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Social Studies Strands (for a 6th grade study of World Cultures). by Donna Martin Kara Bredemeyer. Social Studies Strands for ED 608.

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social studies strands for a 6th grade study of world cultures
Social Studies Strands(for a 6th grade study of World Cultures)

by

Donna Martin Kara Bredemeyer

social studies strands for ed 608
Social Studies Strands for ED 608
  • The following presentation consists of activity ideas and websites relating to each of the seven Social Studies Strands for the State of Ohio. The activities and websites that we have chosen are appropriate for sixth grade students.
  • THEME: World Cultures
table of contents
TABLE OF CONTENTS

Descriptions, Activities, and Websites for:

  • STRAND I: American Heritage
  • STRAND II: People in Societies
  • STRAND III: World Interactions
  • STRAND IV: Decision Making & Resources
  • STRAND V: Democratic Processes
  • STRAND VI: Citizenship Rights & Responsibilities
  • STRAND VII: Science, Technology, and Society
american heritage
American Heritage
  • This strand focuses on the following:
    • Identifying significant individuals from different regions
    • Group significant individuals into historical eras
    • Analyze cause and effect relationships within different cultures
activities
Activities:
  • Create a timeline of the significant events of the Renaissance.
  • Compile a report on Harriet Tubman and analyze her impact people then and now.
  • Create a collage of Beethoven’s influence on society.
activities cont d
Activities (Cont’d):
  • Write a letter to a relative in America as if you were in Ireland during the Great Potato Famine.
  • Constrict a multi-tiered timeline of the kings of England during the Medieval period.
websites
Websites:
  • Renaissance Faire

http://www.renaissance-far.com/

  • Beethoven

http://www.edepot.com/beethoven.html

  • Harriet Tubman

http://www.harriettubna.com/

websites cont d
Websites (Cont’d):
  • Great Potato Famine

http://www.nde/state.us/ss/irish_irishpf.html

  • Medieval Kings of England

http://www.castlewales.com/eng_king.html

people in societies
People In Societies
  • This strand focuses on the following:
    • The role of women in society throughout the world
    • The differences in world religions
    • The organization of societies including economics and class structures
activities10
Activities:
  • Create a chart to compare the role of Harriet Tubman and Mother Teresa.
  • Prepare a report of the Caste System of India.
  • Chart natural resources on a map of the Middle East.
activities cont d11
Activities (Cont’d):
  • Prepare a chart on similarities and differences between Christianity & Islam.
  • Act out a wedding custom from another country.
websites12
Websites:
  • Tribute to Mother Teresa http://www.cnn.com/world9709/mother.teresa
  • Caste System in Hindu

http://www.friesian.com/caste.htm

websites cont d13
Websites (Cont’d):
  • Middle East Virtual Library

http://menic.utexas.edu.menic.html/

  • The History of Islam

http://islam.about.com/cs/

  • Wedding Details – Worldwide Traditions http://www.weddingdetails.com/love/traditions/

cfm

world interactions
World Interactions
  • This strand focuses on the following:
    • Utilizing map skills
    • Interpreting and analyzing charts, maps, and graphs
    • Examining the spread of major philosophies and religious ideas
activities15
Activities:
  • Students will design a map of their neighborhood.
  • Students will map the time zones around the world.
  • Students will trace the migration of the

U.S. population during the Gold Rush.

activities cont d16
Activities (Cont’d):
  • Students will create a new idea and map and explain how your idea will spread through your own culture and other cultures.
  • Students will prepare a report analyzing the spread of Buddhism.
websites17
Websites:
  • Exploring Maps http://www.usgs.gov/education/learnweb/Maps.

html

  • World Time Server

http://www.worldtimeserver.com/

  • Gold Rush Fever! http://www.richmond.edu/~pstohrhu/learn/

gold.html

websites cont d18
Websites (Cont’d):
  • Cultural Diffusion

http://hawk.hamamed.ac.jp/dbk/diffusion.html

  • Buddhism History

http://thaibuddhism.hypermart.net/

decision making and resources
Decision Making and Resources
  • This strand focuses on the following:
    • Exploring the issues of resource distribution
    • Relating issues of resources distribution to international trade
    • Examining what occurs when two or more regions or nations specialize and trade goods and services to satisfy their wants
activities20
Activities:
  • Students will list the imports and exports of France.
  • Students will learn the idea of trade by completing puzzles that are missing pieces.
  • Students will classify the resources of China as natural or produced.
activities cont d21
Activities (Cont’d):
  • Students will list the goods that the United States must import.
  • Students will list the chief exports of the United States.
websites22
Websites:
  • France Exports, Imports, and Economics

http://looksmart.com/

  • China – China Dimensions

http://sedac.ciesin.org/china

  • Imports and Exports

http://www.howtosecrets.com/importexport.htm

  • U.S. Imports and Exports

http://www.lib.virginia.edu/trade

  • Trade Information Center

http://www.ita.doc.gov/td/tic

democratic processes
Democratic Processes
  • This strand focuses on the following:
    • Distinguishing among the characteristics and priorities of monarchies, democracies and dictatorships
    • Discussing how policies and actions of government can promote the common good
activities24
Activities:
  • Students will create Venn diagrams to compare and contrast the characteristics of monarchies, democracies and dictatorships.
  • Students will choose a Jacob Riis

photograph from the internet to use

as the basis for a student-authored

story in which one of FDR’s public

works programs improves the life

of one of Riis’s subjects.

  • Students will hold a debate on whether or not Britain is a true monarchy.
activities cont d25
Activities (cont’d):
  • Students will compare the United States with another constitutional government in the world.
  • Students will create their own

newspapers illustrating the type

of printed press one would find

in a 1) democracy, 2) monarchy,

and 3) dictatorship.

websites26
Websites:
  • Jacob Riis Exhibit

www.mcny.org/riis.htm

  • Government of the United Kingdom

www.ukonline.gov.uk

  • House of Windsor

www.royal.gov.uk/today/index.htm

  • Constitutional Monarchies

http://sosig.esrc.bris.ac.uk

  • Cuba’s official Newspaper - Granma

www.granma.cu/ingles/index.html

citizenship rights and responsibilities
Citizenship Rights and Responsibilities
  • This strand focuses on the following:
    • Citizen participation around the world
    • Acquiring, interpreting and analyzing information regarding civic issues
    • Identifying ways to resolve conflicts based on principles of fairness and justice
    • Alternative routes for attaining civic goals
    • Voluntary and community services
activities cont d28
Activities (cont’d):
  • Student groups will research issues in an up- coming election and will present oral reports on the pros and cons of their respective issue. The class will officially vote on the issues through the Kids Voting Ohio project.
  • Students will create a bar graph illustrating the voting turnout in the U.S. and five other countries on the occasions of their most recent national elections.
activities cont d29
Activities (cont’d):
  • Students will create a multi-tiered timeline which compares the history (last 100 years) of voting rights for women in the U.S., Afghanistan, Switzerland, and South Africa.
  • Students will brainstorm ideas for resolving classroom conflicts. They will live by their own rules for a minimum of 2 weeks after which, the class can revisit the subject and make changes.

1900 l l l l l l l l l 2001

activities cont d30
Activities (cont’d):
  • Students will draw a comparison chart of military responsibilities for males and females in the U.S., Israel, Germany and Russia.
  • Students will volunteer 2 hours a week in the school - for 6 weeks - to help keep the library shelves clean and in order, to pick up trash on the school grounds, or to assist with younger or disabled students.
websites cont d31
Websites (cont’d):
  • Project Vote Smart (facts & figures)

www.vote-smart.org

  • League of Women Voters (issues)

www.lwv.org/

  • Election Day voting for students

www.kidsvoteohio.org

  • Kids Guide to U.S. government

http://bensguide.gpo.gov

  • Women’s Suffrage

http://lcweb2.loc.gov/ammem/naw/nawstime html

science technology and society
Science, Technology and Society
  • This strand focuses on the following:
    • Scientific and technological advances and their influences on the cultural makeup of the world.
    • World and local history as it is affected by scientific and technological innovations.
activities33
Activities:
  • Students will take a class trip to the Center of Science and Industry (COSI) in Columbus, Ohio to tour Progress Ally.
  • Students will make a collage of major scientific and technological advances from various cultures throughout world history.
  • Students will research Sputnik’s affect on internal and foreign American policies of the late 1950’s and 1960’s.
activities cont d34
Activities (cont’d):
  • Students will write skits comparing the delivery of mail by horse, rail, fax and modem to show how communication technology

reduces the barriers of space

and time.

  • Students will read current

newspapers to establish

how modern science and technological advancements affect the level of power one country can have over another.

websites35
Websites:
  • JFK Library www.cs.umb.edu/jfklibrary/refdesk.htm
  • Sputnik begins space race

www.nytimes.com/learning/general/specials/

sputnik/

  • Center of Science and Industry

http://cosi.org/

  • Pony Express www.americanwest.com/trails/pages/ponye xp1. htm
websites cont d36
Websites (cont’d):
  • Impact of Railroad Expansion in late 1800’s

http://historymatters.gmu.edu/