TEKS Lesson Plan/Unit Plan
Focus Plan
Texarkana Independent School District
|GRADING PERIOD: |2nd 6 Weeks |PLAN CODE: |SS10.2.6 |
|writer: |Bates |Course/subject: |World History |
|Grade(s): |10 |Time allotted for instruction: | 1 day |
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|Title: |From North to South …. America, that is |
|Lesson TOPIC: |Interpreting map legends to identify migration patterns of the Americas |
|TAKS Objective: |Objective 2: Demonstrate an understanding of geographic influences |
| |on historical issues and events. |
|FoCUS TEKS and Student Expectation: |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 student is expected to: |
| |(A) analyze the effects of physical and human geographic |
| |patterns and processes on events in the past and 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. |
|Supporting TEKS and Student Expectations: | |
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|Concepts |Enduring Understandings/Generalizations/Principles |
| |The student will understand that |
|Using cartographer’s tools |A map key, or legend, uses colors to represent migration patterns of the Americas civilizations. |
| | |
[pic]I. Sequence of Activities (Instructional Strategies)
A. Focus/connections/anticipatory set
The teacher will use an overhead projector to display: TAKS Daily Practice 7.1
Civilizations of Middle America. The teacher will instruct students to record the questions and answers as # 26 and #27 respectively in The History Facts of the Day spiral notebooks.
B. Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing,
etc.)
1. Objective: Interpreting map legends to identify migration of the Americas
2. Procedures: The teacher will use an overhead projector to display: TAKS Daily
Practice transparency: 7.1 Civilizations of Middle America.
The teacher will display the map only (top portion of the transparency).
The teacher will ask a student to locate the key or legend on the map
(Geography of the Americas). The teacher will state, “A key or legend
may have symbols or colors to represent areas on a map. This
particular legend has colors to represent various civilizations of the
Americas. The green areas on the map represent the land bridge in
North America. Nomadic hunters were the first settlers in the Americas.
These hunters migrated across a “land bridge” between Siberia and
Alaska.”
3. Modeling: The teacher will randomly select another student to identify the purple
area. After the student correctly identifies the purple area, the teacher
will continue this procedure until all the colors in the legend have been
identified.
C. Guided activity or strategy
The teacher will use an overhead projector to display: TAKS Daily Practice 7.3 Peoples
of North America transparency.
Again, only the map portion of the transparency will be displayed. The teacher will use
the same procedure as TAKS Daily Practice 7.1 pointing out the legend and the color
representing each civilization.
D. Accommodations/modifications
E. Enrichment
II. STUDENT PERFORMANCE
A. Description
Students will create a map(s) showing patterns of migration of the Americas using
an atlas or classroom textbook.
B. Accommodations/modifications
Special needs students will draw a map: Geography of the Americas using the legend
from TAKS Daily Practice 7.1
C. Enrichment
Students will draw two maps: Geography of the Americas and North American
Culture Areas About 1450
iii. Assessment of Activities
A. Description
B. Rubrics/grading criteria
The teacher will explain the grading criteria:
• Criteria 1 – Map included title but colors in legend did not correspond with map (50 points)
• Criteria 2 - Map included title, colors in legend corresponded with map, but civilizations were not labeled correctly. (75 points)
• Criteria 3 – Map was correctly labeled, colors in legend corresponded with map, neat and legible (100 points)
C. Accommodations/modifications
D. Enrichment
E. Sample discussion questions
IV. TAKS Preparation
A. Transition to TAKS context
The teacher will state, “Using cartographer’s (map maker) tools such as a key or
legend is the ability to understand map colors. In today’s lesson you identified colors
representing migration of peoples in the Americas.”
The teacher will display TAKS Daily Practice transparency 7.3 and will refer to Eastern
Woodlands civilization. The teacher will state: “The Eastern Woodlands extended from
the Atlantic coast to the Great Lakes. The Iroquois was one of the civilizations in that
area. They organized a political system called the “Iroquois League”. The Iroquois
League was an alliance of five nations, who spoke the same language and shared similar
traditions. The League emerged when Europeans arrived in the Americas.
B. Sample TAKS questions
The teacher will use an overhead projector to display: Excerpts from Iroquois
Confederacy. TAKS 2006 Objective 4, TEKS 8.3 (A)
28. Which of the excerpts below is the most similar to the idea of representative government as reflected in the U. S. Constitution?
A Excerpt 1
B Excerpt 2
C Excerpt 3
D Excerpt 4
Excerpts from the Constitution of the Iroquois Confederacy
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Answer: D
V. Key Vocabulary
VI. Resources
A. Textbook
B. Supplementary materials
TAKS Daily Practice 7.1
TAKS Daily Practice 7.3
Rubric – Migration patterns of the Americas
Map pencils
Atlas
Transparency: Iroquois League TAKS Question
C. Technology
Overhead projector
VII. follow up activities
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
VIII. Teacher Notes
-----------------------
Excerpt 1
[It is] against the Great Binding Law to pass measures in the Confederate Council after the
Mohawk Lords have protested against them.
Excerpt 2
If…a Confederate Lord…disobeys the rules of this Great Law, the men or women of the
Confederacy…shall come to the Council and upbraid the erring Lord through his War Chief
Excerpt 3
If a Confederate Lord desires to resign his title he shall notify the Lords of the Nation of which he is a
member of his intention. If his coactive Lords refuse to accept His resignation he may not resign his
title.
Excerpt 4
[D]elegates from all the council fires may be appointed to unite in a general council for discussing the
interests of the people. The people shall have the right to make appointments and to delegate their
power to others of their number.
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