Students interact with vocabulary words that they will encounter throughout Unit 7: Modern Texas.
Students interact with vocabulary words that they will encounter throughout Unit 7: Modern Texas.
Students are introduced to the unit focus on Modern Texas and review a list of key vocabulary words with definitions. They examine an example of a modern structure (the Astrodome) and connect it to the idea of “modern.” Students then respond to a word cloud prompt by naming, in a word or short phrase, something they think is a characteristic of modern Texas.
Teacher MovesPresent the lesson overview and objective, read through the vocabulary list with students, and clarify meanings as needed. Use the Astrodome example to reinforce the concept of “modern,” and prompt students to share and briefly explain their word cloud responses to surface prior knowledge about modern Texas.
Students focus on vocabulary related to economics. Using a dictionary, they complete a graphic organizer by writing three different definitions of the word “depression” in their own words. They then answer multiple-choice questions to apply vocabulary knowledge about employment, economic depression, and rationing, including interpreting an example from the early COVID pandemic when stores limited purchases of certain items.
Teacher MovesProvide or guide access to dictionaries and support students in identifying multiple meanings of “depression.” Lead a brief discussion about what the definitions have in common, emphasizing the idea of a “low point.” Review student responses to the questions, clarify any misunderstood terms, and reteach or reinforce vocabulary as needed.
Students work with vocabulary about society. They use a multiple-choice question to connect the definition of urbanization to the idea of a metropolitan area, then answer another question to identify examples of ethnic groups. Finally, they contribute to a word cloud by naming a minority group that lives in their own community.
Teacher MovesHighlight how Dallas and similar cities illustrate urbanization and metropolitan areas. Discuss student choices about ethnic groups, correcting misconceptions about what counts as an ethnic group. Monitor word cloud responses about minority groups in the community and, if appropriate, guide a respectful conversation about diversity and inclusion.
Students explore vocabulary related to science and technology. They illustrate the word “drought” by drawing or uploading an image that shows its effects, then answer a multiple-choice question to determine which word does not belong in a group of terms related to energy resources.
Teacher MovesInvite several students to share and explain their drought illustrations, prompting them to connect visual details to the definition. Review the vocabulary terms fossil fuel, non-renewable resource, petroleum, and solar, and ensure students understand why solar is different from the others.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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