ED 417 Social Studies Standards

1
ED 417Social Studies Standards

• By
• Leslie Singleton
• And
• Amanda Tesarz

2
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.

3
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.

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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.

5
1-Websites

• Information about Japan and China history-
• www.wikipedia.org
• Information about people and places in Japan
• www.web-japan.org/kidsweb/
• Lesson plans
• www.schooldiscovery.com
• Information about the Himeji Castle
• www.usborne-quicklinks.com
• Lesson plans
• www.lessonplanspage.com

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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.

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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.

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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.

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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

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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.

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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.

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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.

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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 Chinas rivers
• www.chinacp.com

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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

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Activities

• Activity 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.

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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/zr
  zy.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?cPath70sort
  3agclidCMa1ncX9-YsCFQstWAodXgGGbA

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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.

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Activities

• Activity 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.

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Activities, continued

• Activity 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.

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Websites

• Asian Info. Org
• http//www.asianinfo.org/asianinfo/china/peo
  ple.htm
• A kids life in China
• http//library.thinkquest.org/CR0212302/chin
  a.html
• A Chinese school day
• http//www.bvs-os.de/eigenes/china/china2001/engl
  ish/schule.htm
• School life in Japan
• http//teacher.scholastic.com/scholasticnews/inde
  pth/schoollife.asp
• Life of a Japanese Child
• http//library.thinkquest.org/05aug/01932/page5/p
  age37/page37.html

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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.

22
Activities

• Activity 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.

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Activities, continued

• Activity 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.

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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