Integrating Grade 8 TAKS Integrating Grade 8 TAKS Expectations into World Expectations into World

Geography StudiesGeography StudiesOne/third of the Grade10 TAKS objectives is early US History?

Three Step ProgramThree Step Program

Review the World Geography/World History Review the World Geography/World History Guide…Guide…

Introduce a strategy to analyze the connections…Introduce a strategy to analyze the connections… Examine ways to integrate Grade 8 content into Examine ways to integrate Grade 8 content into

Grade 10 World Geography…Grade 10 World Geography… Explore one WG/WH connection in depth…Explore one WG/WH connection in depth… Consider a teaching strategy--teaching with Consider a teaching strategy--teaching with

maps--as a pathway for student success…maps--as a pathway for student success…

8.1 explain the significance of 8.1 explain the significance of 1776, 1787, & 1861-18651776, 1787, & 1861-1865

Geographic StrategyGeographic Strategy Create story “sketch” maps that narrate the Create story “sketch” maps that narrate the

spatial history of the American Revolution and spatial history of the American Revolution and the Civil Warthe Civil War

8.4 Explain the roles played by8.4 Explain the roles played by

Jefferson & WashingtonJefferson & Washington

Geographic StrategyGeographic Strategy Put the lives of Washington & Jefferson in Put the lives of Washington & Jefferson in

geographic context…geographic context… Design and draw appropriate maps, diagrams, Design and draw appropriate maps, diagrams,

tables, graphstables, graphs Create a historical atlas illustrating significant events Create a historical atlas illustrating significant events

in their livesin their lives OR create a large scale time and place(maps) line OR create a large scale time and place(maps) line

bulletin board to compare and contrast…bulletin board to compare and contrast…

8.4 Explain Am Rev issues8.4 Explain Am Rev issues

Independence, the Articles of ConfederationIndependence, the Articles of Confederation Geographic StrategyGeographic Strategy

Give students list of significant events, 1764-1783Give students list of significant events, 1764-1783 Date and locate each eventDate and locate each event Sort the events in three categoriesSort the events in three categories

Events that led up to the Revolution (Causes)Events that led up to the Revolution (Causes) The RevolutionThe Revolution Events that resulted from the Revolution (Effects)Events that resulted from the Revolution (Effects)

To conclude, have students make generalizations To conclude, have students make generalizations about the location of significant eventsabout the location of significant events

8.16 Identify colonial grievances8.16 Identify colonial grievances

Declaration of Independence and Declaration of Independence and connection to US Constitution & connection to US Constitution & Bill of RightsBill of Rights

Geographic StrategyGeographic Strategy Distribute Declaration of IndependenceDistribute Declaration of Independence Explain the Explain the long train of abuses and usurpations long train of abuses and usurpations in own in own

wordswords Discuss geographic implicationsDiscuss geographic implications

Related to colonial/imperial economic relationship?Related to colonial/imperial economic relationship? Any still a problem today? Why or why not?Any still a problem today? Why or why not?

8.3 Explain the Reasons for the 8.3 Explain the Reasons for the Growth of Representative Gov’tGrowth of Representative Gov’t

Colonial PeriodColonial Period Geographic StrategyGeographic Strategy

Ask students to describe Ask students to describe the human and physical the human and physical characteristics of one place characteristics of one place in the colonies at different in the colonies at different periods of timeperiods of time

How did changes in How did changes in population, economics, population, economics, politics, society affect the politics, society affect the place?place?

Relate to history and Relate to history and changing spatial relations in changing spatial relations in the colonies, 1600-1776the colonies, 1600-1776

8.16 & 8.20 Historic Documents8.16 & 8.20 Historic Documents

Magna Carta, English Magna Carta, English Bill of Rights, Bill of Rights, Declaration of Declaration of Independence, Independence, Federalist PapersFederalist Papers

Components of US Components of US ConstitutionConstitution

Unalienable RightsUnalienable Rights Importance of Free Importance of Free

Speech in a Speech in a Democratic SocietyDemocratic Society

Historic DocumentsHistoric Documents

Geographic StrategyGeographic Strategy Relate cultural worldview to political, economic Relate cultural worldview to political, economic

and social values reflected in key gov’t and social values reflected in key gov’t documents.documents.

Distribute summaries of main ideas from key Distribute summaries of main ideas from key documentsdocuments

Review ideasReview ideas Ask students to write a summary of American Ask students to write a summary of American

worldview in own words as it reflects and worldview in own words as it reflects and represents these documentsrepresents these documents

8.17 13th, 14th, 15th 8.17 13th, 14th, 15th Amendments, States’ Rights, Amendments, States’ Rights,

NullificationNullification Causes & Effects of the Causes & Effects of the

Civil WarCivil War Geographic StrategyGeographic Strategy

Divide class into work Divide class into work groups and assign each a groups and assign each a tasktask

E.g.,TASK 1: Define states’ E.g.,TASK 1: Define states’ rights as it is framed in the rights as it is framed in the ConstitutionConstitution

E.g. Task 2: Make a map E.g. Task 2: Make a map showing slave and free showing slave and free states, 1800states, 1800

8.17 13th, 14th, 15th 8.17 13th, 14th, 15th Amendments, States’ Rights, Amendments, States’ Rights,

NullificationNullification

Pull class together for story tellingPull class together for story telling You tell the story; at key points students share evidence You tell the story; at key points students share evidence

produced by their tasks to illustrateproduced by their tasks to illustrate

Conclude: ask students to create concept maps Conclude: ask students to create concept maps linking key ideas/concepts into a coherent linking key ideas/concepts into a coherent diagram:diagram: States’ Rights, Nullification Crisis, Dred Scott Decision, States’ Rights, Nullification Crisis, Dred Scott Decision,

3/5 Compromise, 13, 14, 15 Amendments, Westward 3/5 Compromise, 13, 14, 15 Amendments, Westward Expansion of Settlement, Civil WarExpansion of Settlement, Civil War