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Geogr aphy of the United States 201

214

219

807

205

223

231

801

802

803

825 Geography-Concept of Location

Locate places and regions of importance in the United States during the

18th and 19th centuries such as the Appalachian and Rocky Mountains,

Boston, the Confederacy and the Union, the Great Plains, the Louisiana

Purchase, the Mississippi River, New Orleans, New York City, the Oregon

Trail, Philadelphia, the Thirteen British Colonies and their regions, and

Washington, D.C. (11A) B

Geography-Translate and analyze geographic data

[Pose and] answer questions about geographic distributions and patterns shown on maps, graphs, charts, models and databases. (10B) B

Geography-One area is similar to, and different from, another area

Compare places and regions of the United States in terms of physical and human characteristics. (11B) B

Geography-Physical environment affects and interacts with the human environment

Analyze the effects of physical and human geographic factors on major historical [and contemporary] events such as the National Road, the Erie

Canal, and the Transcontinental Railroad in the United States. (11C)

B

Geography-Location and patterns of settlement in different areas of the world.

Analyze how physical characteristics of the environment such as climate, mountain ranges, and river valleys influenced …settlement patterns … in the US during the 18th and 19th centuries (12A) B

Social Studies Skills-Organize and inion.

[Organize and ] interpret inform in [outlines, reports, databases, and visuals including graphs, charts, timelines, and maps. (21C) B

Geography-Construct and interpret maps and other graphics

Create thematic maps, graphs, charts models and databases representing various aspects of the United States. (10A)

Geography-Humans have adapted to, and modified, the physical environment

Describe the consequences of human modification, such as coastal fishing, farming and ranching, industrialization, timber, and urbanization of the physical environment of the United States. (12B)

Geography-Migration influences the environment

Describe how different immigrant groups such as Native Americans,

Europeans, Africans, and Asians interacted with the environment in the

United States during the 18th and 19th centuries. (12C)

Social Studies Skills-Use social studies terminology

Use social studies terminology correctly. (31A)


Use geographic terminology correctly. (L)

Social Studies Skills-Use standard grammar

Use standard grammar, spelling sentence structure, and punctuation.

(31B)


Use standard grammar, spelling sentence structure, and punctuation.

(31B) T2

T2

T2

T2

T2

T5

1-2 days

Geography Pre-Test to asses the students' knowledge of US Geography.

Have students identify major physical features of the US on an outline map. Students should label features and in a class discussion, predict ways in which these features will be of value to settlers or a hindrance to westward movement.

Students can create comparison charts or Venn diagrams showing the similarities and differences between the regions of the US.

Teacher made quiz

Sketch maps

Label outline maps

Vocabulary games

Illustrated Travel Brochure of US physical features

Geography of the United States (continued) Resources

McDougal-Littell Creating America – Geography Handbook

Teaching Strategy – Setting the Stage pg. 3

History Alive! –Geography of America from Past to Present notebook

HYPERLINK "http://www.maps101.com" www.maps101.com

HYPERLINK "http://www.unitedstreaming.com" www.unitedstreaming.com

University of Virginia American Studies Department

HYPERLINK "http://xroads.virginia.edu/~MAP/map_hp.html#atlas"

http://xroads.virginia.edu/~MAP/map_hp.html#atlas

U.S. History Map Sources:

HYPERLINK "http://www.class.csupomona.edu/his/skpuz/hst202/Maps.html"

http://www.class.csupomona.edu/his/skpuz/hst202/Maps.html

University of Virginia American Studies Department

HYPERLINK "http://xroads.virginia.edu/~MAP/map"

http://xroads.virginia.edu/~MAP/map hp.html#atlas

Teacher Notes

Vocabulary: Appalachian Mountains, coastal plains, desert, fall line, grasslands, Great Lakes, Great Plains, peninsula, interior plains,

landforms, Rocky Mountains, tundra

Vocabulary ideas – Illustrated dictionary entries include the term, the definition, a drawing and the historical significance of the term as it relates to American history. Vocabulary cards can also be created on 3x5 index cards with similar information Students could also produce half page definitions and drawings to place on a Word Wall in the classroom as a reminder of important vocabulary; words can be changed with each unit.

History Alive! materials may or may not be available at all middle schools. This is an excellent resource addressing history through the multiple intelligences. More information regarding the ordering of these curriculum notebooks can be obtained at HYPERLINK

"http://www.historyalive.com" www.historyalive.com .

European Exploration and Native Americans

619

807

818

167

231

801

803

810

811

Culture-Contributions and effects of ethnic and racial groups

Analyze the contributions of people of various racial, ethnic, and religious groups [to our national identity]. (24D) B

Social Studies Skills-Organize and interpret information

[Organize and] interpret information in [outlines, reports, databases, and] visuals including graphs, charts, timelines, and maps. (30C) B

Social Studies Skills-Identify and support different historic points of view

Identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants. (30D)

B

History—Causes and effects of exploration

Identify reasons for European exploration and colonization of North

America. (2A)

Geography-Migration influences the environment

Describe how different immigrant groups such as Native Americans,

Europeans, Africans, and Asians interacted with the environment in the

United States during the 18th and 19th centuries. (12C)


Use social studies terminology correctly. (31A)


Use standard grammar, spelling, sentence structure, and punctuation.

(31B)

Social Studies Skills-Transfer information from one medium to another

Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate. (31C)

Social Studies Skills-Create visual and written materials

Create written, oral, and visual presentations of social studies information. (31D) T3*

T5

T5

3-4 days Color-coded Trans-Atlantic Map: Students will research, label and color-code European countries, the routes and explored areas in

North America.

European Flag Flip Chart: Students will explore and explain the location of and motivation for exploration for a list of famous explorers.

(See teaching notes for list of explorers)

Map of Native American culture areas: Students will identify the location of various Native American culture areas and describe the famous

Native American leaders/individuals and their accomplishments. (See teaching notes for suggested culture areas.)

A Time Line Map of North America and Europe: Students will research, locate and describe the important events on the timeline. (See teaching notes for suggested items) European Explorers and/or Native American

Talk Show Presentation: Students will research the backgrounds of various explorers and/or famous Native Americans. The host of the talk show should ask interview like questions to students portraying various explorers and/or Native Americans. The audience may also participate in asking questions. Questions should focus on the motivations, locations and results of European Explorations.

Teacher made quiz

Pose the following question: What are the ramifications of the Native

Americans and the European explorers?

Pose the following questions:

1. What were the motivations for European exploration?

2. What were the results of European exploration?

Resources

McDougal-Littell Creating America – Chapters 1 & 2

There are many more resources and lesson plans within the teacher’s edition of the textbook.

Chapter 1

In-Depth Resources: Unit 1

Humanities Transparencies – HT1, HT2

Critical Thinking Transparencies – CT1, CT2, CT3

Outline Map Activity – Land Forms of

North America

Primary Source Explorer – The Iroquois Great Law

of Peace

Chapter 2

In-Depth Resources: Unit 1

Humanities Transparencies – HT3, HT4

Critical Thinking Transparencies – CT4, CT5, CT6

American Music CD

Teacher Notes

Vocabulary – Columbian Exchange, Bering Strait, Age of Exploration,

Protestant Reformation, Spanish Armanda, prehistory, Northwest Passage, colonization, migration, Native American, Ice Age, culture area

Enrichment:

In-Depth Resource Unit 1 –

Recording the Voyage of Columbus

Enrichment:

In-Depth Resource Unit 1- Biography of Bartholomew de las Casas.

Plan an expedition to the Americas and create a poster illustrating these plans.

Suggested explorers for student European Flip Charts:

Columbus

Vikings

Hudson

Marquette and Joliet

Cortes

Cabeza de Vaca

LaSalle

DeLeon.

Suggested Native American Cultures for Map of Native American culture areas.

Montezuma- Aztec

Tecumseh-Shawnee

Pocahontas- Algonquian

Sacajawea- Shoshone

Pontiac- Ottawas

169

172

424

Osceola- Seminole

Sequoya- Cherokee

Suggested items for Time Line Map of North America and European Age of

Exploration:

Protestant Reformation

Spanish Armada

Northwest Passage

Colonization

Migration

Ice Age

Spanish Inquisition

Renaissance

The Thirteen English Colonies ( Founding) 106

157

616

807

815

818

161

509

History-Significant dates in history

Explain the significance of the following dates: 1607 (1C) B

History-Historical development of political issues

Explain the reasons for the growth of representative government and institutions during the colonial period. (3A) B

History-Historic origins of colonization and settlement

Compare political, economic and social reasons for the establishment of the 13 colonies. (2B) B

History-Historical issues related to the founding documents of the United

States

Evaluate the importance of the Mayflower Compact, the Fundamental Orders of Connecticut and the Virginia House of Burgesses to the growth of representative government. (3B) B

Government-Principles of government addressed in historic documents

Identify the influence of ideas from historic documents including the

Magna Carta, the English Bill of Rights, the Mayflower Compact, the

Declaration of Independence, the Federalist Papers, and selected antifederalist writings on the U.S. system of government. (16A) B

Culture-Individuals and groups shape a society’s culture

Identify and evaluate the political, social and economic contributions of women to American society. (24E) B

Social Studies Skills-Organize and interpret information

[Organize and] interpret information in [outlines, reports, databases, and] visuals including graphs, charts, timelines, and maps. (30C) B

Social Studies Skills-Locate, differentiate, and use primary and secondary sources

[Differentiate between locate and] use primary and secondary sources

[such as computer software; interviews; biographies; oral, print, and visual material; and artifacts’ to acquire information about the United

States. (30A) B

Social Studies Skills-Identify and support different historic points of view

Identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants. (30D) B

History-Impact of religion on history

Describe how religion contributed to the growth of representative government in the American colonies. (3C)

Citizenship-Rights and responsibilities of good citizenship

Explain the importance of personal responsibilities such as accepting

T1

T4 responsibility for ones behavior and supporting one’s family. (20C) T1

T4*

T4

T3*

T5

T5

T5

2 1/2 weeks

(12 days)

(4 days for each colonial region: New England, Middle and Southern)

Colonial Folder: This folder should be divided into 3 separate sections: New England, Middle and Southern Colonies. Students will research each region and will collect information for the following categories:

Location on a blank map

Founders/Leaders

Geographic Descriptions of Regions

Descriptions of the Religions found in each region

Economic Resources and Activities

List the Founding Documents

Oversized Colonial Map: This map should be large, very large, wall size if possible! Throughout the Colonial Unit, students can label and create symbols to represent the categories listed above.

Essay Test/Presentation:

Prompt #1-Select two colonies. Compare and contrast the location, founders/leaders, geography, religions, and economics of the colonies.

Prompt #2-Create an ideal or utopian colony. Be sure to use and site traits from several of the 13 colonies you have researched and studied during this colonial unit.

Teacher made quiz/tests

Teacher observation

Student research and presentations

Austin ISD Advanced Planning Guide – Social Studies

©2006-07 Austin Independent School District 2nd

1th First Six Weeks

Pre-AP Eighth Grade Matrix # Matrix Strand TEKS Knowledge and

Skill Student Expectation TAKS

Obj. Time/Pace Suggested Student Work Products Suggested Assessment

NOTE: Many of the matrix items can be covered simultaneously

(TEKS); T=TAKS; B=Benchmark; [ ] = not tested on TAKS

L = Local Expectations; Italics = Local Specificity

< > TAKS support for specific grade (s) and not all three grades

* TEKS Strand matches different TAKS Objective

Page PAGE 6

Principles of Learning: Accountable Talk

Ask students: “Can you predict physical barriers to westward expansion of the U.S.?” – Turn to your neighbor and explain.

TAKS Practice

Transparencies: TT10, TT1, TT12, TT18 – Multiple Choice, Primary

Documents, Maps and charts.

Principles of Learning: Accountable Talk

Students take the point of view of an explorer and explain their motivation and experiences.

TAKS Strategies: pp. S1-S33. Provide strategies for students in the various formats contained in the TAKS exam.

TAKS Practice Transparencies: TT1 – TT9 –Multiple Choice, Sentence

Completion, Mixed Format, Primary Sources. Samples are provided in the transparencies.

TAKS Mini-Lesson (23D) and (47D)

Have students create a chart listing the causes and effects of European exploration. (Obj. 5, 8.30B)

Have students create a timeline of Spanish explorers to the Americas.

(Obj. 5, 8.30C)

TAKS Preparation: The 8th Grade Social Studies TAKS exam will be given on Thursday, April 21, 2005

Indicates differentiation from the IPG. The APGs are color-coded to explain the type of differentiation used.

GREEN = Modifications, RED = Substitutions, PURPLE = Additions

Color-coded APGs are available on the AISD matrix website at:

HYPERLINK "http://www.austinschools/org/matrix"

www.austinschools/org/matrix

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