TEKS Lesson Plan/Unit Plan



`TEKS Lesson Plan/Unit Plan

Texarkana Independent School District

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|Teacher: Sarah A. Huett Subject/Course: U.S. History |

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|Grade(s): Grade 11 Time frame: 45 minutes or less |

Re-Teach Lesson Plan Number: 24

Topic/Process: TAKS Review: Effects of Geographic Patterns and Processes

Textbook: Throughout Textbook

Texas Essential Knowledge and Skills (TEKS): WG1 A - B

(1)  History. 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 student 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; and

(B)  trace the spatial diffusion of a phenomenon and describe its effects on regions of contact such as the spread of bubonic plague, the diffusion and exchange of foods between the New and Old Worlds, or the diffusion of American slang.

TAKS: WG1 A - B

(1)  History. 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 student 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; and

(B)  trace the spatial diffusion of a phenomenon and describe its effects on regions of contact such as the spread of bubonic plague, the diffusion and exchange of foods between the New and Old Worlds, or the diffusion of American slang.

|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

|Demography |Changes in demography are often the result of immigration and migration. |

|Immigration |Immigration often leads to a mixing of cultures. Immigration can lead to conflict. Immigration |

| |leads to the spread of ideas and culture. |

|Industrialization |Industrialization is often the result of new technology. Industrialization may lead to changes in |

| |culture, economy and demography. |

| |Technology may lead to social, political and economic changes. Technology often results in |

|Technology |industrialization and economic growth. |

|Migration |People migrate to meet a variety of needs. Migration may lead to enhanced opportunity or greater |

| |freedom. |

|Patterns |Patterns are occurrences that happen repeatedly. Geographical patterns are affected by climate, |

|Settlement |landscape, availability of water and population. |

| |Settlement may lead to conflict. Settlement may lead to changes in demographics. |

Sequence of Activities (Instructional Strategies):

1. Activity: Review with students how geographic patterns (regularities in the way

things happen) and processes (series of events that lead to a result) of physical

and human geography have effected past events. You may want to start off with

a brief geography lesson and then have the students apply it to U.S. History.

For Example:

Process: Agriculture

Factors: climate, soil, landforms, availability of water

Patterns: develops in river valleys, increased use of water, arable land is

cleared of existing vegetation (often trees)

Examples: Settlement of Fertile Crescent, Settlement of Great Plains

You may also want to include processes such as: settlement, immigration,

migration, industrialization, development of new technology.

Lastly, give students an event from U.S. History, such as the Dust Bowl, and

have students brainstorm all the geographical patterns and process that

influenced the Dust Bowl and its effects.

Questions to Consider in Lesson:

1) What factors affect the process of ___________ (settlement, immigration, industrialization, etc…)?

2) What are some examples of these patterns and processes in U.S. History?

Assessment of Activities:

Classroom Observation

Classroom Discussion

Brainstorming Activity

Prerequisite Skills:

1. Understanding cause and effect

Key Vocabulary:

Settlement, immigration, migration, agriculture, industrialization, technology, patterns, processes

Materials/Resources Needed:

Overheads, projector, paper, pens, markers, butcher paper

Modifications: Allow students to have extended time to complete activities. Follow all modifications on students IEP.

Differentiated Instruction: Have students create a cause and effect ladder for one of the processes discussed in this lesson.

Teacher Notes:

Sample Test Questions:

1. Which of the following is an example of a geographic pattern from U.S. history?

A. The construction of the transcontinental railroad

B. The location of the 19th century textile mills far from rivers

C. The growth of the fishing industry in New England

D. all of the above

2. The Dust Bowl affected-

A. professional football

B. a group of states in the Great Plains

C. the deserts of Arizona and New Mexico

D. none of the above

Project developed and delivered through a Collaborative Research Grant between Texarkana Independent School District and TAMU-T Regents’ Initiative.

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