Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Social Studies
| Term | Definition |
|---|---|
| language acquisition | ability to understand language and produce it to communicate |
| Sensorimotor Stage (Birth-Age2) | begin to learn the environment around them through movement and sensation (looking/listening) Object permanence, reflexes, Self-soothing, mobility) |
| Pre-operational Stage (Age2-7) | use pictures and words to represent things with symbols, not able to understand others views Pretend play, Imaginary friends, Object representation (drawing family members), Egocentric, Curious |
| Cognitive & Fine Motor Development Milestones (0-24months) | 0-6 mo: opens/shuts hands 6-9 mo: Grasps objects 12-18 mo: Picks up small objects; scribbles with a crayon 18mo-2yrs: Builds tower of three blocks; finds objects when hidden; sorts shapes/ colors; begins make believe play |
| Cognitive & Fine Motor Development Milestones (2-5yrs) | 2-3 yrs: Turns book pgs 1 at a time; turns rotating handles; plays make believe w dolls/toys 3-4yrs: Copies shapes & capital letters; eats w spoon; counts; follows 3-step direction 4-5yrs: Puts on & takes off own clothing; uses toilet; counts 10+ objts |
| Social/Emotional Development Milestones (0-24months) | 0-6m: Dvlps smiles; facial expressions, likes play 6-9m: Social play; responds to emotions; enjoys mirror images 12-18m: Cries when parent leaves; shy 18m-2yrs: Imitates behaviors of others; increased independence; defiant behaviors; separation anxiety |
| Social/Emotional Development Milestones (2-5 yrs) | 2-3yrs: Separates from caregivers easily; wide range of emotions; clear objections 3-4yrs: Enjoys new experience; plays with others; pretends; imaginary friends 4-5yrs: Eager to please; spends time with friends; sing, dance, act |
| Communication Development Milestones (0-24months) | 0-6m: Uses voice 2 express happiness/displeasure 6-9m: Syllable rep.; distinguishes emotions w tone 12-18m: Responds to “No”; shakes head yes/no; babbles 18-2yrs: Points to named objcts; identifies body parts/family members/objects; two word sentences |
| Communication Development Milestones (2-5yrs) | 2-3yrs: Understands sentences; can state their name and age; uses pronouns 3-4yrs: Speaks in sentences of 5-6 words; asks questions; tells stories 4-5yrs: Uses future tense; says where they live; longer sentences |
| Gross Motor Development Milestones (0-18mo) | 0-6mo: Raise head when on tummy; pushes down legs on surface; rolls 6-9mo: can sit w/out support; supports full weight on legs 12-18mo: Sits w/out assistance; crawls on belly; goes from sitting to crawling; pulls up to standing position; begins to walk |
| Gross Motor Development Milestones (18mo-5yrs) | 18mo-2yrs: Sits w/out help; crawls on belly; sitting to crawling; pulls up to stand; begins walk 2-3yrs: Walks down stairs; can kick/run 3-4yrs: Hop/stand on 1 foot; moves forward/back; uses riding toys 4-5yrs: Swings; climbs; skips |
| Behaviorist Learning Theory (extrinsic, classical conditioning) | Strong focus on classroom management, use positive reinforcement & specific praise, rep of tasks & quizzes to improve test scores, teacher lectures/leads class they topic, task completion, feedback on task compl., use of learning & classroom routines |
| Cognitivist Learning Theory (Intristic, Self-Efficacy) | asking questions, ??of self, allowance to make errors & learn from mistakes, reflection for learning, think alouds used to model metacognition, use of clues/??/adv. organizers allow students to access/utilize info, summarizing/note taking, concept mapping |
| Constructivist Learning Theory (intrinsic&extrinsic, experimental & inquiry based learning) | Shared knowledge & authority, teachers=guide/facilitator, learning groups are small&focused on interactive learning, student-centered, build on previous knowledge |
| Lev Vygotsky | Concept of social learning as key part of cognitive development. Theorized that CULTURE underlies cognitive development. Zone of Proximal Development (area of understanding just outside what student KNOWS but is capable of learning) & Scaffolding |
| Zone of Achieved Development ZAD | Where the learning is at rn (what they can do) |
| Jean Piaget | Cognitive development in 4 STAGES, indicated use of SCHEMA & adaptation processes (equilibrium, assimilation, accommodation) to learn |
| Benjamin Bloom | 3 domains of learning: cognitive, affective, & psycho-motor. |
| Bloom’s Taxonomy | Objectives related to cognition can be divided into subdivisions & ranked in order or cognitive difficulty. Knowledge/Remembering = easiest Understanding Application Analysis Evaluation Creation = hardest |
| Maslow’s Hierarchy of Needs | BASIC NEEDS: physiological needs (water, food) Security/safety (health, home) PSYCHOLOGICAL NEEDS: love & belonging (friends, family) Esteem (confidence, respect from self/others) SELF-FULFILLMENT NEEDS: self-actualization (desire to become best) |
| Inquiry/Investigative Method + Research Papers | Students should be taught research skills, provide graphic organizers, good sources, teach note taking, do guided discussions, teach how to cite sources |
| Simulations Method | Everyone has assigned role, cumulative activity that helps students tie together everything they learned |
| Partner/Jigsaw Activity Method | Roles are assigned so everyone has something to do, helps split up longer/complex content bc students have chance to check thinking w peer before presenting to teacher |
| Group Activity Method | Roles are assigned/self-assigned, each group has clear instructions on how to complete task, ex: gallery walks. |
| Heterogeneous Grouping | Students are grouped to include VARIED abilities and backgrounds. Students learn diverse thinking (critical thinking) |
| Homogenous Grouping | Grouped based on SIMILAR abilities, interest, or learning characteristics. Builds collaboration among students who have same struggles |
| Ability Grouping | Based on academic abilities or achievement levels. Useful to work on improving achievement level |
| High quality assessments are... | valid, reliable, fair, and clear |
| validity | measures what it is intended to measure; results allow you to make DIRECT INFERENCES; assessment must also be reliable |
| reliability | produces consistent and stable results over time; can be reliable but not valid |
| Equity | All students should have the same opportunities to show their progress or skill level on an assessment; All students should be given the same opportunities to prepare for assessments as well (take outside factors into consideration) |
| Learning Opportunity | designed to assess student progress on objectives that have been EXPLICITLY taught; If students have not had same amnt of exposure to instructional time(attendance), the student will score lower (making assmnt invalid) |
| Vertical Alignment | understanding standards & content students must master in subsequent grade levels; prepare students to master standards for ur grade lvl as well as later standards (vertically aligned content = skills are introduced, reviewed, and mastery is expected) |
| Social Studies Curriculum Framework | students move outwardly from concrete ideas to thinking abstractly abt world around them -- from self, family, classroom, neighborhood/community, city, state, country, world |
| Input Device | SENDS info TO computer to be processed (keyboard, mouse) |
| Output Device | RECIEVES info FROM computer to reproduce or display (projector, printer, headphones) |
| HistORIOgraphy | changing interpretations of history |
| Frame of Reference | Assumptions/attitudes used to filter perceptions & create meaning to information being presented |
| Costa's Lvls of Questioning | 1. Gathering Info 2. Process Info 3. Apply Info |
| Formulating A Research Question | 1. Choose topic 2. Conduct pre-liminary research 3. Create list of questions 4. evaluate questions & select focus area 5. select 1 remaining question |
| Graphic Organizers + Claim, Evidence, Reasoning (CER)/Main Idea Flow Charts | helps SUMMARIZE sources & keep track of MAIN IDEAS |
| Three Column Charts/KWL Charts | (know, want to know, learned); help students who are researching multiple arguments, can help them formulate own opinions |
| history, geography, economics | history: study of past events geography: study of physical features of Earth, relationship b/w ppl & their environment economics: production, distribution, & consumption of goods/services |
| govt., citizenship | govt.: study of systm of order for a nation, state, or political unit citizenship: study of rights, responsibilities, & pride w/in beliefs & principles that make up our national identity |
| culture, science/tech/& society | culture: shared characteristics of a group of ppl (beliefs, values, customs, traditions) science/tech/& society: understanding of how ideas/inventions have changed over course of time & their impact on ppl/society |
| Bering Land Bridge Theory | during the last Ice Age, a frozen land bridge called Beringia developed between Asia and Alaska, opening a pathway for groups of people to cross |
| Atlantic/Oceania Theory | Stone Age civilization crossed the Atlantic Ocean on boats Oceania = crossed Pacific Ocean on boats |
| Southeastern WICHITA | corn, bean, squash, buffalo; grass huts; moccasins, tattoos + raccoon eyes; organized councils, family, spirit doors, religious ceremony, confederacies |
| Gulf Coast COAHUILTECAN | worms, lizards, ants, snakes, cactus, deer, bison, spider; TEMPORARY stick & grass homes; no clothes; small groups, Shaman's led religious ceremonies, men + women equal, mitotes |
| CADDO (tobacco) - East TX | Grew CORN!, beans, nuts, deer, fishing, buffalo; Wickiups made of sticks & grass w fire pit in center; PERMANENT HOMES; tattoos; laughing/yelling as scare tactic, organized villages, women in charge, class systm, burial mounds, trade, farm tools |
| Pueblo JUMANO | vegetarians; made of ADOBE, partly underground houses; sandals made of mud, hats; irrigation, pottery, trade, welcomed strangers |
| Gulf Coast KARANKAWA | fish, wild rice, game, sea life; wickiups (mobile houses/palm leaves); loin & animal hide, half dressed, cane piercing, red clay body paint, 6ft TALL; canoes, dance parties, oil, insect repellant, loved children, family groups |
| Comanche Tribe | CONTROLLED Texas Plains, traded Buffalo w Caddo tribes for bows & pottery, overpowered Spanish settlers w/ rapid arrow shooting from horseback; Stephen Austin negotiated temp. peace w Comanches |
| Apache Tribe | lived in PLAINS as farmers/bison hunters, Chiefs would unite w other Apache tribes for raids, culture important, 25 yrs of war w American military, last Apache warrior (Geronimo) surrendered 1886 |
| Cabeza de Vaca (Spain) | landed near Galveston in 1528, goal: expedition to Florida/interior of North America; lived for 8 enslaved years w Native Americans learning their language & customs |
| Francisco Coronado (Spain) | Explored from Mexico to AZ, NM, TX, OK, & Kansas in 1540-1542; Searching for 7 Cities of Gold, Goal: Conquer the region of Northern reaches of the Spanish Empire in Mexico; 1st European sighting of Grand Canyon & Colorado River |
| René Robert Cavelier, Sieur de La SALLE (France) | Explored along mouth of Mississippi/OHIO River in 1680s; Goal: Conquer Mexican Territories; own crew mutinied/killed him |
| Colonial Era (1607-1775) | settlements were being established & the 13 colonies were growing |
| William Bradford | Governor of Plymouth; focused attn on mutual aid treaty w Natives |
| Anne Hutchinson | Contradicted Puritan Doctrine, banished from Massachusetts Bay Colony; Founded Portsmouth w her family |
| William Penn | English QUAKER, writer+thinker who founded Pennsylvania for RELIGIOUS FREEDOM |
| Roger Williams | Founded Rhode Island, separation of church & state; banished from Massachusetts Bay Colony for religious tolerance beliefs |
| Events Leading to Revolutionary War (5) | 1. British used colonies to cover French/Indian War costs thru UNFAIR TAXES 2. Don't let colonists expand into territories West of App Mtns. 3. Stamp Act & Townshend Act 4. Sons of Liberty + Colonist Protest 5. Boston Tea Party -> Coercive Acts Passed |
| Stamp Act | required that anything written on paper have an additional stamp purchased |
| Townshend Act | taxed imported goods, including tea |
| Coercive Acts | included Quartering Act; forced housing for British troops |
| First Continental Congress | Sept. 1774 to discuss problems bw the colonists and the British and call for BOYCOTTS |
| Revolutionary War (1775-1783) | 1.Battle at Lexington (retreat) 2. 2ND Continental Congress met to create Continental Army (George Washington was army lead) 3. July 4, 1776 --> Declaration of Independence 4. a sovereign United States was formed |
| John Adams | Founding Father, 2nd President of USA |
| Ben Franklin | Founding Father, helped draft Declaration of Independence |
| Thomas Jefferson | Founding Father, primary writer of Declaration of Independence, 3rd Prez |
| George Washington | Founding Father, military leader in Revolutionary War, 1st Prez |
| Sons of Liberty | Political Activists that played significant role in Boston Tea Party |
| Louisiana Purchase | Westward Expansion, negotiated by Thomas Jefferson; DOUBLED USA land & opened up western borders |
| Westward Expansion Factors | 1. Soldiers from the war of 1812 cashed in their promised payment of land; affordability of land; religious reasons; discovery of gold in Cali (1848); railroad expansion opening up more efficient means of travel |
| Missouri Compromise | 1.New states that exist below latitude 36° 30' would be slave states 2.New states that exist above the line would be free states |
| Sectionalism: NORTH | Invested heavily in industry (Factories, rail yards, shipping ports) Capitalist identity and “rags to riches” beliefs Disgust with the Southern focus on states rights Greater belief that the federal government needs to intervene in slavery |
| Sectionalism: SOUTH | Invested in commercial agriculture, especially the slave market Provide food to nation, desire respect for slavery belief as necessity Identify as Great land holders with a disgust towards Northern meddling in their politics |
| Sectionalism: WEST | Land was main attraction Drawn to ranching, mining & small scale farming Identity as a “rugged individual” grows, disgusted at North's greed |
| Compromise of 1850 (bc of Mexican American War) | California is free state; NM & Utah vote on slavery; current slaves had to remain w their masters; Texas borders were fully ESTABLISHED; Fugitive Slave Act was passed |
| Fugitive Slave Act | Forced citizens to deny help to runaway slaves or to help return them to their masters if they were caught |
| 1st State to Secede? | South Carolina in Dec. 1860 |
| 1st Official Battle of Civil War? | Battle of Fort Sumter in South Carolina; Union troops were were occupying federal fort when it was attacked by Confederate troops (C win, sparked war) |
| Battle of First Bull Run | C Win; became clear at this battle that the Southern troops were WELL PREPARED for war, men grew up riding horses through rough terrain for hunting, were experienced marksmen, and were defending core beliefs |
| Antietam Battle | Union Win/Stalemate; Union troops officially took a Confederate stronghold in Maryland, CASUALTIES on both sides rendered the battle a stalemate - STOPPED General Lee's invasion of the South |
| Vicksburg Battle | U win; Fort located on Mississippi river & was critical for the South. After many attempts, Union soldiers were able to take control of the fort; SEVERED supply lines for Confed. & split them along Mississippi River |
| Battle of Gettysburg | U win; extreme casualties on both sides; signifies how South was unable to sustain LONG war effort, running out of supplies. After battle, Lincoln gave Gettysburg Address where was able to speak about war being to maintain the union |
| Emancipation Proclamation | Freed ALL slaves |
| Battle of Palmito Ranch | FINAL BATTLE, in TX on banks of Rio Grande; 1 month after unofficial surrender from South |
| Appomattox Courthouse 1865 | Civil Wars official END!!! on April 9, 1865 |
| Reconstruction | rebuild southern society after the war; under guidance of the Union |
| SUCCESSES OF RECONSTRUCTION | 13, 14, 15th Amendment; Opp. for African Americans increased (edu, business, politics, black owned institutions); African American men elected into variety of political offices (even Congress); New State Constitutions created in South |
| 13th Amendment | NO SLAVERY |
| 14th Amendment | granted CITIZENSHIP to all persons "born or naturalized in the United States" |
| 15th Amendment | all MEN can VOTE |
| FAILURES OF RECONSTRUCTION | KKK is formed; Sharecropping; Jim Crow Laws; Black Codes; Plessy v Ferguson; REDEEMERS were the collective name for former Confederate supporters who ran for office on the platform of getting rid of all Reconstruction era policies and laws |
| Sharecropping | idea that newly freed slaves would get a share in the profits, but in reality it was another form of slavery as the “pay” was so small, families could not get ahead; renting land, materials, and borrowing money for seeds |
| Jim Crow Laws | Legalized SEGREGATION |
| Black Codes | prohibit Black citizens from owning property, businesses, buying or leasing land or even moving; made homelessness illegal, so newly freed slaves were put into jail; kept Black ppl from voting by req. literacy tests for voting |
| Plessy v. Ferguson | Supreme Court said SEGREGATION was Legal as long as equal access was provided (was not in fact equal) |
| Reform movements | Abolitionism, temperance, and women’s rights; groups of people dedicated to social change in advancement of humanitarian efforts, and religious or political reasons (2nd Great Awakening) |
| Second Great Awakening (1795-1835) | Church growth, seminary establishments, and missions focused their message of hope and transformation as this was a period of Protestant revivals |
| Civil Rights Movement (1954-1968) | In Texas, movement primarily focused on 2 minorities (Mexican Americans & African Americans) |
| Union General | Ulysses S. Grant |
| Confederate General | Robert E. Lee |
| Tejanos | Texans of Mexican & Native American descent |
| War of Texas Independence/Texas Revolution | 1835-1836; Stephen Austin was leader; TX gained independence from Mexico forming REPUBLIC of TX (formally recognized as a NATION!) |
| United States Congress authorized Texas into the Union in... | 1845; Mexico viewed this as the US stealing the territory, since they had yet to OFFICIALLY recognize Texas’ independence |
| Mexican-American War (1846-1848) | U.S. declared the southern borders of Texas further south than Texas had War Result: Result was Texas and Mexico’s northern territories becoming part of the U.S. |
| Santa Anna | Mexican President led troops to quash rebellion |
| Sam Houston | Established & led TX military |
| TX Declaration of Independence | Drafted in 1836 w Stephen Austin as leader |
| Battle of the Alamo | Feb 1836, nearing the end of The Texas Revolution, Mexican leader Santa Anna sent 1,500 troops to Bexar; Sam Houston was undermanned w only 300 Texans defending; Mexican military & Texans battled 'til March 1836; Santa Anna’s men massacred Texas forces |
| Battle of San Jacinto | Texan forces surprised a Mexican camp and led a retaliation battle, crying out "Remember the Alamo;" Santa Anna fled; captured and negotiated terms of surrender w TX leaders Sam Houston, Thomas Rusk, and David Burnet |
| Treaty of Velasco | signed by Santa Anna, granted TX Independence; deemed NULL by Mexico bc Santa Ana was ousted during his military campaign against TX so he no longer had power to grant TX Independence |
| 1st Texas President | Sam Houston; truggles of an independent nation, aggressive relations with indigenous peoples, and fears of the Mexican government reestablishing itself over Texas led to annexation |
| Which President granted TX annexation? | John Tyler bc Manifest Destiny; 28th STATE! |
| Boomtowns | areas that saw sudden growth in POPULATION due to economic opportunities |
| Treaty of Guadalupe Hidalgo 1848 | designated Rio Grande the border of TX & Mexico. U.S. ACQUIRED AZ, CA, CO, Nevada, NM, Utah, & Wyoming by forcing Mexico to SELL it |
| TX CULTURE (4 things) after Civil War/Reconstruction | Cattle, Cotton, Oil, and Railroads Lumber from East TX, Cattle from West TX, & Cotton (+crops) from Central & North TX |
| King Ranch | Texas’ largest ranch (bigger than the state of Rhode Island); if ranchers had enough cattle, they were given 4,482 acres of land |
| Cattle Trails | Shawnee Trail, Goodnight-Loving Trail, and the Chisholm Trail formed during the TEXAS COWBOY & CATTLE DRIVES time |
| barbed wire | gave ranchers inexpensive & reliable way to fence off land & keep in their livestock; caused conflict bw landless cattlemen who preferred the open range; sometimes cut off waterways from nearby ranches; cut barbed wire causing loss of livestock |
| dry farming | cotton fields are planted without irrigation; TIMING WAS EVERYTHING so when it was time to pick the cotton, the whole family was involved |
| COTTON grown in TX was... | Exported to Europe and the rest was sent to Northern textile mill TX is still the United States’ leader in cotton production and most is still exported to other countries |
| John D. Rockefeller | Stanford Oil Co in Pennsylvania held monopoly on oil production in US |
| Lyne Barrett | Drilled 1st oil well in TX |
| Spindletop | Oil discovered near Beaumont, TX/ most famous discovery in Texas oil history |
| 1st Offshore Oil Drilling was in... | in Galveston Bay 1908 |
| Wildcatters | a prospector who sinks exploratory oil wells |
| Roughnecks | Oil Rig Workers |
| Boll Weevils | inexperienced farmers looking for work in the oil fields |
| Governor James Hogg | 1st TX born Governor; established Texas Railroad Commission to expand & regulate devlpmnt of rail systms in TX; known for populist beliefs & reforms necessary to protect common people from giant corporations; monopolies undermine free enterprise systm |
| Railroad Commission Oil Regulation | added environmental regulation, as well as price and quality of the Texas oil and natural gas supply to the Commission’s responsibilities; influenced entire nation thru most of 20th century |
| OPEC | Organization of Petroleum Exporting Countries; TX Railroad Commission became model for OPEC in the Middle East |
| Tx Railroad Commission | Texas Legislature appointed three commissioners to oversee the railroads; Commission is responsible for making sure the Texas energy industries follow federal guidelines |
| Texas Antitrust Law (1888) | 2nd piece of legislation passed in the COUNTRY! unlawful for any person to monopolize, attempt to monopolize, or conspire to monopolize any part of trade or commerce |
| Science & Technological Advancements in order | Expansion of railroads in Texas Texas A&M is founded (Farmer's Institute) Oil is discovered in TX Ford produces cars Insulin is created Penicilin is found |
| Decision Making & Communicating Process (5) | 1. Gather info from reliable sources 2. List & consider options 3. consider advantages/disadvantages 4. select option based on suppporting evidence & take action to implement option 5. reflect & assess decision & consequences |
| Which European explorer was the first to write about the North American Indian way of life? | Cabeza de Vaca |
| Physical Geography vs Cultural Geography | Physical Geography: physical characteristics of Earth Cultural Geography: interactions between people and their environment |
| 5 themes of Geography | 1. Location (where) 2. Place (what is location like?) 3. Region (how is it similar to other places?) 4. Human & Environment Interaction (how does place change human/ vice versa) 5. Movement (how do places interact w each other?) |
| Regions | areas within a place that contain similar attributes, both physically and culturally |
| Texas' Main Regions (4) GMCC | 1. Great Plains 2. Mountains & Basins 3. Coastal Plains 4. Central Plains |
| Great Plains | NORTHERN/Middle part of state, FLAT GRASSlands, little to no trees; includes High Plains, Edwards Plateau, & Hill Country |
| Mountain & Basin | Trans Pecos/Big Bend Country; rocky, dry, mountainous |
| Coastal Plains | extends below Great Plains to Gulf of Mexico; along EAST COAST of TX includes Piney Woods, the Post Oak Belt, the Blackland Prairie, the Gulf Coast Plains, and the South Texas Plain; HUMID area w pine forests & farmland |
| Central Plains | NORTH of coastal plains & east of Great Plains; includes the Edwards Aquifer (important to both human access to drinking water as well as agriculture); contains Cross Timbers, Grand Prairie, Rolling Plains, and PRAIRIES and LAKES |
| USA's 5 Main Regions | 1. West 2. Southwest 3. Midwest 4. Southeast 5. Northeast |
| USA's West Region | Bordered by Canada, Pacific Ocean, & Mexico; MOUNTAINOUS; Semi-arid, many National Parks; Rocky Mts., Sierra Nevada's & Cascade Range; Colorodo River; CONTINENTAL DIVIDE (east side of divide, all rivers flow east); DROUGHTS & water shortages!! |
| USA's Southwest Region | Bordered by Mexico; arid to semi-arid, hot temperatures, low humidity & higher freq. of deserts and sparse mountainous environments. Mojave, Sonoran and Chihuahuan DESERTS, the Grand Canyon, the Rocky Mountains and Colorado river |
| USA's Midwest Region | bordered by Canada to the north; many physical characteristics from Great Plains to lakes, known as AGRICULTURAL CENTER of U.S.; climate = humid continental climate (temp varies) Winters = lots of moisture thru snow, summers = hot and humid |
| USA's Southeast Region | bordered to the east by Atlantic ocean & Gulf of Mex.; climate varied bc tropical charact. of FL + App. Mtns. (north); areas close to water = milder winters, year is divided by rainy/monsoon season & dry season; humid subtropical region. North = COLD/Snow |
| USA's Northeast Region | Bordered by Canada, Atlantic Ocean & Great Lakes; N. Appalachian Mts., the ocean, St. Lawrence, Hudson, Delaware, and Susquehanna rivers, + Hudson Bay; extreme winters (nor’easters, blizzards), w milder autumns and springs, and warmer humid summers |
| Impacts of GEOGRAPHICAL CONTEXT on development of societies | formed w geographical features & natural resources that are both beneficial & challenging for their inhabitants |
| Impacts of PROCESS OF SPATIAL EXCHANGE on development of societies | way ppl are spread out & reasons for migration |
| Impacts of SCIENCE & TECH on development of societies | both have implications on society in regards to innovation to sustain a population (ex: agri advancements in farming's impact on society) |
| Migration | TEMPORARY movement, within border of same country or across international borders, refers to large group of ppl |
| Immigration | Permanent residency; across INTERNATIONAL borders, refers to person or family |
| Push Factors | LEAVE area bc of natural disasters, political/religious reasons, loss of opportunity |
| Pull Factors | reasons are ATTRACTS migrants; new economic opportunities, religious/political reasons, family; improves quality of life |
| Benjamin Franklin | understanding of electricity |
| Eli Whitney | Invented COTTON GIN; key in industrial revolution |
| John Deere | blacksmith who developed 1st steel plow |
| Thomas Edison | invented LIGHTBULB, phonograph, & MOTION PICTURE CAMERA |
| Alexander Graham Bell | patented 1st TELEPHONE |
| George Washington Carver | made many inventions from peanuts! helped w soil depletion |
| Wright Brothers | AIRPLANE, motor operated |
| Neil Armstrong | 1st American Astronaut to walk on moon |
| Cultural Diffusion | Transmission of culture; ideas & beliefs of one society’s culture MERGE together w new culture (Mexican food in America = Tex Mex) |
| Cultural Adaptation | Shift in natural & societal systems; changes some ways of life, especially when necessary due to geographic location |
| Cultural Exchange | Occurs when different ideas, traditions, & information is SHARED bw ppl w different cultural backgrounds |
| 6 FLAGS over Texas | 1. Spain 2. France 3. Mexico 4. The Republic of Texas 5. Confederate States of America 6. United States |
| Who is the mother of Texas? | Jane Long; gave birth to 1st Anglo child in TX |
| 1st Female Governor of Tx | Ma Ferguson |
| 1st African American from southern state to serve in Congress; watergate proceedings; 1st female to deliver keynote address at Democratic National Convention | Barbara Jordan |
| 1st Mexican American Musician | Lydia Mendoza |
| Chelo Silva | Famous Mexican American singer |
| 1 of first African Americans to regularly perform on Broadway | Julius Lorenzo Bledsoe |
| Cultural Traditions | Tied to one’s heritage/family |
| Cinco de Mayo; Oktoberfest; Fiesta San Antonio | Cinco - anniversary of MX victory over 2nd French Empire at Battle of Puebla led by General Ignacio Zaragoza Ok - celebrates Bavarian culture in Germany, involves beer fest & fair Fiesta - honors Alamo & San Jacinto heroes |
| Social Stratification | When ppl are categorized into groups based on race, gender, or socioeconomic status. Often described by upper class, middle class, or socioeconomic status. Gender roles & ethnicity. |
| Social Institutions | Things put in place purposely/naturally, that develop patterns of behavior & meet SOCIAL NEEDS; educational, economic, family, religion, govt. |
| Educational Social Institutions | Provides transfer of knowledge to members of society |
| Areas with strong transportation, communication, and economic development are more likely to have... | diverse cultures & dynamic relationships among these cultures |
| ethnographies (case studies) | detail observations & take measurements of topographic features, behaviors in society, and cultural features |
| outline maps | show boundaries for states, continents, and countries |
| relief maps | show the topography of an area through raised features |
| topographic maps | use areas and symbols to represent the lay of the land |
| TEKS states that students will learn to recite 4 things... | the state song, “Texas, Our Texas” the pledge to the Texas flag The National Anthem the Pledge of Allegiance |
| Command Economy | Communism; govt. has complete control over supplies and cost with goal to satisfy all societal needs |
| Capitalism Factors | privately owned, variety of products, ppl decide on careers & negotiate wages, private property encouraged/protected, indiv. pay for ALL medical care, provides SOME assistance for college to those who can't afford it |
| Democratic Socialism Factors | Major industries owned by govt, all others are owned privately; competition is important for private industry but not for state run businesses; govt. provides medical services & pays for college for those who qualify |
| Communism Factors | Govt owns all businesses, limited product selection, govt. decides on employment bargaining, govt. owns ALL private property, profits go to govt., no risk for businesses bc of subsidies, govt. decides who will continue their edu & provides medical service |
| goods | TANGIBLE, physical objects that fulfill a need/want |
| Free Enterprise | private businesses working in competition with each other, free of state control |
| Interdependence | relationship between groups, where one is reliant on the other to provide goods or services |
| Specialization | focus on a specific job (in production of goods or services it makes for more efficient work) |
| Capital Resources | human made resources that help in production of goods & services (money, macheniery, tools, buildings) |
| Human Resources | the "people" involved in creating goods/services (labor) |
| Federal Reserve Bank | government run agency that controls the supply of money and interest rates; may place trade bans/embargos w other countries |
| embargos | government fed reserve bank places tax on foreign goods, or places tariffs |
| Economic activities | the production, distribution and consumption of goods and services; agricultural, retail, manufacturing goods, service industries, & limited resources |
| Manufacturing during industrial revolution | ushered in the ability to mass produce goods, through a systematic assembly of items |
| Gross National Product (GNP) nationality | value of goods & services produced in ONE year; GNP divided by total population = GNP per Capita (one way to measure standard of living) - things produced by Americans |
| Gross Domestic Product (GDP) geographic | has specific geographic boundaries in place for the production of goods, does not take into account the nationality of the producer (only things produced in America) |
| Gross National Income (GNI) per capita | measures standard of living; total income of country divided by population |
| All variables that determine standard of living for a society (5) | employment, poverty, literacy rates, levels of education, & life expectancy |
| Consumer Price Index (CPI) | the average price of goods and services that are essential to society; informs about inflation, analyzes value of dollar |
| What economic reasons lead to exploration and colonization? | European trade with Asia via the Silk Road was being threatened, which led to exploration and eventually colonization. Natural resources available in North America fueled more exploration and settlement by the countries seeking treasures. |
| What economic forces lead the Industrial Revolution? | The emergence of capitalism (railways, technology) led to the Industrial Revolution. |
| What factors lead to the emergence of different patterns of economic activity in the different regions of the United States? | Physical geography leads to the production of certain goods, different demands bring different goods and services to an area, culture and technology play a role in the development of different patterns of economic activity in various regions of the U. S. |
| 4 Interdependent Economic Industries in Texas | Cotton (1/3 of all U.S Cotton comes from TX) Cattle Ranching (booms & busts) Petroleum (booms & busts) & Electronic Products (tech related to communication/computers is largely EXPORTED industry in TX) |
| principles of democracy were born in... | Athens, Greece -- where all adult citizens were required to take part in their civic duty |
| United States Constitution | Written in 1787, ratified by states in 1788 & written by "Framers" |
| 7 Principles Outlined in the Constitution | Popular Sovereignty, Republicanism, Separation of Powers, Checks & Balances, Federalism, Separation of Church & States, Individual Rights |
| Republicanism | allows for majority rule while protecting the rights of the minority; the people elect leaders to represent them and act in their interest |
| Federal Republic | United States is a constitutional federal republic; created VERTICAL (federal government can restrain the states and the states can slow federal overreach) & HORIZONTAL (legislative, executive, and judicial branches are separated) SEPERATION OF POWERS |
| Legislative Branch is separated into... | The Senate (checks power of populous states, smaller legislative body w longer office terms, 2 per state) & House of Representatives (proportional representation based on state population, gives populous states more power, represents popular opinion) |
| civics | study of how society maintains ORDER through govt. institutions & political processes; includes studying Laws and rules + rights and responsibilities; students learn about appropriate behaviors in their locality, state, and nationally |
| Bill of Rights and Constitutional amendments created bc... | they recognize that the constitution doesn't cover every single fundamental right that a U.S. Citizen should have |
| 1st & 2nd Amendment | 1: freedom of religion (establishment & Free Exercise Clause) Freedom of speech & press, & Peaceful assembly/petition against govt. 2: right of indiv. to possess weapons |
| 3rd-5th Amendments | 3: No quartering troops during peacetime w/out consent 4: Requires proper cause & warrants for a search or detainment 5: protects from Double Jeopardy & Self Incrimination; req. juries & due process |
| 6-8th Amendments | 6: Specific rules/procedures req. to ensure due process (right to speedy, public trial w impartial jury, right to legal counsel, etc....) 7: Right to a jury in civil cases 8: Protects from excessive bails, fines, + cruel/unusual punishment |
| Establishment Clause (Part of 1st Amendment) | forbids fed govt. from creating/instituting a national religion |
| Free Exercise Clause (Part of 1st Amendment) | protects indiv. from being jailed, fined, or penalized for practicing their religion as long as it does not harm others in expressing their religious beliefs |
| 9th & 10th Amendment | 9: Asserts that citizens have rights not specifically listed in Constitution 10: reserves powers not oulined in Constitution to the states!!! |
| The rule of law | upholds the ideas that all people be treated fair, equal, and consistent under the law |
| 3 Levels of Government | Federal, State, & Local |
| 3 Branches of Government (at each level) | Legislative(Congress, Senate, House of Representatives, City Council), Executive (President, VP & Dept. Cabinet, Governor, Mayor), Judicial (Supreme Court, Judges, Justices, Clerks, Court Employees) |
| Executive Branch duties (President) PROPOSES & ENFORCES | Proposes & Administers Law; Commands armed forces; Appoints officials; conducts FOREIGN POLICY; Negotiates Treaties ---CAN adjourn congress + VETO a bill + appoint JUDGES |
| Legislative Branch duties (Bi-Cameral Legislature/Congress) LAWS | WRITE laws; confirm/reject Presidential apptmts; Ratify/Reject Treaties; Grant money; Declare WAR --- CAN impeach President, override Presidential Veto + impeach/reject Supreme Court Justices/Appointments, propose amendment to overrule Judicial decision |
| Judicial Branch duties (Supreme Court) JUDGES & INTERPRETS | Interprets laws; reviews lower-court decisions --- CAN declare Presidential actions UNCONSTITUTIONAL + declare laws UNCONSTITUTIONAL |
| federalist system of government | divides power bw national and state govmnts. -Fed. govt. is in charge of national issues. -State govts. in charge of local issues: public education, police powers, local infrastructure, licensing, & state economy |
| How a Bill becomes a law | Bill is drafted in House/Senate Goes to committee, gets edited, passes or dies Goes back to wherever it originated, edited again & passed/dies Goes to other house & process repeats Passed by both = B goes to Pres Signed into law/vetoed by Pres |
| Judicial Review | Power of the Judicial Branch (Supreme Court) to declare another governmental branch's action as UNCONSTITUTIONAL |
| To amend the constitution... | 2/3 of each house of Congress or 2/3 of state Legislatures must demand change --> THEN 3/4 of state legislatures or 3/4 of state ratifying conventions must APPROVE |
| 18th & 21st Amendment | 18 = Alcohol Prohibition 21 = Reverse Alcohol Prohibition |
| Marbury v. Madison (Monitor) | Established JUDICIAL REVIEW; helped establish CHECKS & BALANCES |
| Dred Scott v. Sandford (dread) | ruled children of slaves were NOT U.S. citizens; prohibited voting & land ownership --> led to 14th Amendment |
| McCulloch v. Maryland (Cash) | created FEDERAL BANKS |
| Gibbons v. Ogden (odyssey) | ruled that Congress had the right to regulate commerce in matters of navigation; stopped monopolies; allowed more citizens to get into the navigation trade, which ultimately resulted in more people moving West |
| Brown v. Board of Education | overruled Plessy v Ferguson & ruled segregation as harmful and unconstitutional |
| Texas Constitution Outlines... | how state government will work with federal govt |
| According to the vertical alignment, students should master Texas history in which grade? | 4th Grade |
| According to the vertical alignment, students should master NATIONAL history in which grade? | 5th Grade |
| What is a key difference in ways to amend the Texas Constitution and the U.S. Constitution? | Texas Constitution amendments require a public vote |
| Carpetbagger | Northerners who moved South after the Civil War for economic, political, and social opportunities |
| Southern Scalawags | Supported reconstruction efforts by Northern States |
Created by:
odettelira