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Social Studies Strands. Table Of Contents Social Studies Strands Ninth Grade  American Heritage  People In Societies  World Interactions  Decision.

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Presentation on theme: "Social Studies Strands. Table Of Contents Social Studies Strands Ninth Grade  American Heritage  People In Societies  World Interactions  Decision."— Presentation transcript:

1 Social Studies Strands

2 Table Of Contents Social Studies Strands Ninth Grade  American Heritage  People In Societies  World Interactions  Decision Making and Resources  Democratic Process  Citizenship Rights and Responsibilities  Science technology, and Society

3 Wright State University Elton Griffith ED 639 Dr. Helms

4  All activities have specific web sites that the students must visit to complete all of the assignments.  All of the included activities are current events/issues that were stolen from various newspapers around the world.

5 Social Studies Strands Ninth Grade American Heritage  The American Revolution  What impact did the American Revolution have on the world?  Was the Boston Massacre a catalyst for the American Revolution?  Why were the Original Thirteen Colonies so important to England?  Why did King George prohibit settlements west of the Appalachian Mountains?

6 Social Studies Strands Ninth Grade  American Heritage Activities  Create a timeline significant events that led to the American Revolution.  Who were the Sons of Liberty and describe the role they played in the revolution?  Which countries around the world are experiencing revolutions similar to those of the American Revolution?  What resources did America have that were limited on non-existent in England?  Who was the underdog of the American Revolution? Why?

7 Social Studies Strands Ninth Grade Activities  Every American colony, but Pennsylvania, where Quaker influence prevented it, maintained a militia prior to the American Revolution.  The militia was an old British tradition. In America, its primary goal was to protect the frontier. Americans learned from their experiences fighting Native Americans who never fought in closed formations. Indians looked for the cover of trees, rocks and fences. Individual initiative and courage were more important than discipline and control in this form of fighting. Each militiaman was expected to provide his own weapon---usually a smoothbore musket---and ammunition, clothing and food for a short expedition.

8 Social Studies Strands Ninth Grade Activities 18th century European armies reflected 18th century society - commanding officers were drawn from the ranks of nobles; captain's and lieutenants were "gentlemen" of a lesser rank; and the ranks were filled with the lower classes, including peasants, the urban poor, paupers, and convicts. The musket was highly inaccurate. Rate of fire was about 2 rounds per minute. Accuracy was limited beyond 50 to 100 yards.  Armies were composed of infantry, cavalry, and artillery. Cavalry did well because fighting was in open terrain, but it was the strength of infantry that usually decided a battle  Troops marched into battle in columns, then deployed into lines, 3 or more ranks deep. Men stood shoulder to shoulder. Loading, firing and bayonet charge were all performed upon command. Fire was by volley only. The standard infantry weapon of the day was the flintlock musket with bayonet. The British model, the Brown Bess, had a smoothbore barrel 3 ft. 8 in. long, with a 14 in. bayonet.

9 Social Studies Strands Ninth Grade Activities  Sons of The American Revolution.  Spy Letters of The American Revolution.  htm htm  evolution/AmerRevolution.htm evolution/AmerRevolution.htm  ://www.kidport.com/RefLib/UsaHistory/AmericanRevol ution.htm ://www.kidport.com/RefLib/UsaHistory/AmericanRevol ution.htm

10 American Revolution Images Click and Travel Back In Time Ninth Grade l colamer.html colamer.html l ca/Boston_Tea_Party.html ca/Boston_Tea_Party.html l l l on.html on.html

11 People In Societies Endangered People Activities Ninth Grade  What country do Kurdish people call home?  Why would the Kurdish people be considered endangered.  What can Americans do to assists the Kurdish people.   nleylazana.html nleylazana.html  

12 People In Societies Endangered People Activities Ninth Grade  Visit the sites to complete the following assignment.   ribi_eng.htm ribi_eng.htm 

13 People In Societies Endangered People Activities Ninth Grade  Where do the Baka/Pygmies call home?  How has time changed their lifestyle?  What groups in America could relate to the Baka/Pygmies?

14 People In Societies Endangered People Activities Ninth Grade  Visit the sites to complete the following assignment.    phtml phtml

15 People In Societies Endangered People Activities Ninth Grade  Where do the Tarahumara people live?  How many Tarahumara people reside on the planet today?  What are some current problems that the Tarahumara people face today

16 World Interaction Activities Ninth Grade l List five countries that are allies/friends of the United States of America? l List each countries type of government. l List each countries main language. l Locate you selected countries on the world map.  tml tml

17 Decision Making and Resources Conflict Diamonds Ninth Grade Visit the sites to complete the assignment.    able/globalissues_childprotection_childlabor able/globalissues_childprotection_childlabor   

18 Decision Making and Resources Conflict Diamonds Ninth Grade  Which countries provide the largest quantity of diamonds?  Which terrorist organization used illegal diamonds to fund its cause?  Which countries around the world use child labor in the diamond trade?  How can we educate others about the diamond trade?

19 Decision Making and Resources Immigration In America Ninth Grade  Visit the sites to complete the assignment.        ryid/ html

20 Decision Making and Resources Immigration In America Ninth Grade  What is immigration?  America is considered a “melting pot”. How can connect this term to immigration?  Why are many American opposed to immigration?  How many illegal immigrants live in the United States of America?

21 Decision Making and Resources World War III Ninth Grade  United States of America has just received information that within 4 days it will be attacked by a rouge country. The rouge country has nuclear weapons. The class will be split into two groups. Group 1 will be supportive of going to war. Group 2 will be against the war. You must also consider the source of the information. The source has not always been accurate. You must also answer the following questions. This assignment will be completed over a two day period. Students will be provided with briefing information prior.

22 Decision Making and Resources World War III Ninth Grade  Should the United States of America try diplomacy to resolve this threat? Why or why not?  Will the United States of America use nuclear weapons? Why or why not?  Before attacking this rouge country should Americans be informed? Why or why not?  How do you know that your source is credible?  Is war the only solution? Why or why not?

23 Democratic Process Ninth Grade  view.html view.html      

24 Democratic Process Ninth Grade  Which amendment gave people of color the right to vote in the United States of America?  What are the names of the three major political parties in the United States of America?

25 Democratic Process Ninth Grade  How would you interpret this cartoon.

26 Democratic Process Ninth Grade  What is due process?  What does due process guarantee for the individual?

27 Citizenship Rights and Responsibilities Ninth Grade Web Sites     tm tm   

28 Citizenship Rights and Responsibilities Ninth Grade  What are voter requirements in the United States of America?  Where can people register to vote in the united States of America?  How often are Presidential elections held?

29 Citizenship Rights and Responsibilities Ninth Grade  What are some differences in campaign strategies used today and in the 1920’s?  How technology assisted politicians?

30 Technology & War Web Sites     emweapons/history.html emweapons/history.html  30_technology.html 30_technology.html  my_Press_Books/nuclear_war/nuclear.htm my_Press_Books/nuclear_war/nuclear.htm  ml ml

31 Technology and War  What impact has technology had on outcomes of war?  When you complete you analysis, think of the Civil War, World War I/II, Persian Gulf War etc.  Think of tactics and weapons developed over the years.

32 Technology & Society Web Sites  S/ITImpacts.html S/ITImpacts.html    3/docs/backgroundpapers/bp11.pdf 3/docs/backgroundpapers/bp11.pdf   pitt.html pitt.html

33 Technology & Society  The internet is a powerful tool. Some say that it is “Ethnocentric” because the dominant language is English.  Things we take for granted were once luxury.  What impact has technology had on you life?  Should we limit technolocial advances?Why or why not?  What about technological espionage?

34 The End


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