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 |
[pic]
|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. |
[pic]
|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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