Puzzling Terms

Concept

Students create their own crossword puzzles using terms related to the Pass of the North area.

Goals

Students will use social studies terms correctly and understand conversations involving them. They will understand the names and significance to early peoples of various objects crucial to their survival.

Objectives

1. Students will define and distinguish between various terms.
   1. Domicile, pueblo, pithouse, Hueco Tanks, Mansos
   2. Other terms selected by the teacher
2. Students will use these terms as they express their own ideas.

Steps

1. Introduce concepts in discussion with class
   1. Distinguish between such terms as domicile, pueblo, and pithouse
   2. Identify other relevant terms based on your current focus
   3. Select terms from Martinez’s The Pass of the North to give a broad overview to students.
2. Select focus terms
1. Assign groups to study specific terms.
2. Each group creates a set of definitions or clues for their words.
   1. Groups may use only the definitions you are focusing or incorporate other possible definitions, as well
   2. Groups suggest additional terms.
   3. Creativity, as well as accuracy, should be encouraged.
3. Create and use puzzles
1. Groups create crossword puzzles using their selected terms.
   1. Puzzles can be created by hand (on graph paper) or by using a web-based program, such as the one available at
      http://kidslangarts.about.com/gi/dynamic/offsite.htm? site=http%3A%2F%2Fpuzzlemaker.school.discovery.com %2FCrissCrossSetupForm.html.
2. Groups exchange and try to solve their puzzles
4. Discuss use of terms and any questions that have arisen.

Examine puzzles created by students for appropriate use of terms, level of complexity, and creativity.

• Martinez, O. 1999. The Pass of the North and the Creation of the U.S.-Mexico Border. El Paso: El Paso Community Foundation.
• Website: http://museum.utep.edu/allpass/pass00.htm
• The Handbook of Texas Online:
  http://www.tsha.utexas.edu/handbook/online/
• Text books or books from school library
• List of vocabulary words you would like students to learn
• Web-based crossword puzzle program (optional), such as the one found at
  http://kidslangarts.about.com/gi/dynamic/offsite.htm? site=http%3A%2F%2Fpuzzlemaker.school.discovery.com %2FCrissCrossSetupForm.html (This is a continuous address, broken here only for clarity and ease of printing).

Supplies

• Paper (possibly graph paper) and pencils

Extensions

• Groups could focus on different words or parts of a unit, creating puzzles that could be used as a review for all.

For Texas Teachers

TEKS for Middle School (will vary depending on terms selected)

6^th Grade:

• Use social studies terminology correctly; incorporate main and supporting ideas in verbal and written communication; express ideas orally; create written and visual materials; use standard grammar, spelling, sentence structure, and punctuation.

7^th Grade

• Apply absolute and relative chronology; identify major eras, significant individuals, and events; describe their characteristics; explain significance of important dates.
• Use social studies terms correctly; use standard grammar; transfer information from one medium to another; communicate social studies information in oral, written, and visual forms.

8^th Grade

• Apply absolute and relative chronology to explain major eras and dates in U.S. history through 1877.
• Use social studies terms correctly; use standard grammar; transfer information from one medium to another; communicate social studies information in oral, written, and visual forms.