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Integrating Grade 8 TAKS Expectations into World Geography Studies

Integrating Grade 8 TAKS Expectations into World Geography Studies. One/third of the Grade 10 TAKS objectives is early US History?. Three Step Program . Review the World Geography/World History Guide… Introduce a strategy to analyze the connections…

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Integrating Grade 8 TAKS Expectations into World Geography Studies

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  1. Integrating Grade 8 TAKS Expectations into World Geography Studies One/third of the Grade 10 TAKS objectives is early US History?

  2. Three Step Program • Review the World Geography/World History Guide… • Introduce a strategy to analyze the connections… • Examine ways to integrate Grade 8 content into Grade 10 World Geography… • Explore one WG/WH connection in depth… • Consider a teaching strategy--teaching with maps--as a pathway for student success…

  3. 8.1 explain the significance of 1776, 1787, & 1861-1865 • Geographic Strategy • Create story “sketch” maps that narrate the spatial history of the American Revolution and the Civil War

  4. 8.4 Explain the roles played by

  5. Jefferson & Washington • Geographic Strategy • Put the lives of Washington & Jefferson in geographic context… • Design and draw appropriate maps, diagrams, tables, graphs • Create a historical atlas illustrating significant events in their lives • OR create a large scale time and place(maps) line bulletin board to compare and contrast…

  6. 8.4 Explain Am Rev issues • Independence, the Articles of Confederation • Geographic Strategy • Give students list of significant events, 1764-1783 • Date and locate each event • Sort the events in three categories • Events that led up to the Revolution (Causes) • The Revolution • Events that resulted from the Revolution (Effects) • To conclude, have students make generalizations about the location of significant events

  7. 8.16 Identify colonial grievances • Declaration of Independence and connection to US Constitution & Bill of Rights • Geographic Strategy • Distribute Declaration of Independence • Explain the long train of abuses and usurpations in own words • Discuss geographic implications • Related to colonial/imperial economic relationship? • Any still a problem today? Why or why not?

  8. 8.3 Explain the Reasons for the Growth of Representative Gov’t • Colonial Period • Geographic Strategy • Ask students to describe the human and physical characteristics of one place in the colonies at different periods of time • How did changes in population, economics, politics, society affect the place? • Relate to history and changing spatial relations in the colonies, 1600-1776

  9. 8.16 & 8.20 Historic Documents • Magna Carta, English Bill of Rights, Declaration of Independence, Federalist Papers • Components of US Constitution • Unalienable Rights • Importance of Free Speech in a Democratic Society

  10. Historic Documents • Geographic Strategy • Relate cultural worldview to political, economic and social values reflected in key gov’t documents. • Distribute summaries of main ideas from key documents • Review ideas • Ask students to write a summary of American worldview in own words as it reflects and represents these documents

  11. 8.17 13th, 14th, 15th Amendments, States’ Rights, Nullification • Causes & Effects of the Civil War • Geographic Strategy • Divide class into work groups and assign each a task • E.g.,TASK 1: Define states’ rights as it is framed in the Constitution • E.g. Task 2: Make a map showing slave and free states, 1800

  12. 8.17 13th, 14th, 15th Amendments, States’ Rights, Nullification • Pull class together for story telling • You tell the story; at key points students share evidence produced by their tasks to illustrate • Conclude: ask students to create concept maps linking key ideas/concepts into a coherent diagram: • States’ Rights, Nullification Crisis, Dred Scott Decision, 3/5 Compromise, 13, 14, 15 Amendments, Westward Expansion of Settlement, Civil War

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