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American Heritage
• American Memory: Historical Collections for the Digital Library
• http://memory.locgov/ammem/nd/activity/detectiv.html
• Students will engage in answering riddles pertaining to historical figures, events, and issues.
• This activity will sharpen critical thinking skills because riddles require analysis, synthesis, and evaluation before answering
American Heritage
• The Early America Review
• http://earlyamerica.com/review/
• Pupils must read an article from journal
• Compose a one-page response summarizing the literary piece as well as defining their thoughts about it.
American Heritage
• All About the Family Finder Index• http://www.Genealogy.com• Create an authentic family tree by way of
utilizing the information received from this website.
• Compose a one to two-page paper describing your findings. This will given orally.
American Heritage
• Salem Witch Hysteria
• http://www.nationalgeographic.com/features/97/salem
• Students will partake in a simulation of the controversial Salem Witch Trials.
• Follow-up questions will be given and the class shall discuss their experiences.
American Heritage
• Ride with Paul Revere• http://www.cuesd.K12.ca.us/finney/paulvm
h4_entrance.html
• Pupils will utilize the interactive map to accompany Paul Revere on his renown Midnight Ride.
• Construct a map depicting the significant points during Paul’s Ride. Also, write a one to two paragraph describing this historical event.
People in Societies• African Studies Association (Center)• http://www.sas.upenn.edu/African_Studies/K-1
2/menu _EduNTR.html• Select an African country from this website and
create an electronic database that depicts particular categories.
• These categories include: population, location, area, climate, life expectancy, language, religion, government,chief executive,suffrage, imports, exports, military branches, and miscellaneous.
People in Societies
• Japan Popular Culture
• http://www.csuohio.edu/history/japan/industrial
• Select a topic found on this site and create to 3 to 5 minutes an informative speech to present the class.
People in Societies
• Middle East-The Center for Middle Eastern Studies
• http://menic.utexas.edu/menic/menic.html • Select a Middle Eastern nation from website
and find the address for its government agency or foreign embassy. Write a letter to this institution and request information about their country.
People in Societies
• Canadians in the World
• http://www.canschool.org/relation/history/8trade%2DE.asp
• Read the commentary about controversial Prime Minister of Canada, Pierre Elliott Tradeau and answer questions pertaining to this topic.
People in Societies
• Chinese Holidays
• http://www.sandiego-online.com/forums/Chinese/htmls/holidays.htm
• Students will be divided into groups in 4 to 6 groups and given a particular Chinese holiday.
• Pupils shall use this site together information about these celebrations.
• Pupils shall deliver a group presentation about this topic.
World Interactions• Exploring Maps: Location-A Place in Time
• http://www.usgs.gov/education/learnweb/MpLesson/Act2.html
• Students will divide in pairs and select a famous place.
• Partners shall study how the place has changed over time.
• The procedure of this activity is defined in the website which includes analyzing the place, constructing a timeline, sketching a map for time period.
World Interactions
• Hammond World Atlas Corporation
• http://www.hammondmap.com/start40ie.html
• Name five countries in different time zones.
• List one or two activities that you usually engage during these time periods.
World Interactions
• Global High School Festival
• http://www.homajima.cojp/Festival/index.html
• Compose a one to two paragraph response to one of inquires featured on this website.
World Interactions
• International: Special Delivery• http://home.digitialcity.com/penpals• Find a pen pal form different country (not
Canada).• Write or type a letter describing yourself,
hobbies, or interests.• Don’t give your real name or any other
personal information.
World Interactions
• National Geographic
• http://magma.nationalgeographic.com/2000/culture/global/index.html
• Read the article, Globalization, and answer questions which will be provided by the teacher.
Decision-Making and Resources
• Stock Market Simulation
• http://www.nasaviva.edu/RSE/RSEyellow/gnb.html
• Construct a portfolio and make informed decisions (about their portfolios) based upon political, diplomatic, social, and economic atmosphere.
Decision-Making and Resources
• Landmark Project• http://www.landmark-project.com/ea-marke
t
• Create a product that appealing to cohort as well as the environment.
• The item must not exceed $200, and pupils assigned to groups of three or four to conduct this activity.
• Each group will market their product to the class
Decision-Making and Resources
• Federal Reserve Board• http://www.federalreserve.gov/ • Compose a one to two page paper defining
the purposes and functions of Federal Reserve Board.
• In addition, an economic problem shall be given and students must describe how the Federal Reserve Board would solve the situation.
Decision-Making and Resources
• Economic Education Web• http://ecedweb.unomaha.edu/teachsug.htm • As a new employee of the multinational
division, students will recommend a country for housing a branch plant.\
• They will utilize the internet to obtain information for the report.
• Proposals shall be presented orally to the class.
Decision-Making and Resources
• Maintaining Prosperity in an Ageing Society
• http://www.oced.org/subject/ageing
• Select a country and describe how it is reacting to this reacting to a Graying Society in one-page typed essay (Focus on what resources or decisions officers have made to cope with issue?)
Democratic Processes
• Ohio Government Information and Services
• http://www.ohio.gov/
• Create a chart depicting the three branches of Ohio government and their purposes.
• Include the names of the Governor and his administration, the state senator and representative from your district.
Democratic Processes
• Famous Cases
• http://www.fbi.gov/yourfbi/history/famcases.htm
• Select a federal case and compose a 2 to 3 typed essay about the incident.
• Students should include their opinion or analysis of the case.
Democratic Processes
• Congress.org • http://congress.org • Students will divide into pairs and select a
current legislation or issue in the House or Senate.
• Couples will debate this issue for 10 minutes (5 minutes per student).
• Topic or issues must be derived from the site.
Democratic Processes
• Department of State-Structure of Government• http://www.state.gov or
www.whitehouse.gov/government/ • Create electronic database that defines the
three elements of the federal government.• The database should include : Name of the
President and his cabinet, Name of Senators and Representatives from Ohio, and Name the four sectors of federal judicial courts.
• Also list their requirements and functions.
Democratic Processes
• Federal Communication Commission
• http://www.fcc.gov/
• Compose an one to two page typed essay describing the functions and purposes of Federal Communication Commission.
• Also, discuss an current issue facing this agency.
Citizenship and Responbilities
• Voting Simulation –Kids Voting• http://kidsvotingusa.org.curr_samples/
votingsim1/.pdf • Students shall reenact the procedure of
voting. • Each member will be assigned particular
duty.• Pupils will cast a ballot for intimate issue.• Discussion will follow simulation.
Citizenship and Responsibilities
• Service Learning
• http://www.ehhs.cmich.edu/ins/serv/
• Read the data on the definition of service learning.
• Students will participate in community-based program and compose a 2 to 3 typed report reflecting upon their experience.
Citizenship and Responsibilities
• Global Youth Service Day
• http://www.youthlink.org
• Students will adopt an activity pertaining to senior citizen.
• Each student shall give a 2 minute presentation about their experience.
Citizenship and Responsibilities
• Public Citizen
• http://www/citizen.org
• Select a controversial issue from this website and discuss the situation and state your position in a 1 to 2 page paper (typed).
Citizenship and Responsibilities
• Civic Practices Network Affiliates
• http://www.cpn.org/cpn./sections/affilates.html
• Pick one an organization and write to them regarding your interest in their organization.
• Remember to inquire information about the program.