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

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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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