DOCSLIB.ORG

Science and Social Studies Units of Study

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Science and Social Studies Units of Study Science and Social Studies Units of Study Tied to Elementary, Middle School, and High School Field Trip Experiences to The Fort Osage Education Center Published by The Jackson County Parks and Recreation Department Historic Sites Division Summer, 2007 1 Table of Contents Page Table of Contents 2 Alignment Chart to Missouri and Kansas Social Studies Standards 3 What Should We Know About the Osage? (Multiple Levels) 12 Applying Economic Concepts to Historical Events (Multiple Levels) 23 Why Should We Also Know About the Hopewell? (Multiple Levels) 31 Lewis & Clark Expedition: The Members Make a Difference! (Elementary) 41 Lewis & Clark Expedition: The Fort is Here (Elementary Level) 45 Lewis & Clark Expedition: The Fort is Here (MS & HS Level) 51 Ideas for Integrating Economics and Historical Literature (Elementary) 61 Alignment Chart to Missouri and Kansas Science Standards 65 Edible Rocks 66 Find Me If You Can! 71 My Monstrous Mutations 73 Playdough River 76 Rivers and Streams 78 What is in Leaf Litter 80 Conduct a Fish Survey in Your Class 82 Outbreak 84 Population of Animals 86 What’s In My Water? 88 DNA On a String 93 2 Alignment Chart to Missouri and Kansas Social Studies Standards SS5 Knowledge of major elements of geographical study and analysis and their relationship to changes in society and the environment, and SS7 Knowledge of the use of tools of social science inquiry (such as surveys, statistics, maps, and documents) will drive all social studies units of study. Title of Lesson MO Grade Level KS MO Process Multi-Day Lessons Expectations Standards Standards Osage Indians Elementary Level Elementary Level Goal 1.2 Conducting What Should We Know About SS 2a. Knowledge of History Standard research to answer questions the Osage (1803-1807)? (Elem. continuity and change in the Benchmark 1: The student and evaluate information Level/MS Levels) history of Missouri, the US understands the significance of and ideas. and the world important individuals and major Goal 1.8 Organizing data, SS4A. (1) and SS4 B. (2) developments in history. Benchmark information, and ideas into SS5. Knowledge of major 2: The student understands the useful forms for analysis or and elements of geographical importance of experiences of groups presentation. study and analysis and their of people who have contributed to Goal 1.10 Applying relationship to changes in the richness of heritage. Benchmark acquired information, ideas, society and the environment 4: The student engages in historical and skills to different SS5C. (3) Geography of thinking skills. contexts as students, Applying Economics to Missouri and the US: Place Economics Standard 1: workers, citizens, and Historical Events (Elementary SS7A. (1) Benchmark 1: The student consumers. and/or MS Levels) understands how limited resources Goal 2.1 Planning and require choices. Benchmark 3: The making oral presentations. student analyzes how different Goal 3.5 Reasoning incentives, economic systems and inductively from a set of their institutions, and local, national, specific facts and and international interdependence deductively from general affect people. Benchmark 4: The premises. student analyzes the role of the Goal 1.8 Organizing data, government in the economy. information, and ideas into Geography Standard useful forms for analysis or Benchmark: 1 Geographic Tools and presentation. Location. Benchmark 2: Places and Goal 2.3 Exchanging Regions. Benchmark 4: Human information, questions, and Systems. ideas while recognizing the perspectives of others. 3 Hopewell Elementary Level Elementary Level Goal 1.2 Conducting Why Should We Also Know SS2a. Knowledge of History Standard: Benchmark1: research to answer questions about the Hopewell? (Elem. Indians continuity and change in the The student understands the and evaluate information Level/MS Levels) history of Missouri, the US significance of important individuals and ideas. and the world. and major developments in history. Goal 1.4 Using SS2a.B. Knowledge of the Benchmark 2: The student technological tools and contributions of non- understands the importance of other resources to locate, Missourians. experiences of groups of people who select, and organize SS5. Knowledge of major have contributed to the richness of information. elements of geographical heritage. Benchmark 4: The student Goal 1.6 Discovering and study and analysis and their engages in historical thinking skills. evaluating patterns and relationship to changes in Economics Standard: Benchmark relationships in information, society and the environment 1: The student understands how ideas, and structures. SS5C. (3) Geography of limited resources require choices. Goal 1.10 Applying Missouri and the US: Place Benchmark 2: The student acquired information, ideas, understands how the market and skills to different economy works in the United States. contexts as students, Geography Standard: Benchmark workers, citizens, and 1: Geographic Tools and Location. consumers. Benchmark 2: Places and Regions. Goal 2.1 Planning and Benchmark 3: Physical Systems. making oral and visual Benchmark 4: Human Systems. presentations for a variety of purposes and audiences. Lewis and Clark SS2a A. (1) Knowledge of the Elementary Level Goal 1.5 Comprehending Applying Economics to ways Missourians have History Standard and evaluating written, Historical Events (Elem. And interacted, survived and Benchmark 1: The student visual, and oral MS Levels) progressed from the distant understands the significance of presentations and works. past to present times important individuals and major Goal 1.6 Discovering and and SS2a B. (2) Knowledge of the developments in history. evaluating patterns and contributions of non- Benchmark 3: (K) describes the relationships in information, Missourians; Describe the observations of the explorers who ideas, and structures. contributions of Thomas came to what was to become Kansas. Goal 1.8 Organizing data, Lewis and Clark Expedition: Jefferson; Sequence and information, and ideas into The Members Make a describe the importance of History Standard (4th Grade), useful forms for analysis or Difference! (Elem. Level) Lewis and Clark Expedition Benchmark 4: The student engages presentation. SS4. Knowledge of economic in historical thinking skills. (A) Goal 1.10 Applying concepts; Distinguish among Identifies and compares information acquired information, ideas, 4 Natural, Human and Capital from primary and secondary sources. and skills to different Resources 5.(A) uses research skills to interpret contexts as students, SS4A. (1) Explain supply and an historical person or event in workers, citizens, and demand. history and notes the source(s) of consumers. SS4B.2 Interpret the past, information. Goal 2.3 Exchange explain the present and predict Economics Standard (4th grade), information, questions, and future consequences of Benchmark 1: The student ideas while recognizing the decision-making. understands how limited resources perspectives of others. require choices. 2. (A) Identifies examples of how natural, capital, and human resources are used in production of goods and services. Economics Standard (5th grade), Benchmark 1: The student understands how limited resources require choices. 3. (K) describes how specialization results in increased productivity. Fort Osage SS2a. B. Evaluate the impact Economics Standard (6th grade), Goal 1.5 Comprehending The Fort is Here! (MS Level) of westward expansion on Benchmark 1: The student and evaluating written, X Marks the Spot Power Point. Native American in Missouri understands how limited resources visual, and oral SS4B ( 2) Economic Decision- require choices. presentations and works. Making Interpret past, explain Geography Standard (6th grade), Goal 1.6 Discovering and present, and predict future Benchmark 1: Geographic Tools and evaluating patterns and consequences of economic Location: The student uses maps, relationships in formation, decisions. graphic representations, tools, and ideas, and structures. SS5D (4) Relationships within technologies to locate, use, and Goal 1.10 Applying places (Human-Environment present information about people, acquired information, ideas, Interactions/Movement) places, and environments. and skills to different Benchmark 5: Human-Environment contexts as students, Interactions: The student understands workers, citizens, and the effects of interactions between consumers. human and physical systems. Goal 2.1 Planning and Economics Standard (7th grade), making oral and visual Benchmark 1: The student presentations for a variety of understands how limited resources purposes and audiences. 5 require choices. 2. explains that how Goal 3.5 Reasoning people choose to use resources has inductively from a set of both present and future specific facts and consequences. deductively from general Geography Standard (7th grade), premises. Benchmark 1: Geographic Tools and Location: The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments. 5. (A) uses geographic tools, graphic representation, and/or technologies to pose and answer questions about past and present spatial distributions and patterns. Benchmark 2: Places and Regions: The student analyzes the human and physical features that give places and regions their distinctive character. History Standard (8th grade), Benchmark 1: The student uses a working knowledge and understanding of individuals, group, ideas, developments, and turning points in the early years
Load more

Recommended publications
  • Boone's Lick Heritage, Vol. 11, No. 2
    BOONE’S LICK HERITAGE The Missouri River from the bluffs above historic Rocheport Two Historic Views of the Missouri River 19th-century Voyage Up the River and 20th-century Memoir of a One-time Riverman VOL. 11 NO. 2 — SEPTEMBER-OCTOBER 2012 BOONSLICK HISTORICAL SOCIETY PERIODICAL EDITOR’S PAGE A River Runs Through It . Our theme in this issue of Boone’s Lick Heritage is As a youngster growing up in the St. Louis area during water, specifically streams and rivers. Waterways have the 1940s, I was part of a family that often vacationed in played a major role in the exploration and settlement of this the southeastern Missouri Ozarks, a region defined by its country by Europeans, many of whom were finding and fol- many springs and spring-fed streams. The Current River, lowing the earlier pathways and villages of Native Ameri- for example, was born of and is sustained by spring waters, cans. Starting with the 1804-06 Corps of Discovery journey the largest of which is Big Spring near Van Buren. Big by Lewis and Clark up the Missouri, “our river” played the Spring and the Current are Ozark waters that tug at my starring role in the exploration and western movement of soul, especially when I’m absent from their rugged wa- our young nation. And the Missouri’s northern tributary, the tershed. The region’s many springs and the waters of the Mississippi (as many of us like to think), drew Gen. Lewis Current, along with those of its southern artery, called the Cass and Henry Rowe Jacks Fork, and the nearby Schoolcraft north in 1821 Eleven Point, course and Schoolcraft again in through my veins and bind 1832, seeking its head- me to place as strongly as waters and source (Lake blood to family.
    [Show full text]
  • Teacher's Guide to Missouri Town 1855 and Fort Osage(PDF, 1MB)
    Historic Sites Teacher’s Guide Missouri Town 1855 ForT osaGe naTional hisToric landMark Jackson County Parks + Rec REVISED MARCH 2018 CONTENTS Planning Your Visit .................................................................................................................. 1 Historic Cemetery Courtesy ..................................................................................................... 2 Historic Site Courtesy ............................................................................................................... 3 Guidelines for Teachers and Chaperones ................................................................................ 4 Fort Osage Fact Sheet ........................................................................................................... 8-9 Fort Osage History ............................................................................................................. 10-11 Lewis & Clark in the Greater Kansas City Area .................................................................. 12 Fort Osage School Tour Teacher Materials ...................................................................... 14-15 Map to Fort Osage .................................................................................................................. 16 Missouri Town 1855 Fact Sheet ........................................................................................ 20-21 Synopsis of Missouri Town 1855 ....................................................................................... 22-24 Missouri
    [Show full text]
  • Elementary State Fair Community Coll., Sedalia, Mo. Office of Education
    DOCUMENT RESUME ED 112 073 95 CE 004 836 TITLE Career Education: Learning with a Purpose; Elementary 3-4; Volumes 1and 2. INSTITUTION State Fair Community Coll., Sedalia, Mo. SEMIS AGENCY Office of Education (DHEW), Washington, D.C. PUB DATE 74 NOTE 182p. EDRS PRICE MF-$0.76 HC-$9.51 Plus Postage DESCRIPTORS Audiovisual Aids; *Career Education; Classroom Materials; *Curriculum Guides; Decision Making; Educational Attitudes; *Elementary Education; Field Trips; Grade 3; Grade 4; Integrated Curriculum; Interpersonal Competence; *Learning Activities; Occupational Information; Resource Guides; Self Actualization; Self Concept; Self Evaluation; Social Studies; Units of Study (Subject Fields) IDENTIFIERS Missouri ABSTRACT The guide to career education is designed to supplement an existing curriculum at the third and fourth grade level; it suggests and outlines a developmental program of learning activities and resource materials which may be integrated with the teaching of academic subject areas. The suggested activities and materials are designed to (1) promote the student's understanding of himself and others, (2) provide occupational information,(3) explore the world of work, and (4) prepare the student for personal decision-making. The program is intended to help the student recognize that educational experiences are a means of achieving life goals. The activities_in Volume 1 pertain to social studies, and include a Missouri unit with student worksheets and a collection of studentrdeveloped, career-related games and puzzles. The subject areas used to group the activities in Volume 2 are fine arts, language arts, math, and science. In addition to the suggested resource materials which are listed in conjunction with the learning activities, both volumes contain identical resource guides to audiovisual materials, sources of free career information, and a list of field trip sites in Missouri.
    [Show full text]
  • Lewis & Clark Legacy
    Maka h IR N ation al His Lo toric lo Tra Lewis and Clark Land il National Historic Trail 5 ma rk Interpretive Center Qu inault IR SEAT Colv Exploration TLE W ille IR ASHINGTON Upper Missouri River Breaks Cap Blackfeet IR Discovering the Legacy of Lewis and Clark Fo e D National M rt C isap Spokane IR onum The Corps of Discovery traveled latsop N poin S National Historical ParkSPOKANE 15 ent tme tatio Nez Perce n n L LE R a t C EW WIS up the Missouri River, over the id tion am IS Rocky Bo Fort Belknap Red Lake IR gefie al M p 90 ys IR ld N em IR Rocky Mountains, and down the at orial Turtle Mountain IR Bicentennial Commemoration 2003-2006 io 8 Flathe Fort Peck Co C na 2 ad LEWIS nfluence olum l W IR Indian Reservation of Yellowsto Snake and Columbia Rivers. ild Yak M Mis ne and bia life Ind ama Lew ONTANA souri Rivers R R ian R nake Rive Coeu is and Clark LEWIS M e es S r r d LEWIS iss iver G erv ’A o R Despite great physical challenges, fug ation RICHLAND lene uri e IR e o LEW rg P IS Three Tribes M d e N ORT LEWIS isolation, and near starvation at LA C LEWIS Pass useum ation ND olumbia GREA Fort Berthold Red Lake Bois Forte Passamaquoddy IR al S River T Charles M. Russell Spirit Lake IR IR ge times, the expedition mapped cenic A MISSOULA FALLS IR Fort B IR Grand Porta Lake K National W erthold Reservation IR S Ro R Travelers' Rest up E c Ne A e vast territories of the West.
    [Show full text]
  • NPS Form 10 900-B
    NPS Form 10-900-a (Rev. 8/2002) OMB No. 1024-0018 (Expires 5-31-2012) United States Department of the Interior National Park Service National Register of Historic Places Continuation Sheet Historic Resources of the Santa Fe Trail (Revised) Section number Appendices Page 159 ADDITIONAL DOCUMENTATION Figure 1. William Buckles, “Map showing official SFT Routes…,” Journal of the West (April 1989): 80. Note: The locations of Bent’s Old Fort and New Fort Lyon are reversed; New Fort Lyon was west of Bent’s Old Fort. NPS Form 10-900-a (Rev. 8/2002) OMB No. 1024-0018 (Expires 5-31-2012) United States Department of the Interior National Park Service National Register of Historic Places Continuation Sheet Historic Resources of the Santa Fe Trail (Revised) Section number Appendices Page 160 Figure 2. Susan Calafate Boyle, “Comerciantes, Arrieros, Y Peones: The Hispanos and the Santa Fe Trade,” Southwest Cultural Resources Center: Professional Papers No. 54: Division of History Southwest Region, National Park Service, 1994 [electronic copy on-line]; available from National Park Service, <http://www.nps.gov/history/history/online_books/safe/shs3.htm> (accessed 11 August 2011). NPS Form 10-900-a (Rev. 8/2002) OMB No. 1024-0018 (Expires 5-31-2012) United States Department of the Interior National Park Service National Register of Historic Places Continuation Sheet Historic Resources of the Santa Fe Trail (Revised) Section number Appendices Page 161 Figure 3. “The Southwest 1820-1835,” National Geographic Magazine, Supplement of the National Geographic November 1982, 630A. NPS Form 10-900-a (Rev. 8/2002) OMB No.
    [Show full text]
  • The Bald Knobbers of Southwest Missouri, 1885-1889: a Study of Vigilante Justice in the Ozarks
    Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2011 "The aldB Knobbers of Southwest Missouri, 1885-1889: A Study of Vigilante Justice in the Ozarks." Matthew aJ mes Hernando Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the History Commons Recommended Citation Hernando, Matthew James, ""The aldB Knobbers of Southwest Missouri, 1885-1889: A Study of Vigilante Justice in the Ozarks."" (2011). LSU Doctoral Dissertations. 3884. https://digitalcommons.lsu.edu/gradschool_dissertations/3884 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. THE BALD KNOBBERS OF SOUTHWEST MISSOURI, 1885-1889: A STUDY OF VIGILANTE JUSTICE IN THE OZARKS A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of History by Matthew J. Hernando B.A., Evangel University, 2002 M.A., Assemblies of God Theological Seminary, 2003 M.A., Louisiana Tech University, 2005 May 2011 for my parents, James and Moira Hernando ii ACKNOWLEDGEMENTS Anyone who completes a project of this nature quickly accumulates a list of both personal and professional debts so long that mentioning them all becomes impossible. The people mentioned here, therefore, do not constitute an exhaustive list of all the people who have helped me along the way towards completing this dissertation.
    [Show full text]
  • Historic Resources of the Santa Fe Trail (Revised)
    NPS Form 10-900-b (Rev. 01/2009) OMB No. 1024-0018 (Expires 5/31/2012) United States Department of the Interior National Park Service NPS Approved – April 3, 2013 National Register of Historic Places Multiple Property Documentation Form This form is used for documenting property groups relating to one or several historic contexts. See instructions in National Register Bulletin How to Complete the Multiple Property Documentation Form (formerly 16B). Complete each item by entering the requested information. For additional space, use continuation sheets (Form 10-900-a). Use a typewriter, word processor, or computer to complete all items New Submission X Amended Submission A. Name of Multiple Property Listing Historic Resources of the Santa Fe Trail (Revised) B. Associated Historic Contexts (Name each associated historic context, identifying theme, geographical area, and chronological period for each.) I. The Santa Fe Trail II. Individual States and the Santa Fe Trail A. International Trade on the Mexican Road, 1821-1846 A. The Santa Fe Trail in Missouri B. The Mexican-American War and the Santa Fe Trail, 1846-1848 B. The Santa Fe Trail in Kansas C. Expanding National Trade on the Santa Fe Trail, 1848-1861 C. The Santa Fe Trail in Oklahoma D. The Effects of the Civil War on the Santa Fe Trail, 1861-1865 D. The Santa Fe Trail in Colorado E. The Santa Fe Trail and the Railroad, 1865-1880 E. The Santa Fe Trail in New Mexico F. Commemoration and Reuse of the Santa Fe Trail, 1880-1987 C. Form Prepared by name/title KSHS Staff, amended submission; URBANA Group, original submission organization Kansas State Historical Society date Spring 2012 street & number 6425 SW 6th Ave.
    [Show full text]
  • 3Rd Grade Social Studies Curriculum Course Description: in Third Grade, Students Will Engage in a Yearlong Study of Our State of Missouri
    3rd Grade Social Studies Curriculum Course Description: In third grade, students will engage in a yearlong study of our state of Missouri. They will analyze the impact of geography, economics, and governmental structures to study both the history and contemporary society of Missouri. The study of Missouri requires that students generate and research compelling questions. Scope and Sequence: Quarter Unit Timeframe Unit 1: Physical Features of Missouri August 1 2 Unit 2: People of Missouri November-December Unit 3: Missouri and the Civil War January 3 4 Unit 4: Government of Missouri March-April Curriculum Revisions Tracking 2019-2020 Unit ONE: ● In Engaging Experiences we have added Another Way to do This 1, 2, 3, 5 ● EE4 needs to be removed ● Added a second way to complete Engaging Scenario Unit TWO: ● Removed graphic organizer of all tribes and only compare two tribes in EE4 ● EE 5 added another way to do this using map from textbook ● EE6 Modified timeline to be whole group class ● EE 7, 8 added another way to do this and add to the timeline from EE6 ● EE 9 added another way to do this ● EE 10 Add to timeline ● EE 11 Added another way to do this and add to timeline ● EE12 Unit 1: Physical Features of Missouri Subject: Social Studies Grade: 3 Name of Unit: Physical Features of Missouri Length of Unit: 1 week Board Approved: May 10, 2018 1 | P a g e Overview of Unit: This unit will discuss the physical characteristics of Missouri. You will review the regions, border states, and how geography has affected Missouri history.
    [Show full text]
  • George Ehrlich Papers, (K0067
    THE STATE HISTORICAL SOCIETY OF MISSOURI RESEARCH CENTER-KANSAS CITY K0067 George Ehrlich Papers 1946-2002 65 cubic feet, oversize Research and personal papers of Dr. George Ehrlich, professor of Art and Art History at the University of Missouri-Kansas City and authority on Kansas City regional architecture. DONOR INFORMATION The papers were donated by Dr. George Ehrlich on August 19, 1981 (Accession No. KA0105). Additions were made on July 23, 1982 (Accession No. KA0158); April 7, 1983 (Accession No. KA0210); October 15, 1987 (Accession No. KA0440); July 29, 1988 (Accession No. KA0481); July 26, 1991 (Accession No. KA0640). An addition was made on March 18, 2010 by Mila Jean Ehrlich (Accession No. KA1779). COPYRIGHT AND RESTRICTIONS The Donor has given and assigned to the University all rights of copyright, which the Donor has in the Materials and in such of the Donor’s works as may be found among any collections of Materials received by the University from others. BIOGRAPHICAL SKETCH Dr. George Ehrlich, emeritus professor of Art History at the University of Missouri-Kansas City, was born in Chicago, Illinois, on January 28, 1925. His education was primarily taken at the University of Illinois, from which he received B.S. (Honors), 1949, M.F.A., 1951, and Ph.D., 1960. His studies there included art history, sculpture, architecture, history, and English literature. Dr. Ehrlich served as a member of the United States Army Air Force, 1943- 1946. He was recalled to active duty, 1951-1953 as a First Lieutenant. Dr. Ehrlich joined the faculty at the University of Missouri-Kansas City in 1954.
    [Show full text]
  • DOCUMENT BESUBE SP 007 215 World Geography. a Guide for Teachers. Missouri State Dept. Ot Education, Jetterson City. EDRS Price
    DOCUMENT BESUBE ED 051 161 SP 007 215 TITLE World Geography. A Guide for Teachers. INSTITUTION Missouri State Dept. ot Education, Jetterson City. PUB DATE 68 NOTE 263p. EARS PRICE EDRS Price hF-$0.65 HC-$9.87 DESCRIPTORS *Curriculum Guides, *Geography, *Grade 10, *World Geography ABSTRACT Grades or ages: Grade 1U. SUBJECT MATTER: World geography, ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into 16 units covering various aspects of geography. Each unit is in list form. The guide is offset printed and edition bound with a paper cover. OBJECTIVES AND ACTIVITIES: Each unit begins with a list of about five concepts to be taught. Suggested activities are then listed under each concept. Activities consist mainly of analysis of maps and discussion. Suggested times are indicated for each unit. INSTRUCTIONAL MATERIALS: A list of different types of maps and other materials needed for the course is included in an introductory section. In addition, each unit contains a list of references for teachers and students. The guide itself is illustrated with numerous charts and maps. STUDENT ASSESSMENT: No mention. (RT) WORLD GEOGRAPHY U S DEPARTMENT OFHEALTH. EDUCATION & WELFARE A Guide For Teachers OFFICE OF EDUCATION THiL', DOCUMENT HASBEEN REPRO DUCE!) EXACTLY AS R£CEVEDFROM THE PERSON CR ORGANIZATION ORIG ,`EATING IT POINTS Of VIEWOR ODIN IONS STATED DO NOTNECESSARIL REpRcsENT OFFICIAL OFFICLOF EDU CATION POSITION OR POLICY HUBERT WHEELER Commissioner o, Education TABLE OF CONTENTS STATE BOARD OF EDUCATION iii ADMINISTRATIVE ORGANIZATION FOR DEVELOPIN THE WORLD GEOGRAPHY GUIDE iv FOREWORD ACKNOWLEDGMENTS vi POINT OF VIEW 1 The "Why" of Geography at Secondary Level Structure of Geography 4 Objectives 16 Organizatio,, 18 Approach 18 Facilities and Equipment 20 Suggested Preparation of Teachers 22 INF;v1IUCTIONAL PROGRAM 24 UNIT I DISTRIBUTION AND CHARACTERISTICS OF WORLD POPULATION 25 UNIn' II THE EARTH'S RESOURCES IN RELATION TO WORLD POPULATION 43 UNIT IIIECONOMIC ACTIVITIES IN RELATION TO WORLD POPULATION .
    [Show full text]
  • "Benevolent Plans Meritoriously Applied": How Missouri Almost
    “Benevolent Plans Meritoriously Applied:” How Missouri Almost Became an Indian Nation, 1803–1811 BY B. J. MCMAHON Maps such as these were published in the early nineteenth century to plot the general locations of Native American tribes. Such a map as this would have been the best available information for Jefferson. (Image: Cartography Associates) 4 | The Confluence | Spring/Summer 2014 …to carry on the benevolent plans which have been so meritoriously applied “Benevolent Plans Meritoriously Applied:” to the conversion of our aboriginal neighbors from the degradation and wretchedness of savage life to a participation of the improvements of which the How Missouri Almost Became human mind and manners are susceptible in a civilized state. — James Madison, an Indian Nation, 1803–1811 First Inaugural Address, 4 March 18091 In 1803, President Thomas Jefferson designed the first official American governmental policy of relocating Indians, one that encouraged them to become farmers and integrate into the United States as citizens. The Jeffersonian approach to Indian-white relations ostensibly planned for assimilation after the Natives voluntarily relocated to the west. Jefferson and his disciples had differing opinions about the Natives but believed they had the same rights to life, liberty, and property as the whites, and that they expected the United States to uphold honorably all treaties and obligations between them. While not the only advocate of the policy named in his honor, he was the first executive given the power and authority by Congress to treat Native Americans as he saw fit.2 The president envisioned much of the area west of the Mississippi as a land where the Indians could live completely separated from white society east of the river.
    [Show full text]
  • MISSOURI ART,ARTISTS, and ARTIFACTS
    MISSOURI ART,ARTISTS, And ARTIFACTS A Fourth Grade Social Studies Curricular Tour A Docent Guide to Selected Works from The Museum of Art and Archaeology University of Missouri-Columbia *Not all images are on display in the Museum* 2 Museum of Art and Archaeology University of Missouri-Columbia 1 Pickard Hall Columbia, MO 65211 Phone: 573-882-3591 Fax: 573-884-4039 Website http:/maa.missouri.edu/ Museum Hours Tuesday – Friday: 9 a.m. – 4 p.m. Saturday – Sunday: Noon – 4 p.m. Closed Mondays, University of Missouri-Columbia Holidays, and Christmas Day through New Year’s Day Admission is FREE and open to the public. The Museum is ADA accessible. The Museum is a member of AAM – American Association of Museums. 3 MISSOURI ART, ARTISTS, & ARTIFACTS A Fourth Grade Social Studies Curricular Tour Works from the Museum’s permanent collection along with items and works from relevant exhibitions have been organized into a resource book for a Docent tour focusing on Missouri Grade-Level Expectations for Fourth Grade Social Studies. What’s included in this guide? This guide includes images of the relevant art works for this tour. Teaching information includes detailed descriptions of the objects, background about their historical context, and discussions of their iconography (symbolic importance), as well as questions designed to encourage students to look more closely at the work of art and to share their responses. Tour Overview Students step back in time when they walk through the doors of the Museum of Art and Archaeology to take part in the Fourth Grade Curricular Tour.
    [Show full text]