integrating grade 8 taks expectations into world geography studies one/third of the grade 10 taks...
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Integrating Grade 8 TAKS Integrating Grade 8 TAKS Expectations into World Expectations into World
Geography StudiesGeography StudiesOne/third of the Grade10 TAKS objectives is early US History?
Three Step ProgramThree Step Program
Review the World Geography/World History Review the World Geography/World History Guide…Guide…
Introduce a strategy to analyze the connections…Introduce a strategy to analyze the connections… Examine ways to integrate Grade 8 content into Examine ways to integrate Grade 8 content into
Grade 10 World Geography…Grade 10 World Geography… Explore one WG/WH connection in depth…Explore one WG/WH connection in depth… Consider a teaching strategy--teaching with Consider a teaching strategy--teaching with
maps--as a pathway for student success…maps--as a pathway for student success…
8.1 explain the significance of 8.1 explain the significance of 1776, 1787, & 1861-18651776, 1787, & 1861-1865
Geographic StrategyGeographic Strategy Create story “sketch” maps that narrate the Create story “sketch” maps that narrate the
spatial history of the American Revolution and spatial history of the American Revolution and the Civil Warthe Civil War
8.4 Explain the roles played by8.4 Explain the roles played by
Jefferson & WashingtonJefferson & Washington
Geographic StrategyGeographic Strategy Put the lives of Washington & Jefferson in Put the lives of Washington & Jefferson in
geographic context…geographic context… Design and draw appropriate maps, diagrams, Design and draw appropriate maps, diagrams,
tables, graphstables, graphs Create a historical atlas illustrating significant events Create a historical atlas illustrating significant events
in their livesin their lives OR create a large scale time and place(maps) line OR create a large scale time and place(maps) line
bulletin board to compare and contrast…bulletin board to compare and contrast…
8.4 Explain Am Rev issues8.4 Explain Am Rev issues
Independence, the Articles of ConfederationIndependence, the Articles of Confederation Geographic StrategyGeographic Strategy
Give students list of significant events, 1764-1783Give students list of significant events, 1764-1783 Date and locate each eventDate and locate each event Sort the events in three categoriesSort the events in three categories
Events that led up to the Revolution (Causes)Events that led up to the Revolution (Causes) The RevolutionThe Revolution Events that resulted from the Revolution (Effects)Events that resulted from the Revolution (Effects)
To conclude, have students make generalizations To conclude, have students make generalizations about the location of significant eventsabout the location of significant events
8.16 Identify colonial grievances8.16 Identify colonial grievances
Declaration of Independence and Declaration of Independence and connection to US Constitution & connection to US Constitution & Bill of RightsBill of Rights
Geographic StrategyGeographic Strategy Distribute Declaration of IndependenceDistribute Declaration of Independence Explain the Explain the long train of abuses and usurpations long train of abuses and usurpations in own in own
wordswords Discuss geographic implicationsDiscuss geographic implications
Related to colonial/imperial economic relationship?Related to colonial/imperial economic relationship? Any still a problem today? Why or why not?Any still a problem today? Why or why not?
8.3 Explain the Reasons for the 8.3 Explain the Reasons for the Growth of Representative Gov’tGrowth of Representative Gov’t
Colonial PeriodColonial Period Geographic StrategyGeographic Strategy
Ask students to describe Ask students to describe the human and physical the human and physical characteristics of one place characteristics of one place in the colonies at different in the colonies at different periods of timeperiods of time
How did changes in How did changes in population, economics, population, economics, politics, society affect the politics, society affect the place?place?
Relate to history and Relate to history and changing spatial relations in changing spatial relations in the colonies, 1600-1776the colonies, 1600-1776
8.16 & 8.20 Historic Documents8.16 & 8.20 Historic Documents
Magna Carta, English Magna Carta, English Bill of Rights, Bill of Rights, Declaration of Declaration of Independence, Independence, Federalist PapersFederalist Papers
Components of US Components of US ConstitutionConstitution
Unalienable RightsUnalienable Rights Importance of Free Importance of Free
Speech in a Speech in a Democratic SocietyDemocratic Society
Historic DocumentsHistoric Documents
Geographic StrategyGeographic Strategy Relate cultural worldview to political, economic Relate cultural worldview to political, economic
and social values reflected in key gov’t and social values reflected in key gov’t documents.documents.
Distribute summaries of main ideas from key Distribute summaries of main ideas from key documentsdocuments
Review ideasReview ideas Ask students to write a summary of American Ask students to write a summary of American
worldview in own words as it reflects and worldview in own words as it reflects and represents these documentsrepresents these documents
8.17 13th, 14th, 15th 8.17 13th, 14th, 15th Amendments, States’ Rights, Amendments, States’ Rights,
NullificationNullification Causes & Effects of the Causes & Effects of the
Civil WarCivil War Geographic StrategyGeographic Strategy
Divide class into work Divide class into work groups and assign each a groups and assign each a tasktask
E.g.,TASK 1: Define states’ E.g.,TASK 1: Define states’ rights as it is framed in the rights as it is framed in the ConstitutionConstitution
E.g. Task 2: Make a map E.g. Task 2: Make a map showing slave and free showing slave and free states, 1800states, 1800
8.17 13th, 14th, 15th 8.17 13th, 14th, 15th Amendments, States’ Rights, Amendments, States’ Rights,
NullificationNullification
Pull class together for story tellingPull class together for story telling You tell the story; at key points students share evidence You tell the story; at key points students share evidence
produced by their tasks to illustrateproduced by their tasks to illustrate
Conclude: ask students to create concept maps Conclude: ask students to create concept maps linking key ideas/concepts into a coherent linking key ideas/concepts into a coherent diagram:diagram: States’ Rights, Nullification Crisis, Dred Scott Decision, States’ Rights, Nullification Crisis, Dred Scott Decision,
3/5 Compromise, 13, 14, 15 Amendments, Westward 3/5 Compromise, 13, 14, 15 Amendments, Westward Expansion of Settlement, Civil WarExpansion of Settlement, Civil War