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Social StudiesActivity Worksheet

GRADE LEVEL: High School

Course Title: World History

Strand: I. History

Topic: Time and Chronology

Grade Level Standard: W-1 Evaluate time and chronology of world history.

Grade Level Benchmark: 1. Identify some of the major eras in world history and

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

Learning Activity(s)/Facts/Information

1. Introductory World History Timeline: Students will create timeline entries (one entry per student) on significant world history events and people. (Teacher should select events/people to support his/her curriculum). – 1 week

2. Teacher shows list to students and assigns or gives choice.

3. Students research in library/media center or within class resources.

4. Students follow research guidelines, answer questions, and take notes on note-taking guide.

5. Students create “Mini Posters” on their entry. Each poster contains significant images/illustrations; significant historical details (bullets); date of event. Sample attached.

6. Students line up chronologically/display entries chronologically and look for cause/effect connections, take notes on them, make predictions.

7. Discussion/debrief can occur in small groups (by region, period, etc.) and/or as whole class with teacher guidance.

8. Entries can be displayed in classroom for academic year.

9. This introductory activity can be revisited at the end of the year for review purposes or missing people/events (chosen for students) can be added once they have more historical perspective.

Resources

Media Center resources (Internet, books, encyclopedias, etc.)

Markers, glue, ribbon, etc.

8 x 11 manila posters

New Vocabulary:

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CAUSES____________________________________________________________________________________

EFFECTS____________________________________________________________________________________

IMAGE

IMAGE

IMAGE

SIGNIFICANT INFORMATION____________________________________________________________________________________

________________________________________________________________________________________________________________

WORLD WAR II

1939 - 1945

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Strand: I. History

Topic: Comprehending the Past

Grade Level Standard: W-2 Comprehend the past in world history.

Grade Level Benchmark: 1. Identify and explain how individuals in history

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


1. Multi-genre Paper on Individuals who Demonstrate Good Character and Personal Virtue (activity attached)

2. Historical Buffet/Role-playing (activity attached)

Resources

Writing with Passion and Blending Genre, Altering Style by Tom Romano

The Multi-Genre Research Paper by Allen

(These books will help teacher create writing mini-lesson, rubrics, organize unit, etc.)

Research Resources (books, Internet, biographies, poetry, etc.)

New Vocabulary:

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MULTI-GENRE PAPER ON INDIVIDUALS WHO DEMONSTRATED GOOD CHARACTER AND

PERSONAL VIRTUE

Students will create a multi-genre (non-traditional) research paper on an individual who shows good character/personal virtue (from teacher list or student choice).

List of individuals can be linked to specific time period or be a separate unit. Possibilities include: Ghandi, Mandella, Simon, Bolivar, Mother Theresa, Joan of Arc, MLK Jr., etc.

Teacher guides students through writing and research mini-lessons (on effective poetry writing, historical fiction, journaling, song writing, dialogues, biographical sketches, etc.).

Students read samples, do writing workshop, revise (alone or in groups), research, and create final multi-genre paper.

Paper should contain an introduction, a theme (connected to good character/personal virtue), many genres written from different perspectives, a conclusion, end notes (explaining where they found information and what elements were fictionalized), and should include original art, illustration, etc.

Papers will be presented in a round table discussion focused on the question, “What is good character? What is personal virtue?”* or individuals can present an individual in a creative way.

ASSESSMENTTeacher created rubric for current ideas, voice, etc.

* Was their good virtue recognized in their own time? Why/why not?

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HISTORICAL BUFFET/ROLE-PLAYING

Students research and become a historical figure who personifies personal virtue and good character. Choices can be thematic or chronological, student-based, or teacher choice.

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

After buffet/snacks(!), students vote on pictures: performance, props, content knowledge, and most convincing explanation of good character and virtue.

ASSESSMENTRubric should focus on (content, in character voice, props, understanding, and examples of personal virtue/good character).

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Strand: I. History

Topic: Comprehending the Past

Grade Level Standard: W-2 Comprehend the past in world history.

Grade Level Benchmark: 2. Select events and individuals from the past that have

had global impact on the modern world and describe their impact. (I.2.HS.3)Learning Activity(s)/Facts/Information

1. Global Impact Cause/Effect Poster Project Students work in groups (4 -5 per group) and

research a significant event/person from a given time period/unit (for example fall of Roman Empire or different aspects of WWII including holocaust, atomic bomb, political consequences, economic consequences, etc.).

Students synthesize research and thinking in a concise visual/verbal format (flow chart, visual metaphor, graphic organizer, etc.) which shows cause and effect relationships between the event/person they researched and its global impact.

Students present findings to the class. Individual students can also be held accountable for

short essay (cause/effect) or quiz that focuses on cause/effect relationships.

Resources

New Vocabulary:

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Strand: I. History

Topic: Analyzing and Interpreting the Past

Grade Level Standard: W-3 Reconstruct the past by comparing a variety of

perspectives and sources.

Grade Level Benchmark: 1. Challenge arguments of historical inevitability by

formulating examples of how different choices could have led to different

consequences. (I.3.HS.2)


1. Simulations using primary sources/information available at the time/background information. Students recreate key meetings/decisions as

representatives of different groups/sides/nations. Students make decisions in character and back up their

choices based on background readings/information. Debrief as a class, comparing actual events/results.

2. Historical Games Students design games which lead players to choose

different paths Focus game on thematic units or on particular historical

events Game should include:

Geographic setting/historical context Required number of historical details (events, people,

etc.). Should demonstrate in-depth knowledge Clear rules Clear “victor”/resolution Game must be “playable” by individuals or groups Possible Application: Conflict and competition (wars,

colonization and imperialism, trade, etc.)

Resources

Units from Brown University Choices Program

Simulations from Teachers’ Curriculum Institute/History Alive! Program www.historyalive.com

Access to research materials

Game pieces (can be made or recycled)

Construction materials

Imagination!

Sample of games

Internet site: www.barebooks.com(blank games)

New Vocabulary:

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http://www.barebooks.com/

http://www.historyalive.com/




Strand: I. History

Topic: Analyzing and Interpreting the Past

Grade Level Standard: W-3 Reconstruct the past by comparing a variety of

perspectives and sources.

Grade Level Benchmark: 2. Select contemporary problems in the world and compose

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


1. Group Narrative Project Students work in small groups Each group chooses or is assigned a problem

(thematic or linked to a particular unit) Students research causes of problems using at least

2 internet sources, 1 book, and 1 newspaper/magazine article

Students create either a newspaper, magazine, or news broadcast

2. Required elements, which highlight and explain historical antecedents: Map Editorial analysis (this should be “wrap-up”) In-depth interview Stories with social, economic, and political/military

focus Ad for product/idea relevant to topic 1 frame cartoon (paper)

Resources

Access to research material

Samples of newspapers, magazines, clip of a news broadcast

New Vocabulary:

Social Studies8

Activity Worksheet



Strand: I. History

Topic: Judging Decisions from the Past

Grade Level Standard: W-4 Evaluate key decisions made at critical turning points

in history by assessing implications and long-term consequences.

Grade Level Benchmark: 1. Evaluate the responses of individuals to historic violations

of human dignity involving discrimination, persecution, and crimes against humanity.

(I.4.HS.2)Learning Activity(s)/Facts/Information

1. Artistic interpretation in response to historic violations of human dignity (discrimination, persecution, crimes vs. humanity). Possible units include holocaust, apartheid, slavery, genocide, etc. Immerse students in background knowledge about the

violation: art, music, poetry, videos, readings, etc. Brainstorm individually in groups or as a class various

responses to violations of human dignity (passive resistance, physical resistance, cultural identity, escape, suicide, loss of hope, etc.)

Have students work individually or in small groups and create an artistic response which illustrates reaction to violations of human dignity (does not need to be “victim” oriented)

Projects can take many forms: art (murals, drawings, tissue stain glass windows); music (song, rap, “hamboning”); play/skit; creative writing (poetry, short fiction, etc.)

Projects should include details on nature of violation, emotional connection, and details on the individual’s response.

Assessment: Rubric on content and artistic effort Students should have class time to plan, create, revise,

and practice.

Resources

Materials on violation(poetry, art, music, primary sources, etc.)

Creative/artistic materials

New Vocabulary:

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Strand: I. History

Topic: Judging Decisions from the Past

Grade Level Standard: W-4 Evaluate key decisions made at critical turning points

in history by assessing implications and long-term consequences.

Grade Level Benchmark: 2. Analyze key decisions by drawing appropriate historical

analogies. (I.4.HS.3)


1. Venn Diagram of Rise and Fall of Empires Students read background information on specific

comparative empires (Roman, British, U.S., African, etc.) and on key decisions which affected the empires.

Students record significant information on their own (think), share with a partner (pair), and then share with class (share).

Students fill out Venn Diagrams in pairs

2. Debrief as a class Teacher should stipulate focus of

comparison/contrast (politics, economic systems, etc.)

Resources

Blank Venn Diagram

Background information handout

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Strand: II. Geography

Topic: People, Places, and Cultures

Grade Level Standard: W-5 Describe, compare, and explain the characteristics of

places, cultures, and settlements.

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

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


1. Students are in small groups or pairs.

2. Each group is assigned a world issue/event (same or different depending on unit).

3. Students read/view background information and fill out chart focusing on political effects, economic effects, social/cultural effects, geographic effects for their particular group, society, culture.

4. Two groups come together and compare/contrast findings for each category and create a Venn Diagram to share with class.

5. Post culminating activity (Venn Diagrams) to provide all students with opportunity to compare and contrast.

Resources

Teacher selected resources

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Topic: People, Places, and Cultures

Grade Level Standard: W-5 Describe, compare, and explain the characteristics of

places, cultures, and settlements.

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

perceptions. (II.1.HS.2)


1. Students will begin by studying current trends in America on the perception of men and women. Example: music videos, advertisements, unequal pay

for equal work, sexual double-standard, etc.

2. Students compare how perceptions are similar or different. Use this activity as a springboard to study other

cultures, societies, or time periods. Students engage in creative writing, journal to reflect

the roles of men and women in industry, government, business, and civil rights.

Resources


New Vocabulary:

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Topic: Human/Environment Interaction

Grade Level Standard: W-6 Describe, compare, and explain the locations and

characteristics of ecosystems, resources, human adaptation, environmental impact,

and interrelationships among them.

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

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


1. Have students research in small groups or pairs a world issue (Chernobyl meltdown, dropping of atomic bomb, oil fields during 1991 war in Iraq, nuclear testing, removal of rainforest).

2. Groups report through multimedia sources: AV, make a chart or graph or provide data on research in a report.

3. Inform/display the information gathered on how the event affected land, air, water, natural resources, animal life, and/or quality of human life.

Resources


Internet

Library

New Vocabulary:

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Activity Worksheet




Topic: Human/Environment Interaction

Grade Level Standard: W-6 Describe, compare, and explain the locations and

characteristics of ecosystems, resources, human adaptation, environmental impact,

and interrelationships among them.

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

the management of natural resources. (II.2.HS.2)Learning Activity(s)/Facts/Information

1. Students perform research to compare/contrast the National Economy of Nations through time and the availability of natural resources.

2. Students chart the differences between nations with an abundance of natural resources with nations with sparse natural resources. How nations have overcome a lack of natural resources through trade or war. Great Britain’s Colonial Expansion in America, India,

Australia, and Africa Japanese control of Manchurian China prior to WWII USSR/China/Fascist Governments control the people

to obtain resources International ownership of Antarctica The Middle East and oil, Iraq Wars Diamond Industry in Africa

Resources


Magazines

Internet

Newspaper

Library

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Topic: Location, Movement, and Connections

Grade Level Standard: W-7 Describe major events, world economic patterns, their

causes, effects, and interrelationships.

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

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


1. Students create a comic strip to explain the pattern of economic activity.

2. The teacher provides students with the final sketch or block in a series of comic strips. The student must fill in information leading up to the final picture.

1 2 3 4 56 7 8 9 Given

Strips can be as long as information will provide.

Example topics: Migration of people from underdeveloped world/areas

to developed world/areas Drug trade in Afghanistan NAFTA European Union

Resources

Teacher explains background information


New Vocabulary:

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Topic: Location, Movement, and Connections

Grade Level Standard: W-7 Describe major events, world economic patterns, their

causes, effects, and interrelationships.

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

different parts of the world. (II.3.HS.2)Learning Activity(s)/Facts/Information

1. Split the class into separate groups of 3-4 people. Each group will work on the effect or causes and consequences of events World Conflicts Spice Trade and Black Death Triangle Trade Slaveryon each major continent: Europe, Asia, North America, South America, and Africa. Students report on cultural, sociological, economic, political, environmental, and long term causes and consequences of the given event. Students display findings on chart and present findings to the class.

Resources

New Vocabulary:

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Topic: Regions, Patterns, and Processes

Grade Level Standard: W-8 Describe and compare characteristics of ecosystems,

states, regions, countries, major world regions, and patterns and explain the

processes that created them.

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

regions. (II.4.HS.1)


1. Split class into pairs. Assign each pair a different country from around the world. Each pair spends one or two days of class time to gain information on population, natural resources, gross national product, education, technology, standard of living, environment, and primary means of labor/business.

2. When research is complete, introduce a topic for the students to debate as their country.

Topics: Food and genetic engineering Outsourcing/global economy Economic disparity

Resources


New Vocabulary:

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Activity Worksheet








Grade Level Benchmark: 2. Explain how major world regions are changing.

(II.4.HS.2)


1. Students create a timeline to show how different world regions are changing for: Population growth Natural resources/search for Politics/government Religious clashes Communication

Global Internet Instant communications

2. Students make images to place on the timeline to show how different world regions are changing people through time.

Resources


New Vocabulary:


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

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

and environmental impacts are affecting different world regions. (II.4.HS.3)Learning Activity(s)/Facts/Information

1. Students create a cause and effect chart to explain how above processes are affected in different world regions by: Immigration patterns Growth in underdeveloped countries Pollution and urbanization, etc.

Students share findings with class.

Resources

Teacher selects resources

New Vocabulary:

Cause The Event

ShortTermEffect

LongTermEffect

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Grade Level Standard: W-8 Describe and compare characteristics of ecosystems, states, regions, countries, major world regions, and patterns and explain the


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)Learning Activity(s)/Facts/Information

1. Students will split into groups of 3-4. Each group will work with a different region of the world and research the economic development and political systems of one or more of the following factors: Spread of Capitalism Spread of Socialism Spread of Communism Governments mirroring themselves after their

greatest political benefactor Cold War

2. Students will display their finds as a series of pictures, facts, cartoons, and written information.

Resources


Internet

Magazine articles

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Topic: Global Issues and Events

Grade Level Standard: W-9 Examine and explain major global issues, events, and

processes.

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

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


1. Assign each student a country of the world from different regions to research the geography and how it effects that country’s population, government, economy, environment, major national businesses, and size/strength of military

2. Students will then be given a topic/world process or major world event to debate. The students use the information gathered on each country to state how each problem/world process or event effects their country.Topics Natural resources Development of global markets Rise of global terrorism

Resources

New Vocabulary:

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Activity Worksheet




Topic: Global Issues and Events

Grade Level Standard: W-9 Examine and explain major global issues, events, and

processes.

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. Students will create a chart/diagram to explain the cause and importance of global issues involving, cultural stability and change, economic development and international trade, resource use, environmental impact, and conflict and cooperation.

Topics: Impact of globalization on cultures Panama Canal and Hong Kong reverting back to

national ownership Medicine in developing nations Pollution

Resources

New Vocabulary:

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Activity Worksheet



Strand: III. Government

Topic: Purposes of Government

Grade Level Standard: W-10 Compare purposes and structure of government.

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

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


1. Students will create a “T” diagram to show the advantages and disadvantages of a federal system of government in different countries throughout the world. Swiss Cantons Mexico Brazil U.S.

Resources


Textbook

Internet

New Vocabulary:

FederalismMEXICO

Advantages Disadvantages

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Strand: III. Government

Topic: American Government and World Affairs

Grade Level Standard: W-11 Evaluate the role of the American government in world

affairs.

Grade Level Benchmark: 1. Evaluate foreign policy positions in light of national

interests and American values. (III.5.HS.2)Learning Activity(s)/Facts/Information

1. Students will complete a compare and contrast diagram of American values with those of foreign nations in relation to: Middle East relations Isolationism during WWI and WWII CIA involvement in other governments’ affairs Drug War Cold War Role of the United Nations Terrorism

Discuss findings with class.

2. Arab-Israel Summit (activity attached)

Resources

Teacher selected materials

New Vocabulary:

AmericanValue

OtherCountry

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ARAB-ISRAEL SUMMIT

Divide students into groups. Possibilities include Israelis, Palestinians, representatives of U.S. Government, representatives of OPEC, Fundamental Religious Leaders from Middle Eastern Countries, representatives of European Union, Terrorists (be careful about stereotypes with this group).

The goal of the summit is to find a resolution for the Palestinian situation.

Steps:1. Students research history/conflicting interests of conflict (each group

focuses on general history and specific information for their group).

2. After 2 – 3 days of preparation, students prepare a plan for possible solution (use supporting evidence from research to back up plan)—half page plan.

3. Before final proposal, students caucus with traditional allies and potential allies from other groups. Add to proposal or prepare negotiation strategy.

4. All groups meet in official peace conference. Teacher moderates. Opens floor to proposal. Groups take turns offering solutions, support, or counter-alignments.

5. Each group lists what they are not willing to give up and what they are willing to concede. Teacher supervises final vote. Compromise solution.

6. Groups prepare and share a 1 page press release on results of peace conference. Students should highlight different perspectives, interests, and show bias.

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Strand: IV. Economics

Topic: Business Choices

Grade Level Standard: W-12 Explain domestic business choices and foreign

markets.

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)


1. Have students work in groups. Each group is a domestic business (i.e. electronics, car/auto, farming/agricultural, pharmaceutical, aeronautical, weapon technology, etc.)

2. Teacher assigns potential trading partners they can choose from and manipulates data on exchange rates, tariffs, etc. that will influence student choices.

3. Student groups determine who they want to do business with and why.

4. Students present business plans (using data and visuals to support choices).

5. Class debriefs choices and looks for patterns, cause and effect relationships, etc.

Resources

Data on trading partners, U.S. Business

New Vocabulary:

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Activity Worksheet




Topic: Role of Government

Grade Level Standard: W-13 Compare fiscal policy in developing countries.

Grade Level Benchmark: 1. Compare governmental approaches to economic growth

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


Unit: Have vs. Have Nots – Developed vs. Developing Countries

1. Students work in pairs

2. Provide a list of African, Latin, and Asian countries to choose from.

3. Provide timelines of political events for each country

4. Provide economic information (same period as timeline) on GNP, foreign investment, stability of monetary unit, inflation, etc.

5. Generate hypothesis of government interventions/ policies based on possible correlations between 2 sets of data.

6. Check against real information about government interventions.

7. Chart out as a class types of government intervention and list countries under specific categories.

8. Ask embassies (in letter/email) for official information about their country.

9. Compare/contrast official sources and their economic plans/explanations with interventions discovered in research.

Resources

Economic data

Timelines

Background reading on fiscal policies

Embassy web sites

New Vocabulary:

Social Studies

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Activity Worksheet




Topic: Economic Systems

Grade Level Standard: W-14 Explore micro and macro economic case studies.

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)Learning Activity(s)/Facts/Information

1. Teacher selects a variety of products featured in international trade (i.e. coffee, petroleum, chemical products, etc.) and subject nations.

2. Based upon currently available criteria, teacher generates supply and demand curves for the various goods.

3. Students examine the implications of the supply and demand curve for chosen nations, and use implications.

4. Students examine the economic and social implications for featured nations: Suggested topics include Electronic goods Cereal grains, etc.

Resources

Internet access

World Almanac

Periodicals

Commodities market information

New Vocabulary:

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Topic: Economic Systems

Grade Level Standard: W-14 Explore micro and macro economic case studies.

Grade Level Benchmark: 2. 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. Students work in small groups (4 groups: market, mixed, command, and traditional economies).

2. Each group researches and charts how households, business firms, banks, government agencies, and labor unions exist and function, i.e. How they answer basic economic questions? What to produce? How? Who gets what is produced?.

3. Students move from their own group to jigsaw group and present their chart and receive information from other group members.

4. Class debrief

Resources

Internet

Background information on different economies

Blank charts

New Vocabulary:

Social Studies29

Activity Worksheet




Topic: Trade

Grade Level Standard: W-15 Describe history, function, and effects of international

trade.

Grade Level Benchmark: 1. Trace the historical development of international trading

ties. (IV.5.HS.2)


1. Have students select a country they are interested in (students can work alone or in pairs).

2. Students research primary trade partners for that country today, 50 years ago, and 100 years ago. (Adjust dates according to curriculum.)

3. Students map trade routes, trade partners, products, etc. with key and create graphic representations of data (bar graphs, pie charts, tables, etc.)

4. Students generate hypothesis explaining data, growth, change, etc.

Resources

World Almanac (New York Times)

World Encyclopedia

Internet resources

Blank maps

New Vocabulary:


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Topic: Trade


trade.

Grade Level Benchmark: 2. Explain how specialization, interdependence, and

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


1. Students play a game/simulation.

2. Scenario: Ancient civilization town with characters like farmer, potter, weaver, scribe, priest, metalworker, etc.

3. Each character is assigned a certain number of products they produce which they can exchange. Each product is assigned different values (a basket is worth 10 pts.; pair of leather sandals = 10 pts.; a spade = 30 pts.; religious amulet = 10 pts., calf = 50 pts, etc.)

4. Students play game to collect products, satisfy provisionary needs, and grow as a community (accumulate as many points as possible = development).

5. Debrief patterns, strengths, and weaknesses of barter economy, discuss standard weights, and measures, benefits of monetary, and examine concept of “common good” (Core Democratic Values).

Resources

Simulation scenario(Create your own!)

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Topic: Trade


trade.

Grade Level Benchmark: 3. Describe the effect of currency exchange, tariffs, quotas,

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


1. Divide class into small groups (countries).

2. Each country has their own currency, GNP, resources, army, etc.

3. Object of the game is to become most powerful country through economic competition and cooperation.

4. Play game for 2 – 3 class periods.

5. Debrief as a class. Go over hypothesis for what worked and what did not work (and why).

6. Compare/contrast to real-life situations.

Resources

Board game diplomacy

Articles on contemporary trade (periodicals and newspapers)

New Vocabulary:

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Activity Worksheet



Strand: V. Inquiry

Topic: Information Processing

Grade Level Standard: W-16 Develop research and presentation skills in the social

sciences.

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)


For example, unit on Black Death in the middle ages (Europe and Beyond).

1. Students work individually to answer a self-generated question on Black Death.

2. Students must locate process and incorporate in their answer information from the following sources: Primary source (1st hand account or record) Secondary source Visual (Art like “LA Danza Macabra” Dancing

Skeleton) Map Graphs/Charts Statistical information Specialized reference (Encyclopedia of Middle Ages) Can apply it to any topic

3. See next sheet for final product (W-16 Presentation)

Resources

Internet

Teacher/library provided books and resources

Note sheets to record information and bibliography

MLA style formatting sheet

List of “good,” useful internet sites

New Vocabulary:


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Strand: V. Inquiry



sciences.

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)


1. Students synthesize previous research on Black Death question in a one page “Scrapbook” entry. Page should include: Question 1 Quote from primary source with caption 1 Map with caption Useful internet links Complete bibliography (MLA) 1 Paragraph answer to question 1 Image with caption 1 graph/chart with caption

2. Pages will be compiled, copied, and distributed back to classmates as a study resource.

3. Can apply to ANY topic of research.

Resources

Computers (Scrapbook page in word extra)

Binding materials (to make books)

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Strand: V. Inquiry



sciences.

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)


Example: Introduction to the Renaissance

Guiding Question: How did Renaissance people see the world?

1. The instructor provides envelopes filled with images of art and arch, primary resources (quotes), literature: poetry, and biographical sketches of important families, etc.

2. Students work in groups of 3 – 4 and analyze content of envelopes (fill out charts with observations – objective descriptions and hypotheses of themes and patterns). Model 1 or 2 together.

3. Students rotate through stations until all students view all resource materials in envelopes.

4. Students chart out generalizations about Renaissance world view and answer the guiding question.

5. Each group shares answers with class.

6. Class charts out generalizations on board. Discussion.

7. Same materials can be used in different groupings (all bios together, etc.) or for review purposes.

Resources

Envelopes containing reproductions of Artists, Famous/Significant Art; Architecture; Bio Sketches (Machiavelli, Lorenzo Medici, Leonardo, etc.), Writings/Quotes on politics, War, Religion, Art, Science, etc. Try to stick to primary sources.

Visual/Written: Charts for Note taking (sample)

New Vocabulary:

Social Studies

Observations:

Themes/Patterns:

Hypothesis/ Generalizations:

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Activity Worksheet



Strand: V. Inquiry

Topic: Conducting Investigations

Grade Level Standard: W-17 Practice independent research skills and supporting

conclusions/findings with data.

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

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


Students conduct an investigation when they research an issue or subject in the social sciences. The empirical, objective, systematic procedure for conducting research is the scientific method. The scientific method involves six steps: (1) identifying and isolating the problem or issue for which an answer is sought; (2) developing a hypothesis or tentative assumption; (3) building a research design; (4) collecting the research; (5) analyzing the data; and (6) making generalizations.

1. After students have read some articles about the United States’ decision to drop the atomic bomb on Japan, have the students conduct an investigation on each other’s opinions about the decision. Working with a partner, students develop a hypothesis and create questions for an interview. In class, have students conduct interviews with one another. After conducting their interviews, students work with their partner to analyze the results of their research and draw generalizations about their data. Encourage students to develop alternative interpretations of their findings and compare them.

Resources

Lanouette, William. “Why we did it.” The Detroit Free Press magazine. April 2, 1995.

Powers, Thomas. “Was it right?” Atlantic Monthly. July 1995.

King, Michael B. “Why America was right to drop the bomb: Shock treatment.” National Review. 3 April 1995.

Chalberg, John C., Ed.(1996). Opposing viewpoints in American History, Volume II: From reconstruction to the present.(pp. 234-246). Greenhaven Press, Inc.

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Strand: V. Inquiry

Topic: Conducting Investigations

Grade Level Standard: W-17 Practice independent research skills and supporting

conclusions/findings with data.

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

procedures followed by a rationale for the conclusions. (V.2.HS.2)


1. Students select a topic or person for research (adapt to your curriculum). Choice is very important!

2. Students research topic. They must incorporate information from a variety of sources (primary and secondary, interview, video, reference, internet, academic books, popular magazines, etc.). Create your own diverse list of requirements.

3. Students report findings in following format: First person (I) is expected: 5 Sections

1. My question (What are you researching? Why? What did you already know?)

2. My search process (detailed description of what they learned, how, where, and when. Students are encouraged to report high points, “A Ha” moments, curses, turning points, useful resources, etc.)

3. What I found (Answer to question. This is the “meat” of the paper. Should include 4-5 major findings or ideas.)

4. What this means to me. (This section describes why this is important/meaningful to the student.)

5. Bibliography Paper is usually 6 – 10 pages

Resources

Type “I-Search” in search engine and good reference materials will pop up, including Writing Guy who came up with this approach

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Strand: VI. Public Discourse and Decision Making

Topic: Identifying and Analyzing Issues

Grade Level Standard: W-18 Investigate public issues, generate multiple

resolutions, and support justification.

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

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


1. Students research an issue like Arab-Israeli Conflict over Palestinian Territories.

2. Students create alternative resolutions to conflict following result criteria.

3. Groups present plans and support plans with evidence

4. Class votes on best plan.

Resources

Internet

Library books(different reasoning levels)

Background information on issue/conflict

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Topic: Group Discussion

Grade Level Standard: W-19 Substantive conversation on public policy issues.

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)


Unit/topic: American Revolutionism – A Global Perspective

1. Students take on the role of different countries (China, France, Germany, Japan, India, Israel, etc.) (adjust to topic/curriculum) and debate question: “What is the United States’ role in current world affairs? Does the U.S. have the right to intervene militarily, politically, and/or economically in different parts of the world/in different conflicts.

2. Provide relevant background readings with different perspectives.

Resources

Use Brown University “Choices” Program(Easy to find on Internet as sample)

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Topic: Persuasive Writing

Grade Level Standard: W-20 Develop persuasive writing skills focused on public

policy issues.

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

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


Unit on International Organizations

1. Model sample persuasive letter.

2. Students take on the role of countries (foreign ministers) writing the U.S. representative or President to convince him to sign Kyoto Agreement.

3. Begin with background reading/discussion of Kyoto Agreement.

4. Research reasons why countries signed or refused to sign (U.S.).

5. Students choose a country and draft outline of paper.

6. Peer review of papers in groups. Revisions.

7. Submit final draft and present orally. (Public Speaking)

8. Evaluation: Rubric with focus on organization, content, and ideas (6 traits)

Resources

Background readings/articles on Kyoto Treaty Rubric

Peer evaluation forms

Public Speaking Rubric

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Activity Worksheet



Strand: VII. Citizen Involvement

Topic: Responsible Personal Conduct

Grade Level Standard: W-21 Teach, model, and practice the Core Democratic

Values as applied to public policy issues.

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)


1. Students work in small groups and create classroom norms and consequences for not following norms.

2. Class debriefs norms/consequences and selects 5/6 to follow throughout the year.

3. Discuss connections between class norms and Core Democratic Values.

4. Discuss connections between class norms, Core Democratic Values, and sample public policy issues.

Resources

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Strand: VII. Citizen Involvement

Topic: Responsible Personal Conduct

Grade Level Standard: W-21 Teach, model, and practice the Core Democratic

Values as applied to public policy issues.

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

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

their impact. (VII.1.HS.2)


1. Major Assessment (End of the semester).

2. Students choose a public policy issue of interest, i.e., teen pregnancy, AIDS, pollution, immigration, domestic violence, fair trade, etc. (local, state, national, or international).

3. Students research issue and create: Informational pamphlet and promotional materials Public policy proposal to solve issue (written) Publicly present plan in public policy “forum.” Share with school/other classes

Resources

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