ED 417Social Studies Standards

By:

Leslie Singleton

And

Amanda Tesarz

1-History

Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world.

1-Activities

• Activity 1 – Students will create a calendar and mark when the Chinese New Year begins.

Benchmark A – Use a calendar to determine the day, week, month and year.

• Activity 2 – Students will learn about historical events in Japan and be able to place them on a timeline in the order in which they occurred.

Benchmark B – Place events in correct order on a timeline.

• Activity 3 – Students will create a chart displaying what they have learned about daily life in China and Japan. Students will then create a book that shows the basic needs that are met but in different ways.

Benchmark C – Compare daily life in the past and present demonstrating an understanding that while basic human needs remain the same, they are met in different ways in different times and places.

1-Activities

• Activity 4 – Students will create a castle of their own made out of sugar cubes and icing to show Japans achievement in building Himeji Castle. Discuss how living in a castle would have been different then how they live today.

Benchmark C – Compare daily life in the past and present demonstrating and understanding that while basic humans needs remain the same, they are met in different ways in different times and places.

• Activity 5 – Students will explore the daily routines of men, women and children in Japan and China and compare the similarities and differences.

Benchmark C – Compare daily life in the past and present demonstrating and understanding that while basic humans needs remain the same, they are met in different ways in different times and places.

1-Websites• Information about Japan and China

history- www.wikipedia.org

• Information about people and places in Japan

www.web-japan.org/kidsweb/

• Lesson planswww.schooldiscovery.com

• Information about the Himeji Castle www.usborne-quicklinks.com

• Lesson plans www.lessonplanspage.com

2-People in Societies

Students use knowledge of perspectives, practices and products of cultural, ethnic and social groups to analyze the impact of their commonality and diversity within local, national regional and global settings.

2-Activities

• Activity 1 - Students will make kites to display in the classroom and to help them to understand the importance of the Kodomono-hi holiday in Japan.

Benchmark A – Identify practices and products of diverse cultures. • Activity 2 - Students will participate in tasting different foods from Japan and China

and record their experiences in a journal. Benchmark A – Identify practices and products of diverse cultures. • Activity 3 – Students will experience cultural music from Japan and China and be

able to identify them. Benchmark A – Identify practices and products of diverse cultures.

2-Activities

• Activity 4 – Students will make blue and white porcelain vases. Students will cut blue and white construction paper into pieces and then glue them onto a paper cup creating their own Chinese porcelain vase.

Benchmark A – Identify practices and products of diverse cultures.

• Activity 5 – Students will decorate paper dolls to display around the room while learning about the 12th century celebration of Hina Matsuri in Japan.

Benchmark A – Identify practices and products of diverse cultures.

2-Websites• Foreign languages, arts and crafts. www.homeworkspot.com

• Information about food www.japan-guide.com

• Japanese and Chinese music www.en.wikipedia.org

• Chinese blue and white porcelain www.chinese-porcelain-art.com

• Chinese and Japanese traditions www.chineseculture.about.com

3-Geography

• Students use knowledge of geographic locations, patterns and processes to show the interrelationship between the physical environment and human activity, and to explain the interactions that occur in an increasingly interdependent world.

3-Activites• Activity 1 – Students will identify the location of Japan in reference to China on a

map. Benchmark A – Identify the location of the state of Ohio, the United States the, the

continents and oceans on maps, globes and other geographic representations.

• Activity 2 – Students will compare the climates of Japan and China and discuss how they adapt to their climates.

Benchmark C – Explain how environmental processes influence human activity and ways humans depend on and adapt to the environment.

3-Activities

• Activity 3 – Students will identify the volcano Mt. Fuji as a natural feature. Benchmark B – Identify physical and human features of places.

• Activity 4 – Students will identify the location of the Chang Jiang River and draw it on a blank map of China.

Benchmark B – Identify physical and human features of places.

• Activity 5 – Students will be able to identify and locate Honk Kong on a map. Benchmark A – Identify the location of Ohio, the United states, the continents and

oceans on maps, globes and other geographic representations.

3-Websites• Maps www.cgfer.uiowa.edu

• Geography for kids www.unc.edu

• Maps and worksheets www.enchantedlearning.com

• Japan – Physical features www.lisd.k12.mi.us

• Map of China’s rivers www.chinacp.com

Economics

• Students use economic reasoning skills and knowledge of major economic concepts, issues and systems in order to make informed choices as producers, consumers, savers, investors, workers and citizens in an interdependent world

ActivitiesActivity 1-Bring in some Chinese and Japanese items and discuss where you might

find these items and how they obtain these items.Benchmark: C. Explain ways that people may obtain goods and services.

Activity 2-Discuss some of the natural resources that China has in their country.Benchmark: A Explain how the scarcity of resources requires people to make

choices to satisfy their wants.

Activity 3-Discuss some of the natural resources that Japan has in their country.Benchmark: A Explain how the scarcity of resources requires people to make

choices to satisfy their wants.

Activity 4-Bring in items that China and Japan have in their country that are from the United States and discuss that we buy and sell with each other.

Benchmark: B Distinguish between goods and services and explain how people can be both buyers and sellers of goods and services.

Activity 5-Bring in pictures of Chinese and Japanese money and discuss the names of their currency. Benchmark: C. Explain ways that people may obtain goods and services.

Websites U.S. Department of State• http://www.state.gov/r/pa/ei/bgn/4142.htm Natural Resources• http://www.china.org.cn/english/en-shuzi2004/zr/zrzy.htm

Money• http://library.thinkquest.org/J001561/japan/money.html

China Talk: Chinese Money & counting• http://www.tooter4kids.com/china/ChinaTalk_Chinese_Money_and_Counting

.htm

Orient Touch• http://www.orienttouch.com/index.php?cPath=70&sort=3a&gclid=CMa1nc

X9-YsCFQstWAodXgGGbA

Government

• Students use knowledge of the purposes, structures and processes of political systems at the local, state, national and international levels to understand that people create systems of government as structures of power and authority to provide order, maintain stability and promote the general welfare.

ActivitiesActivity 1-Disscuss the difference between Chinese and U.S. family roles and make a Venn Diagram illustrating the similarities and differences.

Benchmark: A Identify elected leaders and authority figures in the home, school, and community and explain reasons for having persons in authority.

Activity 2-Disscuss the difference between Japanese and U.S. family roles and make a Venn Diagram illustrating the similarities and differences.Benchmark: A Identify elected leaders and authority figures in the home, school, and community and explain reasons for having persons in authority.

Activity 3-Disscuss China and U.S. school and community life and create a chart illustrating the differences and similarities.Benchmark: A Identify elected leaders and authority figures in the home, school, and community and explain reasons for having persons in authority.

Activities, continuedActivity 3-Disscuss Japan and U.S. school and community life and create a chart illustrating similarities and differences.Benchmark: A Identify elected leaders and authority figures in the home, school, and community and explain reasons for having persons in authority.

Activity 4-Bring in pictures of symbols and landmarks of China and discuss the importance of these to their country.Benchmark: B Recognize and explain the importance of symbols and landmarks.

Activity 5-Bring in pictures of symbols and landmarks of Japan and discuss the importance of these to their country. Benchmark: B Recognize and explain the importance of symbols and landmarks.

Websites• Asian Info. Org

http://www.asianinfo.org/asianinfo/china/people.htm

• A kids life in China

http://library.thinkquest.org/CR0212302/china.html

• A Chinese school day

http://www.bvs-os.de/eigenes/china/china2001/english/schule.htm

• School life in Japan

http://teacher.scholastic.com/scholasticnews/indepth/schoollife.asp

• Life of a Japanese Child

http://library.thinkquest.org/05aug/01932/page5/page37/page37.html

Citizenship Rights and Responsibilities

• Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system.

ActivitiesActivity 1-In pairs, student will work together to create Chinese dragon masks. They will share their masks with the class and write in their journal about the benefits and disadvantages of working with a partner.Benchmark A- Describe the results of cooperation in group settings and demonstrate the necessary skills.

Activity 2-Students will create a poster that describes the similarities and differences of qualities of good citizenship between U.S. and Japan.Benchmark B- Demonstrate personal accountability, including making choices and taking responsibility for personal actions.

Activity 3-Students will create a poster that describes the similarities and differences of qualities of good citizenship between U.S. and China.Benchmark B- Demonstrate personal accountability, including making choices and taking responsibility for personal actions.

Activities, continuedActivity 4-Discuss that China is thought to have invented the kite. Students will create their own kites and share them with the class. They will be ask why they are proud of their kite. Afterwards, they will be taken outside to let them soar!Benchmark B- Demonstrate personal accountability, including making choices and taking responsibility for personal actions.

Activity 5-Students could write to a pen pal in either Japan or China and tell them what they have learned about their country and ask any questions that they are left with. Once the child writes back they could share their letter with the class.Benchmark B- Demonstrate personal accountability, including making choices and taking responsibility for personal actions.

Websites• Chinese inventions. Info

http://chineseinventions.info/

• Educational for Global Citizenship Schools

http://ott.educ.msu.edu/egc/home.asp

• Jumping into Japan

http://library.thinkquest.org/5214/

• Seeking the World Cultural Heritage of Japan

http://library.thinkquest.org/29295/

• All About China

http://www.suelebeau.com/china.htm