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Social StudiesActivity Worksheet

GRADE LEVEL: Ninth

Course Title: U.S. History (1865 – Present)

Strand: I. History

Topic: Time and Chronology

Grade Level Standard: 9-1 Evaluate time and chronology of Michigan and United

States history.

Grade Level Benchmark: 1. Construct and interpret timelines of people and events

from the history of Michigan and the United States since the era of Reconstruction.

(I.1.HS.1)

Learning Activity(s)/Facts/Information

1. Student will create timelines based on events/topics from U.S. history: Possible events/topics include (but not limited to):

Civil Rights Movement starting with Reconstruction and extending to current times.

History of discrimination in U.S. History. Start with First Contact and extend to modern time.o Include Native Americans, Immigrant experiences,

Japanese-American relocation, Arab-American discrimination, etc.

Possible formats: Individual Group Work

Display around room and have students “tour the gallery” of timelines answering questions from a teacher or student-generated quiz.

2. Students will create a cause/effect chart for events from U.S. history and Michigan history. Possible chart: (attached) Possible events:

Michigan history – “Rust Belt” Cause of the Great Depression Native American Relocation Industrialization

Resources

Timeline

Paper (8½ or butcher)

Paper/Pencil

History text

Internet Access

Paper

Textbooks

Internet Access

New Vocabulary:

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POSSIBLE CHART

CAUSE EVENT SHORTTERM

EFFECTS

LONGTERM

EFFECTS

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Cause of Event The Event Short Term Effect on U.S.

Long Term Effect on U.S.

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GRADE LEVEL: Ninth


Strand: I. History



States history.

Grade Level Benchmark: 2. Describe major factors that characterize the following

eras in United States’ history: The Development of the Industrial United States

(1870-1900), The Emergence of Modern America (1890-1930), The Great

Depression and World War II (1929-1945), Post War United States (1868-Present).

(I.1.HS.2)


1. Create a Venn Diagram to compare and contrast an aspect of 2 eras of U.S. history using primary sources.

Example: Working Conditions

Progressive Era Modern Day

Use The Jungle Use an article

2. Characterization of a citizen of an era. Describe a general citizen from the World War II era. What was a woman of 20 doing during the war? Describe clothing, hobbies, job, pop culture, political role, personal relationships, daily life, etc. Use primary documents such as newspapers, magazines, and interviews with people still alive/public speakers.

Resources

Pen/Pencil

Venn Diagrams

The Jungle

Information on current work conditions

Pencil

Characterization sheets

Time magazines from time period

Newspapers

New Vocabulary:

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GRADE LEVEL: Ninth


Strand: I. History



States history.

Grade Level Benchmark: 3. Identify some of the major eras in world history and

describe their defining characteristics. (I.1.HS.3)


1. Students will create a poster depicting life in era of choice (1920s, 1930s, 1940s, etc). Entertainment, clothing, cars, technology, gender

roles, occupations, etc.

2. Create a scrapbook for a time period (The Great Depression). Include photos, diary entry, and items. Get photos of people and personal narratives to trace

the life of people during the time period.

Resources

Posterboard

Copies of photos from time period

Markers

Research materials

Paper

New Vocabulary:

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GRADE LEVEL: Ninth


Strand: I. History

Topic: Comprehending the Past

Grade Level Standard: 9-2 Comprehend the past historical events of Michigan and

the United States.

Grade Level Benchmark: 1. Draw upon narratives and graphic data to explain

significant events that shaped the development of Michigan as a state and the

United States as a nation during the eras of Reconstruction. (I.2.HS.1)


1. Teacher provides handout called, “Bakke and Beyond: A History Timeline of Affirmative Action.” (attached) Students read – discuss in class

Interview at least 10 people about Affirmative Action – “Do we still need affirmative action?” 3 questions – yes/no type, scaled questions, why

questions

Graph data.

2. Native American Experiences during Indian Relocation (activity attached)

Resources

“Bakke and Beyond: A History of Affirmative Action”

Graph paper

Textbook

Maps

Grandfather’s Song: A Historical Native American Adventure by Jake George

Media Center

New Vocabulary: Affirmative Action, discrimination, Civil Rights Act of 1964, inevitability, push-pull factors, government incentives, Homestead Acts, lands speculators, Morrill Land-Grant Act of 1862

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BAKKE AND BEYONDA History and Timeline of Affirmative Action

By Borgna Brunner

In its tumultuous 40-year history, affirmative action has been both praised and pilloried as an answer to racial inequality. The policy was introduced in 1965 by President Johnson as a method of redressing discrimination that had persisted in spite of civil rights laws and constitutional guarantees. "This is the next and more profound stage of the battle for civil rights," Johnson asserted. "We seek… not just equality as a right and a theory, but equality as a fact and as a result."

A Temporary Measure to Level the Playing FieldFocusing in particular on education and jobs, affirmative action policies required that active measures be taken to ensure that blacks and other minorities enjoyed the same opportunities for promotions, salary increases, career advancement, school admissions, scholarships, and financial aid that had been the nearly exclusive province of whites. From the outset, affirmative action was envisioned as a temporary remedy that would end once there was a "level playing field" for all Americans.

Bakke and Reverse DiscriminationBy the late '70s, however, flaws in the policy began to show up amid its good intentions. Reverse discrimination became an issue, epitomized by the famous Bakke case in 1978. Allan Bakke, a white male, had been rejected two years in a row by a medical school that had accepted less qualified minority applicants—the school had a separate admissions policy for minorities and reserved 16 out of 100 places for minority students. The Supreme Court outlawed inflexible quota systems in affirmative action programs, which in this case had unfairly discriminated against a white applicant. In the same ruling, however, the Court upheld the legality of affirmative action per se.

A Zero-Sum Game for ConservativesFueled by "angry white men," a backlash against affirmative action began to mount. To conservatives, the system was a zero-sum game that opened the door for jobs, promotions, or education to minorities while it shut the door on whites. In a country that prized the values of self-reliance and pulling oneself up by one's bootstraps, conservatives resented the idea that some unqualified minorities were getting a free ride on the American system. "Preferential treatment" and "quotas" became expressions of contempt. Even more contentious was the accusation that some minorities enjoyed playing the role of professional victim. Why could some minorities who had also experienced terrible adversity and racism—Jews and Asians, in particular—manage to make the American way work for them without government handouts?

"Justice and Freedom for All" Still in Its InfancyLiberals countered that "the land of opportunity" was a very different place for the European immigrants who landed on its shores than it was for those who arrived in the chains of slavery. As historian Roger Wilkins pointed out, "blacks have a 375-year

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http://www.infoplease.com/ce6/history/A0841421.html

http://www.infoplease.com/spot/civilrightstimeline1.html


http://www.infoplease.com/ipa/A0760620.html

http://www.infoplease.com/ipa/A0760620.html

http://www.infoplease.com/ce6/society/A0802658.html

history on this continent: 245 involving slavery, 100 involving legalized discrimination, and only 30 involving anything else."

Considering that Jim Crow laws and lynching existed well into the '60s, and that myriad subtler forms of racism in housing, employment, and education persisted well beyond the civil rights movement, conservatives impatient for blacks to "get over" the legacy of slavery needed to realize that slavery was just the beginning of racism in America. Liberals also pointed out that another popular conservative argument—that because of affirmative action, minorities were threatening the jobs of whites—belied the reality that white men were still the undisputed rulers of the roost when it came to salaries, positions, and prestige.

Black-and-White Polemics Turn GrayThe debate about affirmative action has also grown more murky and difficult as the public has come to appreciate its complexity. Many liberals, for example, can understand the injustice of affirmative action in a case like Wygant (1986): black employees kept their jobs while white employees with seniority were laid off. And many conservatives would be hard pressed to come up with a better alternative to the imposition of a strict quota system in Paradise (1987), in which the defiantly racist Alabama Department of Public Safety refused to promote any black above entry level even after a full 12 years of court orders demanded they did.

The Supreme Court: Wary of "Abstractions Going Wrong"The Supreme Court justices have been divided in their opinions in affirmative action cases, partially because of opposing political ideologies but also because the issue is simply so complex. The Court has approached most of the cases in a piecemeal fashion, focusing on narrow aspects of policy rather than grappling with the whole. Even in Bakke—the closest thing to a landmark affirmative action case—the Court was split 5-4, and the judges' various opinions were far more nuanced than most glosses of the case indicate. Sandra Day O'Connor, often characterized as the pivotal judge in such cases because she straddles conservative and liberal views about affirmative action, has been described by University of Chicago law professor Cass Sunstein as "nervous about rules and abstractions going wrong. She's very alert to the need for the Court to depend on the details of each case."

Landmark Ruling Buttresses Affirmative ActionBut in a landmark 2003 case involving the University of Michigan’s affirmative action policies—one of the most important rulings on the issue in twenty-five years—the Supreme Court decisively upheld the right of affirmative action in higher education. Two cases, first tried in federal courts in 2000 and 2001, were involved: the University of Michigan's undergraduate program (Gratz v. Bollinger) and its law school (Grutter v. Bollinger). The Supreme Court (5–4) upheld the University of Michigan Law School's policy, ruling that race can be one of many factors considered by colleges when selecting their students because it furthers "a compelling interest in obtaining the educational benefits that flow from a diverse student body." The Supreme Court, however, ruled (6–3) that the more formulaic approach of the University of Michigan's

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http://www.infoplease.com/ce6/people/A0836351.html




undergraduate admissions program, which uses a point system that rate students and awards additional points to minorities, had to be modified. The undergraduate program, unlike the law school's, did not provide the "individualized consideration" of applicants deemed necessary in previous Supreme Court decisions on affirmative action. In the Michigan cases, the Supreme Court ruled that although affirmative action was no longer justified as a way of redressing past oppression and injustice, it promoted a "compelling state interest" in diversity at all levels of society. A record number of "friend-of-court" briefs were filed in support of Michigan's affirmative action case by hundreds of organizations representing academia, business, labor unions, and the military, arguing the benefits of broad racial representation. As Sandra Day O’Connor wrote for the majority, "In order to cultivate a set of leaders with legitimacy in the eyes of the citizenry, it is necessary that the path to leadership be visibly open to talented and qualified individuals of every race and ethnicity."

http://www.infoplease.com/spot/affirmative1.html

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http://www.infoplease.com/spot/affirmative1.html

NATIVE AMERICAN EXPERIENCESDURING INDIAN RELOCATION

Day 11. Discuss moving west and settling the region west of the Mississippi in a major

migration during the middle to late 1800s.

2. Read, “On Expansion into Native American Lands” and “On Land Use” (attached).

Day 2Warm-Up1. Teacher walks in at the beginning of class and forces students to leave the room

warning them to not take anything except pen/pencil and paper (no bags, etc.) Be stern!

2. Move them to the hall or ideally another room (i.e., Media Center). If you are using another room, seat them there, if not, seat them in new seats in your classroom.

3. Have them write in their Reflective Journal about how they felt (bewildered, confusion, mad, etc.)

Activity1. Have students read, Grandfather’s Song: A Historical Native American Adventure

and discuss. Use maps to show trail of tears.

2. Classroom debate over the inevitability of Westward Expansion.

3. Discuss how Westward Expansion led to the near destruction of Native American culture.

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ON EXPANSION INTO NATIVE AMERICAN LANDSThe following passages reflect several viewpoints on the westward movement of white settlers into Native American lands.

As you read the passages, look for common threads in the arguments of the Native American chiefs and in those of the Europeans.

Passage A: Canassatego, Iroquois leader, July 1742. From The History of the Five Indian Nations of Canada, 1755.

We know our lands are now become more valuable. The white people think we do not know their value; but we are sensible that the land is everlasting, and the few goods we receive for it are soon worn out and gone…Besides, we are not well used with respect to the lands still unsold by us. Your people daily settle on these lands and spoil our hunting. We must insist on your removing them, as you know they have no rights to settle to the northward of Kittochtinny Hills. In particular, we renew our complaints against some people who are settled at Juniata, a branch of Susquehanna, and all along the banks of that river, as far as Mahaniay; and desire they may be forthwith made to go off the land, for they do great damage to our cousins the Delawares.

We have further to observe, with respect to the lands lying on the west side of Susquehanna that though [the Proprietor] has paid us for what his people possess, yet some parts of that country have been taken up by persons whose place of residence is to the south of this province, from whom we have never received any consideration…

[We] desire you will inform the person whose people are seated on our lands that that country belongs to us, in right of conquest,; we having bought it with our blood, and taken it from our enemies in fair way…[Y]our horses and cows have eaten the grass our deer used to feed on.

Passage B: Mohawk Chief Hendrick, June 1753. From New York Colonial Documents Conference Minutes, 16 June 1753.

Brother when we came here to relate our Grievances about our Lands, we expected to have something done for us, and we have told you that the Covenant Chain of our Forefathers was like to be broken, and brother you tell us that we shall be redressed at Albany, but we know them so well, we will not trust to them, for the [the Albany merchants] are no people but Devils…So brother you are not to expect to hear of me any more, and Brother we desire to hear no more of you.

Passage C: Governor of Pennsylvania, July 1742. From The History of the Five Indian Nations of Canada, 1755.

It is very true that lands are of late becoming more valuable; but what raises their value? Is it not entirely owing to the industry and labor used by the white people in their

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cultivation and improvement? Had not they come among you, these lands would have been of no use to you, any further than to maintain you…What you say of the goods, that they are soon worn out, is applicable to everything; but you know very well that they cost a great deal of money; and the value of land is no more than it is worth the money.

On your former complaints against people’s settling the lands on Juniata, and from thence all along on the River Susquehanna as far as Mahaniany, some magistrates were sent expressly to remove them, and we thought no persons would presume to stay after that.

Passage D: The Reverend Solomon Stoddard, 1722. From An Answer to Some Cases of Conscience Respecting the Country, 1722.

Did we do any wrong to the Indians in buying their land at a small price? There was some part of the land that was not purchased, neither was there need that it should; it was [a vacant dwelling place]; and so might be possessed by virtue of God’s grant to mankind, Genesis 1:28, “And God blessed them, and God said unto them, Be fruitful and multiply and replenish the earth, and subdue it; and have dominion over the fish of the sea, and over the fowl of the air, and over every living thing that moveth upon the earth.” The Indians made no use of it but for hunting. By God’s first grant men were to subdue the earth. When Abraham came into the land of Canaan, he made use of vacant land as he pleased; so did Isaac and Jacob…

Though we gave but a small price for what we bought, we gave them their demands. We came to their market, and gave them their price. And, indeed, it was worth but little; and had it continued in their hands, it would have been of little value. It is our dwelling on it, and our improvements, that have made it to be of worth.

Passage E: Minister Rouille to Marquis Duquesne, May 1752.

The river Ohio and the rivers which fall into it unquestionably belong to France. It was discovered by M. de la Salle; since then we have always had trading posts there, and our possession of it has been all the more continuous since it is the most used communication between Canada and Louisiana. It is only for a few years past that the English have undertaken to trade there; and today they wish to exclude us from it.

However, up to now they have not claimed that these rivers belong to them. Their claim is that the Iroquois are lords over them and that being sovereign of those Indians, they can exercise these rights. But it is certain that the Iroquois have no claim there and that moreover this pretended sovereignty of the English over them is a myth…

However, it is of the greatest importance to check the progress of the claims and enterprises of the English on that side. Were they to succeed there, they would cut the communication of the two colonies of Canada and Louisiana.

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Passage F: Anonymous merchant writing in Gentleman’s Magazine, November 1754.

[T]he interest of the mother country plainly consists in this; to people those regions well, whose vicinity to the sea, and to navigable rivers, shall enable them to transport the peculiar produce and raw materials of their country into Great Britain, at an easy and moderate expense, and to receive our manufactures in return…

As to the Apalatean mountains in America, the only point in which Great Britain can be concerned, is to see, that the passes of these mountains are in the possession of her own subjects…The English possess already more lands in America, than will be sufficiently peopled in five hundred years.

Questions to Think About1. How are the opinions of Solomon Stoddard and the Governor of Pennsylvania on

the value of land similar?

2. Why was the French minister interested in his country controlling the Ohio River and its tributaries?

3. Making Comparisons. What common theme runs through the views of Chief Hendrick and Canassatego?

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ON LAND USE

Native Americans and white American settlers had completely different attitudes toward land, land use, and land ownership.

As you read the passage, try to identify the combination of experiences and values that influence a group’s attitude toward land.

Conquering the EnvironmentBritain’s Lord Janies Bryce visited America in the 1880s and observed the following American attitude toward the frontier.

All the passionate eagerness, all the strenuous effort of the Westerns is directed towards the material development of the country. To open the greatest number of mines and extract the greatest quantity of ore, to scatter cattle over a thousand hills, to turn the flower-spangled prairies…into wheat fields, to cover their sunny slopes…with vines and olives: this is the end aim of their lives, this is their daily and nightly thought…To have immense production of exchangeable commodities, to force from nature the most she can be made to yield, and send it east and west by the cheapest routes to the dearest markets, making one’s city a centre of trade, and raising the price of its real estate—this…is preached by Western newspapers as a kind of religion.

These people are intoxicated by the majestic scale of nature in which their lot is cast, enormous mineral deposits, boundless prairies, forests which, even squandered – wickedly squandered as they now are – will supply timber to the United States for centuries; a soil which with the rudest cultivation, yields the most abundant crops, a populous continent for their market. They see all round them railways being built, telegraph wires laid, steamboat lines across the Pacific projected, cities springing up in the solitudes, and settlers making the wilderness to blossom like the rose. Their imagination revels in these sights and signs of progress, and they gild their own struggles for fortune with the belief that they are the missionaries of civilization and the instruments of Providence in the greatest work the world has seen.

Developing the ResourcesCongressman Moses K. Armstrong (Dakota Territory) presented his views on northwestern territories in a speech before Congress in 1894.

Nearly one-half the area of our American domain is yet but sparsely settled, and a large proportion of our Northwestern territories, though fertile in soil, suffers from a scarcity of timber and running streams. It is the duty of the government to develop its hidden resources, and encourage its people in new fields of industry and enterprise. Enact such generous laws as will induce immigration, and open new homes and harvest fields all over the broad and uninhabited prairies of the West. Then will our own grain fields

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supply Europe with bread, and bring money to our shores, in return for the millions in gold which we are taxed yearly to pay as interest on our national debt.

Respecting the EnvironmentYoung Chief of the Cayuse, who opposed selling land in the Washington Territory, explained his views on land use in 1855.

The ground says, The Great Spirit has placed me here to produce all that grows on me, trees and fruit. The same way the ground says, It was from me man was made. The Great Spirit, in placing men on the earth, desired them to take good care of the ground and to do each other no harm.

Buying and Selling the LandIn 1854, Chief Seattle, a Native American leader in the Washington Territory gave a speech marking the transfer of ancestral Native American lands to the federal government.

How can you buy or sell the sky, the warmth of the land? The idea is strange to us.

If we do not own the freshness of the air and the sparkle of the water, how can you buy them?

Every part of this earth is sacred to my people. Every shining pine needle, every sandy shore, every mist in the dark woods, every clearing, and humming insect is holy in the memory and experience of my people…

So we will consider your offer to buy our land. But it will not be easy. For this land is sacred to us.

This shining water that moves in the streams and rivers is not just water but the blood of our ancestors. If we sell you land, you must remember that it is sacred, and you must teach your children that it is sacred, and that each ghostly reflection in the clear water of the lakes tells of events and memories in the life of my people. The water’s murmur is the voice of my father’s father.

The rivers are our brothers, they quench our thirst. The rivers carry our canoes, and feed our children. If we sell you our land, you must remember, and teach your children, that the rivers are our brothers, and yours, and you must henceforth give the rivers the kindness you would give any brother.

The red man has always retreated before the white man, as the mist of the mountains runs before the morning sun. But the ashes of our fathers are sacred. Their graves are holy ground, and so these hills, these trees, this portion of the earth is consecrated to us. We know that the white man does not understand our ways. One portion of the land is the same to him as the next, for he is a stranger who comes in the night and takes from the land whatever he needs. The earth is not his brother, but his enemy, and

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when he has conquered it, he moves on. He leaves his father’s graves behind, and he does not care. He kidnaps the earth from his children. He does not care. His father’s graves and his children’s birthright are forgotten. He treats his mother, the earth, and his brother, the sky, as things to be bought, plundered, sold like sheep or bright beads. His appetite will devour the earth and leave behind only a desert…

I have seen a thousand rotting buffaloes on the prairie, left by the white man who shot them from a passing train. I am a savage and I do not understand how the smoking iron horse can be more important than the buffalo that we will kill only to stay alive…

This we know. The earth does not belong to man; man belongs to the earth. This we know. All things are connected like the blood which unites one family. All things are connected…

One thing we know, which the white man may one day discover—our God is the same God. You may think now that you own Him as you wish to own your land; but you cannot. He is the God of man, and His compassion is equal for the red man and the white. This earth is precious to Him, and to harm the earth is to heap contempt upon its Creator. The whites too shall pass; perhaps sooner than other tribes. Continue to contaminate your bed, and you will one night suffocate in your own waste.

Excerpted from a documentary film production of the Southern Baptist Convention’s Radio and Television Commission. Copyright © 1972.

ACTIVITYWork with a partner or in a small group to create a scene for a movie about life on the western frontier in the 1880s. Write a dialogue between a group of Native Americans and settlers in which they discuss their attitudes toward land use in the West. Be prepared to dramatize your scene in class.

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GRADE LEVEL: Ninth


Strand: I. History



the United States.

Grade Level Benchmark: 2. Identify and explain how individuals in history

demonstrated good character and personal virtue. (I.2.HS.2)


Activities attached.

Resources

Teaching tolerance – “Mighty Times: The Legacy of Rosa Parks”

- Teacher’s Guide

- Primary documents

- Video

Text

Library/Internet/Student research at library

Posterboard

Crayons, markers, art supplies

New Vocabulary: Montgomery Bus Boycott, segregation, suffrage

Activity 1: Civil Rights Movement

Subject: Rosa Parks1. Students complete a KWL chart on Rosa Parks. Discuss in class.

2. Display primary documents from “Mighty Times: The Legacy of Rosa Parks”* Negroes Most Urgent Needs Parks’ Arrest Record

Police Department write-up, pg. 16 & 17 Montgomery City Code

o Section 10: Separation of Races

3. View: “Mighty Times: The Legacy of Rosa Parks” video.

4. Discuss in class.

* Note to teacher: Contact Teaching Tolerance online and request “Mighty Times: The Legacy of Rosa Parks” – video and primary documents/Teacher’s Guide. (This video has lots of information covering the Montgomery Bus Boycott)

Activity 2: Susan B. Anthony, Cady Elizabeth Stanton, Suffragettes1. In groups, students will research suffrage and suffragettes.

2. Students will present information gathered for their person chosen or the suffragette.

3. Students will create posters, etc. with slogans protesting unfair treatment.

Activity 3: Historical Buffet/Role-Playing1. Students research and become a historical figure who personifies personal virtues

and good character (can be student-based or teacher-based choice).

2. All students bring a snack to share based on their person’s time and ethnicity.

3. Students participate in conversation/role playing in character and discuss the nature and impact of their behavior.

4. Students evaluate figure’s performances based on content knowledge, props, etc.

5. Assessment: Rubric should focus on content knowledge, in character voice, props, understanding, and examples of personal virtue/good character.

http://www.archives.state.al.us/teacher/rights/lesson1/doc4.html


Mighty Times $ Handout 1 “They Messed with the Wrong One Now” (page 16)

Mighty Times $ Handout 1 “They Messed with the Wrong One Now” (page 17)


GRADE LEVEL: Ninth


Strand: I. History



the United States.

Grade Level Benchmark: 3. Select events and individuals from the past that have had

global impact on the modern world and describe their impact. (I.2.HS.3)


1. Names of historical figures are placed in a hat (or let students/teacher choose) and students choose character.

2. Students are to research their character.

3. Students present a first-person account of their character telling the audience about their lives, careers, accomplishments, and how they impacted the world.

4. Students will evaluate each other based on their performance and extent of knowledge.

5. Rubric will be used to evaluate students based on content knowledge, character voice, props, understanding of character.

Resources

Internet

Library

New Vocabulary:

Social Studies

Activity Worksheet

GRADE LEVEL: Ninth


Strand: I. History

Topic: Analyzing and Interpreting the Past

Grade Level Standard: 9-3 Analyze and interpret the past of Michigan and the

United States.

Grade Level Benchmark: 1. Use primary and secondary records to analyze significant

events that shaped the development of Michigan as a state and the United States as

a nation since the era of Reconstruction. (I.3.HS.1)


1. WWII Home fronta. Divide class into groups of 2 or 3.b. Give each group one ad and a document evaluation

sheet.c. Each group needs to complete the evaluation sheet

for the document.d. The group then presents the document to the class.e. Then have the students compare that information to

the information in the textbook.

2. Civil War Battlefield (can be done with any war)a. Make copies or overheads of photos from the Civil

War.b. Show the class the photos.c. Have the students write a letter home as if they were

soldiers. They have to describe what they are doing in terms of the 5 senses. What does it look like? Sound like? Smell like?

Taste like? Feel like?

3. Doing Without (activity attached)

Resources

Ads from U.S. during WWII

Textbook

Library of Congress website

New Vocabulary: Shell, canister, names of battles (Gettysburg, Vicksburg, Shilo, etc.), ration book, Rosie the Riveter

U.S. NATIONAL ARCHIVES & RECORDS ADMINISTRATION

www.archives.gov

Written Document Analysis Worksheet

1. TYPE OF DOCUMENT (Check one):

___ Newspaper ___ Letter ___ Patent ___ Memorandum

___ Map___ Telegram ___ Press release ___ Report

___ Advertisement ___ Congressional record ___ Census report ___ Other

2. UNIQUE PHYSICAL QUALITIES OF THE DOCUMENT (Check one or more):

___ Interesting letterhead___ Handwritten___ Typed___ Seals

___ Notations___ "RECEIVED" stamp___ Other

3. DATE(S) OF DOCUMENT: ___________________________________________________________________________

4. AUTHOR (OR CREATOR) OF THE DOCUMENT: ___________________________________________________________________________

POSITION (TITLE): ___________________________________________________________________________

5. FOR WHAT AUDIENCE WAS THE DOCUMENT WRITTEN?___________________________________________________________________________

6. DOCUMENT INFORMATION (There are many possible ways to answer A-E.)

A. List three things the author said that you think are important: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________B. Why do you think this document was written?______________________________________________________________________________________________________________________________________________________C. What evidence in the document helps you know why it was written? Quote from the document.______________________________________________________________________________________________________________________________________________________D. List two things the document tells you about life in the United States at the time it was written:______________________________________________________________________________________________________________________________________________________E. Write a question to the author that is left unanswered by the document:______________________________________________________________________________________________________________________________________________________

Designed and developed by the Education Staff, National Archives and Records Administration, Washington, DC 20408.

MAP ANALYSIS WORKSHEET

1. TYPE OF MAP (Check one):____ Raised relief map____ Topographic map____ Political map____ Contour-line map____ Natural resource map____ Military map____ Bird's-eye view____ Artifact map____ Satellite photograph/mosaic____ Pictograph____ Weather map____ Other ( )

2. UNIQUE PHYSICAL QUALITIES OF THE MAP (Check one or more):____ Compass____ Handwritten____ Date____ Notations____ Scale____ Name of mapmaker____ Title____ Legend (key)____ Other

3. DATE OF MAP: ___________________________________________________________________________

4. CREATOR OF THE MAP: ___________________________________________________________________________

5. WHERE WAS THE MAP PRODUCED? ___________________________________________________________________________

6. MAP INFORMATION

A. List three things in this map that you think are important:1. _____________________________________________ 2. _____________________________________________ 3. _____________________________________________ B. Why do you think this map was drawn?______________________________________________________________________________________________________________________________________________________C. What evidence in the map suggests why it was drawn?______________________________________________________________________________________________________________________________________________________ D. What information does the map add to the textbook's account of this event?______________________________________________________________________________________________________________________________________________________ E. Does the information in this map support or contradict information that you have read about this event? Explain.______________________________________________________________________________________________________________________________________________________ F. Write a question to the mapmaker that is left unanswered by this map.______________________________________________________________________________________________________________________________________________________

Designed and developed by the Education Staff, National Archives and Records Administration, Washington, DC 20408.

DOING WITHOUT

"Use it up, Wear it out, Make it do, or Do Without."

During World War II, the needs of the soldier came before the needs of the consumer on the home front. To prevent prices from skyrocketing due to shortages of consumer goods, a governmental agency called the Office of Price Administration (OPA) did two things.

1. The OPA set price limits on many items.

2. The agency began rationing products such as sugar, coffee, gas, shoes, meat, fish, flour, and canned goods.

Under the OPA's system of rationing, each American was given ration coupons every month. These coupons were worth 48 Blue Points which could be used to buy processed foods, and 64 Red Points, which could be used to buy meat, butter, and fats. In addition to paying the price of an item, consumers also had to give up the required number of ration points.

The rationing schedules of the OPA were always changing as a result of supply and demand. To help consumers keep track of these changes, the OPA provided tables that gave an updated listing of food point values. Pages 50 and 51 contain information from the actual OPA rationing schedules for September, 1944. Have students use these schedules for the following activities. Remind students that they are only allowed 64 Red Points (meats, butter, fat) and 48 Blue Points (processed foods) per month!

Rationing Activities1. Ask students how many total ration points were used to purchase the following items: 1

lb. (0.4536 kg) porterhouse steak, ½ Ib. (226.8 g) of cheddar cheese, 10 oz. (300 g) canned apricots, 8 oz. (226.8 g) tomato juice, and 1 can of whole kernel corn. Ask how many of these points were red and how many were blue. Then ask how many ration points were left for the rest of the month.

2. Explain to students that consumers tried to purchase foods that did not require any ration points in order to make their points last an entire month. Have students list three items from each schedule that did not require points.

3. Have students plan a meal for their family. Ask them to figure out how many red points and blue points the meal would cost.

4. Plan how you would use your 64 Red Points and 48 Blue Points for an entire month. What foods would you buy that did not cost any points? (Note: Each person could automatically purchase 2 pounds (1000 g) of sugar per month without using ration points.)

5. Have students write word problems that can be solved using the Rationing Schedules.

6. Have students set up algebraic rationing equations for classmates to solve. For example: 1 T-bone steak + 1 lb. (0.4536 kg) of shrimp = 8 oz. (226.8 g) container of applesauce + x.

© Teacher Created Materials, Inc. 49 #581 Thematic Unit-World War II

DOING WITHOUT (cont.)

Rationing ScheduleRed Stamp Consumer Point Values, September, 1944

Meats, Fish, Fats, and Dairy Products

BEEF Grades AA, A,B LAMB Grades AA,

A, B PORK Points per lb. (453.6 g)

VEAL Points per lb. (453.6 g)

Porterhouse Steak 14 Loin Chops 10 Tenderloin 8 Loin Chops 0

T-Bone Steak 13 Leg Chops

and Steaks 8 Roast Loin 8 Shoulder Chops

0

Sirloin Steak 13 Sirloin Roast 7 Ham-Boneless 6 Rump Roast 0

BonelessRump Roast 12 Shoulder

Chops5 Shoulder 0 Shoulder

Roast 0

Short Ribs 0 Chuck Crosscut 3 Knuckles 0 Flank Meat 0

Hamburger- ground beef 0 Lamb Patties 0 Spareribs 0 Ground Veal

and Patties 0

BACON Points per lb. (453.6 g) FISH Points per

lb. (453.6 g) SAUSAGE Points per lb. (453.6 g)

OTHER MEATS

Points per lb. (453.6 g)

Canadian 8 Shrimp 6 Dry 0 Luncheon Meats 0

Sides, aged dry-cured

2 Tuna 6 Semidry 0 Tamales 0

Sliced 0 Oysters 2 Fresh, Smoked 0 Meat Loaf 0

FATS, OILS, DAIRY


FATS, OILS, DAIRY


FATS, OILS, DAIRY


FATS, OILS, DAIRY


Creamery Butter 20 Margarine 2 Cheddar

Cheese 12 Cottage Cheese 6

Country/Farm Butter 12 Shortening 0 Colby

Cheese 12 Cream Spread 6

Process Butter 12 Salad/

Cooking Oil 0 Creamed Cheese 6 Canned Milk 1


DOING WITHOUT (cont.)

Rationing ScheduleBlue Stamp Consumer Point Values, September, 1944

Processed Foods

Over 0 oz(0 g)

7 oz(210 g)

10 oz(300 g)

14 oz(420 g)

1 lb. 2 oz(.5136kg)

1 lb. 6 oz(.6336 kg)

CANNED or BOTTLED including

7 oz(210 g)

10 oz(300 g)

14 oz(420 g)

1 lb. 2 oz(.5136 kg)

1 lb. 6 oz(.6336 kg)

2 lb.(.9072 kg)

FRUITSApples 10 20 20 30 40 60

Apricots 10 20 20 30 40 60

Fruit Cocktail 10 20 30 40 50 80

Peaches 10 20 30 40 50 80

JUICESGrape Juice 10 10 10 20 20 30

Orange Juice 0 0 0 0 0 0

Tomato Juice 10 10 10 20 20 30

VEGEGTALBESCorn (whole kernel) 0 0 0 0 0 0

Spinach 0 0 0 0 0 0

Tomatoes 10 10 10 20 20 30

SPREADSJams, Preserves, Marmalades 0 0 0 0 0 0

Jellies 0 0 0 0 0 0

Fruit Butters 0 0 0 0 0 0

SPECIAL PRODUCTSTomato Catsup 20 30 50 70 90 130

Tomato Sauce/Paste 0 0 0 0 0 0



GRADE LEVEL: Ninth


Strand: I. History



United States.

Grade Level Benchmark: 2. Challenge arguments of historical inevitability by

formulating examples of how different choices could have led to different

consequences. (I.3.HS.2)


1. “What if…” books (any time period can be used)a. Have students select 5 major events from 1960 –

1975.Example: Kennedy assassination, Cuban Missile Crisis, Confrontation at Wounded Knee, Brown vs. Board of Education, and Student Protest to Vietnam

b. After doing study in class on 1960s and 1970s, through lecture, notes, documents, and timelines, each student does 2 pages on each event. Page 1 is background on the event including

terms and people. Page 2 is a writing on what it would have been like

if this event had never occurred.

Resources

Textbook

Research materials

New Vocabulary: Inevitability

Social Studies

Activity Worksheet

GRADE LEVEL: Ninth


Strand: I. History



United States.

Grade Level Benchmark: 3. Select contemporary problems in the world and compose

historical narratives that explain their antecedents. (I.3.HS.3)


1. Group Narrative Project (1970s to present)a. Divide the class into 4 groupsb. Give each group a contemporary problem: AIDS,

Terrorism, Affirmative Action, Global Warming, etc.c. Each group does background research on the issue.

They must use 1 book, 1 newspaper, and 1 magazine.

d. Each student group creates a timeline for the issue.e. The group needs to have the causes, short-term

effects, and long-term effects.f. A four-paragraph essay is created as a group. One

paragraph each: causes, current issue, short-term effects, long-term effects. You can give individuals responsibility for each aspect.

* Do one as a class as an example.

Resources

Textbook

Research materials

New Vocabulary: Historical narrative


GRADE LEVEL: Ninth


Strand: I. History

Topic: Judging Decisions from the Past

Grade Level Standard: 9-4 Judge Michigan and United States historical decisions

up to Reconstruction.

Grade Level Benchmark: 1. Identify major decisions in the history of Michigan and the

United States since the era of Reconstruction, analyze contemporary factors

contributing to the decisions, and consider alternative courses of action. (I.4.HS.1)


1. Flow Chartsa. Brainstorm a list of major decisions made in an era.

Example: Depression (close banks, New Deal Elements, Repeal Prohibition, etc.)

b. Pass out flow charts.c. Assign students an event and ask them to complete

charts using resources.d. Present charts to the class.

* Do one as an example as a class.

2. Select a major historical decisionExample: U.S. Involvement in the Middle East

a. Discuss issue as a class and have students get background information.

b. Have class brainstorm list of possible other solutions.c. Have students select which option they prefer.d. Set-up a round table debate about the possible

solutions.e. Require every student to talk every day.f. Have a closed ballot vote on the choice they want.

Resources

Flow chart

Research materials

Textbook

New Vocabulary:

FLOW CHART

KeyDecision

Causes

Could have

Could have

What happened


GRADE LEVEL: Ninth


Strand: I. History




Grade Level Benchmark: 2. Evaluate the responses of individuals to historic

violations of human dignity involving discrimination, persecution, and crimes against

humanity. (I.4.HS.2)


1. Interviews:a. Select several individuals from an era of discrimination, persecution,

humanity crimes, i.e., MLK, Anne Moody, Rosa Parks, Linda Brown, Malcolm X, Lyndon Johnson, Elijah Muhammad, Leader of KKK

b. Divide class into 2 groups. Group 1: Creates a master list of questions to ask people from Civil

Rights movement, i.e., What is your background? How do you see A.A. rights now? What are your hopes for Civil Rights in the future?

Group 2: Researches an individual. Each person gets their own history figure based on questionnaire by teacher.

On day of interviews, each interviewer draws an interviewee. They go through questions and responses in front of class.

Have a quiz for the class to hold students responsible.

2. Debate:a. Collect a list of historic people or groups that have dealt with

discrimination, i.e., Hitler, Jews, A.A., Malcolm X, Susan B. Anthony, Sitting Bull Individuals are given a person or group to do a little background on

the person. Then set-up a round table discussion about the removal of

Affirmative Action legislation. The students have to all participate for credit and the teacher

guides the discussion. Homework: Each student writes ½ page of their personal opinion

on removing Affirmative Action.

Resources

New Vocabulary:


GRADE LEVEL: Ninth


Strand: I. History




Grade Level Benchmark: 3. Analyze key decisions by drawing appropriate historical

analogies. (I.4.HS.3)


1. Create Venn Diagrams for 2 Civil Rights Movements. Example:

Women’s Rights African AmericanRights

2. Compare/Contrast Essays: Pair up students. Give each pair a T-chart. Each pair creates notes on the 2 wars’ similarities and differences. If there is time, the students can take the notes and create an essay on the differences or similarities of the two wars based on a rubric created by the teacher.

Korea Vietnam

Resources

Venn Diagrams

T-chart

Textbook

New Vocabulary:

#3641 Take Five Minutes: American History ©Teacher Created Materials, Inc.

VENN DIAGRAMTemplate

1. __________________________ 2. __________________________


GRADE LEVEL: Ninth


Strand: I. History




Grade Level Benchmark: 4. Select pivotal decisions in United States history and

evaluate them in light of core democratic values and resulting costs and benefits

as viewed from a variety of perspectives. (I.4.HS.4)


1. Handout decision-making worksheets. As a class, complete the top 2/3 as a class for issues, such as immigration. The 2 options could be let anyone in, or be very selective. The class completes the pros and cons.

The bottom part “decision” is homework or individual class work. They explain their choice and have to include a core democratic value as one reason.

Resources

Decision-making scenario sheets

New Vocabulary:

DECISION-MAKING SCENARIO (Chart Format)

TemplateHistorical Question/Dilemma

Option #1 Option #2

Positive Consequences

Negative Consequences



Decision


GRADE LEVEL: Ninth


Strand: II. Geography

Topic: People, Places, and Cultures

Grade Level Standard: 9-5 Describe, compare, and explain people, places, and

cultures of United States geography.

Grade Level Benchmark: 1. Describe how major world issues and events affect

various people, societies, places, and cultures in different ways. (II.1.HS.1)


1. In groups, have students choose a country or a region of the world.

2. Next choose a world issue(s) – Environmental pollution, warfare, economics, etc.

3. Have students create posters displaying how these issues affect their particular country or region of the world.

4. Have students display posters around the room so that later students can “tour” them.

5. Teacher creates a worksheet for the students to use for a compare/contrast. Use as an assessment.

Resources

Text

Library

Internet

Magazines such as National Geographic

New Vocabulary: Environmentalism, globalization, etc.

Social Studies

Activity Worksheet

GRADE LEVEL: Ninth



Topic: People, Places, and Cultures

Grade Level Standard: 9-5 Describe, compare, and explain people, places, and

cultures of United States geography.

Grade Level Benchmark: 2. Explain how culture might affect women’s and men’s

perceptions. (II.1.HS.2)


1. Choose topics to research and create questions based on topics.

2. Interview both men and women to gather responses.

3. Compare responses from the women and men.

4. Graph data on computer or with graph paper.

Topics: Voting preferences Women in the workforce Affirmative Action Education

Resources

Text

Library

Computer

Internet

Graph paper

New Vocabulary:


GRADE LEVEL: Ninth



Topic: Human/Environment Interaction

Grade Level Standard: 9-6 Describe, compare, and explain human environment of

United States geography.

Grade Level Benchmark:1. Describe the environmental consequences of major world

processes and events. (II.2.HS.1)


1. Have students gather information on rainforest destruction.

2. Students will create narratives to illustrate a first-hand account of how rainforest destruction affected their lives.

3. Students could be a rancher, a lumberjack, a major corporation, a native of the region, or an animal in the affected area.

4. Students will present their narrative.

Resources

Library

Internet

Pen/Pencils

Paper

New Vocabulary: Land-clearing, rainforest destruction, global warming


GRADE LEVEL: Ninth



Topic: Human/Environment Interaction

Grade Level Standard: 9-6 Describe, compare, and explain human environment of

of United States geography.

Grade Level Benchmark: 2. Assess the relationship between property ownership and

the management of natural resources. (II.2.HS.2)


1. Students will create a game of chance dealing with farm ownership.

2. Game pieces will have both positive and negative consequences based on either a roll of the die or from landing on a “square.”

3. Like the game “Life,” one builds their farm by moving about the board. Setbacks and victories will be evident in game.

4. Once students create the games, they will exchange their games and play someone else’s.

5. Students will debrief about their experiences in a journal entry.

Resources

New Vocabulary: Deflation, drought, loans, the Grange, blizzards

Social Studies

Activity Worksheet

GRADE LEVEL: Ninth



Topic: Location, Movement, and Connections

Grade Level Standard: 9-7 Describe, compare, and explain location, movement,

and connections of United States geography.

Grade Level Benchmark: 1. Describe major world patterns of economic activity and

explain the reasons for the patterns. (II.3.HS.1)


1. Complete the flow chart by giving causes of the Depression, effects on the rest of the world, and reasons for those effects. (attached)

Resources

Textbooks

New Vocabulary:

Cause of the U.S.Depression

The Depression

Effects on Rest of World

Reasons for Effects


GRADE LEVEL: Ninth



Topic: Location, Movement, and Connections

Grade Level Standard: 9-7 Describe, compare, and explain location, movement,

and connections of United States geography.

Grade Level Benchmark: 2. Explain how events have causes and consequences in

different parts of the world. (II.3.HS.2)


1. Complete the flow chart on United Nations. Students complete as much as possible in first half of class (attached). Complete one as a class so students get all the

information that you want them to have.

Resources

Textbook

New Vocabulary:

CAUSESArea of the World

Development of United NationsHow?

When?Who?

North AmericaSouth America

EuropeAsia

Africa

Americas

Europe

Africa

Asia

EFFECTS


GRADE LEVEL: Ninth



Topic: Regions, Patterns, and Processes

Grade Level Standard: 9-8 Describe, compare, and explain regions, patterns, and

processes of United States geography.

Grade Level Benchmark: 1. Explain how major world processes affect different world

regions. (II.4.HS.1)


1. Students will create a Concept Map based on the World Process – Search for Peace

2. For each country, students will fill in the bubble as to how each country has strived for peace within the country or with others.

Resources

New Vocabulary: Conflict, economic sanctions, disarmament

Social Studies

Search for Peace

Afghanistan

The United States

Northern Ireland

The Balkans Iraq

Israel

Activity Worksheet

GRADE LEVEL: Ninth






Grade Level Benchmark: 2. Explain how major regions are changing. (II.4.HS.2)


1. Students will create a graphic organizer to illustrate the differences between the North and South from 1850 – 1900. (attached)

Resources

Graphic Organizer

New Vocabulary:

North South

Farm Goods

Help on Farms

Products Transported

Role of Cities

Work/Goods in Cities

Help in the Cities

Living Arrangements of Help

Concerns of the Area

Review Questions1.

2.

3.

4.


GRADE LEVEL: Ninth






Grade Level Benchmark: 3. Explain how processes like population growth, economic

development, urbanization resource use, international trade, global communication,

and environmental impact are affecting different world regions. (II.4.HS.3)


Industrial Revolution1. Give students the attached graphic organizer.

2. Have students complete empty bubbles with book.

3. Ask students to write a paragraph on how urban problems led to a wider gap between rich and poor?

4. Discuss answers.

5. Have different students look at more specific areas (i.e., Detroit, Grand Rapids, New York, Chicago, San Francisco).

6. How did urbanization occur in and affect each of these cities? Each group looks at this question in terms of their city.

7. Each group presents their thoughts to the class and fills out a chart for each city. (attached)

Resources

Textbook

Graphic organizer

New Vocabulary: Urbanization

INDUSTRIAL REVOLUTION CHART

Cities Expand Urban Problems Widening Gap Between Rich and Poor

Rise of Political Machines

Outward to Suburbs Upward

Skyscrapers

Wealthy to Suburbs Some Cities

Preserve Wealthy Areas

CorruptionAct as Public

Welfare System

City ChartDetroit Grand Rapids New York Chicago San Francisco


GRADE LEVEL: Ninth






Grade Level Benchmark: 4. Describe major patterns of economic development and

political systems and explain some of the factors causing them. (II.4.HS.4)


1. Divide a piece of paper into 6 parts.

2. In box 6, have the students draw a picture of a woman working in a factory producing weapons or military vehicles.

3. In the rest of the boxes, the students will draw 5 pictures of the way America got to that point during WWII.

Resources

Sheets of paper

Colored pencils

Notes/textbooks

New Vocabulary:

Social Studies

1 2 3

4 5 6

Activity Worksheet

GRADE LEVEL: Ninth



Topic: Global Issues and Events

Grade Level Standard: 9-9 Describe, explain, and compare global issues and

events of United States geography.

Grade Level Benchmark: 1. Explain how geography and major world processes

influence major world events. (II.5.HS.1)


Geography and War Simulation1. Give each student 5 pieces of scrap paper.

2. Divide class into 2 teams.

3. Set up room.

4. Have students throw paper balls back and forth to try and hit each other for 2 minutes.

5. Repeat without tables.

6. Have students return to seats and write 4 lines on how the 2 experiences were different.

7. Tell students they were 2 armies of ______ war and the tables were the mountains.

8. Have them write 4 more lines on how geography would affect the fighting.

Resources

Desks

Scrap paper

New Vocabulary:

Social Studies

Team B

Team A

Desks

Activity Worksheet

GRADE LEVEL: Ninth



Topic: Global Issues and Events

Grade Level Standard: 9-9 Describe, explain, and compare global issues and

events of United States geography.

Grade Level Benchmark: 2. Explain the causes and importance of global issues

involving cultural stability and change, economic development and international

trade, resource use, environmental impact, conflict and cooperation, and explain

how they may affect the future. (II.5.HS.2)


1. Have the students complete the attached flow chart for an event such as the use of fossil fuels.

2. Create a MEAP-style extended response. You have to have some data on the use of fossil fuels available to the students.

3. Write a letter to a government official discussing what you think should be done about the consumption of fossil fuels. Make a clear statement of your position Support your position using a core democratic value. Support your position using background knowledge.

Example: long-term effects or causes Supporting system from the data section (charts) Acknowledge the alternative view and explain why the other

view would not work.

Resources

Lecture

Notes

Textbook

Sample letters

Address of government officials

Core Democratic Value information sheet

New Vocabulary: Significance, fossil fuels

FLOW CHART

Cause of Event The Event Significance Future


GRADE LEVEL: Ninth


Strand: III. Government

Topic: Purposes of Government

Grade Level Standard: 9-10 Identify purpose of government in United States

history.

Grade Level Benchmark: 1. Explain advantages and disadvantages of a federal

system of government. (III.1.HS.1)


1. Students will create a T-chart.

2. Students will fill in chart with information.

3. The next day, give an open note quiz on information gathered

Resources

Paper

Pen/pencil

T-chart

New Vocabulary: Legislative branch, executive branch, judicial branch, federal system of government, separation of powers

Federal System of GovernmentAdvantages Disadvantages


GRADE LEVEL: Ninth





history.

Grade Level Benchmark: 2. Evaluate how effectively the federal government is

serving the purposes for which it was created. (III.1.HS.2)


1. Students will evaluate the role of the federal government during the Progressive Reform Era (1890 – 1920).

2. Students will research: State Reforms (voting, workplace, etc.) Federal Reforms (The “Square Deal,” Antitrust

Activism, Railroad Regulation, Protecting Public Health, Labor Laws, Protecting the Environment, Voting, Sherman Antitrust Act (1890), National Reclamation Act (1902), U.S. Forest Service (1905), Hepburn Act (1906), Pure Food and Drug Act (1906), Meat Inspection Act (1906), Dept. of Labor (1913), Federal Reserve Act (1913), 16th, 17th, 18th, and 19th

Amendments, National Park Service (1916), Women’s Bureau (1920))

Municipal Reforms (Political bosses, cities and utilities, welfare services)

3. Students will create a timeline of events surrounding the topic of their choice. Students must also state why the legislation was proposed, how it passed, and what the effects of the legislation.

Could be used to analyze other topics: The New Deal/First 100 Days Instances of Declaring War

Resources

Computers

Text

Paper

Pen/Pencil

Internet

New Vocabulary: Reform, progressive era, regulations


GRADE LEVEL: Ninth





history.

Grade Level Benchmark: 3. Evaluate the relative merits of the American presidential

system and parliamentary systems. (III.1.HS.3)


1. Students can create a Venn Diagram comparing/ contrasting Democratic-Presidential system and dictator-centered government. Focus on government structures Focus on campaign/voting process (How are leaders

elected?)

2. Students will create a Venn diagram comparing the relative merits of the Electoral college vs. the popular vote.

Resources

Venn diagram

Paper

Pen/Pencil

Textbook

New Vocabulary: Popular vote, Electoral college, dictatorship

U.S. Iraq


GRADE LEVEL: Ninth



Topic: Ideals of American Democracy

Grade Level Standard: 9-11 Explain ideals of American democracy in United States

history.

Grade Level Benchmark: 1. Identify benefits and challenges of diversity in American

life. (III.2.HS.1)


1. Students will create a graphic organizer to summarize Challenges to the Status Quo

Challenges to the Status QuoWomen Ethnic Minorities Counterculture Environmental

2. Next, students will use the graphic organizer, notes, and text to answer the following MEAP-style question:“During the 1960s, should American citizens have had the rights to protest for their individual causes?”

Students will: Provide a clear statement of their position Use support information from text Support response using Core Democratic Values Acknowledge an alternative point of view and explain why

the other view would not work.

Another topic: Immigration: “Should the United States further restrict

immigration?” Affirmative Action: “Should Affirmative Action still be used

today?”

Resources

New Vocabulary:

Social Studies

Activity Worksheet

GRADE LEVEL: Ninth



Topic: Ideals of American Democracy

Grade Level Standard: 9-11 Explain ideals of American democracy in United States

history.

Grade Level Benchmark: 2. Use the ideas in the Declaration of Independence to

evaluate the conduct of citizens, political behavior, and the practices of government.

(III.2.HS.2)


End of Year Culminating Activity1. Choose a topic from U.S. history.

2. Use the Declaration of Independence to evaluate/analyze the actions of the parties involved.

3. Decide if the Declaration of Independence is/was upheld or could have been a motivating factor.

4. Students must clearly state their position. Students must use a Core Democratic Value. Use supporting evidence from text, notes, etc.

5. Topics: Women’s rights, minority rights, War declaration, Federal System of Government.

Resources

Text

Declaration of Independence

Paper

Pen

If possible, allow students to research on the Internet

New Vocabulary:

Social Studies

Activity Worksheet

GRADE LEVEL: Ninth



Topic: Democracy in Action

Grade Level Standard: 9-12 Describe democracy in action in United States history.

Grade Level Benchmark: 1. Using actual cases, evaluate the effectiveness of civil

and criminal courts in the United States. (III.3.HS.1)


Court Case Analyzation 1. Divide class into groups. Each group gets a significant

court case. Dred Scott vs. Sanford Plessy vs. Ferguson Brown vs. Board of Education

2. Each group uses notes, books, and other resource materials to analyze the court case.

3. Each group presents the case to the class.

4. Each student writes a paragraph response on if they agree with the ruling on the case.

Resources

Decision worksheet

New Vocabulary: Defense, prosecution



Option #1 Option #2





Decision


GRADE LEVEL: Ninth





Grade Level Benchmark: 2. Explain why people may agree on democratic values in

the abstract but disagree when they are applied to specific situations. (III.3.HS.2)


1. Ask students if everyone has the right to “life.”

2. Then ask the students if they would think the person who killed their mom for her purse would have the right to live.

3. Have students write a 1 page paper to explain why 2 people who believe in the right to life might have different views on the death penalty.

Resources

New Vocabulary:


GRADE LEVEL: Ninth





Grade Level Benchmark: 3. Evaluate possible amendments to the Constitution.

(III.3.HS.3)


1. Have students complete the decision-making worksheet for possible AmendmentsExample: Gay marriage, flag burning, abortion rights

2. Select a possible AmendmentExample: “Adding Women to the Draft” Give each student a scenario.

70-year old woman who lost both sons in battle 18 year old male 18 year old female Military General 6 year old with both parents in military Vietnam draftee Draft Dodger Women’s rights activist College student Single young mother

Resources

Decision-making worksheet

New Vocabulary:



Option #1 Option #2





Decision


GRADE LEVEL: Ninth



Topic: American Government and Politics

Grade Level Standard: 9-13 Explain American governments and politics in United

States history.

Grade Level Benchmark: 1. Evaluate proposals for reform of the political system.

(III.4.HS.1)


Women’s Suffrage:1. Take students to computer lab.

2. Students will research the history of women’s suffrage.

3. In pairs, students will write proposals for/against women’s suffrage. Why is it good/bad for the United States?

4. All students or in pairs, will create a protest poster.

5. Stage a protest rally. Allow time for both sides to present their arguments. Other topics include: minority rights and 27th

amendment

Resources

New Vocabulary: Suffrage


GRADE LEVEL: Ninth



Topic: American Government and Politics

Grade Level Standard: 9-13 Explain American governments and politics in United

States history.

Grade Level Benchmark: 2. Analyze causes of tension between the branches of

government. (III.4.HS.2)


New Deal:1. Stage a congressional hearing in which FDR presents his

case for adding more justices to the court. 12 or less students serve on the congressional panel 1 teacher serves as head panelist (to help move

things along) 1 student as FDR 3 students to assist as advisors The rest of the class will serve as reporters/recorders

2. FDR and his advisors will present his case to the panel.

3. The panel will hear FDR’s argument and deliberate/rule on FDR’s proposal.

4. An official statement will be made “public.” Congress will have to justify their findings with substantial evidence.

Resources

Text

Internet

Paper

Pen

Set room up like a Congressional hearing

New Vocabulary:


GRADE LEVEL: Ninth



Topic: American Government and World Affairs

Grade Level Standard: 9-14 Understand American government and world affairs

in United States history.

Grade Level Benchmark: 1. Describe the influence of the American concept of

democracy and individual rights in the world. (III.5.HS.1)


Essay1. “Should the U.S. get involved in the set-up of the new

government in the Middle East?”

2. The students will write out a 4 paragraph essay on the topic. The student must: Take a stand Use 2 examples of past precedent to support their

answer.

This could also be put into a debate format with class discussion.

Resources

New Vocabulary:


GRADE LEVEL: Ninth






Grade Level Benchmark: 2. Evaluate foreign policy positions in light of national

interests and American values. (III.5.HS.2)


1. Divide the class into groups. Give each group a foreign-policy, i.e. China (Tiananmen Square), Anti-communism, Korea, Vietnam, nuclear weapons.

2. Each group completes a T-chart explaining the American interests and values that influenced that policy.

Resources

T-charts

Informational resources

New Vocabulary:


GRADE LEVEL: Ninth






Grade Level Benchmark: 3. Decide what the relationship should be between the

United States and international organizations. (III.5.HS.3)


Essay:1. If you were a government official during WWI, would you

have supported the U.S. entering the League of Nations? Why or why not? Take a stand Use historical knowledge Use American values

Resources

New Vocabulary:


GRADE LEVEL: Ninth


Strand: IV. Economics

Topic: Individual and Household Choices

Grade Level Standard: 9-15 Describe and demonstrate individual and household

choices in United States economics.

Grade Level Benchmark: 1. Design a strategy for earning, spending, saving, and

investing their resources. (IV.1.HS.1)


Industrial Revolution:1. Students will be laborers during the Industrial Revolution

2. Students will research their wages, cost of living, etc.

3. Students will present the “portfolio” of their economic strategy to the class.

4. The rest of the students will evaluate the plans presented to them.

Resources

New Vocabulary:


GRADE LEVEL: Ninth






Grade Level Benchmark: 2. Evaluate the impact on households of alternative

solutions to societal problems such as health care, housing, or energy use.

(IV.1.HS.2)


1. Have students evaluate government assistance programs from New Deal and today.

2. Divide class into pairs.

3. Give each pair a group of people from list.Depression Now

Bankrupt farmer Single parentYoung, single man DemocratDemocrats RepublicanRepublicans Married, dual income familiesWPA worker 17 year old in foster careBank owner President’s financial adviserPresident’s financial adviser

4. After discussing the types of welfare/government assistance programs that were in effect during New Deal and that we have today, have each pair collaboratively write a 1-page summary of how their group would feel about an increase in government assistance and how that would affect that person’s household and life.

5. In a group discussion, have each student/pair present their response to the group.

6. Have the group come up with what they feel is the best possible solution/compromise for all groups involved.

7. Each pair then reflects on how the “solution” would affect their group.

Resources

Research materials

New Vocabulary:


GRADE LEVEL: Ninth






Grade Level Benchmark: 3. Analyze ways individuals can select suppliers of goods

and services and protect themselves from deception in the marketplace. (IV.1.HS.3)


WWII Propaganda1. Show the class 5-7 different advertisements from this

era.

2. Have each student write a 1-2 sentence response to each one on what the goal of each ad was.

3. Discuss the goals of propaganda during this time as a class.

Homework:1. Have students find an ad about the war in Iraq and

analyze it for the messages that it wants to get across and compare it to ads from WWII.

Resources

WWII and Iraq War ads

New Vocabulary:


GRADE LEVEL: Ninth



Topic: Business Choices

Grade Level Standard: 9-16 Explain and demonstrate business choices in United

States economics.

Grade Level Benchmark: 1. Outline the decision making process a business goes

through when deciding whether to export to a foreign market. (IV.2.HS.1)


NAFTA1. In the computer lab:

Students will research current trends in foreign trade Who are the U.S.’s trading partners? Who do we export to the most? What products do we import the most and from

who? Does that influence our exports? Students will then either write a response

summarizing their finds or create a visual display (posterboard) to illustrate their findings.

2. Students will choose a product to research. Answer the following questions:

How much does the product cost to create, market, etc. in the United States?

How much does the product cost to create in Mexico?

Students will summarize in a paragraph response.

Resources

Internet

New Vocabulary: NAFTA, trading block, import, export


GRADE LEVEL: Ninth



Topic: Business Choices

Grade Level Standard: 9-16 Explain and demonstrate business choices in United

States economics.

Grade Level Benchmark: 2. Evaluate ways to resolve conflicts resulting from

differences between business interests and community values. (IV.2.HS.2)


1. Have students visit the Flint Strike web-site and write up to 5 points of the strike.

2. Have the students create a list of things that they want from you (the teacher). The students present the list to you and you present

your list of what you want from them. As a group, come up with a list of compromises. This would work better with you as mediator between

students and another teacher or principal. Create a pro/con list of this process.

3. Have each student write a response to the Flint Strike as either a worker or management.

Resources

www.michigan.epic.org/flintstrike

Students select a spokesperson

New Vocabulary:

http://www.michigan.epic.org/flintstrike

http://www.michigan.epic.org/flintstrike


GRADE LEVEL: Ninth



Topic: Role of Government

Grade Level Standard: 9-17 Describe roles of government in United States

economics.

Grade Level Benchmark: 1. Describe the use of economic indicators and assess their

accuracy. (IV.3.HS.1)


1. Using textbooks and/or other resources on the 1920s, have students complete the chart.

Resources

Textbook

Information on 1920s

New Vocabulary:

EconomicIndicators of

1920s

Show economy is falling

Show economy is growing


GRADE LEVEL: Ninth





economics.

Grade Level Benchmark: 2. Distinguish between monetary and fiscal policy and

explain how each might be applied to problems such as unemployment and inflation.

(IV.3.HS.2)


1. Using textbooks and resources, have students complete a chart like the following on present/local issues.

2. How could each type of policy be used to help the situation?

Monetary Policy Fiscal PolicyUnemploymentInflationTourismUrban Growth

Resources

Textbook

Resources

New Vocabulary: Monetary policy and fiscal policy


GRADE LEVEL: Ninth





economics.

Grade Level Benchmark: 3. Compare governmental approaches to economic growth

in developing countries. (IV.3.HS.3)


1. U.S. helping other nations in the 1990s. What has the U.S. done to assist economic growth in other areas of the world?

U.S. helped them by:Former Soviet UnionFormer YugoslaviaMiddle EastAfricaWestern Hemisphere

Resources

Ch. 35, Sect. 2 in America Pathways to Present

New Vocabulary:


GRADE LEVEL: Ninth





economics.

Grade Level Benchmark: 4. Evaluate a government spending program on the basis of

its intended and unintended results. (IV.3.HS.4)


1. The New Deal:Was it worth the government’s time and money to create the government assistance programs?

2. Complete the chart with the results of each program.

3. On the bottom, write a 1 paragraph answer to the question: Was it worth the government’s time and money to create the government assistance programs?

Resources

Textbook

New Vocabulary:

Results of New Deal Programs

WPA

CWA

CCC NRA

AAA

TVA


GRADE LEVEL: Ninth





economics.

Grade Level Benchmark: 5. Select criteria to use in evaluating tax policy. (IV.3.HS.5)


1. Students will create a tax policy and present to class.

2. Students will then evaluate the policy in terms of:National Goals: How does the policy help/harm the country as a whole?

Economic Goals: Does the tax policy help/hinder the U.S. from reaching its goals of:

a. Lowering unemploymentb. Balancing the budget

Tax Brackets: Is any one group harmed/helped by the tax policy? How?

Resources

Textbook

Paper

Pen

New Vocabulary: Goals, tax policy, tax bracket


GRADE LEVEL: Ninth



Topic: Economic Systems

Grade Level Standard: 9-18 Explain economic systems in United States

economics.

Grade Level Benchmark: 1. Use case studies to exemplify how supply and demand,

prices, incentives, and profits determine what is produced and distributed in a

competitive world market. (IV.4.HS.1)


1. Donut Auction Give each student a set amount of money based on

what job he/she wants as an adult. Auction off donuts from simplest to most complex. Do not go on to a better product until the basic

product sells. Have each student explain the auction in terms of

demand, supply, price, and improvements on product.

2. Apply to automobile industry. Each student writes 2 paragraphs on how the same

factors that influenced our auction influenced the rise of the auto industry.

Resources

Donuts of all types

Play money

Textbook

New Vocabulary: Supply and demand

DomesticDomestic InternationalDomestic


GRADE LEVEL: Ninth





economics.

Grade Level Benchmark: 2. Describe relationships between a domestic economy and

the international economic system. (IV.4.HS.2)


1. Students will create a Venn Diagram to illustrate the relationship between domestic economies and international economic systems:

2. Inside each circle, students will write characteristics of each type of economy.

3. As another activity or as an extension, look at the U.S. economy and its relationship with the world at each time period. (Great Depression, WWII, Cold War, 1990s)

Resources

New Vocabulary: Domestic economy, international economy


GRADE LEVEL: Ninth





economics.

Grade Level Benchmark: 3. Evaluate the United States and other economic systems

on their ability to achieve broad social goals, such as freedom, efficiency, equity,

security, development, and stability. (IV.4.HS.3)


1. Discuss the idea of capitalism and what makes up capitalism.

2. Divide class into 6 groups. Give each group a U.S. goal: freedom, efficiency,

equity, security, development, and stability Each group creates a poster on times in history when

capitalism helped the U.S. achieve each of these goals. Must have title, photos/pictures, examples of times, and explanations

Present to class

Resources

New Vocabulary: Capitalism


GRADE LEVEL: Ninth





economics.

Grade Level Benchmark: 4. Describe relationships among the various economic

institutions that comprise economic systems, such as households, business firms,

banks, government agencies, and labor unions. (IV.4.HS.4)


1. Divide class into groups.

2. Give each group a set of note cards with the following words on them: Ford Plant Workers United Auto Workers State Sales Tax Internal Revenue Service National Labor Relations Board Automobile Consumers

3. Each group creates a flow chart to show the relationships between these entities.

4. Post on the wall and present

Resources

New Vocabulary:


GRADE LEVEL: Ninth





economics.

Grade Level Benchmark: 5. Compare and contrast a free market economic system

with other economic systems. (IV.4.HS.5)


1. Students will read about the three economic systems: traditional system, free market system, and command system.

2. Students will then be divided into 3 groups. Each group will be assigned one of the systems. Students will act out their system for the class.

3. Students will create 2 questions for a quiz to be taken after the skits. Teacher will grade quiz and discuss with the class.

Resources

New Vocabulary: Economic systems, traditional system, free market system, command system


GRADE LEVEL: Ninth



Topic: Trade

Grade Level Standard: 9-19 Describe trade in United States economics.

Grade Level Benchmark: 1. Evaluate the benefits and problems of an economic

system built on voluntary exchange. (IV.5.HS.1)


1. Native American Tribes Give each student 6 pieces of paper and 3 items to

draw 2 pictures of each. One picture per paperanimal skins squashcloth feathersdried berries wild riceherbs turkeyjewelry medicine plantshorses tobaccotravois beadsdogs arrowsbuffalo meat hatchetscorn bowsbeans spears

Now students must trade their drawings to get two food items, transportation, protection, and item of value to white man.

Once completed, discuss pros and cons of this type of system vs. money system.

Resources

Coloring materials

New Vocabulary:


GRADE LEVEL: Ninth



Topic: Trade


Grade Level Benchmark: 2. Trace the historical development of international trading

ties. (IV.5.HS.2)


1. Students will create a chart tracing the historical development of international trading ties.

Historical Development of International Trading TiesNation History

Great BritainRussia/Soviet UnionMiddle EastGermanyOther Nations

Resources

New Vocabulary: Trading ties


GRADE LEVEL: Ninth



Topic: Trade


Grade Level Benchmark: 3. Explain how specialization, interdependence, and

economic development are related. (IV.5.HS.3)


1920: Industrial Growth1. Use development of the assembly line to explain how

specialization, interdependence, and economic development are related.

2. Students will create a product in an assembly line format (i.e., a pipe cleaner person). Each person/group will create these randomly in a specified time. Then they will create these “people” in an assembly line format, specializing in one section of the person. When one person does not complete the job, the whole product is held up. Discuss how each way of creating the “people” changes the economic outcomes. Which products can generate more money/profit due to accuracy and completeness of product?

3. Evaluate each of the products for accuracy and reject all who do not meet certain standards.

Resources

Pipe cleaners

Table/work area

Textbook

New Vocabulary: Interdependence, specialization, economic development


GRADE LEVEL: Ninth



Topic: Trade


Grade Level Benchmark: 4. Describe the effect of currency exchange, tariffs, quotas,

and product standards on world trade and domestic economic activity. (IV.5.HS.4)


1. As a final exam, students create an essay illustrating how currency exchange, tariffs, quotas, and product standards affect world trade and/or how the U.S. trades with the world. OR discuss each of the topics separately.

Currency exchange: Value of the dollar in relationship to the Euro, Yen, etc.

Tariffs: Hawley-Smoot tax

Quota: How did immigration limiting policies affect the U.S.’s relationship with the world? Why are certain nations allowed to send more immigrants while others are not? What effect does this have on trade/business?

Resources

New Vocabulary: Quota, tariff


GRADE LEVEL: Ninth


Strand: V. Inquiry

Topic: Information Processing

Grade Level Standard: 9-20 Acquire inquiry skills.

Grade Level Benchmark: 1. Locate information pertaining to a specific topic in-depth

using a variety of sources and electronic technologies. (V.1.HS.1)


1. Historically Significant People Each student selects a person from U.S. history that

has been significant. Students research the life of the person. Must have 5 sources

Book (1) Encyclopedia (1) Internet (1) Student’s choice (2)Documentation is a MUST

Students create an outline in 1st person on the person’s life.

Students speak to the class about their person as if they were the person.

Extra-credit for dressing up as the person. Students must include why the person they chose is

historically significant.

Resources

New Vocabulary:


GRADE LEVEL: Ninth


Strand: V. Inquiry



Grade Level Benchmark: 2. Use traditional and electronic means to organize and

interpret information pertaining to a specific social science topic and prepare it for

in-depth presentation. (V.1.HS.2)


Electronic Scrapbook1. Students will create a 2-page electronic scrapbook using

a word document with typing, cutting, pasting, and formatting.

2. Students find each of the following for a family during WWI.

Home Front (pg. 1) At War (pg. 2) Quote Quote Ad 2 Photos 2 Photos Map

Document

3. Electronically, students will create 1 page for each column. They must include captions and/or explanations of each item.

4. Present to class.

Resources

Computers

New Vocabulary:


GRADE LEVEL: Ninth


Strand: V. Inquiry



Grade Level Benchmark: 3. Develop generalizations pertaining to a specific social

science topic by interpreting information from a variety of sources. (V.1.HS.3)


1. Movement Westward In envelopes, collect the following from the era:

a diary entry 2 photos of settlers 1 photo of Native Americans a map, segment from a book, page from catalog,

or advertisement Divide class into small groups and give each one

envelope of pictures. The group must use the items to describe the

following of society: Daily life Government Role/Policy Outside influence

Present to class and then discuss truths as a class.

Resources

Internet – Library of Congress website

New Vocabulary:


GRADE LEVEL: Ninth


Strand: V. Inquiry

Topic: Conducting Investigations

Grade Level Standard: 9-21 Conduct investigations.

Grade Level Benchmark: 1. Conduct an investigation prompted by a social science

question and compare alternative interpretations of their findings. (V.2.HS.1)


1. Immigration: Should the number of immigrants from the rest of the world to the U.S. be limited?

Yes No

Complete the chart with reasons for each argument.

Find one source that supports each view point.

Resources

Textbook

Resources

New Vocabulary:


GRADE LEVEL: Ninth


Strand: V. Inquiry

Topic: Conducting Investigations

Grade Level Standard: 9-21 Conduct investigations.

Grade Level Benchmark: 2. Report the results of their investigation including

procedures followed and a rationale for their conclusions. (V.2.HS.2)


1. Immigration – continued from previous grade level benchmark Students select their view on the issue. Write a 1 page rationale of their viewpoint using a

Core Democratic Value, 2 sources, and information from class. (All documents)

Each student reports his/her view and rationale to class.

Resources

New Vocabulary:


GRADE LEVEL: Ninth


Strand: VI. Public Discourse and Decision Making

Topic: Identifying and Analyzing Issues

Grade Level Standard: 9-22 Identify and analyze issues.

Grade Level Benchmark: 1. Generate possible alternative resolutions to public issues

and evaluate them using criteria that have been identified. (VI.1.HS.1)


Atomic weapon use during WWII:1. Students will identify from reading possible alternative

courses of action the U.S. could have taken instead of using atomic weapons during WWII. Students will brainstorm ideas in pairs.

Resources

Internet

Teacher provided materials

Textbook

Library

New Vocabulary: Atomic weapons, Manhattan project, Hiroshima, Nagasaki


GRADE LEVEL: Ninth



Topic: Group Discussion

Grade Level Standard: 9-23 Engage in group discussion.

Grade Level Benchmark: 1. Engage each other in elaborated conversations that

deeply examine public policy issues and help make reasoned and informed

decisions. (VI.2.HS.1)


Atomic weapon use during WWII:1. Following the brainstorming activity in 9-22, VI.1.HS.1,

students will discuss in a fishbowl debate the topic trying to persuade the other group to side with them. They do not have to sway the others; however, each side must present a knowledgeable, credible argument (which will later become their thesis statement).

2. Fishbowl debate: Students will meet in the middle of group and go head to head with another group. All must be polite and those outside the bowl must be silent and listen.

Resources

Internet


Textbook

Library

New Vocabulary:


GRADE LEVEL: Ninth



Topic: Persuasive Writing

Grade Level Standard: 9-24 Compose persuasive writing.

Grade Level Benchmark: 1. Compose extensively elaborated essays expressing and

justifying decisions on public policy issues. (VI.3.HS.1)


Atomic weapon use during WWII:1. Following activities for VI.1.HS.1 and VI.2.HS.1, students

will create an essay answering this question: “Was the bombing of Japan during WWII justified?”

2. Students must use a five paragraph format: intro, three paragraph body, and 1 conclusion. Students must include at least one core democratic

value in the essay. They must take a stand in the essay. They must use historical information in the essay to

back up their decision.

Resources

Internet


Textbook

Library

New Vocabulary:


GRADE LEVEL: Ninth


Strand: VII. Citizen Involvement

Topic: Responsible Personal Conduct

Grade Level Standard: 9-25 Consider responsible personal conduct.

Grade Level Benchmark: 1. Act out of respect for the rule of law and hold others

accountable to the same standard. (VII.1.HS.1)


Civil Rights Movement:Have students answer the following questions in small groups after reading.

1. How did African American protestors act in accordance with the law?

2. What would have happened if African Americans had not?

3. How were whites not acting towards African Americans in accordance with the law?

4. Why were they not punished?

Resources

Textbook

New Vocabulary:


GRADE LEVEL: Ninth


Strand: VII. Citizen Involvement

Topic: Responsible Personal Conduct

Grade Level Standard: 9-25 Consider responsible personal conduct.

Grade Level Benchmark: 2. Plan and conduct activities intended to advance their

views on matters of public policy, report the results of their efforts and evaluate their

effectiveness. (VII.1.HS.2)


Women’s Rights1. Prepare a timeline of major advances in women’s rights

across U.S. history as a class.

2. Have students discuss and research current issues with women’s rights.

3. Class develops ways to deal with current issues. (Solutions)

4. Class decides how to present this information to their community or school.

5. Class execute: Give each student or group a specific job/role.

6. Students evaluate their role and the effectiveness of the presentation of information.

Resources

Textbook

Resources

New Vocabulary:

MATHEMATICS - Saginaw Valley State University€¦ · Web view2. Civil War Battlefield (can be done...

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