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Social StudiesActivity Worksheet

GRADE LEVEL: Seventh

Course Title: Eastern Hemisphere

Strand: III. Government

Topic: Purposes of Government

Grade Level Standard: 7-10 Identify the purposes of government in the Eastern

Hemisphere.

Grade Level Benchmark: 1. Distinguish between representative democracy and other

forms of government. (III.1.MS.2)

Learning Activity(s)/Facts/Information

1. Develop a chart comparing the different forms of government.

2. Card Sort ActivityPass out Category Cards (on the different forms of government) to some of the students.

Pass out Definitions Cards of governments, Characteristics Cards of governments, Example Cards of governments, etc. Have the students find the form of government that their card matches up with. When they have found their groups, write a summary of that form of government using the key terms, characteristics, and examples in their summary.

Resources

Textbook

Internet

Color Index Cards

New Vocabulary:

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Hemisphere.

Grade Level Benchmark: 2. Explain how the rule of law protects individual rights and

serves the common good. (III.1.MS.3)Learning Activity(s)/Facts/Information

(Beginning of the year activity.)1. Create a Bill of Rights for the classroom. Explain how

these laws affect the “common good” of the classroom.

2. Simulation of Sovereignty Discuss a country’s right and responsibility in

obtaining its own sovereignty Inform students that they are a sovereign class

“exempt” of rules. Explain that what they do with their sovereignty is up to them.

At this time the teacher will leave the room, although there will be a monitor arranged to watch the class from afar (10 minutes tops).

Discuss the consequences of activity (positive, negative).

Resources

Copy of the Bill of Rights

New Vocabulary:

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Hemisphere.

Grade Level Benchmark: 3. Explain the importance of limited government to protect

political and economic freedom. (III.1.MS.4)Learning Activity(s)/Facts/Information

1. Simulation of Sovereignty Activity.

2. Comparison chart of different forms of government.

3. Reconstruct Iraq Activity What government system would allow for political

freedom and enterprise? What powers should the government have? What powers should the government not have?

Resources

Government comparison charts

Maps of Iraq

Brief summary of Iraq

Textbook

Internet

New Vocabulary:

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Topic: Ideals of American Democracy

Grade Level Standard: 7-11 Explain the ideas of governing systems in the Eastern

Hemisphere.

Grade Level Benchmark: 1. Describe the purposes and functions of major

international, governmental organizations. (III.5.MS.1)


1. Research information on the World Bank and the International Monetary Fund and the Structural Adjustment Program.

Then write a proposal to improve the economic conditions of an assigned country.

2. Research NATO, WTO, UN, and OPEC and identify positives and negatives of each organization.

Create a timelines of events in regards to these organizations and explain their influences.

Resources

Internet

Textbooks

Newspapers

Newsweek Magazine

Time Magazine

New Vocabulary:

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Topic: Ideals of American Democracy

Grade Level Standard: 7-11 Explain the ideas of governing systems in the Eastern

Hemisphere.

Grade Level Benchmark: 2. Describe means used to resolve international conflicts.

(III.5.MS.2)


1. Role-play U.N. or International Court. Each student is assigned a country to represent in the U.N. Give them a world problem and have them come up with solutions.

2. Research past conflicts in the world and how the U.N. solved these problems. Write about the actual conclusion and come up with an alternate solution.

3. Write a multi-paragraph essay describing the history, structure, and function of a major international governmental or nongovernmental organization and how they resolve conflict.

Example: Arab Nations, U.N., etc.

Resources

Internet

Textbooks

Newspapers

Resource sheets (7-11:2a – h) attached

New Vocabulary:

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INDIVIDUALS AND GROUPS IN SOCIETY(Resource 7-11:2a)

A. The learner will write a multi-paragraph report describing the history, structure, and function of a major international governmental or nongovernmental organization.

Directions: 1. Choose a major international organization other than the United Nations.

2. Identify if the organization is governmental or nongovernmental.3. Describe the history of the organizations.4. Describe the structure of the organization.5. Describe the function of the organization and compare with one

other major international organization.

INTERNATIONAL ORGANIZATION CHECKLIST

YesIn

Progress

1. International organization is identified.

2. History is accurately described.

3. Structure is accurately described.

4. Function is accurately and completely described.

5. Comparison of function of organization with another organization is accurate.

6. Effectively uses topic sentences and supporting details.

7. Report contains introduction, body, and conclusion.

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Academic Standard: The learner will describe the purposes and functions of major international governmental organizations and selected nongovernmental organizations.

Criteria: Adherence to International Organization Checklist

Proficiency: 6 out of 7

ANALYSIS OF STANDARD

PREREQUISITEVOCABULARY:

NEW VOCABULARY:

CONCEPTS & INFORMATION

RULES &PROCEDURES

SEQUENCE OF INSTRUCTION

International governmental organizations are comprised of nations who choose to work cooperatively toward world peace and security, economic growth and stability, humanitarian aid and advancement, and cultural unity.

International nongovernmental organizations are comprised of nationals who choose to work cooperatively toward humanitarian aid, humanitarian advancement, and cultural unity.

The United Nations is the largest international governmental organization consisting of over 150 member nations and its activities affect all world governments and populations. Its specialized agencies are dedicated to promote the betterment of humanity.

INSTRUCTIONAL ACTIVITIESPrior to Lesson One, students should request informational brochures from organizations to be investigated in the standard.

Lessons 1-6 Complete Resource 7-

11:2c by adding information during/after each lesson.

Information may be gathered using requested brochures, Internet, encyclopedias, textbooks, newspapers, news magazines, etc.

Posters may be created displaying vital information to promote each organization.

Lessons 2-4Structure of an international organization includes the governing body and/or bylaws that direct the organization, participating countries, governmental or nongovernmental status, etc.

Lesson 6The “debate” may take the form of a panel discussion, written essay, skit, editorial, newscast/ commentary, etc. Format for “debate” include statement of personal opinion with supportive evidence from credible sources, and logical sequence of ideas with introduction, body, and

1. The learner will identify current events related to major international governmental and nongovernmental organizations. (Resource sheet 7-11:2c)

2. The learner will examine the history, goals, and structure of humanitarian and cultural international nongovernmental organizations. (Resource sheets 7-11:2d and 7-11:2e)

3. The learner will examine the history, goals, and structure of peacekeeping international governmental organizations. (Resource sheets 7-11:2d and 7-11:2e)

4. The learner will examine the history, goals, and structure of economic international governmental organizations. (Resource sheets 7-11:2d and 7-11:2e)

5. The learner will examine the history, goals, and structure of the United Nations and its specialized agencies. (Resource sheets 7-11:2f)

6. The learner will “debate” the issue of continued United States membership in the United Nations.

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conclusion.B. The learner will describe how a current event involving an international

governmental organization affected his/her life.

Directions: Select a current event related to the organization chosen in Part A and write a paragraph describing the effect of the organization’s activity on your life.

C. The learner will create a brochure showing the history, structure, goals, and specialized agencies of the United Nations.

Directions: Complete the brochure by describing the following:a. history of the United Nationsb. goals of the United Nationsc. structure of the United Nationsd. 3-5 specialized agencies of the United Nationse. illustrationf. cover title, author, and illustration

Fold the brochure so that f is on top.

a b c d e f

UNITED NATION BROCHURE CHECKLIST

YesIn

Progress1. Brief history of the U.N. is accurately summarized.

2. Goals of the U.N. are accurately stated.

3. Structure of the U.N. is accurately stated.

4. 3-5 specialized agencies of the U.N. are accurately described.

5. Illustration depicts essence of organization.

6. Title, author, and illustration are depicted on cover.

7. Brochure shows effort, thought, neatness, and legibility.

Criteria: Reasonable explanation of how an actual current event involving the organization affected personal life.

Proficiency: 100%

Criteria: Adherence to United Nations Brochure Checklist

Proficiency: 100%

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INTERNATIONAL GOVERNMENTAL ANDNONGOVERNMENTAL ORGANIZATIONS

VOCABULARY(Resource 7-11:2b)

PEACEKEEPINGArab LeagueNorth Atlantic Treaty OrganizationOrganization of African UnityOrganization of American StatesNATOOAUOASPeaceSecurity

ECONOMICCommonwealth of NationsEuropean Economic CommunityEuropean Free Trade AssociationOrganization of Petroleum

Exporting CountriesEFTAPEC

HUMANITARIAN AND CULTUREInternational Olympic CommitteeInternational Red CrossSalvation ArmyIOC

THE UNITED NATIONSFood and Agriculture Organization of the United

NationsInternational Civil Aviation OrganizationInternational Development AssociationInternational Finance CooperationInternational Fund for Agricultural DevelopmentInternational Labor OrganizationInternational Maritime OrganizationInternational Monetary FundInternational Telecommunication UnionUnited Nations Education, Scientific and Cultural

OrganizationUnited Nations Industrial Development OrganizationUniversal Postal UnionWorld BankWorld Health OrganizationWorld Intellectual Property OrganizationWorld Meteorological OrganizationUNESCOWHOIMFGeneral AssemblySecurity CouncilSecretariatEconomic and Social CouncilInternational Court of JusticeThe Trusteeship CouncilSpecialized agency

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INTERNATIONAL ORGANIZATIONS(Resource 7-11:2c)

ORGANIZATIONAL CHARACTERISTICS

INVOLVEMENT IN CURRENT

EVENT(S)

AFFECTS OF CURRENT

EVENT(S) ON AMERICANS

AFFECTS OF CURRENT

EVENT(S) ON ME

Arab League

Commonwealth of Nations

European Economic Community

European Free Trade Association

International Olympic Committee

International Red Cross

North Atlantic Treaty Organization

Organization of African Unity

Organization of American States

Organization of Petroleum Exporting Countries

Salvation Army

United Nations

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INTERNATIONAL GOVERNMENTAL AND NONGOVERNMENTAL ORGANIZATIONS

(Resource 7-11:2d)

Humanitarian and Cultural OrganizationsINTERNATIONAL OLYMPIC COMMITTEE (IOC)The International Olympic Committee is the governing body of the Olympic Games.The committee sets the rules and approves the sports to be included in the Olympics. The IOC also selects the host cities, one for the Summer Games and one for the Winter Games, six years in advance.

INTERNATIONAL RED CROSSThere are 135 countries that have Red Cross societies. Although each national society conducts its own programs, the Red Cross works to relieve human suffering. In its neutral position, the Red Cross serves as an intermediary between nations for the humane treatment of war prisoners and provides aid to war victims. Red Cross coordination of programs internationally results in cooperative disaster relief and medical and health programs.

SALVATION ARMYThe Salvation Army is an international Christian religious and charitable organization. Much of their world wide service is given to people in less developed countries. These services include education, basic needs, vocational instruction, and disaster relief.

Peacekeeping OrganizationsARAB LEAGUEThe Arab League is an organization of twenty-one Middle Eastern and African nations along with the Palestine Liberation Organization which promotes closer political, economic, cultural, and social relations among the members. Although the stated purpose of the organization is peacekeeping it has had greater success in social, cultural, and communications fields.

NORTH ATLANTIC TREATY ORGANIZATION (NATO)NATO provides military leadership for the common defense of sixteen Western nations. The treaty states that an armed attack against one or more member nations in Europe or North America shall be considered an attack on all members.

ORGANIZATION OF AFRICAN UNITY (OAU)OAU is an association of African nations that works to find peaceful solution to disputes between African countries. This organization provides for the advancement of human rights, collective self-defense, regional cooperation, and peaceful settlement of controversies.

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ORGANIZATION OF AMERICAN STATES (OAS)The Organization of American States consists of thirty-one Latin American countries and the United States. This organization provides for the advancement of human rights, collective self-defense, regional cooperation, and peaceful settlement of controversies.

Economic OrganizationsCOMMONWEALTH OF NATIONSThis is an association of Great Britain and fifty other countries that were once British colonies. The Commonwealth provides economic and technical assistance to developing nations in the group as well as agreements between member countries for their own economic advancement.

EUROPEAN ECONOMIC COMMUNITYThe Common Wealth regulates its member’s agriculture, economy, and trade. This group of Western European nations work together to form a single market for their economic resources.

EUROPEAN FREE TRADE ASSOCIATION (EFTA)EFTA, composed of six Western European nations, regulates and promotes trade among its members.

ORGANIZATION OF PETROLEUM EXPORTING COUNTRIES (OPEC)This association consists of thirteen nations that depend heavily on oil exports for their incomes. They own and control two-thirds to three-fourths of the world’s oil reserves.

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(Resource 7-11:2e, page 1)

Describe how the organization has affected Americans.

Describe how the organization has affected other countries.

INTERNATIONAL GOVERNMENTAL ORGANIZATION

Trace the origin of the organization. Explain the importance of the organization.

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(Resource 7-11:2e, page 2)

Describe how the organization has affected Americans.

Describe how the organization has affected other countries.

INTERNATIONAL NON-GOVERNMENTAL ORGANIZATION

Trace the origin of the organization. Explain the importance of the organization.

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MAJOR INTERNATIONAL GOVERNMENTAL ORGANIZATIONS(Resource 7-11:2f)

NAME OF ORGANIZATION:

HISTORY STRUCTURE GOALS

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THE UNITED NATIONS(Resource 7-11:2g)

HISTORYThe United Nations was established in 1945 shortly after the end of World War II. As World War II came to an end, the nations opposing Germany, Italy, and Japan decided that such a war should never happen again. Representatives of these nations met to work out a plan for an organization to keep world peace. The plan was described in a document called the Charter of the United Nations.

STRUCTUREThe United Nations consists of six major organs that carry on the work of the organization. These are:

1. GENERAL ASSEMBLY – All members of the UN are represented. Each member may send five delegates, five alternates and as many advisers as it deems necessary.

2. SECURITY COUNCIL – The Security Council is responsible for keeping the peace. The council has fifteen members, of which five are permanent. The permanent members are France, Great Britain, Chine, the Soviet Union, and the United States. The Council has the power to decide what action the UN should take to settle international disputes. The Council investigates disputes and makes recommendations on how to resolve each dispute.

3. SECRETARIAT – This component manages the day to day business of the United Nations. The Secretariat is made up of the secretary-general and other administrators.

4. ECONOMIC AND SOCIAL COUNCIL – The Council works to encourage higher standards of living, better health, cultural, and educational cooperation among nations and observance of human rights.

5. INTERNATIONAL COURT OF JUSTICE – The Court deals with the legal issues of the United Nations. It has fifteen judges, each appointed to a nine year term. The judges are selected by the Security Council and the General Assembly, voting separately. Headquarters are at the Hague in the Netherlands.

6. THE TRUSTEESHIP COUNCIL – This Council was created to help territories that were not self-governing at the end of World War II. The Council works to help the trust territories become self-governing.

GOALSThe United Nations has two main goals: peace and human dignity. The UN may be asked to help resolve conflict when fighting breaks out between two or more countries.

SPECIALIZED AGENCIES OF THE UNITED NATIONSFood and Agriculture Organization of the United Nations (FAO)International Civil Aviation Organization (ICAO)*International Development Association (IDA)International Finance Cooperation (IFC)International Fund for Agricultural Development (IFAD)International Labor Organization (ILO)International Maritime Organization (IMO)International Monetary Fund (IMF)*International Telecommunication Union (ITU)United Nations Educational, Scientific and Cultural Organization (UNESCO)*United National Industrial Development Organization (UNIDO)Universal Postal Union (UPU)*World Bank*World Health Organization (WHO)*World Intellectual Property Organization (WIPO)World Meteorological Organization (WMO)

*Most Americans are more familiar with these agencies.

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THE UNITED NATIONS(Resource 7-11:2h)

Security CouncilInvestigate situations that threaten the peace, and

develops UN policies

Economic and Social Council

Promotes human rights and works for improved

economic and social conditions

General AssemblyDiscusses issues and recommends actions

Trusteeship CouncilAdministers territories that

were not self-governing with the UN was established

SecretariatIs responsible for the

administrative work of the UN; headed by the secretary-general

International Court of Justice

Rules the international legal disputes

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Strand: IV. Economics

Topic: Individual and Household Choices

Grade Level Standard: 7-12 Describe and demonstrate individual and household

choices of the Eastern Hemisphere.

Grade Level Benchmark: 1. Use economic reasoning when comparing price, quality,

and features of goods and services. (IV.1.MS.1)


1. Use M&Ms to compare and contrast supply vs. value. How many of each color? More abundant, less value.

2. Bartering Activity Give students an item to trade or consume. Give them a situation and location where the goods

can become valuable or less valuable. Discuss what good they find valuable.

3. Silent Auction of CandyDay 1: Surplus of candy one day Have kids bid on pieces of candy and record

average cost.Day 2: Reduce supply of candy significantly to 2 or 3 Compare/contrast Day 1 to Day 2. Discuss supply and demand.

Resources

M&Ms

Item cards (items on index cards)

Candy

Auction sheets

New Vocabulary:

86








Grade Level Benchmark: 2. Evaluate employment and career opportunities in light of

economic trends. (IV.1.MS.2)


1. A Fair Wage? (activity attached)

2. Who is Working? (activity attached)

Resources

New Vocabulary:

87

A FAIR WAGE?

KEY ECONOMIC CONCEPTS Accounting Profit Accounting Loss Human capital Human resources Investment Labor Labor market Prices of inputs Wage

DESCRIPTIONIncome for most people is determined by the market value of the productive resources they sell. What workers earn depends, primarily, on the market value of what they produce and how productive they are.

LESSON OBJECTIVESUpon completion of this lesson the student will:

Recognize that wages and salaries, determined by the supply of and demand for labor, are impacted by discrimination.

Collect and review data to determine if there is substantial evidence that women earn significantly lower pay than men for work on jobs that require equal skill, effort, responsibility and working conditions.

Evaluate proposed solutions for gender discrimination in the workplace. Form an opinion on the issue of fair pay and defend it with empirical evidence.

INTRODUCTIONIncome for most people is determined by the market value of the productive resources they sell. What workers earn depends, primarily, on the market value of what they produce and how productive they are.

TASKUpon completion of this lesson the student will:

Recognize that wages and salaries, determined by the supply of and demand for labor, are impacted by discrimination.

Collect and review data to determine if there is substantial evidence that women earn significantly lower pay than men for work on jobs that require equal skill, effort, responsibility and working conditions.

Evaluate proposed solutions for gender discrimination in the workplace. Form an opinion on the issue of fair pay and defend it with empirical evidence.

THE PROCESSIntroduction [NOTE: Students will be introduced to gender discrimination in the workplace, they will collect and review data to substantiate or refute the existence of gender discrimination, and they will evaluate proposed solutions to this type of discrimination. Think About It: questions follow each section. These questions can be used to lead class discussion, as a guide for group work, or as an evaluative tool if this is an individually assigned lesson. A culminating activity requires

88

students to formulate and express their opinion on this issue and consider the relevance of other arguments.]

Did you know that: In 1963, President Kennedy signed the Equal Pay Act prohibiting employers from paying

women less than men for the same job. [NOTE: Students can read the Equal Pay Act of 1963 by going to the following site. http://www.eeoc.gov/policy/epa.html] But the reality is that while the Equal Pay Act prohibited discrimination against women in terms of wages, substantial pay disparities continue to exist.

In this lesson you will examine several resources that address gender equity to determine if these disparities in pay for men and women are indeed discrimination or if they are justified. At the end of this lesson you will be asked to form and justify your opinions.

PROCESSThe issue: Are wages in the modern workplace "fair"?

Listen to the following Morning Edition audio clip on Income Discrepancy and answer the Think About It questions that follow. [NOTE: The following program can be listened to using RealAudio.]

for low band width: http://www.npr.org/ramfiles/me/20000207.me.08.ram for high band width: http://www.npr.org/ramfiles/me/20000207.me.08.rmm

THINK ABOUT IT1. On average a woman makes $.75 on a man's $1.00. Diana Furchgott Roth doesn't think this

is unfair. Why? [Diana Furchtgott Roth of the American Enterprise Institute says the difference in income reflects different employment histories and career choices, not unfair pay practices.]

2. Why do women traditionally have different work histories than men?[Through discussion or written answers the student should recognize cultural customs and social constraints as influencing a woman's work history. Primarily, the traditional view during the last two centuries in the United States that the woman serves as the primarily care giver for children and elderly relatives, as well as having the majority of responsibilities within the household. These responsibilities have historically limited a woman's time in the work force and restricted the years of service available to a woman in the workforce.]

3. Why do women traditionally choose different careers than men?[Through discussion or written answers students should reveal their knowledge of the role cultural customs and social constraints have played in the types of careers woman have chosen.]

Is there evidence that women and men are paid differently? Here's some data to review:

Median Weekly Earnings (1997) of Women and Men in the 10 Leading Occupations for Women

Occupations Women Men1. Secretaries $409.00 $*2. Cashiers $248.00 $269.003. Managers and administrators $658.00 $934.00

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http://www.npr.org/ramfiles/me/20000207.me.08.rmm

http://www.npr.org/ramfiles/me/20000207.me.08.ram

http://www.eeoc.gov/policy/epa.html



Median Weekly Earnings (1997) of Women and Men in the 10 Leading Occupations for Women

4. Registered nurses $705.00 $778.005. Sales supervisors and proprietors $438.00 $619.006. Bookkeepers, accounting/auditing clerks $418.00 $446.007. Nursing aides, orderlies, and attendants $296.00 $341.008. Elementary school teachers $655.00 $719.009. Waiters and waitresses $268.00 $328.0010. Sales workers $280.00 $381.00Median of All Occupations $431.00 $579.00*Median not given because base is less than 50,000[NOTE: This table is taken from a document titled: Equal Pay: A Thirty-Five Year Perspective prepared by the U.S. Department of Labor - Women's Bureau, dated June 10 ,1998. It can be used to lead class discussion or individual analysis on this perspective of the issue. This document can be found in its entirety at http://www.bls.gov/cps/cpswom98.htm]

Read this excerpt from a speech given by District of Columbia Congresswoman Eleanor Holmes Norton at the U.S. House of Representatives on March 05, 1997:

To illustrate the currency of the issue of equal pay and comparable pay, let me finally cite the case of Marianne Stanley. Marianne Stanley is now coaching at Stanford. The sports aficionados will, of course, recognize who Marianne Stanley is. She was known especially for her work as head coach at Old Dominion, where she had a winning percentage of 351 to 146 during her stay there. The school won the AIAW titles in 1979 and 1990 and added an NCAA title in 1985 to her credits.

Until this season, by the way, when Tennessee's Pat Summit won her fourth national title, Stanley and Summit were tied for the most national women's basketball titles. Marianne Stanley has now brought an Equal Pay Act suit.

She brought that suit when she left Old Dominion, and she became head coach at USC, and she was there from 1990 to 1993. She was considered a national treasure, and led USC to the final eight of the NCAA tournament in 1992. Her teams, her Trojan teams, reached the NCAA tournament in each of her final 3 years there. This woman is a winner.

But she was fired following the 1992 season, reportedly because of a dispute with her athletic director over not receiving a salary equal to the salary that men's coaches were paid. She brought a lawsuit. That lawsuit is now on appeal.

Here is a woman who has broken through as coach in a sport where women got scant attention until recently, but as everyone knows, women's basketball is the coming sport, and here we have a champion in her own right who goes on to be a champion coach.

All I can say, without knowing the outcome of the suit that is on appeal, is that she was not paid the same as men's coaches. I do not think that one who won games the way she did should be subject to less pay than men's coaches who, by the way, had not, so far as I understand, won or had the championships as she had.

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http://www.bls.gov/cps/cpswom98.htm

Now, collect some information of your own. Use the following link to take you to a worksheet that you will be able to use to record your information and then print it to report your findings. A Fair Wage? worksheet [NOTE: Have copies of the worksheet for each class participant]Go to the Government Information Sharing Project at Oregon State University http://www.dlib.org/dlib/march96/briefings/03oregon.html(this site uses 1990 Census Data) and collect information on mean hourly and annual earnings for men and women. Complete the tables in your worksheet by gathering information on three occupations. Choose one occupation that you think of as a "man's job," a second occupation that you think of as a "woman's job," and a third occupation that is not one that is traditionally male or female, a job you consider "gender neutral."

Note: When you enter this site click on the words "United States" on the map. You will come to a page with pull down menus to choose the occupations. Click on the arrow to get into these pull down menus. Remember, you must choose data from the same age and education level for all of the occupations.[NOTE: Students should be encouraged and given the opportunity to develop thoughtful answers to the following THINK ABOUT IT questions. This may be in the form of small group or class discussion or through an out-of-class written assignment.]

THINK ABOUT IT1. Do the data in the "10 Leading Occupations for Women" table support or refute the

existence of gender discrimination in the workplace?[The data in the table does illustrate less pay for each occupation for women as compared to men. This however, does not clearly indicate discrimination. These median calculations may reflect different numbers of men and woman in each occupation, different education levels, or different pay schedules due to differences in standards of living in different regions of the United States.]

2. Does the story about Marianne Stanley support or refute the existence of gender discrimination in the workplace?[The story told by the congresswoman is an interesting anecdote. It would appear that this coach got paid less because she was not a man. However, appearances do not always tell the whole story. Does it matter that the men's sports program brings in more revenue for the school than the women's? This is a great question to debate!

3. Does your research on the three occupations support or refute the existence of gender discrimination in the workplace?[Students should be encouraged to critically analyze the data they collected.Enforce the importance of controlling all variables other than gender. If students didn't use the same age and education levels for comparison share with them the additional explanations for the pay differentials they found.]

[NOTE: At this point students should have formed some strong opinions about the existence, or nonexistence, of gender discrimination in the workplace. Encourage open discussion from both viewpoints.]

ASSESSMENT ACTIVITYIt's not fair, or, is it? Should anything be done about gender discrimination?In the audio clip you listened to Diana Furchogott-Roth claim that there really isn't much of a pay differential between men and woman if you look at equal skill, etc.

for low band width: http://www.npr.org/ramfiles/me/20000207.me.08.ram for high band width: http://www.npr.org/ramfiles/me/20000207.me.08.rmm

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http://www.npr.org/ramfiles/me/20000207.me.08.rmm

http://www.npr.org/ramfiles/me/20000207.me.08.ram

http://www.dlib.org/dlib/march96/briefings/03oregon.html

http://www.bls.gov/cps/cpswom98.htm

http://www.econedlink.org/lessons/EM203/docs/A_Fair_Wage_Worksheet.pdf

http://www.econedlink.org/lessons/EM203/docs/A_Fair_Wage_Worksheet.pdf

[NOTE: If the student chooses yes, she is directed to a site that clearly illustrates the discrepancy of pay by sex and or race and asked questions that challenge her comfort level.If the student chooses no, she is directed to examine the Pay Check Fairness Act and consider its implications by viewing a State Department Report of the condition of women in France and Australia - two countries with "Pay Check Fairness" laws.]

THINK ABOUT IT1. In your opinion, does gender discrimination exist in the workplace? Why do you believe this?

[There is no right or wrong answer for this question . Encourage students to demonstrate use of the material covered during the lesson.]

2. In your opinion, should the government become more involved in pay check equality issues in the workplace? Why or why not?[There is no right or wrong answer for this question . Encourage students to demonstrate use of the material covered during the lesson.]

EXTENSION ACTIVITY1. Go back to the Government Information Sharing Project at Oregon State

University<http://govinfo.kerr.orst.edu/> and collect data by regions of the country on the occupations you choose. Do your initial findings still hold true? Share your results with others in the class.

2. Evaluate some programs that have worked in creating Fair Pay. http://www.dol.gov/esa/regs/compliance/whd/fairpay/main.htm

[NOTE: A challenging assignment is to have students review the article Earnings Differences Between Men and Women http://web.archive.org/web/20020207021158/http://www.dol.gov/dol/wb/public/wb_pubs/wagegap2000.htm prepared by the Women's Bureau of the U.S. Department of Labor.]

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http://web.archive.org/web/20020207021158/http:/www.dol.gov/dol/wb/public/wb_pubs/wagegap2000.htm




http://www.dol.gov/esa/regs/compliance/whd/fairpay/main.htm

http://www.dol.gov/esa/regs/compliance/whd/fairpay/main.htm

http://govinfo.kerr.orst.edu/



WHO IS WORKING?

KEY ECONOMIC CONCEPTS Labor Labor force Role of government Unemployment

DESCRIPTIONThis lesson teaches students what economists mean when they talk about people who are employed, unemployed, and not in the labor force. It discusses the Current Population Survey and asks students to pose as government survey workers to determine the employment status of 10 people given in the lesson. Students also create a bar graph and a line graph to create a picture of the information they pretend to collect.

LESSON OBJECTIVESStudents will:

Identify the meaning of employment, unemployment, and not in the labor force. Demonstrate their knowledge by classifying the employment status of certain people,

such as students, retired persons, and a 22-year old woman looking for work. Identify how our government uses surveys to find out how many people in our country

are employed, unemployed, and not in the labor force. Recognize how graphs can be used to compare information and track information over

time.

INTRODUCTIONInform students that we all have jobs to do. They probably have some chores at home, like cleaning their room or setting the table. At school, they have jobs like finishing their work and copying this week’s spelling word list. These are important things for them to do. But according to economists, they are not working.

Economists have a particular way of counting people who are and are not working. They want to know how many people over the age of 16 have jobs, how many don’t have jobs but want one, and how many don’t have jobs and aren’t looking for one.

RESOURCES"The Current Population Survey Web Site"http://www.bls.gov/cpsThis site presents a monthly survey of households conducted by the Bureau of Census for the Bureau of Labor Statistics. The survey provides a comprehensive body of data on the labor force, employment, unemployment, and persons not in the labor force.

"Bureau of Labor Statistics"http://www.bls.govThe Bureau of Labor Statistics is the principal fact-finding agency for the Federal Government in the broad field of labor economics and statistics. "A Case Study: The Unemployment Rate"http://www.econedlink.org/lessons/index.cfm?lesson=EM219A case study found on Econ Ed Link about the recent unemployment rate in the United States.

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http://www.bls.gov/cps

PROCESSWhen it comes to jobs in our country, our government and economists want to know about three important things:

1. How many people have jobs? 2. How many people don’t have jobs but want one? 3. How many people don’t have jobs and aren’t looking for one?

When talking about these three things, economists use these words: Employed Unemployed Not in the labor force

Although your students may not have heard these terms before, economists use them a lot. Talk with your students about what each one means.

Our government and economists say people are EMPLOYED if: they are over the age of 16, and they have a job that they are paid to do.

When people are employed, they are working for themselves or someone else and earning money for the work they do. "Employed" and "employment" are words that government officials and economists use when they talk about individuals who have jobs.

Government officials and economists say people are UNEMPLOYED if: they are over the age of 16, and they are not in the military or institutionalized (such as prison), and they are willing and able to work, and they don’t have a job, and they are looking for a job.

When individuals are unemployed, they are trying to find work so that they can earn money. "Unemployed" and "unemployment" are words government officials and economists use when they talk about people who don’t have jobs but want one. Webster's Dictionary defines unemployed as: not employed: a) not being used b) not engaged in a gainful occupation c) not invested. To find out more about unemployment in our country, refer to A Case Study: The Unemployment Rate.

Now let’s talk about the word "labor." "Labor" is another word for work, and economists sometimes use it when they talk about jobs. For example, government officials and economists say people are NOT IN THE LABOR FORCE if:

they are over the age of 16, and they don’t have a job, and they are not looking for a job.

When individuals are not in the labor force, they are part of a group of people who are not working and don't want to work right at that time.

For example, if a student is going to college, she or he might not be working and might not want to work at that time, since work might interfere with school. Another example is someone who is retired. A retired person is someone who used to work, but doesn’t work anymore. People usually retire when they are older, after working for many years.

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"Not in the labor force" is what government officials and economists call people who don’t have a job and don’t want one-- like students and retired people.

All of this information is very important to economists. It’s so important that our government does a survey every month to find out how many people in our country are employed, unemployed, and not in the labor force. In fact, our government has been doing this survey, called the CURRENT POPULATION SURVEY every month since 1940. NOTE: You can read the Current Population Survey FAQ from the Bureau of Labor Statistics at http://www.bls.gov/cps/cps_faq.htm for background information about unemployment and unemployment statistics. The overview at http://www.bls.gov/cps/cps_htgm.htm also contains helpful information.

Every month for this survey, government employees ask people in 60,000 homes a number of questions. The questions help our government decide how many people are employed, unemployed, and not in the labor force each month.

The government employees record the answers from the surveys into their computers and send the information to a main computer in Washington, D.C. The main computer analyzes the information and determines how many people are employed, unemployed, and not in the labor force. Our government then gives out the results to economists and other people who are interested in the information.

The survey results are so important that they usually are in the news every month. Luckily, anyone can use the Internet to see the results of the survey. Click the link at 'Bureau of Labor Statistics' http://www.bls.gov/cps. The Latest Numbers box shows information from the most recent survey. [Use the following examples to relate to this lesson: read the Change In Unemployment Level figure and explain that this is how many more (if positive number) or less (if negative number) people are unemployed compared to the month before. Do the same for the Change In Employment Level figure.]

Economists are interested in how the survey numbers change over time. Find the heading that says Unemployment Rate. Click the dinosaur under this heading to see a line graph. The graph shows the number of unemployed people in our country over the last 10 years. [Explain that the years are on the bottom of the graph, and the numbers on the left side are actually millions of people. For example, the number 7.3 is actually 7,300,000 people and the number 10 is actually 10,000,000 people. Sometimes graphs have shortened numbers to make them easier to read.]

Below the graph, your students will see a listing of each year and the number of unemployed people. This is the same information also shown on the graph above it. [Ask the students which is easier to read and understand, the graph or the table?]

As your students know now, our government doesn’t survey millions of people or talk to everyone in the entire United States. That would take too long, and people would get tired of answering the same questions every month! STATISTICS along with studies about our country’s population enable government officials and economists to describe the employment situation for the whole country by using information from the Current Population Survey.

ACTIVITIES1. Have your students pretend they are government workers surveying people and recording

the information on their computers. Today, they are talking to 6 different people about their job situations, their ages, and whether or not they are looking for work. In the following quiz,

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they will determine whether these individuals are EMPLOYED, UNEMPLOYED, or NOT IN THE LABOR FORCE.

1. James is a 35-year-old teacher who lost his job. He is currently looking for work. James is: ____ Employed ____Unemployed _____ Not in Labor Force[Unemployed.]

2. Stefan works as a cook for McDonald’s. He is 23 years old. Stefan is: ____ Employed ____Unemployed _____ Not in Labor Force[Employed]

3. Sue was a nurse. She quit her job and is now studying to be a doctor. Sue is: ____ Employed ____Unemployed _____ Not in Labor Force[Not in Labor Force. She is a student.]

4. Connor is a veterinarian and is 32 years old. Connor is: ____ Employed ____Unemployed _____ Not in Labor Force[Employed]

5. Kathy is a pilot who lost her job and is looking for work. She is 29 years old.Kathy is: ____ Employed ____Unemployed _____ Not in Labor Force[Unemployed]

6. Anne is a computer programmer and works at an office in her house. She is 38 years old. Anne is: ____ Employed ____Unemployed _____ Not in Labor Force[Employed]

2. Have the students use the results from the previous activity to create a bar graph. Click here for an interactive blank graph that they can print upon completion.[Ask the students whether they think the bar graph makes it easier to quickly compare the results.]

3. Have the students pretend that they are government workers who contacted 500 people every month for a year--asking them about their jobs. The "information" they collected was recorded and sent to Washington, D.C.

From the information they sent to Washington D.C., a computer calculated this table of results for the number of unemployed people each month:

Month # UnemployedJanuary 50 February 60

March 70April 55May 30June 25July 30

August 40September 50

October 65November 50December 30

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Have the students use the results to fill in a line graph. Make sure they show the number of people unemployed from January through December.

[Ask the students to confirm whether they think it’s easier to quickly see how the numbers change over time using the graph or the table.]

CONCLUSIONIn this lesson, students should have learned what economists and government officials mean when they talk about people who are employed, unemployed, and not in the labor force. They saw how the Current Population Survey provides information about people’s employment situation.

They learned that the Current Population Survey is very important, and that their government has done the survey every month since 1940. They have imagined they were survey workers collecting employment information, and they created graphs making the information they collected easier to read.

As they should have discovered, even though their jobs at home and school are important, economists don’t count them as working people!

ASSESSMENT ACTIVITYHave your students answer the following TRUE/FALSE questions:

1. Unemployed people are NOT working, and they are NOT looking for a job.True or False?[False. They are not working, but they are looking for a job.]

2. You are not in the labor force if you are over the age of 16, you don't have a job, and you are not looking for a job.True or False?[True. You are not working and you are not looking for a job.]

3. To be counted as employed, you must be over the age of 18.True or False?[False. You must be over the age of 16.]

4. The Current Population Survey asks people in about 60,000 homes questions about employment.True or False?[True.]

5. The Current Population Survey is done every year.True or False?[False. It’s done every month.]

6. Bar graphs and line graphs can help people understand and compare information.True or False?[True. They give a picture of what the numbers mean.]

7. Jane 35 years old and provides daycare in her home. She is not in the labor force, because she works at her house.True or False?[False. She is employed, even though she works at home.]

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8. Bill is 22 years old, and he takes classes at night. During the day, he works as a house painter. An economist would say Bill is employed.True or False? [True. He has a job and is working, even though he goes to college.]

9. Lisa is 22, and she has finished college. She is now looking for a job. Lisa is unemployed.True or False?[True. Lisa is not working, she is no longer a student, and she is looking for work.]

EXTENSION ACTIVITYOver the next week, have your students watch for and clip newspaper or magazine articles that talk about unemployment or new jobs. They should be looking for headlines that include the words “unemployment,” “employment,” “jobs,” “jobless,” and “labor.” Have them turn in their clippings to you so you may share them as topics for discussion in class.

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Grade Level Benchmark: 3. Analyze the reliability of information when making

economic decisions. (IV.1.MS.3)


1. Compare advertisements to the same type of product. Example: Coke and Pepsi Which advertisement will sell more products? Who

are these ads geared towards?

2. Create an advertisement for your favorite product or company with a new slogan. Have students rate the effectiveness for each advertisement.

Resources

Magazine advertisements

Commercials

Poster board

Crayons/colored pencils

New Vocabulary:

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Topic: Business Choices

Grade Level Standard: 7-13 Explain how businesses in the Eastern Hemisphere

confront scarcity.

Grade Level Benchmark: 1. Using a real example, describe how business practices,

profit, and a willingness to take risks enabled an entrepreneur to operate.

(IV.2.MS.1)


1. Relocation Project Each student will pick a location to start a company. Students need to research natural resources in that

particular area. Students need to also research industry, types of

transportation, and labor in that area.

2. Interview a local entrepreneur and compare them to entrepreneurs and businesses across the world. Essay

3. Design a poster showing struggles, failures, and success of being an entrepreneur. Could be advertisement for an entrepreneur club.

Resources

Internet business trends entrepreneur

sites

Textbooks

Trade books

Interviews with local entrepreneurs

New Vocabulary:

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confront scarcity.

Grade Level Benchmark: 2. Compare various methods for the production and

distribution of goods and services. (IV.2.MS.2)


1. Create a chart of primary, secondary, tertiary, and quaternary economic activities from different parts of the world. Compare GNP and standard of living in regards to

these activities (those at primary aren’t going to be as successful as the secondary and quaternary)

2. Write a paper on where they would build a factory and why. Include labor, transportation, and resources, etc.

Resources

Textbook

Trade books

Internet

Butcher paper

Crayons/colored pencils

New Vocabulary:

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confront scarcity.

Grade Level Benchmark: 3. Describe the effects of a current public policy on

businesses. (IV.2.MS.3)


1. Read and discuss case studies of American companies that moved overseas. Cheaper labor, tax incentives, absence of union,

and the cost benefits

2. Compare/contrast the types of governments in relation to their economic strengths and future developments.

Resources

Internet

Textbooks

Trade books

New Vocabulary:

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confront scarcity.

Grade Level Benchmark: 4. Examine the historical and contemporary role an industry

has played and continues to play in a community. (IV.2.MS.4)


1. Create a web on how a particular industry has many parts. Simulate the issue of layoffs and outsourcing. Explain the effect the many parts of the web have

on community.Example: Catering services, banquet halls, computer services, cable companies, general labor, automotive industry

2. Write a personal narrative on the effect of 9/11 and the loss of jobs.

3. Write a “What if…” story on “What if Ford Motor Company moved out of Detroit.”

Resources

New Vocabulary:

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Topic: Role of Government

Grade Level Standard: 7-14 Describe the roles of government in regards to

economic issues in the Eastern Hemisphere.

Grade Level Benchmark: 1. Distinguish between public and private goods using

contemporary examples. (IV.3.MS.1)


1. Hold a mock U.N. meeting looking at positions in different countries in regards to economic issues. Each country with issues will have a representative. After each country has reported, have a class vote

as to which country is in more need.

2. Guessing Game Show pictures of items (all throughout the world)

and have students guess if the item in question is a public or private good.

Bring in guest speakers on city planning.

Resources

Internet

Case Studies

Textbooks

Trade books

Pictures (examples) of private and public goods

New Vocabulary:

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Grade Level Benchmark: 2. Identify and describe different forms of economic

measurement. (IV.3.MS.2)


1. Create a picture portfolio of countries that have highly evolved economies. Compare countries with low economies to those that

have high economies. Can use flip charts, photo albums, Power Point, etc.

Resources

New Vocabulary:

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Grade Level Benchmark: 3. Use case studies to assess the role of government in the

economy. (IV.3.MS.3)


1. Read case studies about market economy (McDonald’s, Coca-Cola, Ford), traditional (farming), command (under Communism) Create a concept map mobile comparing these

three cases

2. Research information on stability of government and the government’s role on economy and draw a political cartoon enticing foreign business to setup factories in politically unstable countries.

Resources

Internet

Textbook

Trade books

NY Times

Political cartoon

Poster boards

Crayons, markers, colored pencils

New Vocabulary:

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Grade Level Benchmark: 4. Distinguish different forms of taxation and describe their

effects. (IV.3.MS.4)


1. Show examples of dictatorship and democracy. Create a skit laying out laws and rules on taxation (for

each government). Poll the reactions of the class for each skit.

Resources

New Vocabulary:

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Topic: Economic Systems

Grade Level Standard: 7-15 Explain how economic systems work in the Eastern

Hemisphere.

Grade Level Benchmark: 1. Compare the historical record of market economies in

solving the problem of scarcity. (IV.4.MS.1)


1. Barter for pens, pencils, erasers, and then give a limited resource (5 candy bars for an entire class) Create a price list for each item. What is valued

most? What is valued least?

2. Next day (or same hour), give a box of items (lots of Hershey kisses and a few pencils). Create a price list for the items. Note: All their pens and pencils must be put away

and they cannot use them. What is valued most? What is valued least? Then tell them they have a test tomorrow based off of

notes from the price lists: What is the value of the pencil then?

Resources

Item Box 1: (Plenty) pens, pencils, and erasers(Limited) candy bars

Item Box 2: (Limited) pencils(Plenty) candy

New Vocabulary:

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Topic: Economic Systems

Grade Level Standard: 7-15 Explain how economic systems work in the Eastern

Hemisphere.

Grade Level Benchmark: 2. Analyze how purchasers obtain information about goods

and services from advertising and other sources. (IV.4.MS.4)


1. Create a persuasive advertisement poster to encourage foreign companies to move to each student’s assigned country.

2. Create a poster showing different forms of advertisements companies use to get people to buy their products. Example: bait and switch, testimonials, bandwagon

Resources

Magazines

Newspapers

Flyers

Poster board


New Vocabulary:

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Topic: Trade

Grade Level Standard: 7-16 Describe how trade led to economic development in the

Eastern Hemisphere.

Grade Level Benchmark: 1. Identify the current and potential contributions of national

and world regions to trade. (IV.5.MS.1)


1. Have students name three things, such as bananas, coffee, and Eucalyptus oil that could be produced in the continental United States but are not. The reason being that production costs would be very high. Discuss in terms of opportunity costs why the United States is probably better off importing such goods. From what countries do these items come? Factor in transportation costs as well. Discuss what areas of the world are known for what exports and why.

2. Don’t Fence Me Out! (Barriers to Trade) (activity attached)

Resources

New Vocabulary:

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DON'T FENCE ME OUT!(BARRIERS TO TRADE)

KEY ECONOMIC CONCEPTS Barriers to trade Exports Imports

DESCRIPTIONThe concept of comparative advantage makes a strong case for free, unrestricted trade among nations. Yet, some people support the use of tariffs or quotas to restrict or stop the international flow of goods and services. These barriers to trade exist in most countries and have differing effects on producers and consumers in the countries involved. Recently the WTO (World Trade Organization) met in Seattle to discuss issues in trade, including trade barriers.

LESSON OBJECTIVES 1. Identify and describe commonly used trade barriers. 2. Explain why trade barriers are imposed.

INTRODUCTION The concept of comparative advantage makes a strong case for free, unrestricted trade among nations. Yet, some people support the use of tariffs or quotas to restrict or stop the international flow of goods and services. These barriers to trade exist in most countries and have differing effects on producers and consumers in the countries involved. Recently the WTO (World Trade Organization) met in Seattle to discuss issues in trade, including trade barriers. Read the article "The Battle In Seattle" at http://www.cnn.com/ALLPOLITICS/time/1999/11/22/seattle.battle.html In this EconomicsMinute, we will examine some of the trade barriers discussed at the WTO meeting and why barriers are imposed.

ACTIVITY 1Examine the clothing you are wearing and other items you own; determine where these items were produced. (Most items have a "Made in _______" tag or label.) Generate a list and answer the following questions:1. How do you benefit from being able to buy goods made in other countries? [More

choices; lower prices.]2. Would you favor a policy that would raise the price on T-shirts and reduce the

amount available? [Answers will likely be negative.]Chances are some of the items on your list are imported from other countries. Everyone is affected by international trade.

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ACTIVITY 2Even though economists believe free trade will be mutually beneficial (living standards in countries that trade with each other), many barriers to trade exist today. Most barriers raise prices and reduce choices. See if you can identify the following countries:1. Country A: Restricts the number of cars that may be imported each year from

Country X. [United States.]2. Country B: Provides subsidies to some companies so they can sell their products at

lower prices to other countries. [Japan.]3. Country C: Imposes taxes on certain imported goods. [United States.]

Are you surprised by these answers? The answers given are correct, but many other country names would also have been correct. Almost all countries impose some barriers to trade.

ACTIVITY 3Countries establish policies to restrict trade in order to protect homeland industries or new industries, to protect jobs, and to gain income for the government. For example, in the 1970s, unions and U.S. automobile manufacturers supported quotas on less expensive imported cars to help keep their own products competitive.Read the following definitions of trade barriers. Then in cases 1-4, decide what kind of barrier is being imposed.

DEFINITIONSTariff: A tax on imported goods.Quotas: A limit on the quantity of imports.Export Subsidy: Government payment to competing firms in its own country. This allows firms to sell their goods at lower prices thus competing well in both their country and other countries.Product Standard: Safety requirements, product features, and packaging requirements.

CASES1. A tax of 15% makes jewelry from Mexico more expensive than jewelry make in the

United States. [Tariff.]2. Korea may export only 15,000 automobiles a year to the United States. [Quota.]3. The rungs on the ladder of any bulldozer sold in Germany must be 12 inches apart,

but US manufacturers generally make the rungs 15 inches apart. [Product standards.]

4. A new textile firm asks its government to provide financial assistance to make it possible to sell its products overseas at a lower price that will compete well in other countries. [Export subsidy.]

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Topic: Trade

Grade Level Standard: 7-16 Describe how trade led to economic development in the

Eastern Hemisphere.

Grade Level Benchmark: 2. Describe the historical development of the different means

of payment to facilitate exchange. (IV.5.MS.3)


1. Around the world currencies (exchange-rate) Activity Create a “traveling” scenario for the students to

follow. Each student is hypothetically given so much money’s worth on their credit card, traveler’s checks, personal accounts (checking and savings).

Each student will have to convert their money amount to the currency of the different nations they have traveled through.

2. Bartering Activity Have students bring in items to barter Discussion: bartering, coin money, paper money

3. Reading on the European Union Why would they go from several currencies to one? Simulation – can use with Exchange Rate Activity

Resources

Textbook

Internet

Trade books

Bartering items

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Strand: V. Inquiry

Topic: Information Processing

Grade Level Standard: 7-17 Use information gathered through a variety of resources

on the Eastern Hemisphere.

Grade Level Benchmark: 1. Locate and interpret information about the natural

environments and cultures of countries using a variety of primary and secondary

sources and electronic technologies, including computers and telecommunications

where appropriate. (V.1.MS.1)


1. Compare/contrast the different cultural and technological contributions of early civilizations (Africa, Europe, Asia, Australia)

2. Research project on Ancient Civilizations Fair Pick an item in regards to culture to investigate

Example: The pyramids Create a model to display

Resources

Internet

Textbook

Newspapers

Magazines

Project materials

Resource sheets (7-17:1a – k) attached

New Vocabulary:

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ANALYSIS OF STANDARD(Resource 7-17.1a)

PREREQUISITE VOCABULARY:

culture barterrepublic democracy

NEW VOCABULARY:CONCEPTS & INFORMATION

RULES &PROCEDURES

SEQUENCE OF INSTRUCTION

The Fertile Crescent, Egypt, Greece and Rome developed great civilizations. Each had written language, literature, great architecture, polytheistic religion, drama, and unique forms of government. Each civilization spread its culture by assimilation and by conquest and contributed to the Seven Wonders of the Ancient World. These ancient civilizations grew along the Mediterranean Sea, near rivers, and the early trade routes. Many of the accomplishments of these people are part of modern culture.

The Fertile Crescent is the oldest of these (about 3500 B.C.) followed by ancient Egyptian (2700-332 B.C.), then Greek (2000- 150 B.C.), and Roman (700 B.C. – A.D. 500).

The Fertile Crescent developed the first written language and the first alphabet, established the first library, and had the first set of written laws.

Egypt invented the calendar, made paper, and used a loom to weave cloth for clothing.

Greece developed democracy, wrote and produced the first dramas, invented the rules of geometry, developed the art of philosophy, wrote the first histories, and was the first to take a scientific approach to medicine.

Rome wrote a set of laws which became the basis of many legal systems, built a system of roads, bridges, and aqueducts which are still used today. Their language (Latin) became the basis for many other languages, they invented Roman numerals, and they united people, and created peace in a vast empire.

INSTRUCTIONAL ACTIVITIES

Lesson 2Using tissue or onion skin paper, students will trace four outline maps of the Mediterranean and Northern African regions, draw the area occupied by each civilization and then overlay the four maps of these civilizations.

Lesson 3 The timeline spans 3000 B.C.

to A.D. 500 and time intervals should be evenly spaced.

Students should see that these civilizations began at different times but the periods overlapped.

Lesson 4Students choose one of the cultural contributions and research all four civilizations, displaying them on a quadrarama, i.e. the Fertile Crescent, Egypt, Greek, and Roman, architecture.

Lesson 5Students choose a Fertile Crescent, Egyptian, Roman, or Greek artist, philosopher, architect, author, or political figure who contributed to the cultural factor studied, and include a summary on a note card. The note card may be attached to a straw inserted through the center before the quadrarama is glued together.

1. As a result of critical listening, reading, and research, the learner will graphically compare similarities and differences in cultural and technological achievements of the ancient civilizations of The Fertile Crescent, Egypt, Greece, and Rome.

2. The learner will construct a map of each civilization at its point of greatest land acquisition to compare the area that was controlled by each.

3. The learner will construct four illustrated timelines to compare major historical events in the development of each culture: The Fertile Crescent, Egypt, Greece, and Rome.

4. The learner will, in small groups, research and graphically display the cultural contributions in writing, art, religion, philosophy, architecture, or political structure of the Fertile Crescent, ancient Egyptian, Greek, and Roman civilizations.

5. The learner will write a biographical sketch of an individual who made cultural contributions to the Lesson Four component researched.

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ANCIENT CIVILIZATION POSTCARD(Resource sheet 7-17:1b)

A. The learner will design one postcard highlighting a different cultural or technological contribution for each ancient civilization: The Fertile Crescent, Egyptian, Greek, and Roman.

Directions: See Postcard Model

B. The learner will compare and contrast the cultural or technological contributions of the ancient civilizations: The Fertile Crescent, Egyptian, Greek, Roman.

Postcard Checklist

Includes a detailed illustration of a cultural or technological contribution

Includes a caption that clearly describes the illustration

Includes both a stamp and address that reflect that civilization

Includes a detailed illustration of a cultural or technological contribution

Criteria: Adherence of Postcard Checklist

Proficiency: 100%

Criteria: Adherence to Postcard Checklist

Proficiency: 100%

Academic Standard: The learner will compare and contrast the cultural and technological contributions of the early civilizations of the Fertile Crescent, Egypt, Greece, and Rome, and present a graphic display of these

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Directions: For each of the four postcards form Task A in the assessment, write a comparative paragraph including a brief description of what is on the postcard, and how that contribution compares to or contrasts with similar contributions in the other three civilizations.

Criteria: Adherence to directions.

Proficiency: 100%

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POSTCARD MODEL

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________

DRAW STAMP HERE

ADDRESS

FoldHere

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GREAT ACCOMPLISHMENTS OF THE EGYPTIANS(Resource Sheet 7-17:1c)

Egyptians used the papyrus plant to make paper, scrolls, ropes, mats, and boats.

The Egyptians invented a system of writing using a form of pictures called hieroglyphics.

They constructed the great pyramids.

The Egyptians developed a calendar.

The first known loom to weave cloth for clothing was made by the Egyptians.

The Egyptians studied the water cycle and flood stages of the Nile River and used the knowledge to improve their farming.

The Egyptians contributed the Great Pyramids to the Seven Wonders of the Ancient World.

Teacher Information:

Egypt is one of the oldest settled areas of the world. The Nile flooded yearly, leaving a rich layer of fertile soil. Because of this, people were able to successfully farm to make a living. They produced wheat, barley, and vegetables. Their early civilization was considered “the gift of the Nile.”

Egypt’s “Old Kingdom” lasted from 2700 to 2100 B.C. During this time the capital was Memphis, the great pyramids were built with the help of thousands of slaves, and the Sphinx was erected. Among the slave groups were Hebrews, Babylonians, Assyrians, Nubians, and Hittites. The “Middle Kingdom,” from 2100 to 1600 B.C., was considered the height of Egyptian civilization. They engineered canals and irrigation projects. The capital of the “New Kingdom,” which lasted from 1600 to 1100 B.C., was Thebes. Egypt continued to conquer new lands during this time, but its power began to decline. It was ruled by the Nubians, the Assyrians, the Persians, and was finally conquered by Alexander the Great in 332 B.C.

Egypt developed a system of writing called hieroglyphics. It was based on pictures called hieroglyphs that represented objects. They were the first people to invent paper which they made from papyrus reed. From this versatile reed, they also fashioned ropes, mats, and boats. Egyptians also had a calendar and used mathematics in engineering the pyramids and other structures.

Egyptians worshipped many gods, especially those related to water. These gods often had both human and animal forms. The Egyptians were ruled by pharoahs whom they also believed were gods. Some pharoahs were buried inside the magnificent pyramids; others in tombs located in the Valley of the Kings, surrounded by riches and other items they might need in the afterlife.

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GREAT ACCOMPLISHMENTS OF THE GREEKS(Resource Sheet 7-17:1d)

The Greeks developed the first democracy in Athens, a powerful and wealthy city-state, which was later conquered by Sparta, a more militaristic city-state.

Hippocrates, established the Hippocratic Oath. The Greeks took a scientific approach to medicine by carefully studying and observing diseases.

The first dramas for outdoor theaters were written and produced. Playwrights such as Euripides and Sophocles became famous for their writings.

The Greeks wrote the first histories and geographies.

Greek literature and poetry, such as the Iliad and the Odyssey, told by Homer, and the love poems by Sappho, is still well known today.

Aristotle studied biology and discovered ways to classify plants and animals into different groups.

They studied mathematics and discovered the rules for geometry. A famous mathematician, Euclid, wrote a geometry text called Elements.

The Greeks had a desire for the truth. In their search for truth and wisdom they became philosophers. Three of the greatest philosophers were Socrates, Plato, and Aristotle.

They are well known for their accomplishments in architecture, as seen in their magnificent buildings (the Parthenon), sculptures (statue of Zeus and the Colossus of Rhodes), and Doric, Ionic, and Corinthian columns.


Around 2000 B.C., the Hellenes migrated to the Greek peninsula. The uneven coastlines were ideal natural harbors, and a shipping civilization developed. Mountains separated the Greek city-states, so each developed its own form of government.

Athens became a cultural center, whose people enjoyed the freedom to develop the arts. Great writings, philosophy, and logical thinking were created and explored. Architecture and sculpture flourished. Athens became wealthy through trade and establishing colonies. It was ruled by the world’s first democracy, although only free males could participate.

Sparta, another Greek city-state, developed along military lines. Sparta used much slave labor and after conquering Messenia, also became wealthy. Every male Spartan became a soldier, and women were expected to stay physically fit through rigorous exercise. Women were also considered full citizens. Sparta fought Athens for 27 years in the Peloponnesian War and defeated her in 404 B.C.

Greeks worshipped the gods and goddesses who lived on Mount Olympus. Zeus was the strongest, and King of all gods. The original Olympic Games were held in his honor.

After the Peloponnesian Wars, King Philip II of Macedonia conquered Greece and became its ruler. Upon his death, his 20 year old son, Alexander, later known as Alexander the Great, took over and extended his rule from Greece to India, including Egypt along the Nile. He ruled the largest empire in the ancient world, but only lived to age 32. His actions spread Greek culture throughout the region.

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GREAT ACCOMPLISHMENTS OF THE ROMANS(Resource Sheet 7-17:1e)

Romans developed a system of laws which has been the pattern for many nations in Europe and Latin America.

In their huge empire, they created peace and united the people through advanced systems of transportation and communication as well as a large, well-trained army.

The Romans were famous for building roads, bridges, and aqueducts to carry water. Patterned after Greek architecture, Romans used the arch, column, and dome in their buildings. Famous buildings in Rome are the Arch of Titus, the Theater of Pompey, the Colosseum, the Pantheon, and the Temple of Vesta.

Latin, the Roman language, is the root of many other languages: French, Italian, Spanish, Portuguese, and Romanian. Languages which are Latin-based are called Romance languages.

The Romans invented Roman Numerals, which are still in use today.

The Roman sculptures, for the first time in history, portrayed actual life rather than the abstract.

Virgil, a poet, wrote an epic poem about the origin of Rome, called the “Aeneid.” It tells about Aeneas, a warrior in the Iliad by Homer.


Rome developed along the Tiber River on the peninsula now known as Italy. The seven villages on the seven hills in this area grew until they became one large city. In 750 B.C., Rome was established by invaders from the North, and ruled for 200 years. Eventually, the king was turned out, and the world’s first republican form of government was established. This is a government run by representatives of the people.

The early Romans had a legend about their beginnings. They believed that twin brothers named Romulus and Remus founded the city. According to legend, Romulus and Remus were born to a princess of a small city on the Italian peninsula. The twin’s cruel uncle wanted to rule the city, so he placed the two brothers in a basket on the Tiber River. As the basket drifted ashore, a she-wolf came by, carried them back to her lair, and tended them as if they were her own cubs. When they grew up, they led a band of shepherds in the overthrow of their uncle from the throne, which they seized. They built a city on the site where they had washed ashore. They called this city Rome, after Romulus, its first king.

The Romans adopted the gods and myths of the Greeks, but changed their names to make them their gods and goddess. For example, Zeus became Jupiter, Hera became Vesta, Ares became Mars, Aphrodite became Venus, Poseidon became Neptune, etc.

Rome had unequal social classes. Patricians were wealthy landowners who had all of the power, and plebeians were the common workers, who had no say in how they were governed. Eventually, the plebeians gained concessions, and the Romans developed a set of laws that were written down and administered more fairly. Slaves, on which the Roman economy was largely based, had no legal rights.

By 200 B.C., Rome controlled all of Italy, Greece, and all of the lands around the Mediterranean. They conquered Carthage by burning it to the ground in 146 B.C. at the end of the Punic Wars, which had lasted 100 years.

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Julius Caesar ruled as dictator of Rome from 46-44 B.C. He had championed the causes of the plebeians, and had made many improvements in their lives. This angered the patricians, who had him killed. His son, Octavian, called himself Augustus, meaning “great,” and took over the dictatorship in 27 B.C., ruling until 14 A.D. He was an able ruler, making many positive changes in the Empire. After his death, many strong and able emperors continued this trend, and Rome grew and prospered. The death of Marcus Aurelius in 180 A.D. marked the beginning of a long decline for the Roman Empire.

Because the Empire was so large, it was divided into two regions, the Western Empire and the Eastern Empire. The power began to shift eastward, until the capital was finally moved to Constantinople by the Emperor Constantine in 324 A.D. Rome was conquered by barbarians in 330 A.D. By the 5th century A.D., the Western region of the Roman Empire was controlled by the Huns and Germanic tribes, and finer culture disappeared.

The Eastern half of the Roman Empire became the Byzantine Empire and flourished for another 100 years.

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“WHO DONE IT?”(Resource Sheet 7-17:1f)

Directions: Put a check in the columns next to the items significant to the Fertile Crescent, ancient Egypt, ancient Greece, or ancient Rome.

Fertile Crescent Egypt Greece Rome1. Homer ______ ______ ______ ______

2. Zeus, Apollo, Poseidon ______ ______ ______ ______

3. Ziggurant ______ ______ ______ ______

4. Ra, Isis, Osiris ______ ______ ______ ______

5. Ten Commandments ______ ______ ______ ______

6. Julius Caesar ______ ______ ______ ______

7. Monotheism ______ ______ ______ ______

8. Jupiter, Venus, Neptune ______ ______ ______ ______

9. Constantine ______ ______ ______ ______

10. Cleopatra ______ ______ ______ ______

11. Pyramids ______ ______ ______ ______

12. Code of Hammurabi ______ ______ ______ ______

13. Latin ______ ______ ______ ______

14. Colosseum ______ ______ ______ ______

15. Nile River ______ ______ ______ ______

16. Alpha and Omega ______ ______ ______ ______

17. Cuneiform ______ ______ ______ ______

18. Hieroglyphics ______ ______ ______ ______

19. Mount Olympus ______ ______ ______ ______

20. Sparta ______ ______ ______ ______

21. City-states ______ ______ ______ ______

22. Athens ______ ______ ______ ______

23. Augustus ______ ______ ______ ______

24. Republic and Empire ______ ______ ______ ______

25. Arch, dome, aqueduct ______ ______ ______ ______

123

“WHO DONE IT?”Answer Key

Directions: Put a check in the columns next to the items significant to the Fertile Crescent, ancient Egypt, ancient Greece, or ancient Rome.

Fertile Crescent Egypt Greece Rome1. Homer ______ ______ ___x___ ______

2. Zeus, Apollo, Poseidon ______ ______ ___x___ ______

3. Ziggurant ___x___ ______ ___x___ ______

4. Ra, Isis, Osiris ______ ___x___ ______ ______

5. Ten Commandments ______ ___x___ ______ ______

6. Julius Caesar ______ ______ ______ ___x___

7. Monotheism ___x___ ___x___ ______ ______

8. Jupiter, Venus, Neptune ______ ______ ______ ___x___

9. Constantine ______ ______ ______ ___x___

10. Cleopatra ______ ___x___ ______ ______

11. Pyramids ______ ___x___ ______ ______

12. Code of Hammurabi ___x___ ______ ___x___ ______

13. Latin ______ ______ ______ ___x___

14. Colosseum ______ ______ ______ ___x___

15. Nile River ______ ___x___ ______ ______

16. Alpha and Omega ______ ______ ___x___ ______

17. Cuneiform ___x___ ___x___ ______ ______

18. Hieroglyphics ______ ___x___ ______ ______

19. Mount Olympus ______ ______ ___x___ ______

20. Sparta ______ ______ ___x___ ______

21. City-states ___x___ ______ ______ ______

22. Athens ______ ______ ___x___ ______

23. Augustus ______ ______ ______ ___x___

24. Republic and Empire ______ ______ ______ ___x___

25. Arch, dome, aqueduct ______ ______ ______ ___x___

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ACHIEVEMENTS OF THE PEOPLE OF THEFERTILE CRESCENT, EGYPT, GREECE, AND ROME

(Resource Sheet 7-17:1g)

Directions: Use the chart below to record achievements of people from the civilizations of the Fertile Crescent, ancient Egypt, ancient Greece, and ancient Rome.

FERTILE CRESCENT EGYPT GREECE ROME

Government

Religion

Architecture and Art

Laws

Writing

125

GREEK, ROMAN, EGYPTIAN, AND FERTILE CRESCENT EMPIRES(Resource Sheet 7-17:1h)

126

COMPARING ANCIENT CIVILIZATIONS(Resource Sheet 7-17:1i)

1000 B.C.3000 B.C.Rome

2000 B.C. 0 A.D. 1000

1000 B.C.3000 B.C.Greece

2000 B.C. 0 A.D. 1000

1000 B.C.2000 B.C. 0 A.D. 1000

3000 B.C.Fertile Crescent

2000 B.C. 1000 B.C. 0 A.D. 1000

Code of Hammurabiis recorded1780 B.C.

People migrateto Greece2200 B.C.

Romulus and Remusfound Rome

753 B.C.

3000 B.C.Egypt

127

COMPARING ANCIENT CIVILIZATIONS(continued)

Choose events for Fertile Crescent, Egypt, Greece, and Rome and place each on the proper timeline. Use your own words to describe the events. You may combine events that happened within a century of each other.

4000 B.C. Sumerians move into the Fertile Crescent3500 The first written language begins to develop in Sumer3100 Menus unites Upper & Lower Egypt; hieroglyphics begin2500 Great sphinx is carved2250 Ziggurat at Ur is built2000 The city of Babylon settled along the Euphrates River1750 The Hittite empire is among the first to use iron1780 Code of Hammurabi is recorded1502 Queen Hatshepsut becomes pharaoh1490 Egypt reaches its height during the reign of King Thutmose III1390 King Tutankhamen rules in Egypt1350 The Assyrians build a powerful empire1290 Hebrews escape from Egypt and obtain the Ten Commandments1240-1230 The Trojan Wars1200 The Phoenicians invent an alphabet1100 End of Egyptian Empire950 King Solomon rules776 First Olympic Games753 According to legend, Romulus and Remus found Rome750 Homer writes the Iliad and the Odyssey550 Persia conquers Asia Minor and the Fertile Crescent509 Birth of the Roman Republic500 Parthenon is built490 Greeks defeat Persians at Marathon450’s Birth of democracy399 Socrates condemned to death336 Alexander the Great begins to spread the ideas of ancient Greece264 First Punic War, Rome begins its expansion overseas218 Second Punic War, Hannibal crosses the Alps202 Rome defeats Carthage46 Julius Caesar becomes dictator of Rome44 Julius Caesar assassinated/Greece is conquered by Rome

128

31 Death of Antony and Cleopatra27 Augustus becomes first Roman Emperor27-180 Pax Romana (Roman Peace)1 A.D. Jesus is born in Bethlehem28 Jesus gives the Sermon on the Mount64 Rome burns79 Mt. Vesuvius erupts, Pompeii and Herculaneum destroyed117 Roman Empire is at its peak in size and power313 Constantine grants religious freedom to Christians and all other

religions330 Rome conquered by barbarians from the North476 Fall of the Roman Empire1798 Rosetta Stone is discovered in Nile Delta1922 Howard Carter discovers King Tutankhamen’s tomb

129

MAKING A TRIARAMA/QUADRARAMA(Resource Sheet 7-17:1j)

Materials square piece of construction paper (i.e. 9” x 9”) scraps of construction paper glue scissors crayons/markers/colored pencils pencil

Directions1. Fold the top right corner of the square down to the lower left

corner. Repeat with the opposite corners.2. Open and cut one fold line to the center square.3. Draw and color a background on the uncut triangles as shown.

If students are to write about the model on the back of the triarama have them do it now.

4. Overlap the 2 bottom triangles and glue. Complete the triarama with tabbed stand-up parts.

5. Display on a large table, stapled to a bulletin board, hung from the ceiling, etc.

6. Glue the back of 4 triaramas together to form a quadrarama if desired.

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ENRICHMENT ACTIVITIES(Resource 7-17:1k)

Using an outline map of the Middle East, have students draw the Fertile Crescent and label the following places: Mesopotamia, Mediterranean Sea, Persian Gulf, Red Sea, Tigris and Euphrates Rivers, and the location of the peoples who lived in this area in ancient times: Sumerians, Babylonians, Assyrians, Hebrews, Phoenicians, Persians, and Hittites.

Provide students with baked crescent rolls and using honey and/or liquid butter, have them trace the Tigris and Euphrates Rivers. Then let them eat the Fertile Crescent.

Using a discarded carpet roll or other large circular roll, have students write the Code of Hammurabi (282 laws and their punishment) on the roll for reference when a transgression occurs.

Write a summary of an ancient legend/folktale from the Middle East.

Compare The Code of Hammurabi with the Ten Commandments. Have students include the spirit of the two and the specifics of each. Students should also explain the impact of each on the world.

Write and design a pamphlet describing the main attractions of ancient Egypt.

Write a message (note) to a friend in hieroglyphics and have the friend translate the note and write back.

1. The Great Pyramid rose 48 stories. Its base covered 13 acres, at 43,560 square feet per square acre.

2. Have students find the number of stories and base dimensions of their school and its grounds.

3. Calculate the following:a. How many times would our school have to be piled on top of itself to meet this

height?b. How many of our schools would it take to fill up the base of the Great Pyramid?

Identify and label six types of Greek pottery.

Research a city such as Thebes, Memphis, Abydos, or Tel-el-Armana, and create a mural depicting geography, architecture, art, and language.

Construct and label a Greek temple.

Research a Greek philosopher, artist, or author, and give an oral presentation with at least one visual aid.

Construct a T-chart comparing/contrasting the city-states of Sparta and Athens.

131

Research, photograph, and display examples of Greek, Roman, and/or Egyptian architecture from the local area.

Construct and label an Egyptian temple.

Draw or construct and label the three types of Greek columns, including correct base and capital.

Draw a family portrait using the style of Egyptian artists:1. Head and neck as profile2. Add eye as front view. Outline in black. Add curved eyebrow.3. Lips drawn as a side view.4. Draw black wig leaving ear.5. Draw shoulders and chest as seen from front.6. Hips, legs and feet are drawn in profile.7. Arms are drawn according to what they are doing.8. Clothes are usually white with jeweled collar.9. Short skirt for men, straight dress with 2 straps for women.

Investigate and recreate the tools developed by Egyptians in the building of the pyramids and demonstrate the use of their modern day equivalents.

Display the Greek alphabet, its English counterpart, and its name, and report the history of using Greek letters for sororities and fraternities.

Compare the gods/goddesses of the Fertile Crescent, Egypt, Greece, and Rome and their powers, duties, and relationships.

Research and build a side view of a Roman road. Interview a road construction engineer to report how road-building has changed.

Students pretend they are citizens of Rome or Greece. They then write a diary entry describing an experience they had in the city of Rome, Athens, or Sparta involving a place they visited or a function they attended.

Students imagine they are travel agents arranging a tour of the area in the Middle East known as the Fertile Crescent, Egypt, Greece, or Italy. On a map, they must draw the itinerary, showing four historic places to visit. Then write a description of why this place would be of interest to the traveler and should not be missed. Photographs may be obtained by visiting a travel agency which will often provide old travel literature to students.

Research The Seven Wonders of the Ancient World. Construct a model of each or draw and describe each on a poster to share with the class.

Celebrate a “Greek and Roman Day.” Students research the culture including the food and costumes. Assign first person reports of Greek and Roman gods and goddess. Use old sheets, etc. to make costumes. Students give reports, in costume, on “Greek and Roman Day.” This is easily correlated with a sixth grade Language Arts standard.

132

Research to fill out the chart on Resource 7-17:1g, which compares the achievements of peoples from all four ancient civilizations.

Have students create maps of each of the ancient civilizations that they studied about in this standard. Each map should include at least the following: five countries, five cities, five bodies of water, a transportation route, signs of economic activity, lines of latitude and longitude, a legend, a compass rose, colors to show elevation, and a title. These completed maps can be compiled into a student-made atlas or put into the student’s portfolio.

Create an “Ancient Civilization” newspaper(s). This could be done within one paper or groups of students could each choose a different ancient civilization to report on and develop a paper about. This can be coordinated with the study of newspapers in Language Arts. This is a chance for students to organize their thoughts and concepts and learn the parts of the newspaper. Sections to include in this newspaper might be: (1) front page (most important news stories, i.e. Flood on the Nile, The Building of the Ziggurat at Ur, The Battle at Troy, Caesar becomes Dictator of all of Rome), (2) weather maps and predictions, (3) Real Estate Section, (4) Sports, (5) Entertainment page, (6) Agriculture Report, and (7) Classified Section.

Design and construct a “Jeopardy” game.1) To a piece of poster board, paste 25 pockets with 5 pockets across the top and 5

down.2) Write point values on the pockets, with the top pockets worth 10, the next rows 20,

30, 40, and 50.3) Write a topic across the top which relates to an area of study concerning these four

studied civilizations. Examples might be geography, gods & goddess, culture, wars, achievements, cities, etc.

4) All students write answers to questions for each topic, enough to fill all the pockets on the board. Place the easiest answers in the top row and the hardest in the bottom row.

5) Divide the class into 5 teams. The first team selects a topic and the degree of difficultly. The teacher reads the answer in the pocket to the class. The first team must give an appropriate question for it. If it is correct, the team wins the points. If not, another group has a chance to give the right question and win the points.

Read a book from bibliography and choose someway to share your knowledge with the class.

133

BIBLIOGRAPHY OF ANCIENT CIVILIZATIONS

Lambert, David. Ancient People. New York: Bookwright Press, 1967(EASY).

Langley, Andrew. Cleopatra and the Egyptians. New York: Brookwright Press, 1986 (AVERAGE).

Lauber, Patricia. Tales Mummies Tell. New York: Thomas Y. Crowell, 1985 (CHALLENGING)

Macauley, David. Pyramid. Boston: Houghton Mifflin, 1975 ( CHALLENGING).

Metropolitan Museum of Art. Treasures of Tutankhamen. New York: Baliantine Books, 1976.

Millard, Anne. Ancient Egypt. New York: Warwick Press, 1978 (AVERAGE).

Scott, Joseph and Leonore Scott. Hieroglyphs for Fun. New York: Van Nostrand Reinhold Co.,1974 (AVERAGE).

Unstead, RJ. See Inside an Egyptian Town. New York: Warwick Press, 1986 (AVERAGE).

Venture, Piero and Glen Paola Cesarani. In Search of Tutankhamen. Morristown, NJ. Silver Burdett Co., 1985

Coolidge, Olivia. The Golden Days of Greece. New York: Thomas Y. Cowell, 1968 (EASY).

Fagg, Christopher. Ancient Greece. New York: Warwick Press, 1979 (AVERAGE).

Fisher, Leonard. The Olympians. New York: Holiday House, 1984 (AVERAGE).

Goor, Ron, and Nancy Goor. Pompey. New York: Thomas Y. Cowell, 1981 (CHALLENGING).

James, Simon. Rome. New York: Franklin Watts, 1987 (EASY).

Lewis, Brenda R. Growing Up in Ancient Rome. London: B.T. Batsford, 1960 (CHALLENGING).

Powell, Anton. The Greek World. New York: Warwick Press, 1987 (CHALLENGING).

Rockwell, Anne. The Temple on the Hill. New York: Atheneum, 1969 (AVERAGE).

Rutland, Jonathan. See Inside a Roman City. New York: Warwick Press, 1986 (AVERAGE).

134




Strand: V. Inquiry




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

science information and to make maps, graphs, and tables. (V.1.MS.2)


1. Create pictographs showing the GNP, population, numbers of ethnic groups, amount of languages spoken, etc.

2. Hand draw climate, population, industry maps, etc. using research information gained from Internet, textbooks, trade books, etc.

3. Create a flow chart showing trade between European countries and other parts of the world.

Resources

Textbook

Internet

Trade book

Butcher paper


New Vocabulary:

135




Strand: V. Inquiry




Grade Level Benchmark: 3. Interpret social science information about the natural

environment and cultures of countries from a variety of primary and secondary

sources. (V.1.MS.3)


1. Compare/contrast the different cultural and technological contributions of early civilizations (Africa, Europe, Asia, Australia).

2. Research project on Ancient Civilizations (Ancient Civilizations Fair) Pick an item in regards to culture to investigate Example: Egypt – The Pyramids Create a model to display

Resources

Internet

Textbook

Trade books

Newspapers

Magazines

Project materials

See Activities in 7-17:1 for Resource sheets (7-17:1a – k)

New Vocabulary:

136




Strand: V. Inquiry

Topic: Conducting Investigations

Grade Level Standard: 7-18 Investigate issues and problems in the Eastern

Hemisphere using a variety of resources.

Grade Level Benchmark: 1. Pose a social science question about a culture, world

region, or international problem. (V.2.MS.1)


1. Mock United Nations Have students design proposals to solve problems

around the world.Example: Sri Lanka – Tsunami Relief

2. Using the scenario, Made in America (attached), have students read and discuss the information given. Have them form focus groups to investigate the issue of purchasing products made in the United States. Each group should develop at least one question to be answered through their investigation of the facts. The questions should be presented to the class and written on the board for further refining. The teacher could also prompt the students with an example found in the document mentioned.

Resources

Case studies of world problems

Internet

Textbook

Trade books

New Vocabulary:

137

MADE IN AMERICA

Juanita sat down at the cafeteria table to eat her lunch. Her best friend, Rachel, was already there. Rachel looked sad and did not eat much. Juanita asked her friend what was wrong. Rachel said her father was worried about losing his job at the factory. Rachel said not enough people were buying the sweat suits her father and his co-workers made. There was too much competition. Rachel’s father blamed people who did not “buy American.” After lunch, Juanita went to class. She stared at the large world map on the wall and thought about Rachel’s problem. Was there anything just one person or even one school could do? How many things in the classroom came from other countries? That gave Juanita an idea. She would investigate the situation in her own school. Perhaps she could get Rachel and other friends to help her. Should they try to persuade their own school to “buy American”?

Benchmarks for this Scenario: II.3.MS.3, IV.1.MS.1, and IV.5.MS.3

Related Core Democratic Values: Common Good, Patriotism,

Separation of Powers

The Focus QuestionWhat should the school policy be toward buying supplies

made in other countries?

The Public Policy Issue QuestionShould the school consider country of origin as a

factor in purchasing decisions?

138




Strand: V. Inquiry




Grade Level Benchmark: 2. Gather and analyze information using appropriate

information technologies to answer the question posed. (V.2.MS.2)


1. Research report on technological advancements and how they influenced history. Example: China – Printing blocks

Egypt – Weaving loomRome – Aqueducts

2. Ancient Civilizations Fair Project

3. Grab box Research technology of a country or region Each student will research a form of technology.

Information should be written on 3 x 5 card. Card will be dropped into a box where students will pull out a card and add additional information through their research.

Students will bring cards so the next day’s discussion will be used to create a historical timeline.

Resources

Internet

Trade books

Textbooks

See Activities in 7-17:1 for Resource sheets (7-17:1a –k)

New Vocabulary:

139




Strand: V. Inquiry




Grade Level Benchmark: 3. Construct an answer to the question posed and support

their answer with evidence. (V.2.MS.3)


1. Mock United Nations Students write proposals solving world problems

and then report them to the class. The class will then vote on the best proposal.

2. Create a game Class will be split in half and students will be given

appropriate research information Teacher will pose a question and students will have

to come up with an answer in 3 minutes using the provided information.

Keep score

Resources

Internet

Textbook

Resource materials

Trade books

Notes

New Vocabulary:

140




Strand: V. Inquiry




Grade Level Benchmark: 4. Report the results of their investigation including

procedures followed and possible alternative conclusions. (V.2.MS.4)


1. Mock United Nations Activity Rewrite assigned historical event. What if Hitler won?

Resources

Textbook

Trade books

Internet

New Vocabulary:

141




Strand: VI. Public Discourse and Decision Making

Topic: Identifying and Analyzing Issues

Grade Level Standard: 7-19 Evaluate, identify, and analyze issues in the Eastern

Hemisphere.

Grade Level Benchmark: 1. State public policy issues and their related ethical,

definitional, and factual issues as questions. (VI.1.MS.1)


1. Research current events in the Eastern Hemisphere and give an oral report.

Resources

Internet

Newspaper

Magazines

New Vocabulary:

142







Hemisphere.

Grade Level Benchmark: 2. Trace the origins of a public issue. (VI.1.MS.2)


1. Find a current article and research it. Example: War in Iraq; Tsunami

2. Why are some countries poor? Research impoverished countries. Focus on

government, resources, European influence, war, political coups, etc.

Resources

Internet

Trade books

Textbooks

Newspapers

Magazines

New Vocabulary:

143







Hemisphere.

Grade Level Benchmark: 3. Explain how culture and experiences shape positions that

people take on an issue. (VI.1.MS.3)


1. Interview people from different generations and backgrounds about the same current issues.

2. Create a debate on current issues. Students must know both the pros and the cons of

each issue.

Resources

Internet

Textbooks

Trade books

New Vocabulary:

144





Topic: Group Discussion

Grade Level Standard: 7-20 Discuss past and present issues in the Eastern

Hemisphere.

Grade Level Benchmark: 1. Engage each other in conversations which attempt to

clarify and resolve national and international policy issues. (VI.2.MS.1)


1. United Nations Activity

2. Discussion of current events

3. “Things that make you go hmmm….” Cultural issues “Strange” things from different cultures and compare

them to our own. Have a discussion about these things

Resources

Internet

Trade books

Textbooks

Magazines

Newspapers

New Vocabulary:

145





Topic: Persuasive Writing

Grade Level Standard: 7-21 Compose an essay on an issue or event in the Eastern

Hemisphere.

Grade Level Benchmark: 1. Compose essays expressing decisions on national and

international policy issues. (VI.3.MS.1)


1. Write an essay on international aid, human rights issues, United Nations resolutions, trade embargo, etc.

2. Essay with Ancient Civilizations Research Project

Resources

Internet

Trade books

Textbooks

Newspapers

Magazines

New Vocabulary:

146




Strand: VII. Citizen Involvement

Topic: Responsible Personal Conduct

Grade Level Standard: 7-22 Analyze effects of individual and group actions in the

Eastern Hemisphere.

Grade Level Benchmark: 1. Use laws and other ethical rules to evaluate personal and

public conduct. (VII.1.MS.1)


1. Compare/contrast human rights issues in U.S. and other parts of the world.

2. Write a letter to United Nations officials in regards to world issues.

Resources

Textbooks

Trade books

Internet

Newspapers

Magazines

Resource sheets (7-22:1a – h) attached

New Vocabulary:

147

ANALYSIS OF STANDARD(Resource Sheet 7-22:1a)

PREREQUISITEVOCABULARY:

NEW VOCABULARY:

CONCEPTS & INFORMATION

RULES & PROCEDURES SEQUENCE OF INSTRUCTION

Human rights include the right of all humans to have life, liberty, and property. These rights are further defined in the United Nation’s Declaration of Human Rights

A human rights issue is a practice, conflict, or activity that infringes on human rights, i.e. the closure of Jerusalem by the Israeli government hat forced native Palestinians to cave their homes against their human rights issues become political issues when regulated by laws or policies.

Conflicts may arise between individual rights and the common good of society, i.e. liberty to smoke n public places and protection of the health of other persons. The rule of law establishes limits managing these conflicts.

Disparities have always existed between the realities of daily life and the ideals of democracy. Continuous attempts are needed to narrow the gap between ideals and reality. Each generation must understand that society is perpetually “unfinished” and that through individual, social, and political action, we move closer to the realization of the ideals of democracy.

International government organizations work toward world peace and security and the betterment of humanity.

INSTRUCTIONAL ACTIVITIESLesson 2Human rights issues may include women’s issues, child labor, refugee problems, persecution, etc. Use a variety of literature in large or small group setting. Students may be given additional individual reading assignments. Literature selections include short stones (Oasis of Peace, Sami and the Time of Troubles, Sitti’s Secret), or selected articles from the Washington Report on the Middle East, or other related periodicals.

Lesson 4Public policies include policies of the United States regarding interaction with another country(ies) as well as policies managing the issue in the United States. Students may obtain information by writing to United States Senators and/or Congressmen. Other public policies are issued by the United Nations and its organizations, North Atlantic Treaty Organization (NATO), etc.

Lesson 5Students researching a common issue should be grouped together for discussion.

Lesson 6Editorials containing the writer’s opinion as supported by facts should be published for distribution to an audience i.e., class human rights newspaper or local newspaper.

1. The learner will read and discuss the United Nation’s Declaration of Human Rights to define the meaning of human rights.

2. The learner will read and discuss teacher-selected literature to identify a human rights issue and pose human rights questions about the issue.

3. The learner will collaboratively discuss how law is used to manage conflict and to protect individual rights and serve the common good.

4. The learner will research and analyze newspaper or magazine articles concerning the human rights questions posed in Lesson Two including public policies related to the issue.

5. The learner will, in a small group, discuss both sides of human rights issue as well as public policies researched in Lessons Two and Four in an attempt to clarify the issue.

6. The learner will process write and publish an editorial stating their position on a selected human rights question posed in Lesson Two, supporting their position with evidence.

148

POLICIES RELATING TO FOREIGN ISSUES(Resource Sheet 7-22:1b)

A. The learner will process write and publish an editorial stating their position on a human rights question, supporting their position with evidence.

HUMAN RIGHTS CHECKLIST

Yes In ProgressHuman rights issue is clearly and concisely stated. __________ __________

Opinion on human rights issue is clearly and concisely stated. __________

__________

EDITORIAL RUBRIC(from Language Arts 6:8)

Score of:3 States opinion in topic sentence

Contains 3 or more sentences that support each side of the issue Ending statement show strongest reason or evidence to support opinion

2 Weak statement of opinion in topic sentence Contains only 2 supporting sentences Ending statement shows some reason or evidence to support opinion

1 No statement of opinion in topic sentence Contains less than 2 supporting sentences Ending statement shows little or no reason or evidence to support

opinion

Academic Standard: The leaner will pose and answer questions regarding human rights issues of the Middle East, Pacific Rim, and Asia and describe the United State’s and other international governmental organizations’ policies relating to the issues.

Criteria: Adherence to Human Rights Checklist and Language Arts Editorial Rubric, Process Writing, Grammar, and Mechanics Checklists

Proficiency: A score of 100% of Human Rights Checklist, a score of 3 on Editorial Rubric, 100% on Process Writing, Grammar, and Mechanics Checklists.

149

PROCESS WRITING CHECKLIST(from Language Arts 6:8)

Observed Not Observed

Prewriting ________ ________

Draft ________ ________

Revise ________ ________

Edit ________ ________

Publish ________ ________

GRAMMAR CHECKLIST(from Language Arts 6:8)


Compound sentence(s) ________ ________

Compound subject(s) ________ ________

Compound predicate(s) ________ ________

MECHANICS CHECKLIST(from Language Arts 6:8)


Capitalization (0-2 errors) ________ ________

Spelling (0-2 errors) ________ ________

Punctuation (0-2 errors) ________ ________

150

VOCABULARY LIST(Resource Sheet 7-22:1c)

PREREQUISITE VOCABULARY NEW VOCABULARYbias awarenessclarify child laborcommon good refugeeconflictcultureeditorialevidenceforeign policygovernmental human rightsidealsindividualinternationalissuelawmanageNATOorganizationpersecutionpositionprejudiceproposepublic policyrealitiesreduceresolvesidesUnited NationsUnited States CongressUnited States RepresentativesUnited States Senators

151

HUMAN RIGHTS(Resource Sheet 7-22:1d)

Edited by the UNESCO Courier for clearer understanding, this is the United Nation’s Universal Declaration of Human Rights.

The Preamble:Now therefore the General Assembly proclaims the Universal Declaration of Human Rights as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedom...

The Articles provide:

Article 1 – Right to equality.Article 2 – Freedom from discrimination.Article 3 – Right to life, liberty, personal security.Article 4 – Freedom from slavery.Article 5 – Freedom from torture, degrading treatment.Article 6 – Right to recognition as a person before the law.Article 7 – Right to equality before the law.Article 8 – Right to remedy by competent tribunal.Article 9 – Freedom from arbitrary arrest, exile.Article 10 – Right to a fair public hearing.Article 11 – Right to be considered innocent until proved guilty.Article 12 – Freedom from interference with privacy, family, home,

correspondence.Article 13 – Right to free movement in and out of any country.Article 14 – Right to asylum in other countries from persecution.Article 15 – Right to nationality and freedom to change it.Article 16 – Right to marriage and family.Article 17 – Right to own property.Article 18 – Freedom of belief and religion.Article 19 – Freedom of opinion and information.Article 20 – Right to peaceful assembly and association.Article 21 – Right to participate in government, and in free elections.Article 22 – Right to social security.Article 23 – Right to desirable work and to join trade unions.Article 24 – Right to rest and leisure.Article 25 – Right to adequate living standard.Article 26 – Right to education.Article 27 – Right to participate in the cultural life of community.Article 28 – Right to social order assuring human rights.Article 29 – Community duties essential.Article 30 – Freedom from State or personal interference in the above rights.

152

THE NECESSITY OF LAWS(Resource Sheet 7-22:1e)

A law is a binding custom or practice of a community, a rule of conduct formally recognized as binding or enforced by a controlling authority. In your own words, write a definition of a law:_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Why do we have laws?Consider these facts...

Like Southeast Asia, the United States has experienced many labor issues. During the early 20th century, the textile (clothing) industry grew very fast. Manufacturers of textiles could employ immigrants who would work for 60 to 84 hours a week at very low wages. These employees not only worked without job security, they worked with many safety hazards.

In 1911, a fire broke out at the Triangle Shirtwaist Factory, a ten story building. Five hundred workers were employed within the building. Some exit doors were locked shut or only opened inward. When terrified workers rushed to the doors, the weight of their bodies sealed the exits. Elevators were out of order and all but one of the fire escapes collapsed from the heat. Firefighters’ ladders were too short and their hoses were unable to reach the top floors. The Triangle Shirtwaist fire was the worst fire in the history of the city of New York. The final death toll was 146.

What type of laws could have prevented this disaster from happening?

_________________________________________________________________

_________________________________________________________________

Why is it important that countries create laws to govern people?

_________________________________________________________________

_________________________________________________________________

153

HUMAN RIGHTS RESEARCH WEB(Resource Sheet 7-22:1f)

Directions: Use this web to help organize research concerning your human rights issue and question.

Human Rights Issue

Student Questions

Identify differences between American ideals & realities

related to the issue & propose ways to reduce them

Explain how culture & experiences shape

positions that people take on the issue

Trace the origins of the issue

Explain importance of awareness & proposed action

Describe how the issue has affected Americans

Describe ways an international organization has tried to

resolve the issue with another country(ies)

Describe ways the U.S. has tried to resolve the

issue with another country(ies)

Define & describe the e

154

SOCIAL STUDIES VOCABULARY(Resource Sheet 7-22:1g)

as first introduced in 7th Grade

aborigineabsolute locationAdelaideAfghanistanAlaska RangeAlexander the GreatancientANZACArab LeagueArabian SeaAral SeaAratura SeaarchipelagoAsianAsokaAtacamaAustralian Capital TerritoryawarenessAyatollah KhomeiniBaghdad, IraqBahrainbalance of tradeBangladeshBashi ChannelBay of BengalBeijing, ChinaBenkalis (Indonesia)Bering SeaBering StraitBhutanBoxer RebellionBrahmaBrahmaputra RiverBrisbaneBruneiBuddhaBuddhismByzantiumCanberraCape ComorinCaptain James CookCaspian SeaCelebes SeaCh’in DynastyChandra Gupta IChang Ho

Chang RiverChiang Kai-shekchild laborChinaChineseChinese RepublicColombiaColumbia RiverCommodore PerryCommonwealth of NationsCommunistcompetitionConfucianismConfuciusconsumer benefitconvictCoral SeaCosta RicaCyprusDarwinDead SeaDeccan PlateaudegreeDenalidharmadomestic productDouglas MacArthurEast China SeaEastern GhatsEconomic and Social CouncilEdmund HillaryEFTAElizabeth MacarthurEmilio AguinaldoEmperor Mutsohitoenvironment interactionethnicityEuphrates RiverEuropean Economic

CommunityEuropean Free Trade

Associationfavorable balance of tradeFijiFood and Agriculture

Organization of the UN

free colonyGandhiGanges RiverGanges River ValleyGeneral AssemblyGibson DesertGobi DesertGolda MeirGrand CanalGreat Artesian BasinGreat Barrier ReefGreat Dividing RangeGreat Indian DesertGreat Sandy DesertGreat Victorian DesertGreat WallGreat Western PlateauGulf of AdenGulf of OmanGulf of SuezGulf of ThailandGulf of TonkinHan DynastyHanoi, VietnamHimalayasHinduismHirohitoHo Chi MinhHo Chi Minh City, Vietnam

(Saigon)Hong KongHuange Riverhuman interactionhumanitarianIMFIndiaIndonesiaIndus RiverIndus River DeltaIndus River ValleyInmanInternational Civil Aviation

OrganizationInternational Court of Justice International Date Line

155

SOCIAL STUDIES VOCABULARY(continued)

International Development Association

International Finance Cooperation

International Fund for Agricultural Development

International Labor Organization

International Maritime Organization

International Monetary FundInternational Olympic

CommitteeInternational Red CrossInternational

Telecommunication Unioninternational tradeIOCIranIraqIslamic republicIsraelIstanbul, Turkey

(Constantinople)JapanJapaneseJava SeaJerusalem, IsraelJohn MacarthurJordan RiverJordanjournalKampuchea (Cambodia)karmaKirghiz SteppeKoreaKorea, NorthKorea, SouthKubla KhanKuwaitLake BaikalLake EyreLake NicaraguaLao-tseLaosLaoziLebanon

Lena RiverMagellanMalayMalaysiaManchu DynastyManchuriaMandate of HeavenManila BayManila, PhilippinesMao Tze TungMao ZedongMarco PoloMeccaMecca, Saudi ArabiaMeiji DynastyMekong River DeltaMelbourneMiddle EastMiddle EasternMiddle KingdomMing DynastymodernMohammedMongol DynastyMongoliaMongolian PlateauMount FujiMount KosciuskoMt. EverestMt. FujiMt. St. Helensmulti-party republicMyanmar (Burma)NepalNew Delhi, IndiaNew South WalesNew Zealandnomadnongovernmental organizationNorthern TerritoryNullarbor PlainOceaniaOmanOmar KhayyamOrganization of African Unity

(OAU)

Organization of American States (OAS)

Organization of Petroleum Exporting Countries (OPEC)

Ottoman EmpireOutbackPacific RimPakistanPanama CanalPapua New Guineapeacepeacekeepingpenal colonyPersian GulfPerthPhilip ChannelPhilippine SeaphilosophicalPizzaropolarpolytheisticQatarQueenslandRed Seareefrefugeeregionring of fireRussiaS’ung DynastySaddam HusseinSaladinSalvation ArmysamuraiSan Francisco BaySan MartinSaudi ArabiaSea of JapanSeal of GalileeSecretariatsecuritySecurity CouncilShah Jahansheep ranchingShiiteShinotoism

156

SOCIAL STUDIES VOCABULARY(continued)

ShivashogunshriaSiberiaSingapore, Singaporesingle-party republicsocial concernsocial statusSon of HeavenSouth AustraliaSouth China Seaspecialized agencySri LankasteppeStrait of KoreaStrait of MalaccaSun Yat SenSydney, AustraliaSyriaT’ang DynastyTaiwanTaj MahalTamerlaneTaoismTasman SeaTasmaniatemperateThailandThe TrusteeshipCouncilTiananmen SquareTibetTibetan PlateauTigres RiverTimer SeaTokyo, Japantrade interactiontropicaltundraTurkeyunfavorable balance of tradeUnited Arab EmiratesUnited National Education,

Scientific, and Cultural Organization (UNESCO)

United National Industrial Development Organization

United StatesUniversal Postal UnionUralVasco de GamaVictoriaVietnamVishnuVitus BeringvolcanoWestern AustraliaWestern Ghatswheat farmingWorld BankWorld Health Organization

(WHO)World Intellectual Property

OrganizationWorld Meteorological

OrganizationWorld War IWorld War IIYangtze RiverYassar ArafatYellow SeaYemenYosemiteZhou DynastyZhou Enlai

157




Strand: VII. Citizen Involvement

Topic: Responsible Personal Conduct

Grade Level Standard: 7-22 Analyze effects of individual and group actions in the

Eastern Hemisphere.

Grade Level Benchmark: 2. Engage in activities intended to contribute to solving a

national or international problem they have studied. (VII.1.MS.2)


1. Grab box Research technology of a country or region Each student will research a form of technology.

Information should be written on 3 x 5 card. Card will be dropped into a box where students will pull out a card and add additional information through their research.

Students will bring cards so the next day’s discussion will be used to create a historical timeline.

2. Mock United Nations Activity

Resources

Internet

Textbooks

Trade books

Magazines

Newspapers

New Vocabulary:

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mathematics - svsu.edu€¦ · web view4. the learner will examine the history, goals, and...

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