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Review of Grades 9 and 10 TEKS for Grade 11 TAKS

Review of Grades 9 and 10 TEKS for Grade 11 TAKS. TAKS Objective 2: The student will demonstrate an understanding of geographic influences on historical issues and events. (WG1) History. .

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Review of Grades 9 and 10 TEKS for Grade 11 TAKS

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  1. Review of Grades 9 and 10 TEKS for Grade 11 TAKS

  2. TAKS Objective 2: The student will demonstrate an understanding of geographic influences on historical issues and events. (WG1) History. The student understands how geographic contexts (the geography of places in the past) and processes of spatial exchange (diffusion) influenced events in the past and helped to shape the present. The student is expected to (A) analyze the effects of physical and human geographic patterns and processes on events in the past. (Correlates with WH 12B)

  3. TAKS Objective 2: The student will demonstrate an understanding of geographic influences on historical issues and events. Sample of geographic patterns and processes: • Location of natural resources, such as water, oil, lumber, fertile land, etc. • Location of trade routes • Population patterns, settlement, and movement near the above sites • Significant physical features and environmental conditions that influenced migration of people • Effects of abundance or lack of natural resources on past events • Effects of use of natural resources on past events • Effects of geographic processes and forces, e.g. deposition, earthquakes, etc.

  4. TAKS Objective 2: The student will demonstrate an understanding of geographic influences on historical issues and events. (WG1) History. The student understands how geographic contexts (the geography of places in the past) and processes of spatial exchange (diffusion) influenced events in the past and helped to shape the present. The student is expected to (B) trace the spatial diffusion of a phenomenon and describe its effects on regions of contact such as the spread of bubonic plague and the diffusion and exchange of foods between the New and Old Worlds. (Correlates with WH 11B)

  5. TAKS Objective 2: The student will demonstrate an understanding of geographic influences on historical issues and events. Sample of spatial diffusions and effects: • Bubonic plague and its effects on Europe • Exchange of foods, products, and diseases from Old to New World • Cultural borrowing and its effects

  6. TAKS Objective 2: The student will demonstrate an understanding of geographic influences on historical issues and events. (WG6) Geography. The student understands the types and patterns of settlement, the factors that affect where people settle, and processes of settlement development over time. The student is expected to (A) observe patterns in the size and distribution of cities, using maps, graphics, and other information. (Correlates with WH 26C)

  7. TAKS Objective 2: The student will demonstrate an understanding of geographic influences on historical issues and events. Sample of patterns in size and distribution shown on maps, graphs, etc.: • Location of cities near water/trade/transportation routes • Location of cities near natural resources • Location of cities for cultural/historical reasons, e.g., Jerusalem • Location of cities for protection

  8. TAKS Objective 2: The student will demonstrate an understanding of geographic influences on historical issues and events. (WH23) Science, technology and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies throughout history. The student is expected to (A) give examples of technological innovations that occurred at different periods in history and describe the changes produced by these discoveries and innovations. (Correlates with WG 19A and WG 20A.)

  9. TAKS Objective 2: The student will demonstrate an understanding of geographic influences on historical issues and events. Possible examples and changes: • Fire – allowed man to cook food, stay warm, and live in cold climates • Farming innovations – fewer people needed to produce food (Green Revolution) • Metallurgy – led to Iron Age • Steam engine – industrial power and new forms of transportation • Damming of rivers – electrical power • Electricity – transformed industrialization and home conveniences • Transportation/Communication innovations – information revolution • Medicine – longer, healthier life spans

  10. TAKS Objective 3: The student will demonstrate an understanding of economic and social influences on historical issues and events. (WG5) Geography. The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. The student is expected to (B) analyze political, economic, social, and demographic data to determine the level of development and standard of living in nations. (Correlates with WH 14C)

  11. TAKS Objective 3: The student will demonstrate an understanding of economic and social influences on historical issues and events. Sample analyses of data: • Population pyramids and maps of population distribution • Graphs/charts, etc. of production (GNP), average income, literacy, life expectancy, diseases, modern conveniences, etc.

  12. TAKS Objective 3: The student will demonstrate an understanding of economic and social influences on historical issues and events. (WG10) Economics. The student understands the distribution and characteristics of economic systems throughout the world. The student is expected to (C) compare the ways people satisfy their basic needs through the production of goods and services such as subsistence agriculture versus market-oriented agriculture or cottage industries versus commercial industries. (Correlates with WH 14C)

  13. TAKS Objective 3: The student will demonstrate an understanding of economic and social influences on historical issues and events. Sample comparison of ways people satisfy their needs: • Traditional, command, and market societies • Subsistence vs. market-oriented agriculture • Cottage industries vs. commercial industries • Comparison of countries with different systems

  14. TAKS Objective 5: The student will use critical thinking skills to analyze social studies information. (WG8) Geography. The student understands how people, places, and environments are connected and interdependent. The student is expected to (B) compare ways that humans depend on, adapt to, or modify the physical environment using state, national, and international human activities in a variety of cultural and technological contexts. (Correlates with WH 12B,C)

  15. TAKS Objective 5: The student will use critical thinking skills to analyze social studies information. Sample ways humans depend on, adapt to, and modify the physical environment: • Irrigation • Damming or rerouting rivers • Tunneling • Mining and drilling for resources • Nuclear power • Comparison of use of resource bases, e.g., oil, minerals, educated workforce, etc.

  16. TAKS Objective 5: The student will use critical thinking skills to analyze social studies information. Sample ways humans depend on, adapt to, and modify the physical environment: • Comparison of industrialized countries with developing nations • Trade • Cultural effects on use of physical environment, e.g., Native Americans (continued)

  17. TAKS Objective 5: The student will use critical thinking skills to analyze social studies information. (WG21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to (C) interpret maps to answer geographic questions, infer geographic relationships, and analyze geographic change. (Correlates with WH 11B and WH 12C.)

  18. TAKS Objective 5: The student will use critical thinking skills to analyze social studies information. Sample types of maps for interpretation: • One or more maps showing distribution of resources, population patterns and movements, trade routes, geographic features, innovations in features (tunnels, dams, canals, etc.), cultural landscapes (distribution of world religions, etc.), political boundaries, etc. • Maps of historical sites for importance, e.g. Straits of Hormuz, Panama, Suez, Bosporus, Gibraltar, etc. • Maps of countries to interpret geographic effects, e.g., Russia’s search for warm-water ports, Japan’s need for land and water resources, etc.

  19. TAKS Objective 5: The student will use critical thinking skills to analyze social studies information. (WH26) Social studies skills. The student communicates in written, oral, and visual form. The student is expected to (C) interpret visuals including graphs, charts, timelines, and maps. (Correlates with WG 21C.)

  20. Pictures Political cartoons Maps Timelines Graphs Charts Flow charts Graphic organizers Models Diagrams TAKS Objective 5: The student will use critical thinking skills to analyze social studies information. Sample visuals for interpretation:

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