1. Social Studies Strands Grade:9 Dennis Greer Dr. Helms Ed 439 28 February 2001

2. Social Strand 1: American Heritage

3. American Heritage American Memory: Historical Collections for the Digital Library http://memory.locgov/ammem/nd/activity/detectiv. html http://memory.locgov/ammem/nd/activity/detectiv. html Students will engage in answering riddles pertaining to historical figures, events, and issues. This activity will sharpen critical thinking skills because riddles require analysis, synthesis, and evaluation before answering

4. American Heritage The Early America Review http://earlyamerica.com/review/ Pupils must read an article from journal Compose a one-page response summarizing the literary piece as well as defining their thoughts about it.

5. American Heritage All About the Family Finder Index http://www.Genealogy.com Create an authentic family tree by way of utilizing the information received from this website. Compose a one to two-page paper describing your findings. This will given orally.

6. American Heritage Salem Witch Hysteria http://www.nationalgeographic.com/feature s/97/salem http://www.nationalgeographic.com/feature s/97/salem Students will partake in a simulation of the controversial Salem Witch Trials. Follow-up questions will be given and the class shall discuss their experiences.

7. American Heritage Ride with Paul Revere http://www.cuesd.K12.ca.us/finney/paulvm h4_entrance.html http://www.cuesd.K12.ca.us/finney/paulvm h4_entrance.html Pupils will utilize the interactive map to accompany Paul Revere on his renown Midnight Ride. Construct a map depicting the significant points during Paul’s Ride. Also, write a one to two paragraph describing this historical event.

8. Social Strand 2: People in Societies

9. People in Societies African Studies Association (Center) http://www.sas.upenn.edu/African_Studies/K- 12/menu _EduNTR.html http://www.sas.upenn.edu/African_Studies/K- 12/menu _EduNTR.html Select an African country from this website and create an electronic database that depicts particular categories. These categories include: population, location, area, climate, life expectancy, language, religion, government,chief executive,suffrage, imports, exports, military branches, and miscellaneous.

10. People in Societies Japan Popular Culture http://www.csuohio.edu/history/japan/industrial Select a topic found on this site and create to 3 to 5 minutes an informative speech to present the class.

11. People in Societies Middle East-The Center for Middle Eastern Studies http://menic.utexas.edu/menic/menic.html Select a Middle Eastern nation from website and find the address for its government agency or foreign embassy. Write a letter to this institution and request information about their country.

12. People in Societies Canadians in the World http://www.canschool.org/relation/history/8 trade%2DE.asp http://www.canschool.org/relation/history/8 trade%2DE.asp Read the commentary about controversial Prime Minister of Canada, Pierre Elliott Tradeau and answer questions pertaining to this topic.

13. People in Societies Chinese Holidays http://www.sandiego- online.com/forums/Chinese/htmls/holidays.htm http://www.sandiego- online.com/forums/Chinese/htmls/holidays.htm Students will be divided into groups in 4 to 6 groups and given a particular Chinese holiday. Pupils shall use this site together information about these celebrations. Pupils shall deliver a group presentation about this topic.

14. Strand 3: World Interactions

15. World Interactions Exploring Maps: Location-A Place in Time http://www.usgs.gov/education/learnweb/MpLesson/Act2.h tml http://www.usgs.gov/education/learnweb/MpLesson/Act2.h tml Students will divide in pairs and select a famous place. Partners shall study how the place has changed over time. The procedure of this activity is defined in the website which includes analyzing the place, constructing a timeline, sketching a map for time period.

16. World Interactions Hammond World Atlas Corporation http://www.hammondmap.com/start40ie.ht ml http://www.hammondmap.com/start40ie.ht ml Name five countries in different time zones. List one or two activities that you usually engage during these time periods.

17. World Interactions Global High School Festival http://www.homajima.cojp/Festival/index.ht ml http://www.homajima.cojp/Festival/index.ht ml Compose a one to two paragraph response to one of inquires featured on this website.

18. World Interactions International: Special Delivery http://home.digitialcity.com/penpals Find a pen pal form different country (not Canada). Write or type a letter describing yourself, hobbies, or interests. Don’t give your real name or any other personal information.

19. World Interactions National Geographic http://magma.nationalgeographic.com/2000/ culture/global/index.html http://magma.nationalgeographic.com/2000/ culture/global/index.html Read the article, Globalization, and answer questions which will be provided by the teacher.

20. Strand 4: Decision-Making and Resources

21. Decision-Making and Resources Stock Market Simulation http://www.nasaviva.edu/RSE/RSEyellow/gnb.html http://www.nasaviva.edu/RSE/RSEyellow/gnb.html Construct a portfolio and make informed decisions (about their portfolios) based upon political, diplomatic, social, and economic atmosphere.

22. Decision-Making and Resources Landmark Project http://www.landmark-project.com/ea- market http://www.landmark-project.com/ea- market Create a product that appealing to cohort as well as the environment. The item must not exceed $200, and pupils assigned to groups of three or four to conduct this activity. Each group will market their product to the class

23. Decision-Making and Resources Federal Reserve Board http://www.federalreserve.gov/ Compose a one to two page paper defining the purposes and functions of Federal Reserve Board. In addition, an economic problem shall be given and students must describe how the Federal Reserve Board would solve the situation.

24. Decision-Making and Resources Economic Education Web http://ecedweb.unomaha.edu/teachsug.htm As a new employee of the multinational division, students will recommend a country for housing a branch plant.\ They will utilize the internet to obtain information for the report. Proposals shall be presented orally to the class.

25. Decision-Making and Resources Maintaining Prosperity in an Ageing Society http://www.oced.org/subject/ageing Select a country and describe how it is reacting to this reacting to a Graying Society in one-page typed essay (Focus on what resources or decisions officers have made to cope with issue?)

26. Strand 5: Democratic Processes

27. Democratic Processes Ohio Government Information and Services http://www.ohio.gov/ Create a chart depicting the three branches of Ohio government and their purposes. Include the names of the Governor and his administration, the state senator and representative from your district.

28. Democratic Processes Famous Cases http://www.fbi.gov/yourfbi/history/famcase s.htm http://www.fbi.gov/yourfbi/history/famcase s.htm Select a federal case and compose a 2 to 3 typed essay about the incident. Students should include their opinion or analysis of the case.

29. Democratic Processes Congress.org http://congress.org Students will divide into pairs and select a current legislation or issue in the House or Senate. Couples will debate this issue for 10 minutes (5 minutes per student). Topic or issues must be derived from the site.

30. Democratic Processes Department of State-Structure of Government http://www.state.gov or www.whitehouse.gov/government/ http://www.state.gov www.whitehouse.gov/government/ Create electronic database that defines the three elements of the federal government. The database should include : Name of the President and his cabinet, Name of Senators and Representatives from Ohio, and Name the four sectors of federal judicial courts. Also list their requirements and functions.

31. Democratic Processes Federal Communication Commission http://www.fcc.gov/ Compose an one to two page typed essay describing the functions and purposes of Federal Communication Commission. Also, discuss an current issue facing this agency.

32. Strand 6: Citizenship and Responsibilities

33. Citizenship and Responbilities Voting Simulation –Kids Voting http://kidsvotingusa.org.curr_samples/votin gsim1/.pdf http://kidsvotingusa.org.curr_samples/votin gsim1/.pdf Students shall reenact the procedure of voting. Each member will be assigned particular duty. Pupils will cast a ballot for intimate issue. Discussion will follow simulation.

34. Citizenship and Responsibilities Service Learning http://www.ehhs.cmich.edu/ins/serv/ Read the data on the definition of service learning. Students will participate in community- based program and compose a 2 to 3 typed report reflecting upon their experience.

35. Citizenship and Responsibilities Global Youth Service Day http://www.youthlink.org Students will adopt an activity pertaining to senior citizen. Each student shall give a 2 minute presentation about their experience.

36. Citizenship and Responsibilities Public Citizen http://www/citizen.org Select a controversial issue from this website and discuss the situation and state your position in a 1 to 2 page paper (typed).

37. Citizenship and Responsibilities Civic Practices Network Affiliates http://www.cpn.org/cpn./sections/affilates.h tml http://www.cpn.org/cpn./sections/affilates.h tml Pick one an organization and write to them regarding your interest in their organization. Remember to inquire information about the program.

38. Conclusion Social Strands help to coordinate our objectives into learning activities. These activities can be interwoven with internet which reflects the concern of preparing our youth for a technological society.