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

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

• by
• Donna Martin Kara Bredemeyer

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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

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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

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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

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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 Beethovens influence on
  society.

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Activities (Contd)

• 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.

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Websites

• Renaissance Faire
• http//www.renaissance-far.com/
• Beethoven
• http//www.edepot.com/beethoven.html
• Harriet Tubman
• http//www.harriettubna.com/

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Websites (Contd)

• Great Potato Famine
• http//www.nde/state.us/ss/irish_irishpf.html
• Medieval Kings of England
• http//www.castlewales.com/eng_king.html

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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

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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.

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Activities (Contd)

• Prepare a chart on similarities and differences
  between Christianity Islam.
• Act out a wedding custom from another country.

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Websites

• Tribute to Mother Teresa http//www.cnn.com/world9
  709/mother.teresa
• Caste System in Hindu
• http//www.friesian.com/caste.htm

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Websites (Contd)

• 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

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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

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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.

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Activities (Contd)

• 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.

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Websites

• Exploring Maps http//www.usgs.gov/education/learn
  web/Maps.
• html
• World Time Server
• http//www.worldtimeserver.com/
• Gold Rush Fever! http//www.richmond.edu/pstohrhu
  /learn/
• gold.html

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Websites (Contd)

• Cultural Diffusion
• http//hawk.hamamed.ac.jp/dbk/diffusion.html
• Buddhism History
• http//thaibuddhism.hypermart.net/

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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

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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.

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Activities (Contd)

• Students will list the goods that the United
  States must import.
• Students will list the chief exports of the
  United States.

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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

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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

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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 FDRs public
• works programs improves the life
• of one of Riiss subjects.
• Students will hold a debate on whether or not
  Britain is a true monarchy.

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Activities (contd)

• 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.

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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
• Cubas official Newspaper - Granma
• www.granma.cu/ingles/index.html

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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

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Activities (contd)

• 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.

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Activities (contd)

• 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

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Activities (contd)

• 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.

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Websites (contd)

• 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
• Womens Suffrage
• http//lcweb2.loc.gov/ammem/naw/nawstime html

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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.

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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 Sputniks affect on
  internal and foreign American policies of the
  late 1950s and 1960s.

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Activities (contd)

• 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.

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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/pon
  ye xp1. htm

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Websites (contd)

• Impact of Railroad Expansion in late 1800s
• http//historymatters.gmu.edu/

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THE END