NCSS Standards

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 • 7th 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?rec=1283 • http://www.ohiohistorycentral.org/entry.php?rec=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/points05.htm

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

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/emuseum/prehistory/northamerica/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. • 11th 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/content/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.com/

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=software&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 • 11th 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/usaquiz.html

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

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 • 11th or 12th 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

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_hierarchy_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/chapters/pavlov.htm • http://www.mcli.dist.maricopa.edu/proj/nru/opcond.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. • 11th 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.marxists.org/archive/marx/works/1848/communist-manifesto/index.htm

31. 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/Bolshevik Individuals, Groups, and Institutions Activity 4

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 • 12th 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_Confederation

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.overview.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/ushonors/Regents%20Review/Review%20Lessons/Compromises.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://www.billofrights.com/

39. Production, Distribution, and Consumption • Objective: To obtain a better understanding of the outsourcing of jobs • 11th or 12th 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/20040501faessay83301/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/title/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. • 10th grade world history class • 8th or 11th 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_Revolution

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/charts/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=author-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.