Integrating Grade 8 TAKS Expectations into World Geography Studies One/third of the Grade 10 TAKS objectives is early US History?

Three Step Program  Review the World Geography/World History Guide…  Introduce a strategy to analyze the connections…  Examine ways to integrate Grade 8 content into Grade 10 World Geography…  Explore one WG/WH connection in depth…  Consider a teaching strategy--teaching with maps- -as a pathway for student success…

8.1 explain the significance of 1776, 1787, &  Geographic Strategy  Create story “sketch” maps that narrate the spatial history of the American Revolution and the Civil War

8.4 Explain the roles played by

Jefferson & Washington  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…

8.4 Explain Am Rev issues  Independence, the Articles of Confederation  Geographic Strategy  Give students list of significant events,  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

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?

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,

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

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

th, 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

th, 14th, 15th Amendments, States’ Rights, Nullification  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