WHITE PAPER: Restricting Access to Firearms by Persons With Mental ...
46 pages
English

Découvre YouScribe en t'inscrivant gratuitement

Je m'inscris

WHITE PAPER: Restricting Access to Firearms by Persons With Mental ...

-

Découvre YouScribe en t'inscrivant gratuitement

Je m'inscris
Obtenez un accès à la bibliothèque pour le consulter en ligne
En savoir plus
46 pages
English
Obtenez un accès à la bibliothèque pour le consulter en ligne
En savoir plus

Description

  • revision
  • fiche de synthèse - matière potentielle : recommendations
WHITE PAPER: Restricting Access to Firearms by Persons With Mental Health Commitments in Washington State Rob McKenna Attorney General December 13, 2007
  • uhsruwlqj iw uhpdlqv srvvleoh wkdw dq
  • seattle post
  • lq wklv vwdwh ru hovhzkhuh ri dq
  • uljkwv qrw ghqlhg wkhp xqghu wkh vwdwxwh
  • rcw
  • firearm restrictions
  • firearms
  • mental health
  • state

Sujets

Informations

Publié par
Nombre de lectures 45
Langue English
Poids de l'ouvrage 2 Mo

Exrait






TEACH Summer Institute
Unit Portfolio
The Geography of Tennessee: History and Geography Intersect
Incorporating Elements of Eras I, II, and III
John M. Isabell
DeKalb County High School
August 5, 2005











The Geography of Tennessee: History and Geography Intersect
An Overview


A critical feature of Geography, one that is all too often overlooked, is how this
social studies discipline is intertwined with History. One cannot adequately study the
geography of Tennessee without studying the history of the region at the same time. The
history of Tennessee in uniquely influenced by its physical geography. To look at the
aspect of human geography is to study the history of the region in which those humans
have lived. Another reality is that in this day and time of teaching to the “standards” is
that in junior high/middle school, efforts to teach Tennessee geography and history are
often left by the wayside. This unit is an all too brief attempt to cover some of
Tennessee’s geography and history that may have been otherwise ignored.
In this unit, the student will discover how the physical geography of Tennessee
has influenced the migration of peoples into this region and directed the development of
its cultures into modern times. The overall goal for this unit is to allow students to apply
their previous learning about geography to develop a better understanding of their home
state of Tennessee and how Tennessee’s geography has helped determine the
development of their state
The unit will begin with an examination of the six primary geographic regions of
Tennessee as well as its major geographic features such as rivers and lakes. The unit will
then examine the first human settlements of this region (prehistoric hunters, the Mississipians, and the later Native American groups), discovering the geographic factors
in their settlement in Tennessee.
The unit will then review the entry of European settlers and the establishment of
permanent settlements that will give rise to the “state” of Tennessee. From there, the unit
will examine briefly the early history of the state of Tennessee and the influence of its
geography on the development of its people and their cultures. Finally, the students will
take their information from the unit to do “case studies of Tennessee cities” that will
allow them to demonstrate their grasp of the relationship between geography and history.
The estimated time for this unit will be nine days. Four days on Lessons 1-4, two
days for research and creation of case studies, one day for presentations of case studies
and one day for the unit exam.
It is the teacher’s hope that the outcome of this unit will be that students can better
relate geographical factors to why certain events occur and why the world exists as it
does today (ie, a better understanding of how their towns, county and state came into
existence).
Unit Plan Timeline: Timeline is flexible to allow for compression or expansion as time
allows.
Day 1 – Lesson 1: The Physical Geography of Tennessee
Day 2 - Lesson 2: The First Tennesseans Part 1
Day 3 – Lesson 3: The First Tennesseans Part 2
Day 4 – Lesson 4: European Settlement
Days 6-8 – Lesson 5: Applying Knowledge of Tennessee’s Geography and History
Day 9 – Unit Test Bibliography:
Primary Sources:
1. Proclamation of 1763 www.2.volstate.edu/socialscience/HISTdocuments.htm
2. The Journal of Dr. Thomas Walker
www.tengenweb.org/tnland/squabble/walker.html

3. The Journal of John Donelson
www2.vscc.cc.tn.us/cbucy/History%202030/Documents/Donelson-12.htm

4. A letter from Abraham Wood to John Richards, August 22, 1674)
www.tngenweb.org/pre1796/Stalnaker1.jpg

5. The Watauga Petition, July 5, 1776, http://robertson-ancestry.com/1776-pet.htm

6. The Cumberland Compact, http://hiwaay.net/~white/cumbrcom.htm

7. Letter from Henry Stuart Walker to the frontier people, May 9, 1776,
http://searches.rootsweb.com

8. 1775 Petition of the Inhabitants of Washington District,
http://robertson.ancestory.com1775-pet.htm

Primary Source Illustrations:

1. LeMoyne, Jacque, Painting of Native American circa 1565, later illustrated by
Debry, www.cr.nps.gov/seac/misslate.htm

Secondary Print Sources:

1. Bucy, Carole S. TEACH materials regarding early Tennessee history (specifically
ERA I “The First People to See America,” ERA II “The Arrival of the
Europeans,” and ERA III “The American Revolution.” 2005

2. Kelly, Paul Historic Fort Loudoun, Fort Loudoun Association, 1958
3. Schmudde, Theodore H. “Focus on Tennessee” insert from Geography: The
World and its People, Glencoe, McGraw-Hill Co. 2002.

4. Weeks, Terry and Womack, Bob, Tennessee: The History of an American State,
Clairmont Press, 1996. Secondary Illustrations/Photo Sources accessed via Internet:
1. Geologic Map of Tennessee: www.cs.utk.edu/~dunigan/landforms/
2. Precipitation Map of Tennessee:
www.ocs.ovst.edu/precipatation/Total/States/TN/tn.gif

3. Photograph of Mound site near Nashville, TN:
www.nativenashville.com/History/missper3.htm

4. Sketch of Native American Stone Fort:
/History/woodInd2.htm

5. Pate, Martin, Oil Painting of Ruckers Bottom Mississipian Village,
www.cr.nps.gov/seac/misslate.htm

6. Carved Marble statues from Mississipian Period, www.cr.nps.gov/seac/misslate.htm

7. Sturtevant, William C. “Map of Early American Indian Tribes, Smithsonian
Institution, 1966. www.tngenweb.org/maps/

8. Map designating Samuel Stalnaker’s station:
www.tngenweb.org/pre1796/Stalnaker1.jpg


9. Bingham, George Caleb, Painting of Daniel Boone leading settlers through the
Cumberland Gap:
http://www.artarchives.com/artchive/b/bingham/daniel_boone.jpg.html

10. Photograph of historical marker regarding the Watauga Association:
http://jrshelby.com/rfotw/wataugap.jpg

11. Portrait of James Roberson: artist unknown: http://jrshelby.com/rfotw/wataugap.jpg

12. Sketch of the Cumberland Settlements:
www.wnpt.net/Rachel/images/cumb_map_sml.gif




Lesson 1: The Physical Geography of Tennessee
Standard Number: 3.0 Geography
Standard: Geography enables the students to see, understand and appreciate the web of
relationships between people, places, and environments. Students will use the knowledge,
skills, and understanding of concepts within the six essential elements of geography:
world in spatial terms, places and regions, physical systems, human systems,
environment and society, and the use of geography.
Learning Expectations:
The student will
3.1 understand the characteristics and uses of maps, globes, and other
geographic tools and technologies.
3.2 know the location of places, geographic features, and patterns of the
environment, both physical and human, locally, regionally, and globally.
3.3 understand the characteristics and uses of spatial organization of
Earth’s surface.
3.4 understand the physical and human characteristics of place.
3.5 understand that common physical, biological, and cultural
characteristics create regions. 3.6 understand how physical processes shape Earth’s natural landscapes
and affect environments.

Anticipatory Set: Ask students to describe the geography of Tennessee (expect widely
varying answers dependent on students’ experiences). Ask students to brainstorm on
how the physical geography of Tennessee has influenced how Tennessee has become the
place it is today.

Objectives:
1. The learner will identify the six primary geographical regions of Tennessee.
2. The learner will identify primary geographical features of Tennessee.
3. The learner will describe the primary facts of Tennessee’s climate.

Instructional Strategies:
1. The teacher will review in lecture, the six primary geographic features of Tennessee
(Blue Ridge Mountains, Great Valley, Cumberland Plateau, Highland Rim, Nashville
Basin, Gulf Coastal Plains).
2. Using maps, the students will be guided in identifying the three major rivers of
Tennessee (the Mississippi River, the Tennessee River, and the Cumberland River), and the one large natural lake in Tennessee (Reelfoot Lake), the highest and lowest points in
Tennessee (Clingman’s Dome and Memphis).
3. The teacher will relate the facts of the New Madrid Earthquake of 1811. The students
will read aloud various accounts of peoples’ experiences of that Earthquake.
Review/Check for Understanding Activities:
1. Students will create Tennessee Maps that detail the six primary geographic
regions of Tennessee as well as major geographic features.
2. Working in teams, students will be provided annual monthly rainfall and
temperature amounts for Middle Tennessee and will create climographs.
Summary/Closure: Students will complete a graphic organizer activity that requires
them to list each of the six primary geographic regions of Tennessee and describe each
region in some detail (students will be allowed to use their notes).
H

  • Accueil Accueil
  • Univers Univers
  • Ebooks Ebooks
  • Livres audio Livres audio
  • Presse Presse
  • BD BD
  • Documents Documents