ncss standards aaron pelphrey february 21, 2008. table of contents culture time, continuity, and...

NCSS Standards

Aaron Pelphrey

February 21, 2008

Table of Contents

Culture Time, Continuity, and Change People, Places, and Environments Individual Development and Identity Individuals, Groups, and Institutions Power, Authority, and Governance Production, distribution, and Consumption Science, Technology, and Society Global Connections Civic Ideals and Practices

Culture

Objective: To gain a better understanding of the many different pre-historic Indian cultures of the Ohio Valley

7th grade Ohio History

Culture Activity 1

Have the students follow a lecture using the guided note format on the various ancient Indian cultures of Ohio (Adena, Hopewell, Fort Ancient)

http://www.ohiohistorycentral.org/entry.php?rec=1283

http://www.ohiohistorycentral.org/entry.php?rec=1287&nm=Adena-Culture

Culture Activity 2

Using slides and actual artifacts to lead a class discussion on artifacts and what they can tell us about a particular society.– Have the students write a two page paper on

Adena and Hopewell artifacts telling what they can tell about these cultures from their artifacts.

http://www.webdyer.com/artifacts_fossils/points05.htm

Culture Activity 3

Go on a filed trip to the Miamisburg Mound or Sunwatch Indian Village

http://www.sunwatch.org/

Culture Activity 4

Have the students make model of a mound and present a 3 to 5 page paper on it.

http://www.mnsu.edu/emuseum/prehistory/northamerica/culture/plains/hopewell2.html

Culture Activity 5

Have a final class discussion on the Ancient Indians of Ohio

– Have a test over the unit

Time, Continuity, and Change

Objective: To gain a better understanding of the American Civil War and the issues, battles, and people surrounding it.

11th grade American History

Time, Continuity, and Change Activity 1

Using the guided note format, engage the students in a lecture explaining the causes of the war including secession, slavery and economics

http://www.civilwar.com/


Give a lecture using the guided notes format over the war itself including battles and political happenings

A link to a list of battles and descriptions

– http://www.civilwar.com/content/category/14/21/39/


Watch the movie Gettysburg in order to obtain an understanding of tactics, weaponry, causes of the war, and the importance of the battle

http://www.nps.gov/gett/


Give a presentation with actual Civil War weaponry and artifacts allowing the students to view and handle them in order to gain a better understanding of Civil War Combat

– http://www.horsesoldier.com/


Split the students into Confederate and Union sides and allow them to play the computer game North vs. South against each other in order to gain an understanding of battle field chaos, tactics, and chain of command in Civil War battles

http://www.amazon.com/Great-American-Battles-Civil-War/dp/B00002S6JK/ref=sr_1_1?ie=UTF8&s=software&qid=1203563060&sr=1-1

People, Places, and Environments

Objective: To have the students gain a better understanding of the people, regions and landforms of the United States

11th grade (lower level) American History class

People, Places, and Environments Activity 1

Give a pretest over regions, states, climate patterns, and landforms of the United states in order to assess student understanding of the topic

http://www.lizardpoint.com/fun/geoquiz/usaquiz.html


Have the students memorize, and take a quiz over the states and capitals

http://www.50states.com/


Using maps and guided notes, hold a lecture on the landforms of the United states including rivers, plains, lakes, mountain rages, oceans, canyons etc.

http://geology.com/state-map/


Have the students pick a region of the country (ex Midwest, southeast, northeast etc.) and have them compose a 3 to 5 page paper covering landforms, people, climates, states, and resources of that area. This report will be given to the class in the form of an oral presentaion.

http://www.dembsky.net/regions/midwest.html http://www.dembsky.net/regions/northeast.html http://www.dembsky.net/regions/southeast.html http://www.dembsky.net/regions/southwest.html http://www.dembsky.net/regions/west.html


Conduct a post-test over the geography unit. This test will cover states and capitals, major landforms, regions, climate patterns, and the cultural makeup of different areas of the United States.

Individual Development and Identity

Objective: to build an understanding of basic psychology principles and concepts

11th or 12th grade psychology class

Individual Development and Identity Activity 1

Present a lecture on Freud using guided notes, and then test the students over the lecture

http://en.wikipedia.org/wiki/Sigmund_Freud


Have the students create a hierarchy of their own survival needs, and then have them present it to class for discussion. Use this as a way to begin a lecture on Maslow’s Hierarchy of Needs

http://en.wikipedia.org/wiki/Maslow's_hierarchy_of_needs


Explain the concepts of classic and operant conditioning through videos on Pavlov and B.F. Skinner and their experiments. Use worksheets to follow the videos.

http://www.as.wvu.edu/~sbb/comm221/chapters/pavlov.htm

http://www.mcli.dist.maricopa.edu/proj/nru/opcond.html


Do a section on paranormal psychology. Have a class discussion on whether or not they believe in ghosts, ESP, telepathic powers, clairvoyance etc. Have the students share their experiences on each of these, and then have them write a one page paper on their feelings towards this area of psychology.

http://www.learn-psychology.com/page10.html


Have the students keep a dream journal which they would share with the class on a daily basis. Have them interpret their dreams using different schools of psychological thought.

http://dreamjournal.net/

Individuals, Groups, and Institutions

Objective: To gain a better understanding of the writings of Karl Marx and communism.

11th or 12 grade sociology class

Individuals, Groups, and Institutions Activity 1

Give a brief lecture over the time period Marx came from so students have an idea of where his point of view was coming from. In this explain the relationship of the capitalists with the lower classes, then have the students discuss in class whether they think that social system was fair to all.

http://en.wikipedia.org/wiki/Karl_Marx


Do a vocabulary activities that defines terms such as Bourgeoisie and Proletariat. This can be done in the form of an in class worksheet.

http://dictionary.reference.com/


Have the class read, for homework and in class the Communist Manifesto. Have them prepare to the key ideas in class by taking notes over the reading.

http://www.anu.edu.au/polsci/marx/classics/manifesto.html

http://www.marxists.org/archive/marx/works/1848/communist-manifesto/index.htm


Lecture over communist revolutions that did take place using the guided note format. For example the Bolshevik Revolution. Then, discuss and explain with the class why, or why not, communism works.

http://en.wikipedia.org/wiki/Bolshevik


As a final exam on the topic, have the students write a 4 to 5 page paper over communist theory, revolutions, and their opinion on whether they think Marxism is a good or bad thing and if they think it can effectively work in actual practice.

Power, Authority, and Governance

Objective. To gain a better understanding of why the United States had a constitutional convention, and the makeup of the United States Constitution

12th grade American Government class

Power, Authority, and Governance Activity 1

Give a lecture using guided notes over the Articles of Confederation explaining its strengths and weaknesses.

http://en.wikipedia.org/wiki/Articles_of_Confederation


Give a lecture over the United States Constitution, using guided notes, that explains the reasons for the convention, the constitutional convention itself, the federalist papers, the makeup of the constitution itself, the bill of rights, and the ratification process. Afterward give the students a test over the material.

http://www.law.cornell.edu/constitution/constitution.overview.html


Assign the students, or groups of students, parts as states or regions of the country. Hold a simulation of the constitutional convention where the kids express the concerns of the states they represent in order to gain an understanding of the compromises that occurred during the convention.

http://www.icsd.k12.ny.us/highschool/pjordan/ushonors/Regents%20Review/Review%20Lessons/Compromises.html


Have the students write a 2 to 3 page paper comparing and contrasting the Articles of Confederation and the Constitution.


Have the students memorize the Bill of Rights, so they know their rights as an American, and give them a quiz over it.

http://en.wikipedia.org/wiki/United_States_Bill_of_Rights

http://www.billofrights.com/

Production, Distribution, and Consumption

Objective: To obtain a better understanding of the outsourcing of jobs

11th or 12th grade economics or current events class

Production, Distribution, and Consumption Activity 1

Introduce the topic by having the students for homework write a brief one page paper on their feelings towards the outsourcing American jobs to other countries. Have the students discuss their feelings in class.

http://en.wikipedia.org/wiki/Outsourcing http://www.foreignaffairs.org/

20040501faessay83301/daniel-w-drezner/the-outsourcing-bogeyman.html


Explain Rostow’s Model of Economic takeoff. Have the students do a worksheet on Rostow’s model in which they fill in the steps that nations go to as they develop economically. Afterwards have them discuss where they think the US is and how this is tied to why jobs are being outsourced.

http://en.wikipedia.org/wiki/Rostovian_take-off_model


Have the class watch Michael Moore’s I Roger and Me in order to display the effects of jobs leaving an area. Have a discussion o the video after it’s finished.

http://www.imdb.com/title/tt0098213/


Have lecture over China’s changing economy using the guided notes format.

– Give the students a quiz after the lecture

http://en.wikipedia.org/wiki/Economy_of_the_People's_Republic_of_China


Do a research project to see how many jobs in the students area have been outsourced, or how many factories have been shut down in their local area. I think this would be easy in the Dayton area. Have the students write a 3 to 4 page paper to present to the class.

Science, Technology, and Society

Objective: To build an understanding among the students on how technology has changed society through history.

10th grade world history class 8th or 11th grade American History class

Science, Technology, and Society Activity 1

Give a lecture on the Industrial Revolution using guided notes, then give an exam over the lecture.

http://en.wikipedia.org/wiki/Industrial_Revolution


Discuss inventions during the Industrial Revolution, and have the students comment in class on how these would change the lives of people as far as work habits, population shifts, and standards of living.

http://americanhistory.about.com/library/charts/blchartindrev.htm


Have the students read Upton Sinclair's The Jungle and do a book report on it, in order to see social reforms came out of the Industrial Revolution period.

http://books.google.com/books?id=Pe4k5qMEFCEC&dq=Upton+Sinclair&hl=en&prev=http://www.google.com/search?hl=en&safe=off&q=upton+sinclair&btnG=Search&sa=X&oi=print&ct=result&cd=1&cad=author-navigational

http://www.sparknotes.com/lit/jungle/


Do an in class activity on the assembly line process. I’d bring in some models of cars, and assign the students each a job in assembling the model. This would help them to understand the assembly line process and mass production, which came out of the Industrial Revolution time period.

http://www.eyewitnesstohistory.com/ford.htm


Have the students write a 1 page paper on how they see technology effecting their lives. Have them ask their parents and/or grandparents how technology changed in their lifetimes. Included that in the paper too. Once completed have a discussion in class over how technology has rapidly increased and effected the quality of life in America.

Global Connections

Objective: To have the students gain better understanding of globalization.

11th or 12th grade current events class 11th or 12th grade economics class

Global Connections Activity 1

Give a pre-test over globalization in order to see what the students already know about it.

http://www.globalization101.org/index.php?file=teach&pass1=teach&id=24


Give a lecture over increased globalization in the 20th and 21st century using the guided notes format. Give the students a test after the lecture is complete.

http://www.globalization101.org/index.php?file=teach&pass1=teach&id=26

http://en.wikipedia.org/wiki/Globalization


Have the students pick a product such as a car or appliance and see where all of the components are made. Have them present a PowerPoint to the class on their findings.


Have a class discussion on the internet and mass communication. After the discussion, have the students write a brief paper on how a more connected world leads to a more global outlook on topics such as economics and politics.

http://en.wikipedia.org/wiki/Internet


Explain the Mc World theory to the students and have a class discussion on whether or not they think a more homogenized world is necessarily a better place.

http://www.theatlantic.com/doc/199203/barber

Civic Ideals and Practices

Objective: Have the students become more aware and active citizens.

12th grade American Government class

Civic Ideals and Practices Activity 1

Give a lecture over federalism explaining the layers of government in the US, and the responsibilities of people in societies such as voting an community service.

http://en.wikipedia.org/wiki/Federalism


Have the students age 18 and over register to vote

http://columbusoh.about.com/cs/columbusfranklin/ht/Vote_Franklin.htm


Have the students do a community service project where they volunteer 8 hours of their time to give back to the community

http://www.epa.gov/highschool/community.htm


Have the students go to local city council meeting and report their findings in the form of a 1 to 2 page paper.

http://www.tippcityohio.gov/index.asp?Type=B_BASIC&SEC=%7B142283A2-DD76-4F7A-A013-202519E6E8C0%7D


Have the students pick an issue concerning the school and then go to a school board meting, and bring the topic up in order to discuss it with the board.

http://www.tippcityschools.com/website/index.asp?webpageid={4F3F5713-0923-4C6C-A095-AE4F9C38CF23}

ncss standards aaron pelphrey february 21, 2008. table of contents culture time, continuity, and...

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