Ideas for Products

TAKS Implementation Plan

Summer 2009

http://www.readwritethink.org/materials/comic/

Comic Creator

Using A Cognitive Manipulative to Teach A Sequence of Events

Paper Plate Time Line – Commemorative Medals or Coins

 

Materials:

Paper Plates

Markers

Glue

Construction Paper

 

1.     Assign students into pairs.

2.     Give each pair of students an event in an important sequence.

3.     Each pair will prepare a representation on a paper plate of the event as if it were being made into a commemorative medal (coin). Each medal (coin) must include the name of the event, a symbol that represents the event, and a motto or slogan representing the event.

4.     When the medals are complete, hang them on the wall in any order. The class must come to consensus as to the true order or sequence. Students must give at least two reasons as to why an event should be placed before or after another, or at the beginning or end of the sequence.

Event Event Event Event Event?

Paper Plate Time Line

CD CoverProcess:

Reading & Note Taking Activity

• Preview - CD Cover & Play List

• Note Taking – Tracks & Details

• Conclusion – The Dedication

Before Reading: CD Cover & Play List

• First you will preview the reading selection: Look at the title, pictures, subtopic headings, etc.

• Title your CD with the title of the chapter• Fill in the Play List on the back cover with the list

of subtopic headings• Draw a draft of a cover for your CD (you can

make revisions after you read)

During Reading: Note Taking

• For each page in your CD jacket insert the title of the subtopic (Tracks #1-6)

• Write down important details from each section of the reading next to the bullets provided

• Reread your notes to make sure they are complete and make sense

After Reading: The Dedication

• Every CD has a dedication or a word of thanks to those who inspired and helped produce the works.

• Use the dedication space on the back of the CD jacket for a final conclusion and/or reflection on the events and details you read.

• You may wish to reference people, places or deeds that stood out in the reading.

I have… Command

Economy.

Who has…the kind of agriculture practiced most widely in the world, especially in less developed countries?

I have…

Subsistence Agriculture.

Who has…the production of manufactured goods in a market economic system?

Looping Cards

16th Amendment The 16th Amendment to the United States Constitution (1913) gave Congress the

power to tax income.

Review or Practice Cards

1066Word Walls

The New Republic TermsRatify Override AlienJudicial Review Bill of Rights VetoCompromise Anti-Federalist CabinetElastic Clause Due Process RepublicFederalism Tariff SeditionImpeach Checks and BalancesLaissez Faire Nullify Monroe DoctrineFederalist Electoral College

Dates

1776 17861777 17871789 1791

PeopleRoger Sherman Lewis and ClarkAlexander Hamilton Patrick HenryGeorge Washington Abigail AdamsJohn Adams James MonroeThomas JeffersonJames MadisonGeorge MasonJohn Marshall

DocumentsLand Ordinance of 1785Articles of ConfederationGreat CompromiseThree-Fifth’s CompromiseBill of RightsAlien ActSedition ActTreaty of Ghent Federalist Papers

Court Cases

Marbury vs. Madison McCullough vs. Maryland

Quotes

“Steer clear of permanent alliances….” (Washington)“Millions for defense, but not one cent for tribute!” (Adams)“Remember the women…” (A. Adams)“We are all Republicans; we are all Federalist.” (Jefferson)

Concept Map

Using a Word Splash

Objectives:

•Assess prior knowledge

•Provide motivation for reading

•Set a clear purpose for reading

•Decipher vocabulary

•Allow for a variety of modes of learning

Steps

•Select seven to ten social studies terms, people, or phrases from a unit of study. Be sure to include not only similar words that will indicate the subject of the selection but also some of the words and phrases that seem contradictory to the others.

•Give each student a little time to think about what the terms, people, or phrases have in common.

•Ask students to form small groups of three to five (or you can assign them to groups). In their groups, they should decide what the main category or topic is for the terms, people or phrases. They should also create a narrative or an explanation that will include all of the words or phrases.

•Ask each group to share their narrative or explanation. Ask student to list the common elements they heard and list these elements on the board.

 

Assessment

1. Students, in small groups, are able to create a story using 90% of the words presented.2. Students are able to identify and list at least one common element from every narrative presented.

Great Plains Manifest Destiny

Laissez-Faire Free Enterprise System

Deficit Monopoly

Language

Spatial Diffusion

Barriers to Diffusion

Oceans

Title of Subject

What do you infer from the details?

What prior knowledge do you

bring?What are the

details?

What is your conclusion? Explain

Critical Analysis Organizer