TEKS Lesson Plan/Unit Plan - Texarkana Independent School ...



Focus Plan

Texarkana Independent School District

|GRADING PERIOD: |4th Six Weeks |PLAN CODE: |SS10.4.1 |

|writer: |Bates |Course/subject: |World History |

|Grade(s): |10 |Time allotted for instruction: |3 days |

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|Title: |Come Sail With Me |

|Lesson TOPIC: |Research discoveries and conquests of European explorers |

|TAKS Objective: |Objective 3: Demonstrate an understanding of economic and social |

| |influences on historical issues and events |

| |Objective 2: Demonstrate an understanding of geographic influences |

| |on historical issues and events |

|FoCUS TEKS and Student Expectation: |8.2 The student understands the causes of exploration and |

| |colonization eras. The student is expected to: |

| |(A) identify reasons for European exploration and colonization of |

| |North America |

|Supporting TEKS and Student Expectations: |G 1 The student understands how geographic contexts (the geography |

| |of places in the past) and processes of spatial exchange |

| |(diffusion) influenced events in the past and helped to shape the |

| |present. The students is expected to: |

| |(A) analyze the effects of physical and human geographic |

| |patterns and processes on events in the past and describe |

| |their effects on present conditions, including significant |

| |physical features and environmental conditions that |

| |influenced migration patterns in the past and shaped the |

| |distribution of culture groups today |

| | |

| |WH 12 The student understands the impact of geographic factors on |

| |major historic events. The student is expected to: |

| |(C) interpret historical and contemporary maps to identify and |

| |explain geographic factors …that have influenced people |

| |and events in the past. |

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|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

|Learning from maps |maps can show where historical events took place and how the earth’s physical features affected these |

| |events. |

|Drawing conclusions |basic features of a map helps draw conclusions based on information shown. |

|Using the internet |the key to using the internet efficiently is knowing how to search for the exact information you want |

| |to learn about European explorers. |

[pic]I. Sequence of Activities (Instructional Strategies)

A. Focus/connections/anticipatory set

The teacher will write the following on the chalkboard:

In 1492 _________________ sailed the ocean blue.

The teacher will instruct students to read the sentence.

Allow a few seconds for the entire class to read the sentence.

The teacher will then ask the class to read the sentence together,

“In 1492 Columbus sailed the ocean blue.”

The teacher will click on the following web site and scroll to the animated voyage of

Columbus from Spain to San Salvador and West Indies.



B. Instructional activities

(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)

1. Objective: Students will research the discoveries and conquests of European

explorers.

2. Procedures: Students will be assigned a European explorer to research. First, the

student will prepare a biographic sketch as explained in Handout 1.

Next the student will draw a map showing the route(s) taken by the

explorer.

3. Modeling: The couplet, “In 1492 Columbus sailed the ocean blue”, is

often learned in Kindergarten or in the primary grades. With only six

words, the verse is filled with information:

When – 1492

Who - Columbus

What – sailed

Where – the ocean blue.

Columbus is perhaps the most famous European explorer or one that

first comes to mind. After word spread of his discovery other explorers

followed in search of new lands. For the next few days, you will be

gathering information and preparing a biographical sketch of early

European explorers. The information needed is listed on Handout 1 –

European Explorer. After completing the biographical sketch, you will

draw a map showing the route(s) taken by that explorer.

C. Guided activity or strategy

The teacher will distribute Handout 1 to the students. The teacher will read and

explain each criteria and the grading criteria.

Birth date – When was the explorer born? (5 points)

Nationality – Where was the explorer born? This is important because some

explorers were not born in the country for which they sailed (sponsored or paid

for the voyage) (5 points)

European nation represented – What country paid for or sponsored the

voyage? (5 points)

Number of voyages – Did this explorer make one or more voyages? (5 points)

Major discoveries – name of country founded

What did the explorer find when he got there? (20 points)

Significance – explain why this explorer should be recorded in history

Was he the first person to land in this place

Did he come after another explorer? (25 points)

Creativeness – Be sure to expand your sentences. Make the biographical

sketch interesting to read and be read by others. (25 points)

Correctness of data and grammar – A good writer always uses correct

Grammar - spell your words correctly, use complete sentences, proper

punctuation.

What sources are you going to use? Are they reliable or does the writer

have a bias? (10 points)

D. Accommodations/modifications

E. Enrichment

II. STUDENT PERFORMANCE

A. Description

The student will work independently to complete the assignment.

B. Accommodations/modifications

Students requiring modifications may use either textbooks or the internet to locate data.

C. Enrichment

Students requiring enrichment will use the internet to locate data including a

picture of their assigned explorer.

iii. Assessment of Activities

A. Description

B. Rubrics/grading criteria

The teacher will explain the grading criteria for the European Explorer Rubric at the

Time Handout 1 is explained.

The teacher will explain the grading criteria for the European Explorer’s Map Rubric.

• Criteria 1 -The map legend must include a separate color for each voyage (50 points).

• Criteria 2 -The map legend must include a separate color for each voyage as well as the proper label for the new discoveries (lands) (75 points).

• Criteria 3 - The map must be correctly drawn, labeled, neat and legible (100 points).

C. Accommodations/modifications

D. Enrichment

E. Sample discussion questions

Questions are listed in:

C. Guided activity or strategy

IV. TAKS Preparation

A. Transition to TAKS context

Learning from maps can show where historical events took place and how

the earth’s physical features affected these events. Students can also draw

conclusions about map features based on information shown.

B. Sample TAKS questions

Day 1: 2006 TAKS Objective 3, TEKS G 18(A)

Which of the following contributed most to the decline of Native American civilizations in

Latin America after the arrival of European explorers?

A Food exchange

B Overpopulation

C Infectious disease

D Climate change

Point out the key word “decline”.

Choice A and B are incorrect as both relate to increase.

Choice D is incorrect as the European explorers had nothing to do with climate change.

Choice C is correct.

Day 2: 2003 TAKS Objective 2, TEKS WH 12 (C)

The teacher will use an overhead projector to display TAKS question

Transparency. The teacher will color in the map Key and map. This enables

students to analyze the maps and answer the question correctly.

Cut and Paste maps (question #34, page 91)

The French and Indian War of 1754-1763 involved the major European colonial powers in

North America. According to the maps, what was the most significant change that

occurred as a result of the war?

A English possessions in North America were significantly increased

B Spanish territory extended deep into eastern Canada

C Spanish possessions in North America were significantly reduced

D Large numbers of colonists gained their independence

Correct Answer: A

Day 3: 2003 TAKS, Objective 2, TEKS G 1 (A)

One of the main reasons that many people relocated from Europe to North America

during the 17th and 18th centuries was the availability of –

A inexpensive ship fares

B fertile farmland in new colonies

C cheap labor from native sources

D government-sponsored farm loans

Correct Answer: B

V. Key Vocabulary

VI. Resources

A. Textbook

World History Connections To Today, pages 384-402

B. Supplementary materials

Handout 1 – European Explorer Research Sheet

Handout 2 – List of European Explorers

European Explorers – Answer Key

European Explorer Rubric

European Explorer’s Map Rubric

Transparency: Sample TAKS Question (Day 1)

Transparency: Sample TAKS Question (Day 2)

Transparency: Sample TAKS Question (Day 3)

C. Technology

Overhead projector

Computer - internet

VII. follow up activities

(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)

VIII. Teacher Notes: Day 1 and Day 2 – Student will work on assignment.

Day 3 – Presentation to class

Search Engines:

Web sites:









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