Ohio Strands AssignmentOhio Strands Assignment

Jon W. Creamer

Secondary Social Studies

Dr. Helms, ED639, Fall 2002

Using 9th Grade Instructional Objectives

Table of ContentsTable of Contents

1. American Heritage1. American Heritage 2. People in Societies2. People in Societies 3. World Interactions3. World Interactions 4. Decision Making and Resources4. Decision Making and Resources 5. Democratic Processes5. Democratic Processes 6. Citizenship Rights and Responsibilities6. Citizenship Rights and Responsibilities 7. Technology Development7. Technology Development

American HeritageAmerican Heritage

Differences in the Arts and Culture Differences in the Arts and Culture http://users.erols.com/kfraser/http://users.erols.com/kfraser/

Overall history of Civil WarOverall history of Civil Warhttp://www.civilwar.com/http://www.civilwar.com/

Causes of the Civil WarCauses of the Civil Warhttp://www.hist.unt.edu/09w-acw1.htmhttp://www.hist.unt.edu/09w-acw1.htm

A Controversial Past (US Civil War)A Controversial Past (US Civil War)http://members.tripod.com/~greatamericanhistory/gr02013.htmhttp://members.tripod.com/~greatamericanhistory/gr02013.htm

Slavery (human rights) History in U.S.Slavery (human rights) History in U.S.http://www.carmical.net/articles/humanrights.htmlhttp://www.carmical.net/articles/humanrights.html

American Heritage American Heritage - Activities- Activities

Students will draw a connection web about the Students will draw a connection web about the various causes of the civil war.various causes of the civil war.

Students will participate in their own session of Students will participate in their own session of congress debating State’s Rights.congress debating State’s Rights.

Support the argument for and against slavery.Support the argument for and against slavery. Describe the different outcomes that might have Describe the different outcomes that might have

been possible if compromises had been made.been possible if compromises had been made. Rank the causes from most influential to least Rank the causes from most influential to least

influential.influential.

People in SocietiesPeople in Societies

United States Immigration PoliciesUnited States Immigration Policies http://www.ins.usdoj.gov/http://www.ins.usdoj.gov/

Finding Your Immigrant HeritageFinding Your Immigrant Heritage http://freepages.genealogy.rootsweb.com/~findingyourfamily/usshipslhttp://freepages.genealogy.rootsweb.com/~findingyourfamily/usshipsl

istspost1820.shtmlistspost1820.shtml

Outline of Various CulturesOutline of Various Cultures http://projects.cbe.ab.ca/ict/2learn/jkshpur/2cultures/earlsett.htmlhttp://projects.cbe.ab.ca/ict/2learn/jkshpur/2cultures/earlsett.html

Laws Surrounding Early ImmigrationLaws Surrounding Early Immigration http://www.bergen.org/AAST/Projects/Immigration/laws_restricting_ihttp://www.bergen.org/AAST/Projects/Immigration/laws_restricting_i

mmigration.htmlmmigration.html

General U.S. Immigration History 1800sGeneral U.S. Immigration History 1800s http://www.mcallen.lib.tx.us/library/child/homework/am1899.htmhttp://www.mcallen.lib.tx.us/library/child/homework/am1899.htm

People in Societies People in Societies -Activities-Activities

• Students will identify the various groups that Students will identify the various groups that immigrated to the U.S. from 1800-1920.immigrated to the U.S. from 1800-1920.

• Students will attempt to discover their own U.S. Students will attempt to discover their own U.S. heritage.heritage.

• Students will role play the various parts of the Students will role play the various parts of the Immigration process in the 1800-1920 era.Immigration process in the 1800-1920 era.

• Students will rewrite immigration laws from the era Students will rewrite immigration laws from the era to better fit America’s needs (in their supported to better fit America’s needs (in their supported opinions).opinions).

• Students will attempt to pass some of the early U.S. Students will attempt to pass some of the early U.S. Citizenship tests.Citizenship tests.

World InteractionsWorld Interactions

United States and WarUnited States and Warhttp://www.semo.net/suburb/dlswoff/http://www.semo.net/suburb/dlswoff/

Middle East and WarMiddle East and Warhttp://www.ishipress.com/afghans.htmhttp://www.ishipress.com/afghans.htm

Ancient Rome and WarAncient Rome and Warhttp://campus.northpark.edu/history/WebChron/Mediterranean/Rome.htmlhttp://campus.northpark.edu/history/WebChron/Mediterranean/Rome.html

War in the Far EastWar in the Far Easthttp://www.onwar.com/aced/data/charlie/chinajapan1937.htmhttp://www.onwar.com/aced/data/charlie/chinajapan1937.htm

War and Military HistoryWar and Military Historyhttp://www.snowcrest.net/jmike/war2.htmlhttp://www.snowcrest.net/jmike/war2.html

                                               

World InteractionsWorld Interactions

Poster- In groups students will create a poster with some Poster- In groups students will create a poster with some commonalities of war.commonalities of war.

Students (in groups) will form their own countries and make Students (in groups) will form their own countries and make policies for their new country. They will then compare their policies for their new country. They will then compare their policies to their classmates to see where there could be policies to their classmates to see where there could be confrontation.confrontation.

Essay: Students will write an essay describing ways war can be Essay: Students will write an essay describing ways war can be avoided by changing foreign policy.avoided by changing foreign policy.

Chalkboard – Students will list all the possible causes of war Chalkboard – Students will list all the possible causes of war and then attempt to rank them as a class by giving arguments and then attempt to rank them as a class by giving arguments why they should be ranked the way they want.why they should be ranked the way they want.

Students will create a small timeline of wars with their causes Students will create a small timeline of wars with their causes (in their opinion) by picking 10 Major Wars throughout history.(in their opinion) by picking 10 Major Wars throughout history.

Decision Making and ResourcesDecision Making and Resources

History of Labor UnionsHistory of Labor Unionshttp://www.boondocksnet.com/http://www.boondocksnet.com/aborabor/history/labor_history.html/history/labor_history.html

Rise of Labor UnionsRise of Labor Unions

http://www.foshay.k12.ca.us/Curriculum/Techhttp://www.foshay.k12.ca.us/Curriculum/TechAcad/Projects/The%20Grapes%20of%20WraAcad/Projects/The%20Grapes%20of%20Wrath/Labor%20Unions/main.htmlth/Labor%20Unions/main.html

Women and Labor UnionsWomen and Labor Unions http://womenshistory.about.com/library/weeklhttp://womenshistory.about.com/library/weekl

y/aa010220b.htmy/aa010220b.htm

Background into UnionsBackground into Unions http://www.dol.gov/asp/programs/history/amwhttp://www.dol.gov/asp/programs/history/amw

orkerintro.htmorkerintro.htm

Labor Unions: Related Labor Unions: Related EconomicsEconomics

http://www.nv.cc.va.us/home/nvsageh/http://www.nv.cc.va.us/home/nvsageh/Hist121/Part3/EconomicIssues.htmHist121/Part3/EconomicIssues.htm

Decision Making and ResourcesDecision Making and Resources

Students will examine why there became a need in the Students will examine why there became a need in the U.S. for Labor Unions.U.S. for Labor Unions.

Students will form a mock union with a developed Students will form a mock union with a developed platform and administration.platform and administration.

Students will watch a movie about the treatment of Students will watch a movie about the treatment of Unions and Company Stores.Unions and Company Stores.

Students will look into the need for labor unions today Students will look into the need for labor unions today compared to 1800s.compared to 1800s.

Essay – Students will write a letter to the leader of an Essay – Students will write a letter to the leader of an 1800-1920 Union, explaining why they are not 1800-1920 Union, explaining why they are not welcomed or needed as well as a response to it from the welcomed or needed as well as a response to it from the union leader.union leader.

Democratic ProcessDemocratic Process

Checks and Balances Made EasyChecks and Balances Made Easyhttp://www.congressforkids.net/checksandbalances.htmhttp://www.congressforkids.net/checksandbalances.htm

Importance of the Balance of PowersImportance of the Balance of Powers

http://www.google.com/search?hl=en&lr=&ie=UTF-8&oe=UTF-8&q=Balances+AND+http://www.google.com/search?hl=en&lr=&ie=UTF-8&oe=UTF-8&q=Balances+AND+checkschecks

The LegislatureThe Legislature

http://teacher.scholastic.com/researchtools/articlearchives/civics/usgovt/legis/whdocodo.http://teacher.scholastic.com/researchtools/articlearchives/civics/usgovt/legis/whdocodo.htmhtm

The ExecutiveThe Executivehttp://www.goerie.com/niewhitehouse/what_does_the_president_do_.htmlhttp://www.goerie.com/niewhitehouse/what_does_the_president_do_.html

The JudicialThe Judicialhttp://www.beyondbooks.com/gov91/9c.asphttp://www.beyondbooks.com/gov91/9c.asp

Democratic ProcessesDemocratic Processes

Diagram – Using a web style diagram students will draw Diagram – Using a web style diagram students will draw the connection of checks & Balances between the the connection of checks & Balances between the branches.branches.

Students will role play the three different branches as they Students will role play the three different branches as they apply the checks and balances to each other in a apply the checks and balances to each other in a simulation.simulation.

Essay: Students will convey to me that they understand the Essay: Students will convey to me that they understand the importance of checks and balances.importance of checks and balances.

Students will research a discuss in class where the U.S. got Students will research a discuss in class where the U.S. got the idea for checks and balances and Why.the idea for checks and balances and Why.

Students will review real cases of checks being applied to Students will review real cases of checks being applied to the powers in history.the powers in history.

Citizenship Rights & Citizenship Rights & ResponsibilitiesResponsibilities

National City Government Search EngineNational City Government Search Enginehttp://www.geocities.com/CapitolHill/1389/http://www.geocities.com/CapitolHill/1389/

State & Local Governments on the NetState & Local Governments on the Nethttp://www.statelocalgov.net/index.cfmhttp://www.statelocalgov.net/index.cfm

Types of Propaganda TechniquesTypes of Propaganda Techniqueshttp://www.thematzats.com/propaganda/prop/sld003.htmhttp://www.thematzats.com/propaganda/prop/sld003.htm

Roles of Local GovernmentRoles of Local Government

http://www.memphiscan.info/MemphisCan/CivicIndex/New-Roles-for-Local-http://www.memphiscan.info/MemphisCan/CivicIndex/New-Roles-for-Local-Government.cfmGovernment.cfm

Community Land Use for Local GovernmentsCommunity Land Use for Local Governmentshttp://www.ilsg.org/doc.asp?intParentID=443http://www.ilsg.org/doc.asp?intParentID=443

Citizenship Rights and Citizenship Rights and ResponsibilitiesResponsibilities

Students will identify the main types of propaganda Students will identify the main types of propaganda used and draw “story-boards” of them.used and draw “story-boards” of them.

Students will find an issue in their community they Students will find an issue in their community they would like to address.would like to address.

Students will research their topic (in groups) and Students will research their topic (in groups) and come up with a proposal.come up with a proposal.

Students will come up with different propaganda Students will come up with different propaganda for their local issue.for their local issue.

Students will receive extra credit for presenting Students will receive extra credit for presenting their proposal to city council.their proposal to city council.

Science, Technology Science, Technology and Societyand Society

History ChannelHistory Channelwww.historychannel.comwww.historychannel.com

Discovery ChannelDiscovery Channelwww.discoverychannel.comwww.discoverychannel.com

Channel 1 NewsChannel 1 Newswww.channelone.comwww.channelone.com

Integrating Technology into the ClassroomIntegrating Technology into the Classroomhttp://www.siec.k12.in.us/~west/slides/integrate/http://www.siec.k12.in.us/~west/slides/integrate/

History Alive, interactive Social Studies CurriculumHistory Alive, interactive Social Studies Curriculumhttp://www.teachtci.com/default.asphttp://www.teachtci.com/default.asp

Science, Technology Science, Technology and Societyand Society

Create a Power Point slide with relevant links to explore Create a Power Point slide with relevant links to explore topics more in depth if needed.topics more in depth if needed.

Incorporate the interactive lessons of “History Alive” into Incorporate the interactive lessons of “History Alive” into your curriculum if possible.your curriculum if possible.

Use the puzzle maker provided for teachers at Use the puzzle maker provided for teachers at discoverychannel.com to make fun class assignments.discoverychannel.com to make fun class assignments.

Have students research upcoming topics on the history Have students research upcoming topics on the history channel website and award them extra credit points for channel website and award them extra credit points for alerting you to relative material coming up on TV.alerting you to relative material coming up on TV.

Use channel one as a resource to tape programs from it to Use channel one as a resource to tape programs from it to use for relevant topics related to your lessons.use for relevant topics related to your lessons.

That’s All She Wrote…..That’s All She Wrote…..