Social Studies Strands(for a 6th grade study of World Cultures)

by

Donna Martin Kara Bredemeyer

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

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

This strand focuses on the following:Identifying significant individuals from

different regionsGroup significant individuals into historical

erasAnalyze cause and effect relationships within

different cultures

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):

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:

Renaissance Faire

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

Beethoven

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

Harriet Tubman

http://www.harriettubna.com/

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

This strand focuses on the following:The role of women in society throughout the

worldThe differences in world religionsThe organization of societies including

economics and class structures

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’d):

Prepare a chart on similarities and differences between Christianity & Islam.

Act out a wedding custom from another country.

Websites:

Tribute to Mother Teresahttp://www.cnn.com/world9709/mother.teresa

Caste System in Hindu

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

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 Traditionshttp://www.weddingdetails.com/love/traditions/

cfm

World Interactions

This strand focuses on the following:Utilizing map skillsInterpreting and analyzing charts, maps, and

graphsExamining the spread of major philosophies

and religious ideas

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’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.

Websites:

Exploring Mapshttp://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’d):

Cultural Diffusion

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

Buddhism History

http://thaibuddhism.hypermart.net/

Decision Making and Resources

This strand focuses on the following:Exploring the issues of resource distributionRelating issues of resources distribution to

international tradeExamining what occurs when two or more

regions or nations specialize and trade goods and services to satisfy their wants

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’d):

Students will list the goods that the United States must import.

Students will list the chief exports of the United States.

Websites:France Exports, Imports, and Economics

http://looksmart.com/China – China Dimensions

http://sedac.ciesin.org/chinaImports and Exports

http://www.howtosecrets.com/importexport.htmU.S. Imports and Exportshttp://www.lib.virginia.edu/tradeTrade Information Centerhttp://www.ita.doc.gov/td/tic

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

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 useas the basis for a student-authoredstory in which one of FDR’s publicworks programs improves the lifeof one of Riis’s subjects.Students will hold a debate on whether or not Britain is a true monarchy.

Activities (cont’d):

Students will compare the United States with another constitutional government in the world.Students will create their own newspapers illustrating the typeof printed press one would findin a 1) democracy, 2) monarchy,

and 3) dictatorship.

Websites: Jacob Riis Exhibit

www.mcny.org/riis.htmGovernment of the United Kingdomwww.ukonline.gov.ukHouse of Windsorwww.royal.gov.uk/today/index.htmConstitutional Monarchies

http://sosig.esrc.bris.ac.ukCuba’s official Newspaper - Granmawww.granma.cu/ingles/index.html

Citizenship Rights and Responsibilities

This strand focuses on the following:Citizen participation around the worldAcquiring, interpreting and analyzing

information regarding civic issuesIdentifying ways to resolve conflicts based on

principles of fairness and justiceAlternative routes for attaining civic goalsVoluntary and community services

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’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’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’d):

Project Vote Smart (facts & figures)www.vote-smart.orgLeague of Women Voters (issues)www.lwv.org/Election Day voting for studentswww.kidsvoteohio.orgKids Guide to U.S. governmenthttp://bensguide.gpo.govWomen’s Suffragehttp://lcweb2.loc.gov/ammem/naw/nawstime html

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.

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’d):

Students will write skits comparing the delivery of mail by horse, rail, fax and modem to show how communication technologyreduces the barriers of spaceand time.Students will read current newspapers to establishhow modern science and technological advancements affect the level of power one country can have over another.

Websites: JFK Librarywww.cs.umb.edu/jfklibrary/refdesk.htmSputnik begins space racewww.nytimes.com/learning/general/specials/sputnik/Center of Science and Industry

http://cosi.org/Pony Expresswww.americanwest.com/trails/pages/ponye xp1. htm

Websites (cont’d):

Impact of Railroad Expansion in late 1800’s

http://historymatters.gmu.edu/

THE END