Using Technology in the Social Studies Classroom
Elementary Lessons
Nov. 22, 2004 (Lexington 2 District Office)
Local Government –
The Governor
Standard – 2-3.2 - Identify the roles of leaders and officials in
local government, including law enforcement and public safety officials. (P)
Skill we learned today – using digital images
Objective – Students will identify and discuss the different jobs of
the governor.
Procedures –
1. Take a “picture walk” through the Governor’s photo gallery
(scgovernor.com) to inspire conversation
and initial impressions about the role of the governor.
2. Hand out laminated photo copies of selected images that portray the governor
carrying out various aspects of his job.
3. Identify vocabulary that the students will need to know (law, leader, capital,
governor, election, budget)
Objectives
The students will be able to compare and contrast pictures of the Cotton Gin
using a graphic organizer.
The students will discover the major developments in the textile industry
in South Carolina in the late 19th century.
Standards
3-5: The student will demonstrate an understanding of the major
developments in South Carolina in the late nineteenth century
and the twentieth century.
Indicators
3-5.1 Summarize developments in industry and technology in South Carolina
in the late
nineteenth century and the twentieth century, including the rise of the textile
industry, the
expansion of the railroad, and the growth of the towns. (H, G, E)
3-5.3 Summarize the changes in South Carolina’s economy in the twentieth
century, including
the rise and fall of the cotton/textile markets and the development of tourism
and other
industries. (E, H)
Procedures:
View pictures of the cotton gin.
Use a Venn diagram to compare and contrast pictures of the cotton gin.Assessment
Students will visit the
following website and create their own invention.
Introduction to Gullah Culture
Title: Introduction
to the Gullah Culture
Standard: 3.2.7: Explain the transfer of the institution of slavery into
South Carolina from the West Indies, including the slave trade and the role
of African Americans in the developing plantation economy; the daily lives
of African American slaves and their contributions to South Carolina, such
as the Gullah culture and the introduction of new foods; and African American
acts of resistance against white authority. (H, E, P, G)Objective: TSWBAT
identify at least 3 musical styles from the Gullah culture that contributed
to South Carolina History.
Materials:
http://www.knowitall.org/gullahnet/index.html
computer lab
internet access
Classwork: Students will explore music styles (Blues, Work Songs,
Ring Shout, and Spirituals) from the Gullah culture using an interactive website.
Students will originate lyrics based on A, A, B pattern.
Assessment: Informal Assessment/Teacher Observation/Teacher Created
Rubric to assess authenticity of song.
Students can explore the following areas for further study through this website:
Gullah History, Language, Storytelling, Traditions, Food, and Songs
Jamestown and Plymouth Comparison
4-2.3 Identify the English, Spanish, and French colonies
in North America and summarize the motivations for the settlement of these
colonies, including freedom of worship, and economic opportunity. (H, G, E)
4-2.4 Compare the European settlements in North America in terms of their
economic activities, religious emphasis, government, and lifestyles. (H, G,
E, P)
Objective: Compare Jamestown and Plymouth in terms of religious emphasis,
government, lifestyle, location, reasons for settlement.
Suggested Presentations: Powerpoint, poster, table, rap, poem,
Resources:
If
You Lived in Colonial Times
Virtualjamestown.org
ColonialWebQuest
Comparison Chart-
Jamestown and Plymouth
Exploring the technologies of “The Great War”
through pictorial analysis
Standard:
5-3.6 Summarize actions by the United States that contributed to the rise
of this nation as a world power, including the annexation of new territory
following the Spanish-American War and the role played by the United States
in the building of the Panama Canal and in World War I. (P, G, H)
1. Students will view pictures of tanks, guns on rails, trench warfare, chemical
warfare, etc.
2. After World War 2, students will compare and contrast the technological
advanced between the two wars.
Using Technology in the Social Studies Classroom
Elementary Lessons
Dec. 15, 2004 (Sangaree Middle School)
Standards:
K-1.1 Compare the daily lives of children and their families
in the United States in the past with the daily lives of children and their
families today. (H, E)
2-1.2 Compare the historic traditions, customs, and cultures of various
regions in the United States, including how traditions are passed between
and among generations. (G, H)
Lesson Objective:
Students will be able to identify several historic traditions and customs
and compare to present day traditions and customs.
Materials:
Digital Camera, computer, printer, paper
Procedure:
Students will attend a field trip to Middleton Place. Students will participate
in the tour of the stable yards at Middleton. Students will take digital pictures
of the living quarters (beds, wash basins, kitchen area). Students will also
discover how tools, clothing and house hold items were made.
Students will print out pictures from the field trip and write captions for
each picture. The pictures will be put into a student made scrapbook. Students
will then take turns taking the camera home to photograph their homes and
tools, clothing and house hold items. Students will print out and label those
pictures as well.
Assessment: Students will compare and contrast the lifestyles of past and
present South Carolinians.Resources: Additional information can be found at
www.middletonplace.org
Standard 3-3: The student will demonstrate an understanding
of the American Revolution and South Carolina’s role in the development
of the new American nation.
Standard: 3-3.4 Outline the current structure of state government, including
the branches of government; the names of the representative bodies.
Objectives
At the end of this lesson students will be able to:
Materials Needed:
1) Ben's Guide to US Government
2) Graphic Organizer
Prior to this lesson teachers should discuss how the constitution structures
the state and local government.
1) Start by asking the children what they know about government figures now.
2) Guide the students to research Ben’s
Guide to U.S. Government. Students click on Branches of Government. Give
students a graphic organizer to complete by using the diagram on the computer
screen.
3) Have students research and read about each of the branches of government.
Give them time to explore the branches and each of their purposes.
4) Call the class together. Recreate a class diagram of the branches of government
and discuss the roles of each branch and the representatives.
Assessment: Journal Entry: Write 3 ideas that you learned today. Share your
ideas with your group. If someone has an idea that you don’t have on
your list, then add it to yours until you have 5 ideas.
5-4.2 Summarize the stock market crash of 1929 and the Great
Depression, including economic weakness, unemployment, failed banks and businesses,
and migration from rural areas. (P, G, E, H)
Objective: The student will draw on visuals to summarize about the
effects of the Great Depression on American life.
Procedure:
Student will view photographs from the following websites:
Images of the Depression
Era
Photo
Essay from the Great Depression
America from the Great
Depression to WWII
Students will analyze the photographs using the following evaluation
tool from the National Archives:
Photo Analysis Worksheet
Step 1. Observation
A. Study the photograph for 2 minutes. Form an overall impression of
the photograph and then examine individual items. Next, divide the photo
into quadrants and study each section to see what new details become
visible.
___________________________________________________________________________
B. Use the chart below to list people, objects, and activities in the
photograph.
People |
Objects |
Activities |
Step 2. Inference
Based on what you have observed above, list three things you might
infer from this photograph.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Step 3. Questions
A. What questions does this photograph raise in your mind?
___________________________________________________________________________
___________________________________________________________________________
B. Where could you find answers to them?
STANDARD
7-2.3 Outline the role and purposes of a constitution, including such functions as defining a relationship between a people and their government, describing the organization of government and the characteristics of shared powers, and protecting individual rights and promoting the common good. (P, H)
OBJECTIVES:
1. Students will be able to define the word Constitution
2. Students will be able to explain the purpose of a Constitution
PROCEDURE:
1. Teacher will introduce lesson by showing students a picture of a document.
Afterwards, a brief discussion about documents
2. Students will write the definition of Constitution and discuss the word.
3. Teacher will assign students to cooperative groups and each group will
make a presentation explaining the purpose of a constitution.
COOPERATIVE GROUPS INSTRUCTION
Students will research three world constitutions (The
United States, Japan
(1946), and
Great
Britain). Afterwards, they will create a presentation explaining the purpose
of a Constitution. Students will complete the chart below for their
power point presentation.
A CONSTITUTION’S PURPOSE FOR THE FOLLOWING:
The People |
Organization of Government |
Welfare of the Country |