TEKS Lesson Plan/Unit Plan - Texarkana Independent School ...
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 |
Lesson Plan Number: 14
Topic/Process: United States Map: Slavery and the Civil War
Textbook: The Americans: Reconstruction to the present, McDougall Littell
Ch. 4, pgs. 154-189
Texas Essential Knowledge and Skills (TEKS): 8.13 A-C, US8 A-B
(13) Economics. The student understands why various sections of the United States developed different patterns of economic activity. The student is expected to:
(A) identify economic differences among different regions of the United States;
(B) explain reasons for the development of the plantation system, the growth of the slave trade, and the spread of slavery; and
(C) analyze the causes and effects of economic differences among different regions of the United States at selected times in U.S. history.
(8) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
(A) create thematic maps, graphs, charts, models, and databases representing various aspects of the United States; and
(B) pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases.
TAKS: US8 B
(8) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
(B) pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases.
|Concepts |Enduring Understandings/Generalizations/Principles |
| |The student will understand that |
|Region |Regions often have defining social, political, economic and geographical features. |
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Sequence of Activities (Instructional Strategies):
1. Focus: Review Basic Map Construction Skills with your students
2. Activity: Have students construct a map of the United States that shows both slave
free states and important Civil War sites (see teacher’s notes for sample sites to use)
Questions to consider in Lesson:
1) What patterns do you notice about the location of free and slave states? Why do you think this is so?
Assessment of Activities:
Classroom Observation
Map Test (later date)
Prerequisite Skills:
1. Basic Map Construction Skills from previous social studies classes.
Key Vocabulary:
Map, key, compass, title, symbols
Materials/Resources Needed:
Outline maps of the United States, textbooks, atlases, map pencils, pens
Modifications: Allow students to have extended time to complete activities. Follow all modifications on student’s IEP.
Differentiated Instruction: Have all students use various materials (play dough, etc.) to create 3-D maps. Students should share their creations with the class.
Teacher Notes:
The following is a list of states and sites that I have my students include on their map. I also have students use colors to “code” their maps (free states = yellow, slave states =
green, battles = purple triangles, etc…)
States: ME, VT, NH, NY, MA, CT, PA, RI, NJ, MD, DE, VA, NC, SC, GA, FL, AL, MS,
LA, AR, TN, MO, KY, OH, IN, MI, IL, IA, MN, TX
Territories: Indian, Kansas, Nebraska, Unorganized
Cities: Washington, D.C., Richmond, Fort Sumter, Bull Run, Fredericksburg, Gettysburg, Manassas, Antietam, New Orleans, Shiloh, Vicksburg, Atlanta, Appomattox
Court House
Water: Mississippi River, Chesapeake Bay, Atlantic Ocean, Gulf of Mexico
Sample Test Questions:
1. On which physical feature is Vicksburg located?
A. Champion’s Hill
B. Big Black River
C. Mississippi River
D. the Gulf of Mississippi
2. Why might the Union want to gain control of the Mississippi River? How would this help the Union? How would this hurt the Confederacy?
Project developed and delivered through a Collaborative Research Grant between Texarkana Independent School District and TAMU-T Regents’ Initiative.
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