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Social Studies

Social Studies Resources

Web Resource
Description
GapminderGapminder.org is an animated graph where countries r bubbles sized by population and colored by world region.  The indicators can be changed to see the effects of for example wealth on life expectancy over time. Great for ms or hs social studies, math, economics, stats, ag classes.
Library of Congress Primary source documents for social studies.
Animoto This is a great website for teachers and students to use in making a photo video.
Google Earth Tremendous tool for displaying geographic features and locations and can be used to create journeys.
Spotty’s WhiteHouse TourAllows students an opportunity to learn about the White House.
 http://library.thinkquest.org/J002611F/activities.htm This is a thinkquest that the students can learn about Colonial America. There are videos and pictures they can watch.
 http://americanhistory.mrdonn.org/colonial.html This website has various resources about colonial america. There are sites for teachers and separate sites for kids.
 Photostage FREE, short, movie making program with more options than Movie Maker. Neat transitions from photo to photo. Engaging for students.
 http://www.education.com/activity/social-studies/ This website has activities that are divided by subtopic and grade level in the content of Social Studies.  It is easy to navigate and has many resources that will engage students in the learning process.
 http://www.greatdreams.com/native/nativehsg.htm This website has examples and explanations of various Native American housing. 
Google BooksWide variety of books available on-line through Google. A range of activities could be implemented to synthesize the information from the text.
http://www.learner.org/interactives/historymap/states.htmlThis website provides interactive activities using a US map. 


 

Project Challenge Social Studies PROJECTS/ ACTIVITIES:

ERA:
Core Content 4.1 Standard:
21ST CENTURY PROJECT:
Native Americans
SS-05-2.1.1
Students will identify early cultures (e.g., English, Spanish, French, West African) in the United States and analyze their similarities and differences.
 
SS-05-2.3.1
Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred between diverse groups (e.g., Native Americans, European Explorers, English colonists, British Parliament) in the history of the United States.
 
SS-05-2.3.2
Students will give examples of conflicts between individuals or groups and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communication).
 
SS-05-3.1.1
Students will describe scarcity and explain how scarcity required people in different periods in the U.S. (Colonization, Expansion, Twentieth Century to Present) to make economic choices (e.g., use of productive resources- natural, human, capital) and incur opportunity costs.
 
SS-05-4.4.1
Students will explain and give examples of how people adapted to/modified the physical environment (e.g., natural resources, physical geography, natural disasters) to meet their needs during the history of the U.S. (Colonization, Expansion) and analyze the impact on their environment.
 
 
 
SS-05-5.1.1
Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, maps, timelines) to describe significant events in the history of the U.S. and interpret different perspectives.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
05-4.4.1
We’ve studied many NA cultures and the 10 elements of culture (religion, clothing, values, language, shelter, tools, food, games, family, jobs). Chose one NA culture and evaluate the various ways they adapted to their environment and modified the environment to meet their needs. Create a presentation that evaluates at least four of these elements of culture and explains how this particular NA culture either adapted to the environment or modified the environment to meet their needs.
 
 
 
 
 
 
Explorers
SS-05-2.1.1
Students will identify early cultures (e.g., English, Spanish, French, West African) in the United States and analyze their similarities and differences.
 
SS-05-2.3.1
Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred between diverse groups (e.g., Native Americans, European Explorers, English colonists, British Parliament) in the history of the United States.
 
SS-05-2.3.2
Students will give examples of conflicts between individuals or groups and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communication).
 
SS-05-3.1.1
Students will describe scarcity and explain how scarcity required people in different periods in the U.S. (Colonization, Expansion, Twentieth Century to Present) to make economic choices (e.g., use of productive resources- natural, human, capital) and incur opportunity costs. 
 
SS-05-4.3.1
Students will explain patterns of human settlement in the early development of the United States and explain how these patterns were influenced by physical characteristics (e.g., climate, landforms, bodies of water).
 
 
SS-05-4.4.1
Students will explain and give examples of how people adapted to/modified the physical environment (e.g., natural resources, physical geography, natural disasters) to meet their needs during the history of the U.S. (Colonization, Expansion) and analyze the impact on their environment.
 
 
 
SS-05-5.1.1
Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, maps, timelines) to describe significant events in the history of the U.S. and interpret different perspectives.
 
 
 
 
 
 
 
05-2.3.1 and 05-2.3.2
We’ve studied numerous examples of interactions between Native Americans and European explorers and early colonists. Create a project that evaluates an example of each of the following interactions between either of the diverse groups: compromise, cooperation, and conflict. Suppose you were a leader of one of those groups. Propose two appropriate conflict resolution strategies (compromise, cooperation, communication) you would use to establish peace between the two groups.  Be specific when describing how you would use these conflict resolution strategies.
 
 
 
 
 
 
 
05-4.3.1
In early periods of colonization, settlements were built in various regions of the eastern U.S. Create a project that includes maps with various physical features and an explanation of how those physical features influenced where settlers chose to establish settlements.
 
Colonization
SS-05-2.1.1
Students will identify early cultures (e.g., English, Spanish, French, West African) in the United States and analyze their similarities and differences.
 
SS-05-2.3.1
Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred between diverse groups (e.g., Native Americans, European Explorers, English colonists, British Parliament) in the history of the United States.
 
SS-05-2.3.2
Students will give examples of conflicts between individuals or groups and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communication).
 
SS-05-3.1.1
Students will describe scarcity and explain how scarcity required people in different periods in the U.S. (Colonization, Expansion, Twentieth Century to Present) to make economic choices (e.g., use of productive resources- natural, human, capital) and incur opportunity costs. 
 
SS-05-5.1.1
Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, maps, timelines) to describe significant events in the history of the U.S. and interpret different perspectives.
 
 
SS-05-5.2.1
Students will identify historical documents, selected readings and speeches (e.g., Mayflower Compact, Emancipation Proclamation, Dr. Martin Luther King’s speech: I Have a Dream) and explain their historical significance.
 
SS-05-5.2.2
Students will explain reasons (e.g., freedoms, opportunities, fleeing negative situations) immigrants came to America long ago (Colonization and Settlement, Industrialization and Immigration, Twentieth Century to Present) and compare with why immigrants come to America today.
 
SS-05-5.2.3
Students will compare change over time (Colonization, Industrialization, Twentieth Century to Present) in communication, technology, transportation and education.
 
SS-05-5.2.4
Students will describe significant historical events in each of the broad historical periods and eras in U.S. history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and effect relationships.
 
 
 
 
 
 
 
 
 
 
 
 
05-2.3.1 and 05-2.3.2
We’ve studied numerous primary and secondary sources citing examples of interactions between Native Americans and European explorers and early colonists. Create a project that evaluates one specific example of each of the following interactions between either of the diverse groups: compromise, cooperation, and conflict. Suppose you were a leader of one of those groups. Propose two appropriate conflict resolution strategies (compromise, cooperation, communication) you would use to establish peace between the two groups. Be specific when describing how you would use these conflict resolution strategies.
 
Revolutionary War (Including Declaration of Independence)
SS-05-5.1.1
Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, maps, timelines) to describe significant events in the history of the U.S. and interpret different perspectives.
 
 
SS-05-5.2.1
Students will identify historical documents, selected readings and speeches (e.g., Mayflower Compact, Emancipation Proclamation, Dr. Martin Luther King’s speech: I Have a Dream) and explain their historical significance.
 
 
SS-05-5.2.4
Students will describe significant historical events in each of the broad historical periods and eras in U.S. history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and effect relationships.
 
05-5.1.1 and 05-5.2.1
After examining the historical document: the Declaration of Independence, create a project that explains the significance of this document. Discuss four specific reasons the colonists listed for creating this document. Consider both the perspective of the early colonists and the perspective of Great Britain. Do you agree with the actions of the early colonists or Great Britain? Justify your choice with three specific examples to support your judgment.
 
 
 
 
 
 
 
 
Young Republic and Our Government (Including Constitution and Bill of Rights)
SS-05-1.1.1
Students will describe the basic purposes of the U.S. Government as defined in the Preamble to the U.S. Constitution (to establish justice, to ensure domestic tranquility, to provide for the common defense, to promote the general welfare, to secure the blessings of liberty); give examples of services the U.S. Government provides (e.g., armed forces, interstate highways, national parks) and analyze the importance of these services to citizens today.
 
SS-05-1.1.2
Students will explain and give examples of how democratic governments function (by making, enacting and enforcing laws) to promote the “common good” (e.g., public smoking ban, speed limits, seat belt requirements).
 
SS-05-1.2.1
Students will identify the three branches of the U.S. Government, explain the basic duties of each branch (executive-enforce the laws, legislative-make the laws, judicial- interpret the laws) and identify important national/federal offices/leaders, (President, Vice-President, Congress, House, Senate, U.S. Senators, U.S. Representatives, U.S. Supreme Court, judges) associated with each branch.
 
SS-05-1.2.2
Students will explain why the framers of the Constitution felt it was important to establish a government where powers are shared across different levels (local, state, national/federal) and branches (executive, legislative, judicial).
 
SS-05-1.3.1
Students will explain the basic principles of democracy (e.g., justice, equality, responsibility, freedom) found in significant U.S. historical documents (Declaration of Independence, U. S. Constitution, Bill of Rights) and analyze why they are important to citizens today.
 
SS-05-1.3.2
Students will describe specific rights and responsibilities individuals have as citizens of the United States (e.g., voting in national elections) and explain why civic engagement is necessary to preserve a democratic society.
 
SS-05-5.1.1
Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, maps, timelines) to describe significant events in the history of the U.S. and interpret different perspectives.
 
 
SS-05-5.2.4
Students will describe significant historical events in each of the broad historical periods and eras in U.S. history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and effect relationships.
 
 
 
05-1.1.1
After examining the basic purposes of the U.S. Government as discussed in the Preamble to the U.S. Constitution, create a project that translates each of these phrases into 5th grader language (in order to form a more perfect union, establish justice, ensure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty, to ourselves and our posterity). Then, create an illustration or image that would accurately represent what you have interpreted each phrase to mean. Although this document was created over 200 years ago, justify why these purposes of government are still important to citizens today.
Westward Movement
SS-05-5.1.1
Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, maps, timelines) to describe significant events in the history of the U.S. and interpret different perspectives.
 
 
SS-05-5.2.3
Students will compare change over time (Colonization, Industrialization, Twentieth Century to Present) in communication, technology, transportation and education.
 
SS-05-5.2.4
Students will describe significant historical events in each of the broad historical periods and eras in U.S. history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and effect relationships.
 
 
05-5.1.1 and 05- 5.2.3 and 05-5.2.4
We have studied various primary and secondary sources relating to Westward expansion, causes for the expansion, and various effects the expansion had on both the environment and Native Americans. Create a project that discusses two causes for Westward expansion and two effects those causes had on either the environment or Native Americans. Settlers thought it was their “Manifest Destiny” to move westward. Determine if you agree with the idea of “Manifest Destiny” and give two reasons to support your answer.
 
There were also many changes to communication, technology, and transportation during this time period. Chose one of these changes and describe the effect it had on Westward Movement. Include one primary source document in your project.
Civil War
SS-05-5.1.1
Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, maps, timelines) to describe significant events in the history of the U.S. and interpret different perspectives.
 
 
SS-05-5.2.1
Students will identify historical documents, selected readings and speeches (e.g., Mayflower Compact, Emancipation Proclamation, Dr. Martin Luther King’s speech: I Have a Dream) and explain their historical significance.
 
 
05-5.1.1 and 05-5.2.1
We’ve examined various primary and secondary sources helping us learn about the Civil War. Create a project that evaluates the various reasons the Civil War began and prioritize the three you think were the most significant.
 
Consider the perspectives of the Confederacy and the Union leading up to the Civil War. Justify one reason from the perspective of the Confederacy for engaging in war. Also, justify one reason from the perspective of the Union for engaging in war.
 
Evaluate and explain the impact of Abraham Lincoln’s Emancipation Proclamation during this time period.
Industrial Revolution
SS-05-5.1.1
Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, maps, timelines) to describe significant events in the history of the U.S. and interpret different perspectives.
 
 
SS-05-5.2.3
Students will compare change over time (Colonization, Industrialization, Twentieth Century to Present) in communication, technology, transportation and education.
 
SS-05-5.2.4
Students will describe significant historical events in each of the broad historical periods and eras in U.S. history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and effect relationships.
 
 
05-5.1.1 and 05-5.2.3 and 05-5.2.4
We’ve studied numerous primary and secondary resources on the Industrial Revolution. Create a project that explains one change in each of the following: communication, technology, transportation, and education. Discuss life in each of the previous categories during the Industrial Revolution and elaborate how life has changed for each category in our present day society. Based on what you know, justify which change was the most significant to how our society functions today.
Immigration
SS-05-5.1.1
Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, maps, timelines) to describe significant events in the history of the U.S. and interpret different perspectives.
 
 
SS-05-5.2.2
Students will explain reasons (e.g., freedoms, opportunities, fleeing negative situations) immigrants came to America long ago (Colonization and Settlement, Industrialization and Immigration, Twentieth Century to Present) and compare with why immigrants come to America today.
 
SS-05-5.2.4
Students will describe significant historical events in each of the broad historical periods and eras in U.S. history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and effect relationships.
 
 
05-5.1.1 and 05-5.2.2
Based on the various primary and secondary sources we’ve studied when learning about Immigration, create a project explaining four reasons why immigrants came to America during colonization, industrialization, and immigration time periods. How would you compare those reasons for immigration with why immigrants come to America today? Use at least one primary source document in your project.
World War I
 
 
Great Depression
 
 
World War II
 
 
Civil Rights Movement
SS-05-5.1.1
Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, maps, timelines) to describe significant events in the history of the U.S. and interpret different perspectives.
 
 
SS-05-5.2.1
Students will identify historical documents, selected readings and speeches (e.g., Mayflower Compact, Emancipation Proclamation, Dr. Martin Luther King’s speech: I Have a Dream) and explain their historical significance.
 
SS-05-5.2.4
Students will describe significant historical events in each of the broad historical periods and eras in U.S. history (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and effect relationships.
 
 
05-5.1.1 and 05-5.2.1
We’ve examined Martin Luther King Jr.’s speech: I Have a Dream as well as other primary source documents about the Civil Rights Movement. Justify
The Information Age
SS-05-5.2.3
Students will compare change over time (Colonization, Industrialization, Twentieth Century to Present) in communication, technology, transportation and education.
 
 
ECONOMICS
SS-05-3.1.1
Students will describe scarcity and explain how scarcity required people in different periods in the U.S. (Colonization, Expansion, Twentieth Century to Present) to make economic choices (e.g., use of productive resources- natural, human, capital) and incur opportunity costs. 
 
 
SS-05-3.3.1
Students will give examples of markets in different periods of U.S. History (Colonization, Expansion, Industrialization, Twentieth Century to Present) and explain similarities and differences.
 
SS-05-3.4.1
Students will describe production, distribution and consumption of goods and services in the history of the U.S. (Colonization, Industrialization, Twentieth Century to Present).
 
SS-05-3.4.2
Students will describe how new knowledge, technology/tools and specialization increase/increased productivity in the U.S. (Colonization, Industrialization, Twentieth Century to Present).
 
 
 
GEOGRAPHY
SS-05-4.1.1
Students will use geographic tools (e.g., maps, charts, graphs) to identify natural resources and other physical characteristics (e.g., major landforms, major bodies of water, weather, climate, roads, bridges) and analyze patterns of movement and settlement in the United States.
 
SS-05-4.1.2
Students will use geographic tools to locate and describe major landforms, bodies of water, places and objects in the United States by their absolute location.
 
SS-05-4.3.1
Students will explain patterns of human settlement in the early development of the United States and explain how these patterns were influenced by physical characteristics (e.g., climate, landforms, bodies of water).
 
SS-05-4.3.2
Students will describe how advances in technology (e.g., dams, reservoirs, roads, irrigation) allow people to settle in places previously inaccessible in the United States.
 
SS-05-4.4.1
Students will explain and give examples of how people adapted to/modified the physical environment (e.g., natural resources, physical geography, natural disasters) to meet their needs during the history of the U.S. (Colonization, Expansion) and analyze the impact on their environment.
 
SS-05-4.4.2
Students will describe how the physical environment (e.g., mountains as barriers for protection, rivers as barriers of transportation) both promoted and restricted human activities during the early settlement of the U.S. (Colonization, Expansion).
 
 
 
 
 
 
 

 





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