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Influential WomenSocial Studies Standards

Angela Fordyce

ED 417

Table of Contents• 1. People in Society• 2. Geography• 3. History• 4. Economics• 5. Social Studies Skills and Methods• 6. Citizenship Rights and Responsibilities• 7. Government

• (Each strand above will be geared toward the second grade. The benchmark and indicator being covered, activities to use, and websites to visit will all be included in each section.)

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Amelia Earhart My name is Amelia Earhart. Most of the world remembers me for my courage, vision, and groundbreaking achievements, both in aviation and for women. I set many records in aviation including being the first women to rise to an altitude of 14,000 feet. On June 17, 1928, I set out with a team of aviators and traveled from Trepassey harbor, Newfoundland to Burry Port, Wales. This flight took 21 hours and was a major milestone in the history of aviation. I flew solo across the Atlantic on May 20, 1932 and was awarded with a gold medal from the National Geographic Society and the Distinguished Flying Cross from the Congress. I went on to set more records and in 1937 I had an idea to fly around the world. I set out for this great adventure on July 2, and never returned. My memory lives on today for my courage, vision, and accomplishments.

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• People in societies– Identify practices and products of diverse cultures.

• Describe the cultural practices and products of people on different continents. – Give the students a small handout on Whales. Have them create a story

about what Amelia Earhart could have seen when she landed in Whales. • People in societies

– Identify ways that different cultures within the United States and the world have shaped our national heritage.

• Describe ways in which language, stories, folktales, music, and artistic creations serve as expressions of culture and influence the behavior of people living in a particular culture.

– Have the students pick an area around the world to research on the computer. When the students have a basic understanding of that areas culture have them create a story, folktale, song, or artistic creation that represents their culture to share with the class.

• People in societies– Identify ways that different cultures within the United States and the world have

shaped our national heritage.• Explain how contributions of different cultures within the United States have

influenced our common national heritage.– In a large group discussion ask the students what things we experience in

our lives today. Make a list of things we have today and how different people and cultures have influenced our society so that we might have those things.

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• People in societies– Identify ways that different cultures within the United States and the world

have shaped our national heritage.• Describe the contributions of significant individuals, including artisans,

inventors, scientists, architects, explorers and political leaders to the cultural heritage of the United States.

– Discuss with the students how important Amelia Earhart was to the contribution of flying. Discuss the importance of exploring and how that has shaped the United States by the many places we can fly to. Have the students break up into four groups. These four groups will make a report of the kind of plane they want to use, where they want to explore, what kind of things they are looking for, and how long it will take them.

• People in societies– Identify ways that different cultures within the United States and the world

have shaped our national heritage.• Describe the contributions of significant individuals, including artisans,

inventors, scientists, architects, explorers and political leaders to the cultural heritage of the United States.

– Have the students come up with several different ways that people could travel if they didn’t have airplanes. Each student can make a “look in box” (shoe box) to demonstrate how the contribution of Amelia Earhart changed our heritage and how we would travel now if we couldn’t fly long distances.

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Materials and Websites• Materials

– Paper– Pencils– Handout on Whales– Computers– Glue – Shoe boxes– Creative materials

• Websites– http://www.ameliaearhart.com/– http://journals.worldnomads.com/the_whaleys/country/211.aspx– http://www.cltures.com/elcome.html– http://www.lessonplanspage.com/SSLAOCICountriesandCulturesI

dea8.htm– www.ipl.org/kidspace/browse/owd0000

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Betsy Ross

My nave is Betsy Ross. I was born into a family of seventeen children on January 1, 1752. When I was younger, I attended a Quaker public school and was taught reading, writing, and sewing. After I completed my schooling I went to an apprenticeship with a local upholsterer. During this time I fell in love with my first husband John Ross. My husband died on January 21st from a wound that he suffered from an explosion in the war. It was later that year that I met with George Washington, George Ross, and Robert Morris, which led to the sewing of the first flag of the United States. Although I died at age 84, my memory still lives on through my sewing of the first American flag, now a symbol to all nations for freedom.

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• Geography– Identify the location of the state of Ohio, the United States, the continents and oceans

on maps, globes and other geographic representations.• Read and interpret a variety of maps.

– After discussing Betsy Ross and what she did for our country talk about the flag she sew and what our flag looks like today. Have the students look at a map and recognize that each state on that map is represented by a star on the flag. Have the students draw a star on every state making fifty stars all together.

• Geography– Identify the location of the state of Ohio, the United States, the continents and oceans

on maps, globes and other geographic representations.• Name and locate the continents and oceans.

– After the children have read about Betsy Ross give them a map of the world. Have the students paste our flag on the United States and then write on the map the continent we live on. The students can then write out all the continents and oceans on their map.

• Geography– Identify the location of the state of Ohio, the United States, the continents and oceans

on maps, globes and other geographic representations.• Construct a map that includes a map title and key that explains all symbols that

are used.– Have the students pick one of the fifty states and draw a map of their state.

This map will include the major bodies of water, major land masses, a title, and a key.

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• Geography– Explain how environmental processes influence human activity

and ways humans depend on and adapt to the environment.• Compare how land is used in urban, suburban, and rural

environments.– Have the students take the state maps the created and

research if their state has more urban, suburban, or rural land in them. They can research this on the computers and will need to present their findings to the entire class.

• Geography– Explain how environmental processes influence human activity

and ways humans depend on and adapt to the environment.• Identify ways in which people have responded to and modified

the physical environment such as building roads and clearing land for urban development.

– Talk about how the nation has modified the original Betsy Ross flag to the one we have today. Explain that as new things arise we have to modify things like roads. Have a large group discussion and then have the students illustrate their understanding of this.

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Materials and Websites• Materials

– Map

– U.S. flag cutout

– Paper

– Pencil

– Glue

– Crayons

– Computer

• Websites – www.ushistory.org/betsy/ – womenshistory.about.com/library/bio/blross.htm – Google Image Result for http://www.lib.utexas.edu

/maps/world_maps/time_95.jpg– bestweb2000.com/flags1.htm – http://en.wikipedia.org/wiki/Urban_area

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Anne FrankMy name is Anne Frank. I was born into a German-Jewish family on June 12, 1929. When I was a teenager, my family and I were forced to spend 25 months in an annex of rooms above my fathers office in Amsterdam. This took place during World War II and was called the Holocaust. The entire time the war was going on, I kept a diary. I was found and deported into Nazi concentration camp. During my stay at the concentration camp at Bergen-Belsen, I died of typhus. My memory and courage lives on through my diary, which has been translated into 67 different languages and is one of the most widely read books in the world.

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• History

– Use a calendar to determine the day, week, month, and year.

• Measure calendar time by days, weeks, months, and years.

– Create a journal that the students will write in. On the top right hand corner of the journal write how many days you have been writing. When six days turns to seven convert the seven days into one week and so on.

• History

– Place events in correct order on a time line.

• Place a series of related events in chronological order on a time line.

– One week take five specific events that the children wrote about in their journals and create a time line of when those things took place.

• History

– Use a calendar to determine the day, week, month, and year.

• List the days of the week and months of the year in order.

– When the students start their journals have them write on the inside page the days of the week and months of the year in order. This will be a visual reminder for them when they write the date at the left upper-hand corner of their journals everyday.

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• History– Compare daily life in the past and present demonstrating an understanding that

while basic human needs remain the same, they are met in different ways in different times and places.

• Identify and describe examples of how science and technology have changed the daily lives of people and compare forms of communication from the past and present.

– Discuss in a large group how Anne Frank wrote her diary in the past and how we can keep diaries in the present. Have the students return to their seats and draw pictures in a chart that show the differences and similarities of diary writing in the past and present.

• History– Compare daily life in the past and present demonstrating an understanding that

while basic human needs remain the same, they are met in different ways in different times and places.

• Use historical artifacts, photographs, biographies, maps, diaries, and folklore to answer questions about daily life in the past.

– The students will be given a handout with five questions pertaining to the life of Anne Frank. They will be allotted time to use the computer to research Anne Frank and her diary. They will answer the questions and turn their findings in after a week.

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Materials and Websites• Materials

– Computers– Journals– Pencils– Crayons– Graph chart– Questions on paper

• Websites– www.annefrank.com/ – en.wikipedia.org/wiki/Anne_Frank – www.annefrank.org/ – www.timeanddate.com/calendar/ – How to teach Anne Frank

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Mary KiesMy name is Mary Kies. I became the first woman to receive a U.S. patent in May 5, 1809. Many women, because they could not own property in those days, did not bother to try to patent their ideas. I broke that pattern and patented my method of weaving straw silk. My new invention made me sell beautiful hats that no one else could copy. Today women all over the world paten their ideas and inventions to sell all sorts of things.

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• Economics– Explain how the scarcity of resources requires people to make choices

to satisfy their wants.• Explain how resources can be used in various ways.

– Have students draw pictures of all the different ways we use straw like Mary Kies.

• Economics– Distinguish between goods and services and explain how people can

be both buyers and sellers of goods and services.• Explain how people are both buyers and sellers of goods and

services. – The students will set up a village. Some people will be buyers

and some will be sellers. They will bargain how much the goods and services are worth.

• Economics– Distinguish between goods and services and explain how people can

be both buyers and sellers of goods and services.• Recognize that most people work in jobs in which they produce a

few special goods or services. – Have the students create their own hats like Mary Kies.

Discuss how the only thing Mary Kies made to sell was hats and how most stores the children know of only have a few products they sell.

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• Economics

– Distinguish between goods and services and explain how people can be both buyers and sellers of goods and services.

• Explain why people in different parts of the world earn a living in a variety of ways.

– Have the class divide up into four groups and take four regions of the United States. The groups will research on the computer the types of jobs men and women have in their regions and then will present their findings to the class.

• Economics

– Explain ways that people may obtain goods and services.

• Recognize that money is a generally accepted medium of exchange for goods and services and that different countries use different forms of money.

– Ask the students how they pay for groceries and the clothes they have. Discuss the different forms of money we use and how different countries have different forms of money. Show the students different forms of change and dollars. Have them pick their favorite form and draw and describe that form.

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Materials and Websites• Materials

– Paper– Pencil– Crayons– Computer– Cardboard– Straw– Fabric– Glue– Glitter

• Websites– www.americaslibrary.org/cgi-bin/jb_date.cgi

?day=05&month=05 – inventors.about.com/library/inventors/blkeis.htm – http://www.dawn-knight.com/section.php/10/0– www.bep.treas.gov/ – www.frbatlanta.org/publica/brochure/fundfac/money.htm

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Rosa ParksMy name is Rosa Parks. I am a brave woman who during a bus ride in Montgomery, Alabama, refused to give up my seat to a white traveler. I was arrested for this act and fined for violating the city ordinance. This act began a movement that ended legal segregation in America. I worked for the NAACP and was honored with many awards like the Rosa Parks Freedom Award, the Medal of Freedom, and the Congressional Gold Medal. When I died, I was placed in the state Capitol, which is usually an honor reserved for only Presidents of the United States because I was an inspiration to freedom-

loving people everywhere.

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• Social studies skills and methods– Obtain information from oral, visual, print and electronic sources.

• Obtain information from oral, visual and print sources. – Read a book about Rosa Parks, look at pictures of Rosa

Parks, and google Rosa Parks on the computer to learn about her life.

• Social studies skills and methods– Predict outcomes based on factual information.

• Predict the next event in a sequence.– When reading a book about Rosa Parks ask the students

what they thing will happen next. Do this several times to see if they can predict what will happen.

• Social studies skills and methods– Predict outcomes based on factual information.

• Distinguish the difference between fact and fiction in oral, visual and print materials.

– Ask the students if the book on Rosa Parks is fact or fiction. Discuss the two. Have the students make a chart on their paper with the different books in the room. Have them write down the titles of factual books on one side of the paper and fictional books on the other.

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• Social studies skills and methods

– Communicate information orally, visually, or in writing.

• Communicate information in writing.

– Have the students write and draw a picture of a problem the have had, how they solved their problem, and if their solution worked.

• Social studies skills and methods

– Identify a problem and work in groups to solve it.

• Use problem-solving/decision-making skills to identify a problem and gather information while working independently and in groups.

– Have the students break up into groups of four. They will see how Rosa Parks fought for her seat on the bus and understand the problem she faced. As a team have them come up with another solution that Rosa Parks could have done to solve her problem.

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Materials and Websites• Materials

– Pencil

– Paper

– Book on Rosa Parks

– Pictures of Rosa Parks

– Computer

– Books around the room

– Crayons

• Websites – www.achievement.org/autodoc/page/par0bio-1 – www.grandtimes.com/rosa.html – teacher.scholastic.com/rosa/ – www.achievement.org/autodoc/page/par0gal-1 – www.factandfictionbooks.com/

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Mother Teresa My name is Mother Teresa. I was born in Macedonia on August 27, 1910. When I was twelve, I was called by God to become a missionary and spread the word and love of Christ. I took my initial vows to become a nun in India in 1931. I then became a teacher but saw the poverty and suffering of the people around me and knew I needed to help them. I then opened a school for slum children and helped children and families suffering from poverty. I died on September 5, 1997, and am recognized and acclaimed throughout the world for my willingness for international peace and understanding and for my generosity that I spread

to those around me.

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• Citizenship rights and responsibilities– Describe the results of cooperation in group settings and demonstrate the

necessary skills• Demonstrate skills and explain the benefits of cooperation when working

in group settings that manage conflict peacefully, display courtesy, and respect others.

– Have the students write down one way that they behave in school that is peaceful, courteous, and respectful.

• Citizenship rights and responsibilities– Demonstrate personal accountability, including making choices and taking

responsibility for personal actions. • Demonstrate self-direction in tasks within the school community.

– With a large group have the students make a chart with tasks that the children think they demonstrate self-direction in the school setting. Count how many children choose the same thing and what task was the least chosen.

• Citizenship rights and responsibilities– Demonstrate personal accountability, including making choices and taking

responsibility for personal actions.• Demonstrate citizenship traits including honesty, self-assurance, respect

for the rights of others, persistence, and patriotism. – Have the students look up these four traits in their dictionary and

write out the meaning of each.

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• Citizenship rights and responsibilities

– Demonstrate personal accountability, including making choices and taking responsibility for personal actions.

• Demonstrate citizenship traits including honesty, self-assurance, respect for the rights of others, persistence, and patriotism.

– Have the students take their meanings of the traits and then write out one thing they could do to demonstrate the trait.

• Citizenship rights and responsibilities

– Demonstrate personal accountability, including making choices and taking responsibility for personal actions.

• Demonstrate citizenship traits including honesty, self-assurance, respect for the rights of others, persistence, and patriotism.

– Have the students take their four points they could demonstrate and have them choose one to actually perform. After the students have performed these have them write down how they felt after performing their trait.

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Materials and Websites• Materials

– Paper– Pencil– Chart paper– Dictionary

• Websites– nobelprize.org/nobel_prizes/peace/laureates/1979/teresa-

bio.html – en.wikipedia.org/wiki/Mother_Teresa – www.ewtn.com/motherteresa/ – www.cnn.com/WORLD/9709/mother.teresa/ – dictionary.reference.com/

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Jackie KennedyMy name is Jackie Kennedy. I was born in 1929 and married my husband, Senator Kennedy in Newport in 1953. Soon after, I became the first lady when my husband became the President of the United States. I brought intelligence, cultivated taste, and beauty into the presidency, which was publicized most often by the press. I was very resilient when my husband was assassinated and was publicized for my courage during this time. I died in 1994, but my valiant life is still recognized by many.    

 

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• Government– Identify elected leaders and authority figures in the home, school, and community and explain

reasons for having persons in authority.• Identify leaders such as mayor, government and president, and explain that they are

elected by the people. – The students will discuss first ladies like Jackie Kennedy and their husbands. They

will see that the president is chosen by the people and learn about what age they have to be to be a part of choosing the president. They will write one sentence about what they learned from the discussion on paper.

• Government– Identify elected leaders and authority figures in the home, school, and community and explain

reasons for having persons in authority.• Explain how a system of government provides order to a group such as a school or

community and why government is necessary including making and enforcing laws, providing leadership, providing services, and resolving disputes.

– Have the students pick one of the four things listed above and create a poster from magazine ads that shows on one side what happens when you have those things and on the other side what happens when you don’t.

• Government– Recognize and explain the importance of symbols and landmarks of the United States.

• Explain the importance of landmarks in the United States and the ideals that they represent including the Washington Monument, the Jefferson Memorial, and the Lincoln Memorial.

– The students will break up into three groups and have to replicate these different monuments. On Friday of that week the other groups will be given tours and information on the other landmarks.

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• Government

– Explain the purposes of rules in different settings and the results of adherence to, or violation of, the rules.

• Explain the purpose of rules in the workplace.

– Have the students interview their parents asking them they types of rules they have to follow at their work. Have the students write down one of these rules and give an explanation of why that rule is good to have. The students will present their rules to the class and we will rank them according to the most important.

• Government

– Explain the purposes of rules in different settings and the results of adherence to, or violation of, the rules.

• Predict the consequences of following rules or violating rules in different settings.

– Have the students pick between five rules you present to them. They must write down what the rule is, why it should be followed, and what happens when the rule is not followed.

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Materials and Websites• Materials

– Paper– Pencil– Poster board– Magazines– Clay

• Websites– www.whitehouse.gov/history/firstladies/jk35.html – en.wikipedia.org/wiki/

Jacqueline_Kennedy_Onassis – www.arlingtoncemetery.net/jbk.htm – www.whitehouse.gov/ – www.whitehouse.gov/kids/