World Geography
Social Studies
Unit: 02
Lesson: 01
Suggested Duration: 5 days
Geography Influences History
Lesson Synopsis:
This lesson examines the human factors and the physical factors that influenced the founding of the United States from
settlement through conflict over territories and resources. Political and economic disagreements between colonial America
and Great Britain are explored through primary sources, graphic organizers and map sketches.
TEKS:
WG.14
WG.14C
Government. The student understands the processes that influence political divisions, relationships, and
policies. The student is expected to:
Analyze the human and physical factors that influence the power to control territory and resources, create
conflict/war, and impact international political relations of sovereign nations such as China, the United States,
Japan, and Russia and organized nation groups such as the United Nations (UN) and the European Union (EU).
Readiness Standard
Social Studies Skills TEKS:
WG.21
WG.21C
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a
variety of valid sources, including electronic technology. The student is expected to:
Create and interpret different types of maps to answer geographic questions, infer relationships, and analyze
change. Eligible for Dual-coding on STAAR
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
•
Sketch a story map from a geographer’s point of view that illustrates the story of the road to independence. The
story map should include three human factors and three physical factors that influenced colonial independence
and war. (WG.14C; WG.21C)
• 1A
Key Understandings and Guiding Questions:
• Human and physical factors influence historic events.
— How does geography influence history?
— How do human factors influence the power to control a territory, resources and create conflict?
— How do physical factors influence the power to control territory, resources and create conflict?
Vocabulary of Instruction:
• power
• conflict
• geographic factors
• human geography (factors)
• physical geography (factors)
Materials:
• Refer to the Notes for Teacher section for materials.
Attachments:
•
•
•
•
•
Handout: Big Picture Concepts (1 per student)
Teacher Resource: Big Picture Concepts KEY
Handout: Mercantilism (1 per student)
Handout: Quote (1 per student)
Handout: Declaration of Independence (1 per student)
Resources and References:
•
•
http://www.ushistory.org/declaration/
http://www.archives.gov/exhibits/charters/declaration.html
©2013, TESCCC
02/20/13
page 1 of 6
•
•
•
Subject/Grade Level or Course
Unit: # Lesson: #
http://www.law.cornell.edu/constitution/billofrights
http://www.archives.gov/exhibits/charters/bill_of_rights.html
(CIA World Factbook) https://www.cia.gov/library/publications/the-world-factbook/
Advance Preparation:
1.
2.
3.
4.
5.
6.
Become familiar with content and procedures for the lesson.
Refer to the Instructional Focus Document for specific content to include in the lesson.
Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson.
Preview available resources and websites according to district guidelines.
Prepare materials and handouts as needed.
Gather relevant data for the first Elaborate activity Making Connections.
Background Information:
As per state and federal mandates, “Each social studies class shall include, during Celebrate Freedom Week as provided
under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district,
appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S.
Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must
include the study of the relationship of the ideas expressed in that document to subsequent American history, including
the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the
formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the
women's suffrage movement.”
Also included in this mandate is that, “Each school district shall require that, during Celebrate Freedom Week or other
week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the
following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by
their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness-That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent
of the Governed."
It is important for students to recognize that geography plays a vastly important role in the development of settlements,
their economy, and territorial conflicts. Physical geography, in the case between Colonial America and Great Britain is one
reason that led to the colonial Declaration of Independence from Great Britain. The distance between Great Britain and
the colonies separated by the Atlantic Ocean made it difficult for Great Britain to maintain communication and control over
its colonies. Colonists dealt with harsh weather making settlement difficult, but through human adaptation and innovative
modification, success led to a flourishing economy. Colonial economic success created friction with Great Britain which
led to British laws limiting colonial trade with other nations other than Great Britain.
The outcome of the American Revolution was also influenced by physical and human geographic factors. Again, distance
between colonial America and Great Britain played a huge role (approx. 3000 miles and months of travel). During Colonial
America, the distance served in favor of the colonists by developing in them a spirit of independence and the ability to
become self-sufficient. During the war, colonists were familiar with the terrain and climate (of which they had already
adapted to) and this increased the likelihood for a colonial victory. The British took months to transport troops to America
and then struggled to adapt to the weather conditions (harsh winters) and rugged terrain.
The regional climates largely contributed to the eventual division of the colonies (states) into three economic regions.
Both physical and human factors of geography contributed to the founding of this nation. Today, those same factors
continue to contribute to our history.
It is important to note that students learned about the founding of the United States in 8 th Grade U.S. History (Colonial
America through Reconstruction).
Geography – The study of the physical and human landscapes of Earth and the interaction between the two.
Physical Geography – study of processes and patterns (the natural environment of the Earth)
Human Geography – studies culture, population, economy, etc.
Physical Characteristics: include landforms, soils, hydrology, bodies and sources of water, vegetation, climate and
weather patterns, etc.
Human Characteristics – include language, religion, political systems, economic systems, population distribution
© 2012 CSCOPE
page 2 of 6
Subject/Grade Level or Course
Unit: # Lesson: #
Physical Factors that Influence Power and Conflict – control of and access to natural resources and water,
transportation routes and shared resources
Human Factors that Influence Power and Conflict – cultural or ethnic conflict, population, political agreements,
economic agreements such as trade policies
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
ENGAGE – Geography’s Role in History
1. Write the following statement on the board:
• Geography did not play an important role in the settlement of
Colonial America and in the American Revolution. [this is false, but
let students discuss]
2. With a partner, students write the statement on an index card and decide
whether it is a false statement or a true statement.
3. Students write a justification statement for the false or true statement.
• Why do you say that?
Notes for Teacher
NOTE: 1 Day = 50 minutes
Suggested Day 1 – 15 minutes
Materials:
• Index Cards (1 per pair of students)
TEKS: WG.14C
Purpose:
Students conclude that geography is not
an isolated science/course of study but
that it is interrelated with the histories of
nations/societies.
4. Partners pair with another group and exchange index cards. They then
discuss and evaluate the answer and justification. At this point, there are four
students in each group.
5. In these new groups of four, students discuss the reasons for a false or true
statement, add to the justification, and select a speaker to present to the
class.
6. After student groups share, facilitate a discussion to encourage deeper
thinking of the ideas and practice supporting an idea with evidence. Ask
questions such as:
• Did your group come to a disagreement at any point during the
discussion? Elaborate.
• As a class, reach a consensus and answer the following: Has
geography affected the history of our nation? How?
EXPLORE/EXPLAIN – Big Picture Concepts
1. Explain to students that this week is dedicated to the celebration of freedom
also known as “Celebrate Freedom Week.”
2. Continue to introduce the unit saying:
• We continue our study of geography but we are applying it to how
geographic factors have affected the history of the United States.
• You studied the causes and effects for the colonists declaring
their independence from Great Britain in 8th grade U.S. History
class. This week you will be studying some of the same
information and reading through historical documents but through
a geographer’s lens. (geographer’s perspective)
Suggested Day 1 (cont’d) – 35 minutes
Attachments:
• Handout: Big Picture Concepts
• Handout: Big Picture Concepts
KEY
TEKS: WG.14C
Purpose:
Students differentiate between physical
and human factors that may influence
power and conflict.
3. Distribute the Handout: Big Picture Concepts
4. With students still seated in their groups of four, but working individually,
© 2012 CSCOPE
page 3 of 6
Subject/Grade Level or Course
Unit: # Lesson: #
Instructional Procedures
Notes for Teacher
students think about the big ideas and begin to fill in the form, which will help
students begin to understand the big picture concepts and to make them
relevant.
5. Students compare their individual responses with other members of their
group.
6. As a group, on chart paper, students draw the Big Picture Concept Map at a
larger scale with the group’s responses. Each group posts the concept map
on chart paper on the wall.
7. Conduct a gallery walk. Groups visit all the stations and compare their own
Concept Map to responses made by other groups.
8. Once all of the groups have completed their gallery walk and note-taking,
group members reconvene and discuss the similarities and differences
between their answers and other group answers.
9. Each group selects a spokesperson and explains to the class how their
responses were similar and/or different from other group responses.
EXPLORE/EXPLAIN – Economic Issues
1. Distribute to each student the Handout: Mercantilism
2. Students read the article silently.
Suggested Day 2 – 25 minutes
Attachments:
• Handout: Mercantilism
TEKS: WG.14C
3. As students read the article, they underline the physical factors that influence
power and conflict, and they circle the human factors that influence power
Purpose:
and conflict. It is recommended that students refer to their Handout: Big
Students differentiate between physical
Picture Concepts for reference.
and human factors that may influence
power and conflict by reading an article
4. After students complete the assigned reading and activity, they sit by a
on mercantilism.
partner and compare their findings. Provide sufficient time to discuss,
compare and make necessary adjustments as needed.
5. Project the article on the Handout: Mercantilism using a document camera
or other means of projection and randomly select students to share one
physical factor and one human factor.
6. When the student shares his/her answer, the student explains the reasoning
for how it was categorized.
7. Repeat the process until the entire article has been carefully analyzed,
discussed, and explained by students.
ELABORATE – Making Connections
Suggested Day 2 (cont’d) – 25 minutes
Materials
• Data or an article that illustrates
current trade regulations in the
2. Using a Venn diagram, students compare and contrast trade issues
U.S. and/or between the U.S. and
(physical and human factors that influence power and conflict) that existed in
other countries
colonial America with current trade issues/policies.
TEKS: WG.14C
1. Provide students with data or an article that illustrates current trade
regulations in the U.S. and/or between the U.S. and other countries.
Purpose:
Students make connections between
trade regulations and restrictions in
Colonial America and current trade
© 2012 CSCOPE
page 4 of 6
Subject/Grade Level or Course
Unit: # Lesson: #
Instructional Procedures
Notes for Teacher
regulations and restrictions.
ENGAGE – Declaration of Independence
1. Distribute the Handout: Quote to each student.
2. Students read the quote silently and, with a partner, answer the questions
below the quote.
3. Facilitate a discussion based on student responses to the questions.
Include a brief explanation of the quote, and pay close attention to the
words unfamiliar words to students (self-evident, endowed, unalienable,
etc.)
Suggested Day 3 – 20 minutes
Attachments:
• Handout: Quote
TEKS: WG.14C
Purpose:
Students gain a deeper comprehension
of the Declaration of Independence.
4. Read the quote aloud so students hear the correct pronunciation of each
words.
5. As a class, students’ choral read the quotation from the Declaration of
Independence.
EXPLORE – Declaration of Independence
1. Briefly review the Declaration of Independence for students. (Students have
prior knowledge about the document from 8th grade U.S. History and
Celebrate Freedom Week in earlier grades.)
Suggested Day 3 (cont’d) – 30 minutes
Attachments:
• Handout: Declaration of
Independence
2. Divide students into groups of three (and no more than four).
TEKS: WG.14C
3. Distribute the Handout: Declaration of Independence
Purpose:
Students gain a deeper comprehension
of the Declaration of Independence.
4. Students recognize that they will be reading parts of the Declaration of
Independence, a primary source document.
5. They read the statements that are underlined and, as a group, decide if the
underlined statement supports a physical factor or a human factor that
influenced conflict and/or power and write a justification statement to support
the group’s answer.
EXPLAIN
1. Students write an acrostic poem based on the word: Independence that
supports the following statement:
• Geography played an important role in the settlement of Colonial
America and in the American Revolution.
ELABORATE
© 2012 CSCOPE
Suggested Day 4 – 15 minutes
TEKS: WG.14C
Purpose:
This activity helps students arrive at
conclusions about the role of geography
in history.
Acrostic poetry is based on the letters of
a word or words.
Suggested Day 4 (cont’d) – 35 minutes
page 5 of 6
Subject/Grade Level or Course
Unit: # Lesson: #
Instructional Procedures
Notes for Teacher
1. In support of the learning so far, remind students that the American
Revolution was influenced by geography in many ways. Provide examples
such as:
• British troops had to travel for months when at war with the colonists.
• The colonists were very familiar with the terrain (physical surroundings)
while the British were not.
• The colonists were well adapted to the climate.
Materials:
• Map, political world map
• Map, physical world map
• Images of the geographic features
of Southwest Asia, in particular Iraq
and Afghanistan
TEKS: WG.14C
2. After providing students with a few examples of how geography played a
crucial role in the American Revolution, students apply the same concept to
other wars in which the United States has been involved.
• What role has geography played in other wars in which the United
States has been involved?
3. Provide students with an image of a world map (political) and an image of a
world map (physical) in the form of a PowerPoint. Include images of the
geographic features of Southwest Asia, in particular Iraq and Afghanistan.
Purpose:
Students apply their learning to a
current issue/event.
Instructional Note:
The maps and pictures could be
presented as a PowerPoint.
4. After viewing the images, students write a paragraph that connects the
similarities between the American Revolution and other wars in which the
United States has been a participant, recognizing the role of geography.
EVALUATE
1. Sketch a story map from a geographer’s point of view that illustrates the
story of the road to independence. The story map should include three
human factors and three physical factors that influenced colonial
independence and war. (WG.14C; WG.21C)
1A
© 2012 CSCOPE
Suggested Day 5 – 50 minutes
Materials
• Drawing paper
• Map pencils or other art supplies
page 6 of 6