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					                   Suggested Activities for USII (7th Grade)



            Draw and label the Great Plains on a map.
            Make „Job Wanted‟ posters and classified ads for cowboys and miners.
            Make advertisements for the Steel Plow and barbed wire.
            Make a model of a sod house.
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            Draw and label the Great Plains on a map.
            Write letters from the West to the East describing life on the Great Plains.
            Listen to music of cowboy songs.
            Students could dress as a cowboy or dress a doll and describe their attire and farm chores.
            Present a weather report based on features of the Great Plains.
            Make an inventions timeline with 1870-1910, using 4-foot pieces of adding machine text.




                         http://www.pcs.k12.va.us/instruction/curriculum-alignment/Social%20Science/Grade%206%20-%20USII/SS%20USII.8b.doc
            Play computer game “Oregon Trail”
            Read textbook pages
            Make a poster or collage to show reasons for expansion
            Make want ads, classified ads or position-wanted ads for cowboys, farmers, sheepherders, homesteaders, new
             farm equipment, and, livestock, etc.
            Write skits as a newspaper reporter for any of the reasons for expansion: include who, what, when, where, why, &
             how
            Journal or diary writing
            Have a panel discussion. Include: miner, railroad worker, land owner (homesteader), former slave, adventurer
            Write dialogues about life in an American city in the late 1800s/early 1900s (i.e. life as a poor immigrant living in a
             tenement) in comparison to present life
            Market an invention – describe the invention, switch papers and create a plan for selling the invention. Make a
             printed advertisement.
            Research the life of chief Joseph.
            Create a timeline of important events affecting American Indians.
         
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             Write letters from immigrants to homeland.
            Role-play an immigrant talk show – include host, audience, and immigrant families. Host and audience have
             prepared questions ahead of time.
            Research and plan a Mayor‟s campaign – students make slogans, speeches, and posters for a machine Mayor
             and a reform challenger.
            Role Play a visitor to a settlement house offering help in the areas of childcare, instruction, reading, music, math,
             language, cooking, and health care.
            Urban-Rural dialogue – after living in a rural area and moving to a big city and going back to talk to someone in a
             rural area.
            Conduct a panel interview about discrimination against blacks – assign a moderator, Booker T. Washington, WEB
             Du Bois, a white supporter of Washington (Andrew Carnegie), a white member of the NAACP (Jane Adams), and
             a white southern leader who favors segregation. Questions include topics such as segregation, lynchings, trade
             schools for blacks, and the NAACP
            Make a flow chart or problem-solution chart to outline a plan for solving discrimination.
            Diary/Journal entries for responses to discrimination
            Research and illustrate how Jim Crow Laws affected African Americans
            Role play a peer mediation session
            Biographical reports on Booker T. Washington and WEB Du Bois
         




                         http://www.pcs.k12.va.us/instruction/curriculum-alignment/Social%20Science/Grade%206%20-%20USII/SS%20USII.8b.doc
            Prepare an interview with John D. Rockefeller, Andrew Carnegie, Henry Ford
            Create a catalogue of needed inventions and materials/resources
            Have students perform a task, such as making a paper chain, in groups of men, children, immigrants, and African
             Americans. At the end “pay” the men a higher wage.
            Write workers dialogues between two workers (identify name, age, sex, job, setting, job related concerns, attitude
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             toward unions)
            Write editorials as Triangle Shirtwaist Company worker, mine owner – send kids to mines, union organizer,
             railroad worker, Pullman Company executive
            Make banners to support or oppose the Temperance Movement/Women‟s Suffrage/Unions
            Make a Reforms Chart – Columns: Group, Reforms sought, Issues, Outstanding figures, Successes
            Hold a Temperance or Voting Rights Protest
            Create Public Service Announcements – show the problem and offer solutions
            Biographical report on Susan B. Anthony




                        http://www.pcs.k12.va.us/instruction/curriculum-alignment/Social%20Science/Grade%206%20-%20USII/SS%20USII.8b.doc
            Bring in examples of Yellow Journalism from local newspaper with emotionally changed words
            Write examples of Yellow Journalism by rewriting a straightforward and factual article from the newspaper. Ask
             “What would happen if daily newspapers adopted the style of Yellow Journalism?”
            Write letters home from two points of view: An American soldier fighting in Cuba and one preparing to return from
             fighting the rebels in the Philippines
            Make a timeline with pictures of major events beginning with the Cuban revolt against Spain and ending with the
             Filipino uprising
            Role play world leaders of this time – Rough riders and Hawaiian or Filipino citizens
            Write poems or songs about the war – heroic ballads, or protest song. Celebrate a battle or hero, criticize the war,
             or portray a soldier‟s life
            Prepare news reports on 1) Explosion of the Maine, 2) Dewey‟s victory in Manila, 3) Battle of San Juan Hill, 4) End
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             of Spanish-American War
            Play Jeopardy with WWI information
            Make a WWI timeline
            Research and report on WWI weapons – Make three columns: On Land, On Water, In the Air
            Create a war map – label countries, cities, rivers, and provinces on a large outline map. Write an explanation of
             each on an index card and glue to map with a line drawn to each point on the map
            Surviving life in a trench – 1) What 10 items besides clothing and weapons would you bring, 2) What activities
             would not be a good idea
            Role play a conversation between an experienced soldier and a new recruit in a trench
            Diary entries from the trenches
            Make event cards – 1) Quiz each other, 2) Have a partner put them in chronological order
            Write the terms for a Peace Treaty (could write four points of view from the four big nations)
            Hold a class debate – should/should not join League of Nations (Audience asks questions)




                         http://www.pcs.k12.va.us/instruction/curriculum-alignment/Social%20Science/Grade%206%20-%20USII/SS%20USII.8b.doc
            Assembly line activity with Peanut Butter and Jelly sandwiches
            Biographical reports on the Wright Brothers, Guglielmo Marconi, Henry Ford, David Sarnoff
            Make model planes (paper). Who‟s flies the farthest?
            Listen to recordings of old radio shows, such as “War of the Worlds”
            Make a collage of communication changes or how electrification changed rural life
            Review Amendments (18th and 21st)
            Anti-Prohibition Slogans
            Prohibition Word Web
            Newspaper stories of gangsters and violence
            Interviews with bootleggers, young people on the scene, owners of illegal bars (speakeasies), gangsters, those
             against and for prohibition
            Travel stories from African Americans migrating to northern cities to find jobs and in fighting in Europe (WWI)
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            Create a booklet with short biographical sketches of Jacob Lawrence, Langston Hughes, Duke Ellington, Louis
             Armstrong, Bessie Smith, Georgia O‟Keeffe. Include samples of their work
            Make life size portraits
            Interviews
            Flash Cards
            “A day in the life of…”
            “This is Your Life” Poster or Presentation (Technology based or brown bag presentation)
            Make puppets and a presentation
            “The Worst of Times” Bulletin Board. On black background – pictures off the internet.
            Make a “Then and Now” Poster
            Make political cartoons – stock market crash, Hoover‟s response, the Bonus Army
            An evening in Hooverville – city person riding rails, losing home or farms. Describe what happened and discuss
             hopes.
            Hold a Fireside Chat – describe a New Deal program to talk about – make an audiotape
            Make posters promoting a New Deal program




                        http://www.pcs.k12.va.us/instruction/curriculum-alignment/Social%20Science/Grade%206%20-%20USII/SS%20USII.8b.doc
            WWII Timeline and illustrate
            World Leader chart: columns include: Leader, Government, Personal Freedom, Foreign Policy
            From WII pictures, write human interest stories including quotes from those on the scene
            Label the axis, allied, and neutral powers
            World leader booklet
            Role play a family‟s conflict – discuss flee or stay and see if situation improves or not
            Write Headlines from September 1, 1939, June 22, 1940, and December 7, 1941
            Visit WWII Veteran‟s Memorial in Bedford
            Create a code – because codes were cracked by Japanese. Americans used the Navajo code and it was
             never cracked.
            Interview a holocaust survivor or WWII veteran
            Research WWII aircraft
         
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             Have a soldier write a letter to future grandchildren about a battle or event
            Do radio broadcast of any event or battle
            Role play war heroes or make booklet or interview
            Write war poems
            Make a battle scene
            Coping with wartime shortages – divide class into four groups – 1) sugar, 2) meat, 3) Shoes, 4) Gasoline.
             Each group lists ways they would be affected if that item was in limited supply for several years (rationing and
             conserving)
            Homefront eye-witness accounts – imagine living in the U.S. in 1943 in a specific place (interment camp,
             teenager in high school, woman making an aircraft), Eye witness‟s account of daily life
            Posters for war effort. How to save cloth, raise money to provide materials, conserve gasoline and food
            Chart effects of war: Headings Homefront and military categories include African Americans, Native
             Americans, and women. Explain each role and how war affected each group.
            Write Journal entries
            Japanese Amercan living in 1942 writes a letter to President Roosevelt to reconsider executive order 9066
             (Give sound arguments)




                    http://www.pcs.k12.va.us/instruction/curriculum-alignment/Social%20Science/Grade%206%20-%20USII/SS%20USII.8b.doc
            Use the internet to research and report Marshall Plan and the United Nations
            Make a poster of the Nations and Flags from those that entered the United Nations
            Design a slogan/banner/poster urging a country to join the U.N.
            Locate countries belonging to the U.N. on an outline map
            Write a report or an essay on why the Marshall Plan was a good idea
            Make a list of things that characterize life in affluent nations and life in poor nations
            Make a scrapbook of this period including illustrations
            Draw political cartoons of baby boom, suburban growth, poverty, women back to families and men to
             workforce after the war.
            Define his/her idea of the “American Dream”
            Make a collage of the “American Dream”
            Charting changes – columns: 1) Life of grandparents (when young), 2) Life of parents (when young), and 3)
             Life today. School, home, recreation, music, entertainment, business, clothes, shopping centers, household
             conveniences, income, jobs
            Explain the collapse of Communism in Europe
            Differentiate between the challenges after the Cold War from earlier challenges
            Brainstorm a list of words and phrases that might describe a cold war
            Make a map and color in communist countries that represent the cold war (map p.494)
            Speakers from Korea and Vietnam wars
            Chart who, what where, when, why to explain cold war
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            Cold war “hot spots” chart: Dates, United States President how conflict began, outcome. Include: Cuban
             Missle Crisis, Bay of Pigs, Berlin Airlift, Korean War, Vietnam
            News report on Korean War events: June 1950 (Truman asks UN to send troops to Korea), August 1950 (N.
             Korea pushes UN Forces South), September 1950 (MacArthur lands at Inchon), November 1950 (UN Troops
             approach Chinese border), April 1951 (Truman fires MacArthur), July 1953 (Cease-fire signed)
            Draw a map of Korea & Vietnam and label major events




                    http://www.pcs.k12.va.us/instruction/curriculum-alignment/Social%20Science/Grade%206%20-%20USII/SS%20USII.8b.doc
            Design a Cold War Museum: themes: Arms Race, Conflict in Eastern Europe, War in Vietnam. Illustrate and
             draw items to display – photos of Sputik, bomb shelter, photo of Berlin War, quotes from President Truman
            Create newspaper headlines for Cold War events
USII.7      Role Play interview of world leader: Nixon, Carter, Gorbechev, Reagan. Common citizen and a reporter
            Who‟s who – identify leader time in office and effects of his policies
            Write songs or posters/signs as protests against Vietnam war
            Make posters to show changing patterns in U.S. society and policies/programs that expanded
             educational/employment opportunities (like the GI Bill of Rights)
            Interview moms and grandmothers to show difference in role of women
            Interview older African Americans to show how society has changed in civil rights

            Role play by having a left and right handed student describe their feelings after one group is granted
             privileges and the other denied – (getting water, sharpening pencil, using a water fountain or restroom, eating
             in a restaurant)
            Create a civil rights booklet – people, events, court cases (see TRG p.28)
            Interview Rosa Parks (role play)
            Interview an elderly African American
            Interview mom and grandmother to see changing role of women
            TV talk show – Martin Luther King, Jr., Malcolm X, Cesar Chavez, Betty Freedan, Wilma Mankiller – ask 1)
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             What have you tried to accomplish in your life, 2) What is the best way to call attention to your cause, 3) What
             is your greatest achievement, and 4) what is your greatest failure
            Sing Civil Rights songs: “Go Down, Moses,” “This Little Light of Mine,” “We Shall Overcome,” “Oh Freedom,”
             “If I had a hammer,” and “We Shall Not Be Moved”
            Make mobiles for changing role of women
            Make a leaflet on a new industry
            Timeline of American Space program
            Models of Rockets – use Legos or anything
            Write how computers have changed American life – ask parents to describe life without computers and the
             internet




                    http://www.pcs.k12.va.us/instruction/curriculum-alignment/Social%20Science/Grade%206%20-%20USII/SS%20USII.8b.doc

				
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