1. NCSS Standards Aaron Pelphrey February 21, 2008

2. Table of Contents Culture Time, Continuity, and Change People, Places, and Environments Individual Development and Identity Individuals, Groups, and Institutions Power, Authority, and Governance Production, distribution, and Consumption Science, Technology, and Society Global Connections Civic Ideals and Practices

3. Culture Objective: To gain a better understanding of the many different pre-historic Indian cultures of the Ohio Valley 7 th grade Ohio History

4. Culture Activity 1 Have the students follow a lecture using the guided note format on the various ancient Indian cultures of Ohio (Adena, Hopewell, Fort Ancient) http://www.ohiohistorycentral.org/entry.php?r ec=1283 http://www.ohiohistorycentral.org/entry.php?r ec=1283 http://www.ohiohistorycentral.org/entry.php?r ec=1287&nm=Adena-Culture

5. Culture Activity 2 Using slides and actual artifacts to lead a class discussion on artifacts and what they can tell us about a particular society. – Have the students write a two page paper on Adena and Hopewell artifacts telling what they can tell about these cultures from their artifacts. http://www.webdyer.com/artifacts_fossils/poi nts05.htm

6. Culture Activity 3 Go on a filed trip to the Miamisburg Mound or Sunwatch Indian Village http://www.sunwatch.or g/

7. Culture Activity 4 Have the students make model of a mound and present a 3 to 5 page paper on it. http://www.mnsu.edu/e museum/prehistory/nort hamerica/culture/plains/ hopewell2.html

8. Culture Activity 5 Have a final class discussion on the Ancient Indians of Ohio – Have a test over the unit

9. Time, Continuity, and Change Objective: To gain a better understanding of the American Civil War and the issues, battles, and people surrounding it. 11 th grade American History

10. Time, Continuity, and Change Activity 1 Using the guided note format, engage the students in a lecture explaining the causes of the war including secession, slavery and economics http://www.civilwar.com/

11. Time, Continuity, and Change Activity 2 Give a lecture using the guided notes format over the war itself including battles and political happenings A link to a list of battles and descriptions – http://www.civilwar.com/c ontent/category/14/21/39 /

12. Time, Continuity, and Change Activity 3 Watch the movie Gettysburg in order to obtain an understanding of tactics, weaponry, causes of the war, and the importance of the battle http://www.nps.gov/gett /

13. Time, Continuity, and Change Activity 4 Give a presentation with actual Civil War weaponry and artifacts allowing the students to view and handle them in order to gain a better understanding of Civil War Combat – http://www.horsesoldier.c om/

14. Time, Continuity, and Change Activity 5 Split the students into Confederate and Union sides and allow them to play the computer game North vs. South against each other in order to gain an understanding of battle field chaos, tactics, and chain of command in Civil War battles http://www.amazon.com/Great-American-Battles- Civil- War/dp/B00002S6JK/ref=sr_1_1?ie=UTF8&s=softwa re&qid=1203563060&sr=1-1

15. People, Places, and Environments Objective: To have the students gain a better understanding of the people, regions and landforms of the United States 11 th grade (lower level) American History class

16. People, Places, and Environments Activity 1 Give a pretest over regions, states, climate patterns, and landforms of the United states in order to assess student understanding of the topic http://www.lizardpoint.com/fun/geoquiz/usaq uiz.html

17. People, Places, and Environments Activity 2 Have the students memorize, and take a quiz over the states and capitals http://www.50states.co m/

18. People, Places, and Environments Activity 3 Using maps and guided notes, hold a lecture on the landforms of the United states including rivers, plains, lakes, mountain rages, oceans, canyons etc. http://geology.com/state -map/

19. People, Places, and Environments Activity 4 Have the students pick a region of the country (ex Midwest, southeast, northeast etc.) and have them compose a 3 to 5 page paper covering landforms, people, climates, states, and resources of that area. This report will be given to the class in the form of an oral presentaion. http://www.dembsky.net/regions/midwest.html http://www.dembsky.net/regions/northeast.html http://www.dembsky.net/regions/southeast.html http://www.dembsky.net/regions/southwest.html http://www.dembsky.net/regions/west.html

20. People, Places, and Environments Activity 5 Conduct a post-test over the geography unit. This test will cover states and capitals, major landforms, regions, climate patterns, and the cultural makeup of different areas of the United States.

21. Individual Development and Identity Objective: to build an understanding of basic psychology principles and concepts 11 th or 12 th grade psychology class

22. Individual Development and Identity Activity 1 Present a lecture on Freud using guided notes, and then test the students over the lecture http://en.wikipedia.org/ wiki/Sigmund_Freud http://en.wikipedia.org/ wiki/Sigmund_Freud

23. Individual Development and Identity Activity 2 Have the students create a hierarchy of their own survival needs, and then have them present it to class for discussion. Use this as a way to begin a lecture on Maslow’s Hierarchy of Needs http://en.wikipedia.org/wiki/Maslow's_hierarc hy_of_needs

24. Individual Development and Identity Activity 3 Explain the concepts of classic and operant conditioning through videos on Pavlov and B.F. Skinner and their experiments. Use worksheets to follow the videos. http://www.as.wvu.edu/~sbb/comm221/chapt ers/pavlov.htm http://www.as.wvu.edu/~sbb/comm221/chapt ers/pavlov.htm http://www.mcli.dist.maricopa.edu/proj/nru/op cond.html http://www.mcli.dist.maricopa.edu/proj/nru/op cond.html

25. Individual Development and Identity Activity 4 Do a section on paranormal psychology. Have a class discussion on whether or not they believe in ghosts, ESP, telepathic powers, clairvoyance etc. Have the students share their experiences on each of these, and then have them write a one page paper on their feelings towards this area of psychology. http://www.learn-psychology.com/page10.html

26. Individual Development and Identity Activity 5 Have the students keep a dream journal which they would share with the class on a daily basis. Have them interpret their dreams using different schools of psychological thought. http://dreamjournal.net/

27. Individuals, Groups, and Institutions Objective: To gain a better understanding of the writings of Karl Marx and communism. 11 th or 12 grade sociology class

28. Individuals, Groups, and Institutions Activity 1 Give a brief lecture over the time period Marx came from so students have an idea of where his point of view was coming from. In this explain the relationship of the capitalists with the lower classes, then have the students discuss in class whether they think that social system was fair to all. http://en.wikipedia.org/wiki/Karl_Marx

29. Individuals, Groups, and Institutions Activity 2 Do a vocabulary activities that defines terms such as Bourgeoisie and Proletariat. This can be done in the form of an in class worksheet. http://dictionary.reference.com/

30. Individuals, Groups, and Institutions Activity 3 Have the class read, for homework and in class the Communist Manifesto. Have them prepare to the key ideas in class by taking notes over the reading. http://www.anu.edu.au/polsci/marx/classics/ manifesto.html http://www.anu.edu.au/polsci/marx/classics/ manifesto.html http://www.marxists.org/archive/marx/works/1 848/communist-manifesto/index.htm http://www.marxists.org/archive/marx/works/1 848/communist-manifesto/index.htm

31. Individuals, Groups, and Institutions Activity 4 Lecture over communist revolutions that did take place using the guided note format. For example the Bolshevik Revolution. Then, discuss and explain with the class why, or why not, communism works. http://en.wikipedia.org/wiki/B olshevik

32. Individuals, Groups, and Institutions Activity 5 As a final exam on the topic, have the students write a 4 to 5 page paper over communist theory, revolutions, and their opinion on whether they think Marxism is a good or bad thing and if they think it can effectively work in actual practice.

33. Power, Authority, and Governance Objective. To gain a better understanding of why the United States had a constitutional convention, and the makeup of the United States Constitution 12 th grade American Government class

34. Power, Authority, and Governance Activity 1 Give a lecture using guided notes over the Articles of Confederation explaining its strengths and weaknesses. http://en.wikipedia.org/ wiki/Articles_of_Confed eration http://en.wikipedia.org/ wiki/Articles_of_Confed eration

35. Power, Authority, and Governance Activity 2 Give a lecture over the United States Constitution, using guided notes, that explains the reasons for the convention, the constitutional convention itself, the federalist papers, the makeup of the constitution itself, the bill of rights, and the ratification process. Afterward give the students a test over the material. http://www.law.cornell.edu/constitution/constitution.o verview.html

36. Power, Authority, and Governance Activity 3 Assign the students, or groups of students, parts as states or regions of the country. Hold a simulation of the constitutional convention where the kids express the concerns of the states they represent in order to gain an understanding of the compromises that occurred during the convention. http://www.icsd.k12.ny.us/highschool/pjordan/ushon ors/Regents%20Review/Review%20Lessons/Compr omises.html

37. Power, Authority, and Governance Activity 4 Have the students write a 2 to 3 page paper comparing and contrasting the Articles of Confederation and the Constitution.

38. Power, Authority, and Governance Activity 5 Have the students memorize the Bill of Rights, so they know their rights as an American, and give them a quiz over it. http://en.wikipedia.org/wiki/United_States_Bill _of_Rights http://en.wikipedia.org/wiki/United_States_Bill _of_Rights http://www.billofrights.com/

39. Production, Distribution, and Consumption Objective: To obtain a better understanding of the outsourcing of jobs 11 th or 12 th grade economics or current events class

40. Production, Distribution, and Consumption Activity 1 Introduce the topic by having the students for homework write a brief one page paper on their feelings towards the outsourcing American jobs to other countries. Have the students discuss their feelings in class. http://en.wikipedia.org/wiki/Outsourcing http://www.foreignaffairs.org/20040501faess ay83301/daniel-w-drezner/the-outsourcing- bogeyman.html

41. Production, Distribution, and Consumption Activity 2 Explain Rostow’s Model of Economic takeoff. Have the students do a worksheet on Rostow’s model in which they fill in the steps that nations go to as they develop economically. Afterwards have them discuss where they think the US is and how this is tied to why jobs are being outsourced. http://en.wikipedia.org/wiki/Rostovian_take- off_model

42. Production, Distribution, and Consumption Activity 3 Have the class watch Michael Moore’s I Roger and Me in order to display the effects of jobs leaving an area. Have a discussion o the video after it’s finished. http://www.imdb.com/titl e/tt0098213/

43. Production, Distribution, and Consumption Activity 4 Have lecture over China’s changing economy using the guided notes format. – Give the students a quiz after the lecture http://en.wikipedia.org/ wiki/Economy_of_the_ People's_Republic_of_ China

44. Production, Distribution, and Consumption Activity 5 Do a research project to see how many jobs in the students area have been outsourced, or how many factories have been shut down in their local area. I think this would be easy in the Dayton area. Have the students write a 3 to 4 page paper to present to the class.

45. Science, Technology, and Society Objective: To build an understanding among the students on how technology has changed society through history. 10 th grade world history class 8 th or 11 th grade American History class

46. Science, Technology, and Society Activity 1 Give a lecture on the Industrial Revolution using guided notes, then give an exam over the lecture. http://en.wikipedia.org/ wiki/Industrial_Revoluti on

47. Science, Technology, and Society Activity 2 Discuss inventions during the Industrial Revolution, and have the students comment in class on how these would change the lives of people as far as work habits, population shifts, and standards of living. http://americanhistory.about.com/library/chart s/blchartindrev.htm

48. Science, Technology, and Society Activity 3 Have the students read Upton Sinclair's The Jungle and do a book report on it, in order to see social reforms came out of the Industrial Revolution period. http://books.google.com/books?id=Pe4k5qMEFCEC &dq=Upton+Sinclair&hl=en&prev=http://www.google. com/search?hl=en&safe=off&q=upton+sinclair&btnG =Search&sa=X&oi=print&ct=result&cd=1&cad=autho r-navigational http://www.sparknotes.com/lit/jungle/

49. Science, Technology, and Society Activity 4 Do an in class activity on the assembly line process. I’d bring in some models of cars, and assign the students each a job in assembling the model. This would help them to understand the assembly line process and mass production, which came out of the Industrial Revolution time period. http://www.eyewitnesstohistory.com/ford.htm

50. Science, Technology, and Society Activity 5 Have the students write a 1 page paper on how they see technology effecting their lives. Have them ask their parents and/or grandparents how technology changed in their lifetimes. Included that in the paper too. Once completed have a discussion in class over how technology has rapidly increased and effected the quality of life in America.

51. Global Connections Objective: To have the students gain better understanding of globalization. 11 th or 12 th grade current events class 11 th or 12 th grade economics class

52. Global Connections Activity 1 Give a pre-test over globalization in order to see what the students already know about it. http://www.globalization 101.org/index.php?file= teach&pass1=teach&id =24

53. Global Connections Activity 2 Give a lecture over increased globalization in the 20 th and 21 st century using the guided notes format. Give the students a test after the lecture is complete. http://www.globalization101.org/index.php?fil e=teach&pass1=teach&id=26 http://www.globalization101.org/index.php?fil e=teach&pass1=teach&id=26 http://en.wikipedia.org/wiki/Globalization

54. Global Connections Activity 3 Have the students pick a product such as a car or appliance and see where all of the components are made. Have them present a PowerPoint to the class on their findings.

55. Global Connections Activity 4 Have a class discussion on the internet and mass communication. After the discussion, have the students write a brief paper on how a more connected world leads to a more global outlook on topics such as economics and politics. http://en.wikipedia.org/wiki/Internet

56. Global Connections Activity 5 Explain the Mc World theory to the students and have a class discussion on whether or not they think a more homogenized world is necessarily a better place. http://www.theatlantic.c om/doc/199203/barber

57. Civic Ideals and Practices Objective: Have the students become more aware and active citizens. 12 th grade American Government class

58. Civic Ideals and Practices Activity 1 Give a lecture over federalism explaining the layers of government in the US, and the responsibilities of people in societies such as voting an community service. http://en.wikipedia.org/wiki/Federalism

59. Civic Ideals and Practices Activity 2 Have the students age 18 and over register to vote http://columbusoh.abou t.com/cs/columbusfrank lin/ht/Vote_Franklin.htm

60. Civic Ideals and Practices Activity 3 Have the students do a community service project where they volunteer 8 hours of their time to give back to the community http://www.epa.gov/hig hschool/community.htm

61. Civic Ideals and Practices Activity 4 Have the students go to local city council meeting and report their findings in the form of a 1 to 2 page paper. http://www.tippcityohio. gov/index.asp?Type=B _BASIC&SEC=%7B14 2283A2-DD76-4F7A- A013- 202519E6E8C0%7D

62. Civic Ideals and Practices Activity 5 Have the students pick an issue concerning the school and then go to a school board meting, and bring the topic up in order to discuss it with the board. http://www.tippcityschools.com/website/index.asp?webpageid={4F3F5713-0923-4C6C- A095-AE4F9C38CF23}