Social Studies StrandsGrade:9

Dennis Greer

Dr. Helms

Ed 439

28 February 2001

Social Strand 1:American Heritage

American Heritage

• American Memory: Historical Collections for the Digital Library

• http://memory.locgov/ammem/nd/activity/detectiv.html

• Students will engage in answering riddles pertaining to historical figures, events, and issues.

• This activity will sharpen critical thinking skills because riddles require analysis, synthesis, and evaluation before answering

American Heritage

• The Early America Review

• http://earlyamerica.com/review/

• Pupils must read an article from journal

• Compose a one-page response summarizing the literary piece as well as defining their thoughts about it.

American Heritage

• All About the Family Finder Index• http://www.Genealogy.com• Create an authentic family tree by way of

utilizing the information received from this website.

• Compose a one to two-page paper describing your findings. This will given orally.

American Heritage

• Salem Witch Hysteria

• http://www.nationalgeographic.com/features/97/salem

• Students will partake in a simulation of the controversial Salem Witch Trials.

• Follow-up questions will be given and the class shall discuss their experiences.

American Heritage

• Ride with Paul Revere• http://www.cuesd.K12.ca.us/finney/paulvm

h4_entrance.html

• Pupils will utilize the interactive map to accompany Paul Revere on his renown Midnight Ride.

• Construct a map depicting the significant points during Paul’s Ride. Also, write a one to two paragraph describing this historical event.

Social Strand 2:People in Societies

People in Societies• African Studies Association (Center)• http://www.sas.upenn.edu/African_Studies/K-1

2/menu _EduNTR.html• Select an African country from this website and

create an electronic database that depicts particular categories.

• These categories include: population, location, area, climate, life expectancy, language, religion, government,chief executive,suffrage, imports, exports, military branches, and miscellaneous.

People in Societies

• Japan Popular Culture

• http://www.csuohio.edu/history/japan/industrial

• Select a topic found on this site and create to 3 to 5 minutes an informative speech to present the class.

People in Societies

• Middle East-The Center for Middle Eastern Studies

• http://menic.utexas.edu/menic/menic.html • Select a Middle Eastern nation from website

and find the address for its government agency or foreign embassy. Write a letter to this institution and request information about their country.

People in Societies

• Canadians in the World

• http://www.canschool.org/relation/history/8trade%2DE.asp

• Read the commentary about controversial Prime Minister of Canada, Pierre Elliott Tradeau and answer questions pertaining to this topic.

People in Societies

• Chinese Holidays

• http://www.sandiego-online.com/forums/Chinese/htmls/holidays.htm

• Students will be divided into groups in 4 to 6 groups and given a particular Chinese holiday.

• Pupils shall use this site together information about these celebrations.

• Pupils shall deliver a group presentation about this topic.

Strand 3:World Interactions

World Interactions• Exploring Maps: Location-A Place in Time

• http://www.usgs.gov/education/learnweb/MpLesson/Act2.html

• Students will divide in pairs and select a famous place.

• Partners shall study how the place has changed over time.

• The procedure of this activity is defined in the website which includes analyzing the place, constructing a timeline, sketching a map for time period.

World Interactions

• Hammond World Atlas Corporation

• http://www.hammondmap.com/start40ie.html

• Name five countries in different time zones.

• List one or two activities that you usually engage during these time periods.

World Interactions

• Global High School Festival

• http://www.homajima.cojp/Festival/index.html

• Compose a one to two paragraph response to one of inquires featured on this website.

World Interactions

• International: Special Delivery• http://home.digitialcity.com/penpals• Find a pen pal form different country (not

Canada).• Write or type a letter describing yourself,

hobbies, or interests.• Don’t give your real name or any other

personal information.

World Interactions

• National Geographic

• http://magma.nationalgeographic.com/2000/culture/global/index.html

• Read the article, Globalization, and answer questions which will be provided by the teacher.

Strand 4: Decision-Making and

Resources

Decision-Making and Resources

• Stock Market Simulation

• http://www.nasaviva.edu/RSE/RSEyellow/gnb.html

• Construct a portfolio and make informed decisions (about their portfolios) based upon political, diplomatic, social, and economic atmosphere.

Decision-Making and Resources

• Landmark Project• http://www.landmark-project.com/ea-marke

t

• Create a product that appealing to cohort as well as the environment.

• The item must not exceed $200, and pupils assigned to groups of three or four to conduct this activity.

• Each group will market their product to the class

Decision-Making and Resources

• Federal Reserve Board• http://www.federalreserve.gov/ • Compose a one to two page paper defining

the purposes and functions of Federal Reserve Board.

• In addition, an economic problem shall be given and students must describe how the Federal Reserve Board would solve the situation.

Decision-Making and Resources

• Economic Education Web• http://ecedweb.unomaha.edu/teachsug.htm • As a new employee of the multinational

division, students will recommend a country for housing a branch plant.\

• They will utilize the internet to obtain information for the report.

• Proposals shall be presented orally to the class.

Decision-Making and Resources

• Maintaining Prosperity in an Ageing Society

• http://www.oced.org/subject/ageing

• Select a country and describe how it is reacting to this reacting to a Graying Society in one-page typed essay (Focus on what resources or decisions officers have made to cope with issue?)

Strand 5:Democratic Processes

Democratic Processes

• Ohio Government Information and Services

• http://www.ohio.gov/

• Create a chart depicting the three branches of Ohio government and their purposes.

• Include the names of the Governor and his administration, the state senator and representative from your district.

Democratic Processes

• Famous Cases

• http://www.fbi.gov/yourfbi/history/famcases.htm

• Select a federal case and compose a 2 to 3 typed essay about the incident.

• Students should include their opinion or analysis of the case.

Democratic Processes

• Congress.org • http://congress.org • Students will divide into pairs and select a

current legislation or issue in the House or Senate.

• Couples will debate this issue for 10 minutes (5 minutes per student).

• Topic or issues must be derived from the site.

Democratic Processes

• Department of State-Structure of Government• http://www.state.gov or

www.whitehouse.gov/government/ • Create electronic database that defines the

three elements of the federal government.• The database should include : Name of the

President and his cabinet, Name of Senators and Representatives from Ohio, and Name the four sectors of federal judicial courts.

• Also list their requirements and functions.

Democratic Processes

• Federal Communication Commission

• http://www.fcc.gov/

• Compose an one to two page typed essay describing the functions and purposes of Federal Communication Commission.

• Also, discuss an current issue facing this agency.

Strand 6:Citizenship and Responsibilities

Citizenship and Responbilities

• Voting Simulation –Kids Voting• http://kidsvotingusa.org.curr_samples/

votingsim1/.pdf • Students shall reenact the procedure of

voting. • Each member will be assigned particular

duty.• Pupils will cast a ballot for intimate issue.• Discussion will follow simulation.

Citizenship and Responsibilities

• Service Learning

• http://www.ehhs.cmich.edu/ins/serv/

• Read the data on the definition of service learning.

• Students will participate in community-based program and compose a 2 to 3 typed report reflecting upon their experience.

Citizenship and Responsibilities

• Global Youth Service Day

• http://www.youthlink.org

• Students will adopt an activity pertaining to senior citizen.

• Each student shall give a 2 minute presentation about their experience.

Citizenship and Responsibilities

• Public Citizen

• http://www/citizen.org

• Select a controversial issue from this website and discuss the situation and state your position in a 1 to 2 page paper (typed).

Citizenship and Responsibilities

• Civic Practices Network Affiliates

• http://www.cpn.org/cpn./sections/affilates.html

• Pick one an organization and write to them regarding your interest in their organization.

• Remember to inquire information about the program.

Conclusion

• Social Strands help to coordinate our objectives into learning activities.

• These activities can be interwoven with internet which reflects the concern of preparing our youth for a technological society.