socialstudies2

Illustrate how investment in factories; machinery; new technology; and the health, education and training of people increases productivity and raises future standards of living. (Individuals, Society and Culture).

Students are given information about how different countries have invested into factories, machinery, new technology, health, education, and training of people. However, students don't fully understand what the different standards of living means. How do these different investments impact the standards of living?

Content Exploration: What does increased productivity and future standards of living look like? What are the variables? Data Collection/Analysis: Collect information on how different countries make investments how this relates to their standards of living. Production: Students need to show they understand the different standards of living and how investments impact this.

“What is being done about these problems? Who would be the person or people most likely to do something about these problems? Can ordinary citizens do anything to help?”
 * **Standard 5: Roles of Citizens in the United States** ||
 * || **USG.5.12** || Use information from a variety of resources to describe and discuss American political issues such as environmental issues, women’s rights and affirmative action. ||  ||

Students will identify a significant issue in the community, gather information about the issue, and make a justifiable decision to resolve the issue. The problem is that the students don't really care about presenting to others in their class. It doesn't make a difference. They want to project this to a wider audience.

Content Exploration: Help the students collect information in a lab from a variety of resources. Production: Something that will describe and discuss the issue to a broader audience. Each group should prepare a solution they could present to the appropriate governing body (e.g., principal, school board, city council). Instruct groups to gather the following information on their topic: specific examples of real people affected; how many people are affected; other solutions that have been proposed; the possible ramifications if the problems were not solved; and what the group feels should be done to help or fix the problem. Explain that students should be able to defend their reasoning to the class and that their plan to fix the problem should include specific details (e.g., amount of money needed, timeframe necessary to accomplish the task, what resources would be needed). Have groups present their solutions to the class; encourage students to question their peers on their plans.

U.S. History

Typically, she has her students use their textbook, lectures, and create a cause and effect essay. She wants them to understand both sides of the story, more specifically looking at the normal citizens and how they understood the cause and effects. She wants them to create Newspapers from important historical times and from different viewpoints. For example, one group of students will publish a newspaper/political cartoon/public service announcement/poem from the perspective of the North the day after Gettysburg. And, another group of students will publish a newspaper/political cartoon/public service announcement/poem from the perspective of the South the day after Gettysburg.

1.4 Describe causes and lasting effects of the Civil War and Reconstruction as well as the political controversies surrounding this time. (Government, Economics) 9.4 Explain issues and problems of the past by analyzing the interests and viewpoints of those involved. 9.5 Use technology in the process of conducting historical research and in the presentation of the products of historical research and current events.