Using Projects in the Social Studies Classroom
Project 2: Create an Atlas of Texas
FOCUS: Geography
TYPE: Small group
PRODUCT: Geography
handbook or atlas
CHAPTER 2: Texas’s Place on
CHAPTER PROJECT: Page 43
the Earth
Have students work in groups of four or five to create a geography handbook
illustrating each of the geographical concepts and map types discussed in this
chapter. Tell students to collect illustrations from newspapers, magazines, other
publications, or the Internet or have them create their own illustrations to represent
the following: relative location, absolute location, latitude, longitude, hemispheres, a
physical map of Texas, a political map of Texas, and a special-purpose map showing
the climate of Texas. Students should place each visual on its own page along with a
written explanation of the concept it illustrates.
SOCIAL STUDIES TEKS CORRELATION
Objectives 8A, 8B; 9B, 9C; 10B
READING TAKS CORRELATION
Objective #1 — 7.10G
Objective #3 — 7.10L; 7.12A
WRITING TAKS CORRELATION
Objective #1 — 7.15C; 7.16A; 7.18C
Objective #2 — 7.16B–F; 7.17A–H
TEA’S DEPTH OF UNDERSTANDING CORRELATION
Facet #1 — Explanation
Facet #6 — Self-knowledge
The purpose of this project is to help students better understand the key concepts of
geography as well as to help them recognize the different geographical aspects of
Texas. In order to create their geography handbook, students must be familiar with
the concepts and map types they are asked to illustrate and describe. These concepts
and map types are defined briefly in the chapter. After reviewing all of them, students
should decide whether they want to create original visuals or find representations for
each entry in their handbook. They should then use the appropriate research avenues,
including the library and Internet, to produce their geography handbook, which could
then be referenced throughout the year’s study of Texas history.
Classroom Procedures
Time Allotment:
Class time to introduce and explain the assignment;
library or computer lab time to conduct research;
homework time to complete the assignment; class time to
present student handbooks
Materials Needed: Textbook; magazines, newspapers, other reference
materials; atlases; blank paper; tape or glue; drawing
instruments; rulers; handouts
12 USING PROJECTS IN THE SOCIAL STUDIES CLASSROOM
Copyright © McDougal Littell Inc.
Overview of the Project
Using Projects in the Social Studies Classroom
Handouts:
Notes on Geographical Concepts and Map Types and Social
Studies Project Evaluation Checklist, one per student
1. Introduce the project to students by explaining that what they are putting
together is much like an atlas, or a book that depicts various geographic
concepts and types of maps. Tell students that they will be the ones producing
the atlas by gathering and/or creating the representations called for in the
project and then putting them together to make a booklet to be shared with the
class. Tell students that each handbook should contain the following: a title page
and eight pages representing the concepts and maps already detailed.
2. Place students into groups of four or five as called for in the project
guidelines. Have groups assign tasks. Before getting started, the groups should
determine which members are responsible for the production of which
representations. Suggest that students either volunteer or draw for topics.
3. Distribute the “Social Studies Project Evaluation Checklist” to the class and
discuss the criteria for evaluating this project. Emphasize to students that their
grade will be determined by both the process and final product for this project.
4. Allow students to brainstorm. After students receive their individual
assignments, have them meet to make sure each group member knows the
section of the handbook for which he or she is responsible. Distribute the
handout “Notes on Geographical Concepts and Map Types.” As students
brainstorm in their groups, they should use this sheet to develop a clearer
idea of what they will be researching. Encourage students to also brainstorm
the types of reference materials they will need to complete this assignment.
Such materials include atlases, Internet sites, and geography books—
especially those pertaining to Texas. If your school library has a copy of the
Handbook of Texas, share this resource with the class as a model. You may
also refer students back to the pages of the textbook that pertain to this topic.
Copyright © McDougal Littell Inc.
5. Plan one class period for library or computer lab research. If you take
students to the school library, alert the librarian about the assignment so he or
she can be prepared to help students.
6. Have students produce their pages, either by drawing or pasting. Remind
them that their pages should include not only a visual but also a written
explanation of the concept illustrated. Their written descriptions should be
brief, possibly 3–5 sentences. For example, “Relative location means . . . The
above illustration/drawing/picture shows . . . I selected/drew it because . . .”
7. Allow time in class for groups to assemble their handbook. Encourage them to
be as creative as they wish in designing their handbook. For example, they
might use colored paper and either drawings or pictures to design a collage
for the handbook’s cover.
8. Finally, have each group present its geography handbook to the class. The
presenting group should sit in front of the room facing the class. Have the
group pass the book back and forth, with members displaying and presenting
the pages for which they were responsible.
9. EXTENSION ACTIVITY: ANALYZING Have each group create a list of ten
geography questions based on their handbooks. Then have the groups give
their handbooks and questions to another group to answer.
Part 2 Projects 13
Using Projects in the Social Studies Classroom
Notes on Geographical Concepts and
Map Types
NAME: __________________________________________________DATE: ________________________
Use these questions to guide your thinking and research for the handbook you are
helping to create.
1. What is the difference between relative and absolute location?
2. What does longitude measure? What does latitude measure? Which way do
longitude and latitude lines run?
3. What are the different hemispheres of the globe and how are they divided?
4. How would a physical map of Texas differ from a political map of the state?
Copyright © McDougal Littell Inc.
5. What information would you expect to find on a special-purpose map showing
the climate of a state or region?
14 USING PROJECTS IN THE SOCIAL STUDIES CLASSROOM
Using Projects in the Social Studies Classroom
Social Studies Project Evaluation Checklist
NAME: __________________________________________________DATE: ________________________
Project Title: Create an Atlas of Texas (Chapter 2)
Starting Date: ___________ Due Date: __________
Criteria for Evaluation
Point Value *
Self-Check
√
Teacher-Check
√
PROCESS AND PROCEDURES (SMALL GROUP)
Did I make a plan?
Did I complete each step of my plan on time?
Did I use at least two good resources?
Did I complete my project?
Did I work well with my group?
Would my group members say I did my assigned tasks?
PRODUCT AND/OR PRESENTATION (GEOGRAPHY
HANDBOOK OR ATLAS)
Did I follow directions in preparing my product/
presentation?
Copyright © McDougal Littell Inc.
Did it include accurate information?
Were my visuals of high quality?
Was my written explanation well-done?
Was my oral explanation of my part interesting and
informative?
* TBD by teacher
Teacher’s Comments:________________________________________________________________
Parent/Guardian’s Signature:__________________________________________________________
Part 2 Projects 15