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Linking Early US History to World Geography

Linking Early US History to World Geography. Sarah Witham Bednarz Texas A&M University http://linking.tamu.edu. The Context for this Project… The Project Grade 8 Objectives and World Geography Recommendations A Sample Draft Activity Site and Situation, Washington DC. Context…

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Linking Early US History to World Geography

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  1. Linking Early US History to World Geography Sarah Witham Bednarz Texas A&M University http://linking.tamu.edu

  2. The Context for this Project… • The Project • Grade 8 Objectives and World Geography • Recommendations • A Sample Draft Activity • Site and Situation, Washington DC

  3. Context… • Grade 10 TAKS Objectives • Teaching the World Geography TEKS • Student Performance… One/third of the Grade 10 TAKS objectives is early US History?

  4. The Project… • Curriculum modules & strategies to teach geography & history • Drafts improved through Review & Critique Process • Refined, classroom tested, and disseminated • Workshop/conference: January 22, 2005 • Posted on website: http://linking.tamu.edu

  5. 8.1 explain the significance of 1776, 1787, & 1861-1865 • Geographic Strategy • Create story “sketch” maps that narrate the spatial history of the American Revolution and the Civil War

  6. 8.4 Explain the roles played by

  7. Geographic Strategy • Put the lives of Washington & Jefferson in geographic context… • Design and draw appropriate maps, diagrams, tables, graphs • Create a historical atlas illustrating significant events in their lives • OR create a large scale time and place(maps) line bulletin board to compare and contrast…

  8. 8.4 Explain Am Rev issues • Independence, the Articles of Confederation • Geographic Strategy • Give students list of significant events, 1764-1783 • Date and locate each event • Sort the events in three categories • Events that led up to the Revolution (Causes) • The Revolution • Events that resulted from the Revolution (Effects) • To conclude, have students make generalizations about the location of significant events

  9. 8.16 Identify colonial grievances • Declaration of Independence and connection to US Constitution & Bill of Rights • Geographic Strategy • Distribute Declaration of Independence • Explain the long train of abuses and usurpations in own words • Discuss geographic implications • Related to colonial/imperial economic relationship? • Any still a problem today? Why or why not?

  10. 8.3 Explain the Reasons for the Growth of Representative Gov’t • Colonial Period • Geographic Strategy • Ask students to describe the human and physical characteristics of one place in the colonies at different periods of time • How did changes in population, economics, politics, society affect the place? • Relate to history and changing spatial relations in the colonies, 1600-1776

  11. 8.16 & 8.20 Historic Documents • Magna Carta, English Bill of Rights, Declaration of Independence, Federalist Papers • Components of US Constitution • Unalienable Rights • Importance of Free Speech in a Democratic Society

  12. Historic Documents • Geographic Strategy • Relate cultural worldview to political, economic and social values reflected in key gov’t documents. • Distribute summaries of main ideas from key documents • Review ideas • Ask students to write a summary of American worldview in own words as it reflects and represents these documents

  13. 8.17 13th, 14th, 15th Amendments, States’ Rights, Nullification • Causes & Effects of the Civil War • Geographic Strategy • Divide class into work groups and assign each a task • E.g.,Task 1: Define states’ rights as it is framed in the Constitution • E.g. Task 2: Make a map showing slave and free states, 1800, 1820 etc.

  14. 8.17 13th, 14th, 15th Amendments etc. • Pull class together for story telling • You tell the story; at key points students share evidence produced by their tasks to illustrate • Conclude: ask students to create concept maps linking key ideas/concepts into a coherent diagram: • States’ Rights, Nullification Crisis, Dred Scott Decision, 3/5 Compromise, 13, 14, 15 Amendments, Westward Expansion of Settlement, Civil War

  15. Recommendations? • Teach with maps • 12/50 questions included maps • Teach conceptually, not regionally

  16. Draft: Site and Situation, Washington DC • Procedure: • Examine Map 1& Reading 1: Pick site for new capital. • Read #2. Examine Map 2.: Evaluate your selection. • Read #3 & examine Map 3: Pick site. • Read #4 & refine site selection.

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