Transcript Texas History pptx

THE GEOGRAPHY OF
TEXAS
Unit Presentation
Bobby Cervenka
UNIT SUMMARY
Students will review map reading skills, charts and
graphs interpretive skills, and learn about the four
major geographical regions of Texas as well as how
those regions are linked to the state’s history.
 Students will then collaborate in cooperative learning
groups to research and prepare graphic maps of Texas
which will include extensive information about one
of the four regions including resources, climate,
population, and historical significance.
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CURRICULUM FRAMING QUESTIONS
1. Essential Question
How are an area’s natural resources and its history connected?
2. Unit Questions
How has Texas’ natural resources affected the state’s historical
events?
How do graphs, charts, and maps help us to understand facts
quickly and efficiently?
3. Content Questions
What are Texas resources specific to the four regions of Texas?
What are some of the historical events which were impacted by the
lack of or abundance of available resources?
How can we express the knowledge gained about climate,
resources, populations and historical events in a graphic way?
VISION FOR THIS UNIT
Goals for Teacher
Use CFQs to:
1. help students understand the connection between history and the
environment.
2. encourage effective research practices among the student groups.
3. provide examples for students to choose from in designing a
graphic way to present and publish their information.
Goals for Students
Gain 21st Century Skills by:
1. collaborating with others in a cooperative learning group.
2. researching a specific geographical region of Texas.
3. organizing researched information.
4. expressing their knowledge in a clear, informative map, chart,
or other graphic organizer.
GAUGING STUDENT NEEDS ASSESSMENT
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Purpose of the Assessment:
To gather information about what students already know about the resources specific
to Texas and some of the major events in Texas history.
What I want to learn from my students:
I want to find out what they already know about the Unit Questions and what they
know about using graphic organizers, maps and charts.
How I will try to promote higher-order thinking:
I will ask students to engage in research, to find relationships, and to draw
conclusions about the connection between geography and history.
How the assessment information helps me and my students plan for upcoming
activities in the unit:
If students have different levels of understanding about effective research or how to
design a graphic representation of their knowledge, I can provide resources to assist
them. We will revisit this assessment throughout the unit.
What feedback or additional ideas I’d like:
I would like ideas about other ways to construct maps and charts other than just using
paper and map pencils. Hands-on graphic organizers would be more fun and make
more of an impact.
PREASSESSMENT METHODS
1. Ask each student to complete a chart or graph
using information unrelated to the project (i.e.
general population information)
 2. Have a general classroom discussion regarding
where the students have traveled in Texas and
asking them to relate what that part of Texas is
like.
 3. Use a graphic worksheet asking students to fill
in given information correctly on the worksheet.
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ONGOING ASSESSMENT METHODS
Students will be asked to journal each day about
what they’ve learned and how they contributed to
the group’s progress.
 Teacher will monitor and assist students in the
computer lab as they research.
 Students will have a worksheet to help guide
them in finding the information needed for each
part of the project. The students will turn those in
each day with answers filled in.
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FINAL ASSESSMENT METHOD
Each group will present a completed map of their
region of Texas. The map will be filled with
information including population, climate,
natural resources, and historical events, as well as
other interesting information about their region of
Texas. The information will be accompanied by
graphic representations of the information as well
as related charts and graphs generated by the
students.
OVERALL TEACHER GOALS
Find ways to get my students more interested in
learning about geography and history.
 Learn about different kinds of research tools my
students and I can use.
 Share ideas with other teachers.
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MOUNTAINS AND BASINS
GEOGRAPHIC
PRINCIPLE
MAJOR URBAN
SECTION
LANDFORMS
CENTERS
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West of Pecos River
mountains
El Paso
Upper Rio Grande Valley
range land
Del Rio
Davis Mountains
Big Bend
Marfa
THE GREAT PLAINS
GEOGRAPHIC
PRINCIPLE
MAJOR URBAN
SECTION
LANDFORMS
CENTERS
_______________________________________________________________________
Edwards Plateau
prairies, canyons
Llano Basin
rolling hills
High Plains
ranches
COASTAL PLAINS
GEOGRAPHIC
PRINCIPAL
MAJOR URBAN
SECTION
LANDFORMS
CENTERS
_______________________________________________________________________________________
Piney Woods
forests
Texarkana, Longview
Gulf Coast Plain
grasslands
Houston, Corpus Christi
Post Oak Belt
hardwood forests
College Station, Bryan
Blackland Prairie
Balcones Escarpment
Padre Island
South Texas Plain
Lower Rio Grande Valley
Laredo, Kingsville
NORTH CENTRAL PLAINS
GEOGRAPHIC
PRINCIPAL
MAJOR URBAN
SECTION
LANDFORMS
CENTERS
______________________________________________________________________________________
Cross Timbers
hills
Wichita Falls
Llano Estacado
low mountains
Grand Prairie
Panhandle
grasslands
Abilene
Edwards Plateau
plains
Fort Worth
Caprock Escarpment
slopes
Carrollton
TEXAS NATURAL REGIONS
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2
4
3
1. Great Plains
2. North Central Plains 3. Coastal Plains 4 Mountain and Basin
TEXAS PHYSICAL MAP
TEXAS RIVERS
TEXAS MAJOR HIGHWAYS
TEXAS AVERAGE ANNUALPRECIPITATION
TEXAS POPULATION