project, which will include the community’s reaction to the proposal.

D. A completed project consists of:

The research proposal
Guiding questions to drive research
A research log, note cards, or resource process sheet
A 3D CAD rendering of a local historic building
A digital drawing of the proposed renovations
An outline describing and showcasing the idea from inception to completion
A video presentation
A written review of the proposal and resulting community response
A Works Cited page

This unit may address the following TEKS.

117.304, Art, Level III

117.304(c)(1): Foundations: observation and perception. The student develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating original artwork.
117.304(c)(1)(A): analyze visual characteristics of sources to illustrate concepts, demonstrate flexibility in solving problems, create multiple solutions, and think imaginatively;
117.304(c)(1)(B): compare and contrast the elements of art, including line, shape, color, texture, form, space, and value, as the fundamentals of art in personal artwork;
117.304(c)(1)(C): compare and contrast the principles of design, including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity, in personal artwork;
117.304(c)(2): Creative expression. The student communicates ideas through original artwork using a variety of media with appropriate skills. The student expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills.
117.304(c)(2)(A): create original artwork using multiple solutions from direct observation, original sources, experiences, and imagination in order to expand personal themes that demonstrate artistic intent;
117.304(c)(2)(B): solve visual problems and develop multiple solutions for designing ideas, creating practical applications, clarifying presentations, and evaluating consumer choices in order to make successful design decisions;
117.304(c)(2)(C): use an understanding of copyright and public domain to appropriate imagery constituting the main focal point of original artwork when working from images rather than direct observation or imagination;
117.304(c)(3): Historical and cultural relevance. The student demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures. The student develops global awareness and respect for the traditions and contributions of diverse cultures.

113.19, Social Studies, Grade 7

113.19(b)(8): Geography. The student uses geographic tools to collect, analyze, and interpret data.
113.19(b)(21): 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.
113.19(b)(21)(A): differentiate between, locate, and use valid primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information about Texas;
113.19(b)(21)(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;
113.19(b)(21)(C): organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
113.19(b)(21)(D): identify points of view from the historical context surrounding an event and the frame of reference that influenced the participants;
113.19(b)(21)(E): support a point of view on a social studies issue or event;
113.19(b)(21)(G): evaluate the validity of a source based on language, corroboration with other sources, and information about the author;
113.19(b)(21)(H): use appropriate mathematical skills to interpret social studies information such as maps and graphs.
113.19(b)(22): Social studies skills. The student communicates in written, oral, and visual forms.
113.19(b)(22)(A): use social studies terminology correctly;
113.19(b)(22)(B): use standard grammar, spelling, sentence structure, punctuation, and proper citation of sources;
113.19(b)(22)(C): transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate;
113.19(b)(22)(D): create written, oral, and visual presentations of social studies information.
113.19(b)(23): Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.
113.19(b)(23)(A): use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution;
113.19(b)(23)(B): use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

126.15, Technology Applications, Grade 7

126.15(c)(1): Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products.
126.15(c)(1)(A): identify, create, and use files in various formats such as text, raster and vector graphics, video, and audio files;
126.15(c)(1)(B): create and present original works as a means of personal or group expression;
126.15(c)(1)(C): explore complex systems or issues using models, simulations, and new technologies to make predictions, modify input, and review results;
126.15(c)(2): Communication and collaboration. The student collaborates and communicates both locally and globally to reinforce and promote learning.
126.15(c)(2)(A): create personal learning networks to collaborate and publish with peers, experts, or others using digital tools such as blogs, wikis, audio/video communication, or other emerging technologies;
126.15(c)(2)(B): communicate effectively with multiple audiences using a variety of media and formats;
126.15(c)(2)(C): create products using technical writing strategies.
126.15(c)(3): Research and information fluency. The student acquires, analyzes, and manages content from digital resources.
126.15(c)(3)(A): create a research plan to guide inquiry;
126.15(c)(3)(B): use and evaluate various search strategies, including keyword(s) and Boolean operators;
126.15(c)(3)(C): select and evaluate various types of digital resources for accuracy and validity;
126.15(c)(3)(D): process data and communicate results.
126.15(c)(4): Critical thinking, problem solving, and decision making. The student makes informed decisions by applying critical-thinking and problem-solving skills.
126.15(c)(4)(A): identify and define relevant problems and significant questions for investigation;
126.15(c)(4)(B): plan and manage activities to develop a solution, design a computer program, or complete a project;
126.15(c)(4)(C): collect and analyze data to identify solutions and make informed decisions;
126.15(c)(4)(D): use multiple processes and diverse perspectives to explore alternative solutions;
126.15(c)(4)(E): make informed decisions and support reasoning;
126.15(c)(4)(F): transfer current knowledge to the learning of newly encountered technologies.
126.15(c)(6): Technology operations and concepts. The student demonstrates a thorough understanding of technology concepts, systems, and operations.
126.15(c)(6)(J): use a variety of local and remote input sources;
126.15(c)(6)(K): use keyboarding techniques and ergonomic strategies while building speed and accuracy;
126.15(c)(6)(L): create and edit files with productivity tools, including:
126.15(c)(6)(M): plan and create non-linear media projects using graphic design principles;
126.15(c)(6)(N): integrate two or more technology tools to create a new digital product.

111.27, Mathematics, Grade 7

111.27(b)(1): Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.27(b)(1)(A): apply mathematics to problems arising in everyday life, society, and the workplace;
111.27(b)(1)(C): select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
111.27(b)(1)(D): communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
111.27(b)(1)(F): analyze mathematical relationships to connect and communicate mathematical ideas;
111.27(b)(4): Proportionality. The student applies mathematical process standards to represent and solve problems involving proportional relationships.
111.27(b)(4)(A): represent constant rates of change in mathematical and real-world problems given pictorial, tabular, verbal, numeric, graphical, and algebraic representations, including d = rt;
111.27(b)(4)(C): determine the constant of proportionality (k = y/x) within mathematical and real-world problems;
111.27(b)(4)(D): solve problems involving ratios, rates, and percents, including multi-step problems involving percent increase and percent decrease, and financial literacy problems;
111.27(b)(4)(E): convert between measurement systems, including the use of proportions and the use of unit rates.
111.27(b)(5): Proportionality. The student applies mathematical process standards to use geometry to describe or solve problems involving proportional relationships.
111.27(b)(5)(A): generalize the critical attributes of similarity, including ratios within and between similar shapes;
111.27(b)(5)(C): solve mathematical and real-world problems involving similar shape and scale drawings.

Esta unidad puede abordar los siguientes TEKS.

117.304, Art, Level III

117.304(c)(1): Principios básicos: observación y percepción. Desarrolla y amplía sus destrezas visuales usando razonamiento crítico, imaginación y los sentidos para observar y explorar el mundo, aprendiendo, entendiendo y aplicando los elementos del arte, los principios de diseño y las cualidades expresivas. El estudiante usa lo que el estudiante ve, sabe y ha experimentado como fuentes para examinar, entender y crear materiales gráficos originales.
117.304(c)(1)(A): analice características visuales de las fuentes para ilustrar conceptos, demostrar flexibilidad al resolver problemas, crear múltiples soluciones y pensar en forma creativa;
117.304(c)(1)(B): compare y contraste los elementos de arte, incluyendo línea, figura, color, textura, forma, espacio y valor, como fundamentos de arte en materiales gráficos personales;
117.304(c)(1)(C): compare y contraste los principios de diseño, incluyendo énfasis, repetición/patrón, movimiento/ritmo, contraste/variedad, balance, proporción y unidad, en materiales gráficos personales,
117.304(c)(2): Expresión creativa. Comunica sus ideas mediante materiales gráficos originales, usando una variedad de medios electrónicos con destrezas apropiadas. El estudiante expresas pensamientos e ideas de forma creativa al desafiar la imaginación, promoviendo el pensamiento reflexivo y desarrollando un esfuerzo disciplinado y destrezas graduales de resolución de problemas.
117.304(c)(2)(A): cree un material gráfico original usando múltiples soluciones de observación directa, fuentes originales, experiencias e imaginación para expandir temas personales que demuestren la intención artística;
117.304(c)(2)(B): solve visual problems and develop multiple solutions for designing ideas, creating practical applications, clarifying presentations, and evaluating consumer choices in order to make successful design decisions;
117.304(c)(2)(C): use an understanding of copyright and public domain to appropriate imagery constituting the main focal point of original artwork when working from images rather than direct observation or imagination;
117.304(c)(3): Relevancia histórica y cultural. Demuestra un entendimiento de la historia del arte y la cultura al analizar diferentes estilos artísticos, periodos históricos y una variedad de culturas. Desarrolla una conciencia global y respeto por las tradiciones y contribuciones de diversas culturas.

113.19, Social Studies, Grade 7

113.19(b)(8): Geografía. El estudiante usa herramientas geográficas para recopilar, analizar e interpretar datos.
113.19(b)(21): Destrezas de estudios sociales. Utiliza las habilidades del pensamiento crítico para organizar y usar la información que adquiere de una variedad de fuentes válidas, incluyendo la tecnología electrónica.
113.19(b)(21)(A): diferencie entre, localizar y usar fuentes primarias y secundarias válidas como un programa de computadora, bases de datos, servicios de medios y noticiosos, biografías, entrevistas y artefactos para adquirir información acerca de Texas;
113.19(b)(21)(B): analice información mediante secuencia, categorización, identificación de relaciones de causa y efecto, comparación, contrastación, encontrar la idea principal, síntesis, hacer generalizaciones y predicciones y sacar inferencias y conclusiones;
113.19(b)(21)(C): organice e interprete información de esquemas, reportes, bases de datos y apoyos visuales, incluyendo gráficas, tablas, líneas cronológicas y mapas;
113.19(b)(21)(D): identifique puntos de vista del contexto histórico que rodea un evento y el marco de referencia que influyó en los participantes;
113.19(b)(21)(E): apoye un punto de vista en una cuestión o evento de estudios sociales;
113.19(b)(21)(G): valúe la validez de una fuente con base en el lenguaje, corroboración con otras fuentes e información acerca del autor,
113.19(b)(21)(H): use destrezas matemáticas apropiadas para interpretar información de estudios sociales como mapas y gráficas.
113.19(b)(22): Destrezas de estudios sociales. Se comunica en forma oral, visual y escrita.
113.19(b)(22)(A): use correctamente terminología de estudios sociales;
113.19(b)(22)(B): use gramática, ortografía, estructura de la oración y puntuación estándar y citas apropiadas de las fuentes;
113.19(b)(22)(C): transfiera información de un medio a otro, incluyendo de escrito a visual y estadístico a escrito o visual, usando software según sea apropiado,
113.19(b)(22)(D): cree presentaciones escritas orales y visuales de información de estudios sociales.
113.19(b)(23): Destrezas de estudios sociales. El estudiante utiliza las habilidades para resolver problemas y tomar decisiones en forma independiente y con otros en diferentes ambientes.
113.19(b)(23)(A): use un proceso de proceso de resolución de problemas para identificar un problema, reunir información, listar y considerar opciones, considerar ventajas y desventajas, elegir e implementar una solución y evaluar la eficacia de la solución,
113.19(b)(23)(B): use un proceso de toma de decisiones para identificar una situación que requiera tomar una decisión, reúna información, identifique opciones, prediga consecuencias y tome acción para implementar una decisión.

126.15, Technology Applications, Grade 7

126.15(c)(1): Creatividad e innovación. El estudiante usa pensamiento creativo y procesos de innovación para construir conocimiento, generar nuevas ideas y productos.
126.15(c)(1)(A): identifique, cree y use archivos de varios formatos como texto, gráficas ráster y de vector, archivos de video y audio;
126.15(c)(1)(B): cree y presente trabajos originales como medio de expresión personal o grupal;
126.15(c)(1)(C): explore sistemas o asuntos complejos usando modelos, simulaciones y nuevas tecnologías para hacer predicciones, modificar entradas y revisar resultados,
126.15(c)(2): Comunicación y colaboración. El estudiante colabora y se comunica tanto local como globalmente para reforzar y promover su aprendizaje.
126.15(c)(2)(A): cree redes personales de aprendizaje para colaborar y publicar con compañeros, expertos u otros usando herramientas digitales como blogs, wikis, comunicación por audio/video u otras tecnologías emergentes;
126.15(c)(2)(B): se comunique de manera efectiva con múltiples públicos usando una variedad de medios electrónicos y formatos,
126.15(c)(2)(C): cree productos usando estrategias de escritura técnicas.
126.15(c)(3): Fluidez de investigación e información. El estudiante adquiere, analiza y maneja contenido de fuentes digitales.
126.15(c)(3)(A): cree un plan de investigación para guiar su búsqueda;
126.15(c)(3)(B): use y evalúe varias estrategias de búsqueda, incluyendo palabras clave y operadores booleanos;
126.15(c)(3)(C): seleccione y evalúe la exactitud y validez de varios tipos de fuentes digitales,
126.15(c)(3)(D): procese datos y comunique resultados.
126.15(c)(4): Pensamiento crítico, resolución de problemas y toma de decisiones. El estudiante toma decisiones informadas aplicando destrezas de pensamiento crítico y de resolución de problemas.
126.15(c)(4)(A): identifique y defina problemas relevantes y preguntas importantes para la investigación;
126.15(c)(4)(B): planee y administre actividades para desarrollar una solución, diseñar un programa de computadora o completar un proyecto;
126.15(c)(4)(C): reúna y analice datos para identificar soluciones y tomar decisiones informadas;
126.15(c)(4)(D): use múltiples procesos y perspectivas diversas para explorar alternativas de solución;
126.15(c)(4)(E): tome decisiones informadas y apoye el razonamiento,
126.15(c)(4)(F): transfiera conocimiento actual al aprendizaje de las tecnologías recién encontradas.
126.15(c)(6): Operaciones y conceptos de tecnología. El estudiante demuestra una comprensión profunda de conceptos, sistemas y operaciones de tecnología.
126.15(c)(6)(J): use una variedad de fuentes locales y remotas;
126.15(c)(6)(K): use técnicas de tecleado y estrategias ergonométricas al desarrollar velocidad y precisión;
126.15(c)(6)(L): cree y edite archivos con herramientas de productividad, incluyendo:
126.15(c)(6)(M): planee y cree proyectos no lineales de medios usando principios de diseño gráfico,
126.15(c)(6)(N): integre dos o más herramientas tecnológicas para crear un producto digital nuevo.

111.27, Mathematics, Grade 7

111.27(b)(1): Estándares de procesos matemáticos. El estudiante utiliza procesos matemáticos para adquirir y demostrar comprensión matemática.
111.27(b)(1)(A): apply mathematics to problems arising in everyday life, society, and the workplace;
111.27(b)(1)(C): select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;
111.27(b)(1)(D): communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
111.27(b)(1)(F): analyze mathematical relationships to connect and communicate mathematical ideas;
111.27(b)(4): Proporcionalidad. El estudiante aplica los estándares de procesos matemáticos para representar y resolver problemas que involucran relaciones proporcionales.
111.27(b)(4)(A): represent constant rates of change in mathematical and real-world problems given pictorial, tabular, verbal, numeric, graphical, and algebraic representations, including d = rt;
111.27(b)(4)(C): determine the constant of proportionality (k = y/x) within mathematical and real-world problems;
111.27(b)(4)(D): solve problems involving ratios, rates, and percents, including multi-step problems involving percent increase and percent decrease, and financial literacy problems;
111.27(b)(4)(E): convert between measurement systems, including the use of proportions and the use of unit rates.
111.27(b)(5): Proporcionalidad. El estudiante aplica los estándares de procesos matemáticos para usar la geometría al describir o resolver problemas que involucran relaciones proporcionales.
111.27(b)(5)(A): generalize the critical attributes of similarity, including ratios within and between similar shapes;
111.27(b)(5)(C): solve mathematical and real-world problems involving similar shape and scale drawings.

This unit may address the following Texas College and Career Readiness Standards.

Social Studies:

SS.I.F.1: Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.I.F.2: Analyze ethical issues in historical, cultural, and social contexts.
SS.IV.A.6: Read research data critically.
SS.IV.B.1: Use established research methodologies.
SS.IV.B.2: Explain how historians and other social scientists develop new and competing views of past phenomena.
SS.IV.B.3: Gather, organize, and display the results of data and research.
SS.IV.B.4: Identify and collect sources.
SS.IV.C.1: Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.V.A.1: Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2: Use conventions of standard written English.
SS.V.B.1: Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1: Engage in scholarly inquiry and dialogue.
CDS.I.A.2: Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.3: Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4: Support or modify claims based on the results of an inquiry.
CDS.I.C.2: Develop and apply multiple strategies to solve a problem.
CDS.I.C.3: Collect evidence and data systematically and directly relate to solving a problem.
CDS.I.D.1: Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2: Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3: Strive for accuracy and precision.
CDS.I.D.4: Persevere to complete and master tasks.
CDS.I.E.1: Work independently.
CDS.I.E.2: Work collaboratively.
CDS.I.F.1: Attribute ideas and information to source materials and people.
CDS.I.F.2: Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.II.A.3: Identify the intended purpose and audience of the text.
CDS.II.A.4: Identify the key information and supporting details.
CDS.II.A.5: Analyze textual information critically.
CDS.II.A.6: Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7: Adapt reading strategies according to structure of texts.
CDS.II.A.8: Connect reading to historical and current events and personal interest.
CDS.II.B.1: Write clearly and coherently using standard writing conventions.
CDS.II.B.2: Write in a variety of forms for various audiences and purposes.
CDS.II.C.2: Explore a research topic.
CDS.II.C.3: Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4: Evaluate the validity and reliability of sources.
CDS.II.C.5: Synthesize and organize information effectively.
CDS.II.C.6: Design and present an effective product.
CDS.II.C.7: Integrate source material.
CDS.II.C.8: Present final product.
CDS.II.D.1: Identify patterns or departures from patterns among data.
CDS.II.D.2: Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
CDS.II.D.3: Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1: Use technology to gather information.
CDS.II.E.2: Use technology to organize, manage, and analyze information.
CDS.II.E.3: Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4: Use technology appropriately.

Mathematics:

M.IX.B.2: Understand and use appropriate mathematical models in the natural, physical, and social sciences.
M.IX.B.1: Use multiple representations to demonstrate links between mathematical and real-world situations.
M.IX.A.1: Connect and use multiple key concepts of mathematics in situations and problems.
M.IX.A.2: Connect mathematics to the study of other disciplines.

Esta unidad puede abordar los siguientes estándares de Texas College and Career Readiness.

Social Studies:

SS.I.F.1: Usa una variedad de herramientas analíticas y de investigación para explorar exhaustiva e imparcialmente preguntas o temas.
SS.I.F.2: Analiza temas éticos en contextos históricos, culturales y sociales.
SS.IV.A.6: Lee críticamente datos de investigación.
SS.IV.B.1: Usa metodologías de investigación establecidas.
SS.IV.B.2: Explica cómo los historiadores y otros científicos sociales desarrollan percepciones nuevas y contrapuestas de fenómenos del pasado.
SS.IV.B.3: Reúne, organiza y muestra los resultados de los datos y la investigación.
SS.IV.B.4: Identifica y reúne fuentes.
SS.IV.C.1: Comprende e interpreta críticamente presentaciones.
SS.V.A.1: Usa técnicas apropiadas de comunicación oral según el contexto o la naturaleza de la interacción.
SS.V.A.2: Usa las reglas convencionales de la lengua inglesa escrita.
SS.V.B.1: Acredita las ideas y la información a los materiales de referencia y a los autores.

Cross-Disciplinary Standards:

CDS.I.A.1: Participa en el diálogo y la investigación académica.
CDS.I.A.2: Acepta la crítica constructiva y cambia las opiniones personales cuando la evidencia válida lo justifique.
CDS.I.B.3: Reúne evidencias para apoyar argumentos, hallazgos o líneas de razonamiento.
CDS.I.B.4: Apoya o clarifica aseveraciones basadas en los resultados de una investigación.
CDS.I.C.2: Desarrolla y aplica múltiples estrategias para resolver un problema.
CDS.I.C.3: Reúne sistemáticamente evidencias y datos y los relaciona directamente para resolver un problema.
CDS.I.D.1: Autoevalúa sus necesidades de aprendizaje y busca ayuda cuando es necesario.
CDS.I.D.2: Usa hábitos de estudio necesarios para cumplir metas y requisitos académicos.
CDS.I.D.3: Se esfuerza por ser exacto y preciso.
CDS.I.D.4: Persevera hasta completar y dominar las tareas.
CDS.I.E.1: Trabaja de forma independiente.
CDS.I.E.2: Trabaja de manera colaborativa.
CDS.I.F.1: Acredita ideas e información a las fuentes de referencia y a las personas.
CDS.I.F.2: Evalúa las fuentes en función de la calidad de su contenido, validez, credibilidad y relevancia.
CDS.II.A.3: Identifica el propósito del texto y el público al que se dirige.
CDS.II.A.4: Identifica la información principal y los detalles de apoyo.
CDS.II.A.5: Analiza críticamente la información textual.
CDS.II.A.6: Comenta, resume, parafrasea y describe textos cuando sea apropiado.
CDS.II.A.7: Adapta estrategias de lectura acordes con la estructura de los textos.
CDS.II.A.8: Adapta estrategias de lectura acordes con la estructura de los textos.
CDS.II.B.1: Escribe clara y coherentemente usando las reglas convencionales de la escritura.
CDS.II.B.2: Escribe en una variedad de formas para varios públicos y propósitos.
CDS.II.C.2: Explora un tema de investigación.
CDS.II.C.3: Afina el tema de investigación con base en una investigación preliminar y establece un calendario para terminar el trabajo.
CDS.II.C.4: Evalúa la validez y confiabilidad de las fuentes.
CDS.II.C.5: Sintetiza y organiza la información de manera efectiva.
CDS.II.C.6: Diseña y presenta un producto efectivo.
CDS.II.C.7: Integra las referencias.
CDS.II.C.8: Presenta un producto final.
CDS.II.D.1: Identifica patrones o divergencias de los patrones entre los datos.
CDS.II.D.2: Usa destrezas estadísticas y probabilísticas necesarias para planear una investigación y recaba, analiza e interpreta datos.
CDS.II.D.3: Presenta datos analizados y comunica los hallazgos en una variedad de formatos.
CDS.II.E.1: Usa tecnología para reunir información.
CDS.II.E.2: Usa tecnología para organizar, manejar y analizar información.
CDS.II.E.3: Usa tecnología para comunicar y mostrar hallazgos de una manera clara y coherente.
CDS.II.E.4: Usa la tecnología apropiadamente.

Mathematics:

M.IX.B.2: Understand and use appropriate mathematical models in the natural, physical, and social sciences.
M.IX.B.1: Use multiple representations to demonstrate links between mathematical and real-world situations.
M.IX.A.1: Connect and use multiple key concepts of mathematics in situations and problems.
M.IX.A.2: Connect mathematics to the study of other disciplines.