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Social StudiesActivity Worksheet

GRADE LEVEL: Fifth

Course Title: United States

Strand: III. Government

Topic: American Government and Politics

Grade Level Standard: 5-13 Investigate American government and politics.

Grade Level Benchmark: 1. Distinguish among making, enforcing, and interpreting

laws. (III.4.LE.1)

Learning Activity(s)/Facts/Information

1. Discuss why rules are important in a family and ask for examples of family rules. Discuss how parents generally make and enforce the rules in a family as well as interpret what the rules mean when conflicts occur over rules. Ask students what rules are called in larger political units like communities or countries. Discuss examples of community and national laws. Tell students that jobs relating to laws are divided up between different branches of government. Using a diagram show the role of each branch. (Legislative makes laws; executive enforces laws; judicial interprets laws.) Finally, collect and discuss newspaper articles that deal with making, enforcing, and interpreting laws.

2. Given a list of statements relating to laws, students will classify them according to whether they are an example of making, enforcing, or interpreting laws.

3. Divide students into 2 group—House of Representatives and Senate (explain that together they make up Congress). Make sub-groups of 3-5 students in each house who have to come up with ideas (bills, proposals) for laws. Each sub-group comes up with 2 bills to propose. Then teacher guides them through legislative process by having them vote in the house where the bill was first proposed. If it passes (majority rules), it goes to the other house; if passed there, it goes to the President (executive branch) to be vetoed or signed into law. If at any time the law is voted down, it is “dead.”

Resources

http://bensguide.gpo.gov Branches of Government

Newspaper articles

National Standards for Civics and Government by Charles Quigley 1994 pp. 18-19, 29

Paper and pencil

New Vocabulary: Enforce, interpret, bill, proposal, majority, executive, legislative, judicial

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http://bensguide.gop.gov/


GRADE LEVEL: Fifth





Grade Level Benchmark: 2. Explain how law is used to manage conflict in American

society. (III.4.LE.2)


1. Ask students to describe what their community would be like without laws. Guide them to the idea that there would definitely be more conflict (e.g. people would be free to steal from each other, hit each other, and drive any way they wanted). Discuss how laws help our government to manage conflict by dictating ways of behavior, methods for resolving conflicts legally, etc. Using examples of local ordinances, discuss specific ways laws can be used to manage conflict (e.g. a local ordinance limiting the number of dogs a family can own helps to prevent conflicts between neighbors over excessive barking, etc.).

2. Given a choice of three possible hypothetical conflicts, or developing one of your own, that could occur in a local community, students choose one of them and write a short newspaper article describing the conflict and explaining how law was used to manage the conflict.

3. Have students cut out an article from the newspaper that shows an example of law being used to manage a conflict. Either have students write a paragraph explaining the article or present it in front of the class (or both). Post the examples in the classroom.

4. Responses to Wrongs or Injuries (activity attached)

5. Maria’s New Friend (scenario) (activity attached)

Resources

http://bensguide.gpo.gov How Laws are Made

National Standards for Civics and Government by Charles Quigley 1994 pp. 18, 26-27, 47

Paper and pencilComputer

NewspapersScissors

Post-it Notes

New Vocabulary: Conflict, justice, rule of law

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http://bensguide.gpo.gov/

RESPONSES TO WRONGS OR INJURIES

1. Begin by asking students to think of a time they did something wrong or damaged property that belonged to someone else. Ask students to think of a response they received when they did something wrong or damaged property. Ask for volunteers to share some of the consequences they have experienced. After several students have had the opportunity to share, ask the class the following questions:

• Was the consequence or response you received necessary? Why or why not?• Was the response fair? Why or why not?

2. Write the terms “wrong” and “injury” on a T-chart on the board or a large piece of chart paper. Write the definition of each under the appropriate category on the chart. A wrong occurs when someone breaks a rule or law or behaves in some other way that society considers not right. An injury occurs when someone’s life, property, freedom, or welfare has been damaged or destroyed.

3. Pass out post-it notes to students. Instruct students to think of a wrong or an injury that has happened to them or to someone else they know, and write it on a post-it. Ask for volunteers or invite the entire class to place their post-it notes on the Wrong-Injury T-chart. After students have placed their post-it notes, ask for volunteers to share the wrong or injury that they or someone else has suffered and where they placed it on the Wrong-Injury T-chart. Review with students the reasons for the placement of the post-it as students discuss the scenario under consideration. Note that students who have suffered an injury may have difficulty in deciding which column is appropriate. Ask students, “How many of you had difficulty placing your post-its in either column? Why do you think this was so?” Guide the class discussion so that students understand that in many situations when someone is injured, it may be the result of someone else engaging in a wrong. Explain that this is precisely why society has created laws to protect people and their property. It is called the rule of law in a democratic society and is a core value.

4. Divide class into groups of three or four students each and distribute Wrongs and Injuries activity sheet to each student. Assign each group one of the scenarios to read and determine whether a wrong, injury, or both has occurred. Have one person from each group report to the class on the conclusions reached by the small group. If there is more than one group addressing the same scenario, ask the groups to come to a consensus on their conclusions if possible.

5. Select a scenario from the handout Wrongs and Injuries. Have the groups from Step 4 discuss a consequence that is fair and just for the individuals whose action resulted in a wrong or injury. Engage the students in a class discussion with each group sharing their conclusions regarding the recommended consequence. Guide the discussion to focus on fairness and justice and how they are best achieved. Suggest that a neutral party with legitimate authority may be invited to help resolve the conflict in some cases. Explain to students that a neutral party is a person or group of people who were not involved in the incident. Legitimate authority is when an individual or group (such as a parent, principal, judge, or jury) has the right of power or control over another group in society. For example, a judge has authority over the principal in cases where a community law is broken.

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6. Review concepts of authority and rule of law from previous lessons. Explain to students that laws define what constitutes an injury or a wrong. The courts have been given the authority to resolve conflicts in society through the United States Constitution and the various state constitutions.

7. Ask the class the following question: When should a legitimate authority respond to a wrong or an injury? Ask the class to think about what would happen if there were no consequences for people who committed wrongs or injured others. Guide the discussion to the three goals or purposes of an authority’s response to a wrong or injury: (1) correction or to set things right; (2) prevention or to keep someone from doing it again; and (3) deterrence or to discourage others from causing similar wrongs or injuries. Make copies and distribute Responses to Wrongs or Injuries to each student. Have students return to their groups from Steps 4-5. Ask the student groups to determine a fair response to the wrong or injury and identify how their response meets the goals of correction, prevention, and/or deterrence. (Note: You may assign each group a scenario and have them report to the class, or groups can work on each of the four scenarios).

8. After discussing student responses and reviewing the Responses to Wrongs or Injuries worksheet, ask the class which of the four scenarios might be referred to a judge and court. Have students explain their rationale for using the goals of correction, prevention, and/or deterrence. Scenarios 2 and 4 involve individuals breaking the law. Explain to students that state and federal constitutions and laws give courts the authority to resolve conflicts where the law may have been violated.

9. Write the word “jury” on the board or on an overhead transparency. Ask the class if they know what a jury does. Some students may have observed television programs or movies with juries. Draw on students’ prior experience correcting any misinformation. Explain to the class that a jury is a group of people from the community. Sometimes, when a person commits a wrong or injures another person or their property, the jury decides 1) whether a law has been broken and 2) whether the accused is the person who broke the law. At times, a jury decides what the proper consequences should be. Explain to students that not all court proceedings involve a jury. In some instances a judge makes these decisions without a jury. Tell students that one of the responsibilities of citizenship in the United States is to serve on a jury when called to jury duty by the court.

10. Next, ask the class to imagine they are a jury that has been called to help determine a fair response to the following scenario. A young child ran out into the street and was struck by a car. Brainstorm a list of things that the class would like to know about the event in order to come up with a fair response. Generate a list of questions similar to those on the handout Resolving Conflicts Fairly.

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WRONGS AND INJURIES*

1. Juliet and Paula decided to make clay pots for their parents in their art class. They worked for several days. They painted the pots beautifully and fired them in the school kiln. On their way home, Paula slipped and bumped into Juliet. This made Juliet drop her pot. The pot broke into several pieces.

2. Ryan was walking to the principal’s office with a message from his teacher. Jake stopped Ryan in the hall. Jake said to Ryan, “I’m going to hit you, if don’t give me some money.” Ryan gave Jake the four dollars he had been saving for the movies.

3. Mrs. Samuels was standing on a street corner waiting for a bus. Three teenagers knocked her down and stole her purse. She broke her arm in the fall. Three days later the police arrested the teens. Mrs. Samuels identified them. All three were already in trouble for other crimes.

*Taken from Foundations of Democracy: Justice. Calabasas, CA: Center for Civic Education, 1997. Used by permission.

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RESPONSES TO WRONGS OR INJURIES*

What would be a fair response to the wrong or injury in each of these situations?

1. Jeremy used a paperclip to carve his name on a table in the school library.

2. Cindy went shopping with her parents. When Cindy thought no one was looking, she slipped a CD into her pocket. The store manager stopped Cindy as she tried to leave the store.

3. Dora was admiring Carlo’s model airplane. Dora did not notice that the plane was close to the edge of the table. When she stood up, the plane fell and broke.

4. Joel and Jodi robbed the neighborhood grocery store. As they ran from the store, Joel hit the clerk. When the police arrested the robbers, Joel had $600 in his pocket.


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MARIA’S NEW FRIEND*

Teacher Instructions:Maria’s New Friend describes what happened when Maria, a newcomer to Washington Carver Elementary School, and her friend skipped school one day. Have students use the handout Resolving Conflicts Fairly to examine the issues and decide a fair and proper response to the wrongs and injuries described. Instruct students to explain in writing what role the courts and jury might play in this scenario. Additionally, have students identify at least four criteria they should consider in addressing the issue.

Scenario:Maria is a fourth-grade student at Washington Carver Elementary School. She and her family recently moved to town. Maria has not made many friends. In her eagerness to meet new people, Maria agreed to spend an afternoon with Faye, a sixth grader.

The two girls left school without permission. Faye suggested that they go to her aunt’s house a few blocks away. Faye knocked on the door, but no one answered. Faye persuaded Maria to get into the house through a window. She said they could wait inside until her aunt came home.

A neighbor called the police when she saw the girls break into the house. The owners were away on vacation and had left the keys with the neighbor. The two girls had not been in the house long when the police arrived.

When the police questioned the girls, Faye said she did not know the owners. Maria has never been in trouble before and is a good student. Faye does not like school and has never been a good student.

Six months ago, the police caught Faye and another girl stealing from another house.


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RESOLVING CONFLICTS FAIRLY*

QUESTION RESPONSE1. What are the wrongs and injuries?

• What are the wrongs?

• What are the injuries?

2. How serious are the wrongs or injuries?

• How many people or things were affected?

• How long did it last?

• How bad were the wrongs or injuries?

• How offensive is it to our sense of right and wrong?

3. Who caused the wrongs or injuries?

• Did the person intend to do a wrong or cause an injury or was it accidental?

Did the person have the ability to know that his or her actions were wrong or might cause an injury?

Did the person know what would happen, but he or she decided to act anyway?

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QUESTION RESPONSE Did the person fail to

notice or pay attention to the possible risks?

Has the person done similar wrongs or caused similar injuries in the past?

Is the person sorry for what he or she did?

If the person did not act alone, what part did she or he play?

4. Who suffered the wrongs or injuries?

Did the person contribute in some way to what happened?

What ability does the person have to recover from the wrong or injury?

5. What can be done? Which of the following responses might be fair and proper in this situation?

Overlook or ignore the wrongs or injuries.

Inform the person he or she did wrong or caused an injury.

Forgive or pardon the person for what he or she did.

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QUESTION RESPONSE Make the person restore

or give back something.

Make the person pay money for the wrongs or injuries.

Punish the person for what he or she did.

Make the person receive treatment or education.

6. What other important things need to be considered?

Is the response proper considering the seriousness of the wrongs or injuries?

Does the response violate any of the person’s freedoms?

Does the response respect the person’s human dignity?

Is the response practical?

If the person did not act alone, does the response treat all the people involved equally?

Is the response fair compared to how other people who did similar wrongs or caused similar injuries were treated?

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QUESTION RESPONSE7. What is a fair and proper response?

How might it correct the wrongs or injuries?

How might it prevent similar things from happening in the future?

How might it deter others from causing similar things to happen in the future?


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GRADE LEVEL: Fifth





Grade Level Benchmark: 3. Explain the basic organization of the local, state, and

federal governments. (III.4.LE.3)


1. Introduce students to terms for the three levels of government: national, state, local. Ask students why it is necessary to have all three levels instead of just a national government. (Example: state governments are needed to deal with state issues like issuing of drivers licenses, local governments are needed to deal with local issues like water, sewers, and zoning.) Discuss how each level has three branches of government and tell students the purpose of each: legislative to make laws, executive to carry out laws, judicial to interpret laws. Next, discuss the person/group responsible at each level for the three branches of government. (For example, at the national level the executive branch is led by the president, at the state level it is led by a governor and at the local level it is led by a mayor, manager, or supervisor.) Finally, organize the information on a chart showing the three levels and three branches.

2. Have students vote for 5 class members to represent city council. Investigate how your area city council functions. Then do a mock local proposal of a law. (Students can see that local government does not have two parts to its legislative branch.)

Resources

http://bensguide.gpo.gov National Versus State Government

National Standards for Civics and Government by Charles Quigley 1994 pp. 28-31

City Council Policy Handbook/Manual

Internet

New Vocabulary: City Council, proposal, executive, judicial, legislative

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GRADE LEVEL: Fifth





Grade Level Benchmark: 4. Describe how citizens participate in election campaigns.

(III.4.LE.4)


1. Read The Day Gogo Went to Vote, a story that describes how a great-grandmother cast her vote for the first time in South Africa. Discuss how important getting the vote was to black South Africans. Ask students why voting is such as important right and responsibility. Discuss other ways to participate in election campaigns besides voting such as taking an active role in political parties, working on a candidate’s campaign, contributing money to a political party or candidate, staying informed about issues, watching television debates, petitions, letter to candidates, etc.

2. Students individually create a poster illustrating and or describing four ways citizens can participate in election campaigns.

Resources

http://bensguide.gpo.gov Election Process


The Day Gogo Went to Vote by Elinor Sisulu 1996

Construction paper or poster board

Markers

Graphic Organizer: Campaign, election

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GRADE LEVEL: Fifth



Topic: American Government and World Affairs

Grade Level Standard: 5-14 Explore American government and world affairs.

Grade Level Benchmark: 1. Explain various ways that nations of the world interact

with each other. (III.5.LE.1)


1. Read Nine O’Clock Lullaby or a similar book to engage students by getting them to think about various nations. Ask students what factors make up a nation (examples: territory, people, laws, government). Ask students to brainstorm ways nations of the world interact in positive ways with each other. (Example: trade, cultural exchange, diplomacy, treaties.) Ask students what might be examples of ways nations interact with each other in negative ways (e.g., armed conflict).

2. Search newspapers or newspaper websites for articles relating to interactions among nations. Identify whether it is a positive or negative interaction and if it is an example of trade, culture, diplomacy, treaties, or wars.

3. Students individually create a poster explaining in words and illustrations four ways nations of the world interact with each other.

Resources


Nine O’Clock Lullaby by Marilyn Singer 1993

Newspapers

Internet

Construction paper

Markers

New Vocabulary: Interact, nation, country, foreign, international, trade, culture, diplomacy, treaty

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GRADE LEVEL: Fifth



Topic: American Government and World Affairs

Grade Level Standard: 5-14 Explore American government and world affairs.

Grade Level Benchmark: 2. Describe events in other countries that have affected

Americans, and conversely, events within the United States that have affected

other countries. (III.5.LE.2)Learning Activity(s)/Facts/Information

1. Provide students with an example of an event in this country that affected other countries and an event in another country that affected Americans. Some examples could be the Firestone tire incident, Elian Gonzales court order, break up of the USSR.

Work as a class to examine the consequences of an event in another country to the United States and the consequences faced by another country as a result of an event in the United States. Develop with the students a process for organizing research about the events. One possible organization process might be ‘5W’s and an H’.

Who was involved in the event?What happened?When did the event occur?Where did the event occur and where were people affected?Why did the event affect other nations?How was the event addressed by the US or the other country?

Model the research procedure by applying the process to the topic you selected.

2. Divide students into pairs or trios to search news sites on the Internet to identify one event in another country that affected the US and one event in the US that affected another country. Students should record their information in the style you have selected as a class. A graphic organizer would facilitate this process.

Resources

www.kidsnewsroom.com

http://www.washingtonpost.com/wpdyn/kidspost/ ?nav=left

Newspapers

Internet

Graphic organizer

New Vocabulary: Consequences

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http://www.washingtonpost.com/wp-dyn/kidspost/?nav=left



http://www.kidsnewsroom.com/


GRADE LEVEL: Fifth


Strand: IV. Economics

Topic: Individual and Household Choices

Grade Level Standard: 5-15 Examine individual and household choices.

Grade Level Benchmark: 1. Explain why people must face scarcity when making

economic decisions. (IV.1.LE.1)


1. Econ and Me [video] (activity attached)

2. Have each student write a journal entry or tell about a personal experience when his/her resources were scarce and he/she had to evaluate choices and make an economic decision.

Resources

Econ and Me [video] 1989. Bloomington, IN: Agency for Instructional Technology

A Teacher’s Guide for Econ and Me by P. Jackson 1989

Paper and pencil

New Vocabulary: Scarcity, resources, evaluate

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ECON AND ME

Before viewing the video, Econ and Me, explain to students that it will be about boys and girls who have to make choices because they cannot have everything they want. Ask students to look for the choices made.

After viewing the first segment, write “scarcity” on the board and ask: What economic problems did the children have? What does scarcity mean? What decisions did the children make because of the scarcity of hats? What do you predict the children will need to build the clubhouse?

After viewing the second segment, ask: What resources were needed to build the clubhouse? Which resources were scarce? What choices do you predict the children will make because of scarce

resources?

After viewing the final video segment, ask: What economic problems do the children have now? What were the scarce resources when they wanted to build their

clubhouse? What choices do the children have now? What should they do?

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GRADE LEVEL: Fifth





Grade Level Benchmark: 2. Identify the opportunity costs in personal decision making

situations. (IV.1.LE.2)


1. After-School Time Use (activity attached)

2. Orally or in writing, identify a time when you were allowed to choose what you were going to do for an hour. Where were you? What were your choices for how you would spend your time? What did you choose? What factors influenced your choice? What was the opportunity cost of your choice?

Resources

National Council on Economic Educationhttp://www.ncee.net/

Paper and pencil

New Vocabulary: Opportunity cost, scarcity

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http://www.ncee.net/

AFTER-SCHOOL TIME USE

Review, as needed, why people must face scarcity when making decisions. Explain that scarcity of resources, as well as other factors such as personal preference and time, affect personal decisions.

Have each student brainstorm all of the activities he/she does after school, including meals, snacks, recreation, lessons, homework, etc. Distribute a copy of Record of After-School Time Use worksheet and ask students to select three possible activities for each hour of the evening. Then, ask them to circle their first choice for each time block. That evening have them record their actual time utilization on the chart.

On the following day, use the chart for a class discussion with prompts, such as the following:

Why does your actual use of time sometimes differ from your ideal use of time?

Why are you unable to do both? (scarcity of time) The activities that you gave up are called the opportunity costs of

your choices. Because of the problem of scarcity, every personal decision involves opportunity cost(s).

What were the opportunity costs of your choices for each hour? What factors influenced how you used your time? What is another example of a choice you made this week that

involved an opportunity cost?

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RECORD OF AFTER-SCHOOL TIME USE

Time 3 Alternative Uses of Time Actual Use of Time

3:30 – 4:30

4:30 – 5:30

5:30 – 6:30

6:30 – 7:30

7:30 – 8:30

8:30 – 9:30

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GRADE LEVEL: Fifth





Grade Level Benchmark: 3. Use a decision making model to explain a personal

choice. (IV.1.LE.3)


1. Story Character Decision (activity attached)

2. Provide each student with a blank copy of the decision making model used to evaluate a character’s alternatives. Ask them to do the following: identify a personal choice they have faced or

anticipate facing, utilize the model to consider options and make a

decision, evaluate, in writing, the effect of the decision on

himself/ herself and other people.

Resources

On My Honor, by M. Bauer 1986

Shiloh by P. Naylor 1991

Island of the Blue Dolphins by S. O’Dell 1978

Decision making model organizer for activity #2

New Vocabulary: Decision making model, scarcity, opportunity cost, criteria, alternatives, options

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STORY CHARACTER DECISION

Review and clarify students’ understanding of the scarcity and opportunity cost and their effect on decisions. Introduce the following decision making model as a method for weighing alternatives.

Step 1 Step 2 Step 3 Step 4

Identify the choices.

Create criteria.

Evaluate alternatives.

Make your decision.

Identify a personal decision faced by a character in a story read by or to the class, such as Joel in On My Honor, Marty in Shiloh, or Karana in Island of the Blue Dolphins. Ask students to assume the perspective of the character, and collaboratively use the steps of the decision making model. Then, ask students to assume that the character acted on the decision and to evaluate the consequences.

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GRADE LEVEL: Fifth





Grade Level Benchmark: 4. Analyze the costs, benefits, and alternatives to using

consumer credit. (IV.1.LE.4)


1. Ask students what they already know about consumer credit? Have the class take the Credit Card Quiz under “What Is Your Credit Card IQ” at The Mint web site and relate new information to what they already knew.

A Real-Life Decision (activity attached)

2. Have students identify an item that they or their family want to purchase but do not have the money for at this time. Have them use the following questions to determine whether they should use a credit card or wait until they have the money:1. What decision am I trying to make?2. What are my goals?3. What are the alternatives?4. What are the payment options?5. What are the benefits of using a credit card for the

purchase?6. What are the costs of using a credit card for the

purchase?7. Which alternative best matches my goal?8. What do I gain with each alternative?9. What do I give up with each alternative?10. What is my decision?

Resources

http://www.themint.org/owing/index.php

New Vocabulary: Cost, benefit, alternative, consumer credit

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A REAL-LIFE DECISIONBuy it? Pass it up? Charge it? These are the questions that should occur to you each time you are thinking of buying something. How do you decide? You should ask yourself a series of questions — to test if and how to make the purchase.

What would you do?Kirsten is a high school junior. Her parents gave her a credit card, but she is supposed to use it only for emergencies. She is in the mall one day and sees the perfect dress for prom in a store window. The price tag reads $125, but the store is running a One-Day-Only Sale, all items are 25% off the ticketed price.

Kirsten's grandmother, a dressmaker, has offered to make Kirsten's prom dress, and Kirsten has only $50 in her savings account. What should she do?

What is the need? A prom dress

What are all the alternatives? Buy the dressDon't buy dress — wear the dress that Grandma sews.Call home and talk about it.Look for another dress.

What's the money situation? Doesn't have the money in her wallet to buy the dress; she'll have to use the credit card.

What are the benefits of charging the purchase?

The dress is on sale.

What are the disadvantages of charging the purchase?

The "sale" dress costs more than twice what Kirsten's has now in her spending money budget.

Even though the dress is on sale, Kirsten will have to pay finance charges on the dress until she pays it off.

Her grandmother can make a dress for the cost of the fabric. Under $35.

Grandma's feelings may be hurt.

Kirsten will be using the credit card for other than an emergency — her parents may be upset.

Weigh the advantages against the disadvantages

What would you do?

It may be easy for you to see what Kirsten should do. There are lots of disadvantages. In fact, there's no real advantage for Kirsten except that she loves the dress. You see that clearly because you're on the outside looking in — you're not emotionally involved in the purchase. Kirsten may want to deny the answers that stare her in the face because she WANTS the dress. Remember that when you find yourself in a similar situation.

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Anytime you are thinking of making a purchase, run through these questions. If you answer them honestly, they will help you combat your impulses and make a good decision.

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GRADE LEVEL: Fifth



Topic: Business Choices

Grade Level Standard: 5-16 Analyze business choices.

Grade Level Benchmark: 1. Distinguish between natural resources, human capital,

and capital equipment in the production of a good or service. (IV.2.LE.1)


1. With student input, define “goods” and “services”, and generate lists of examples.

Have students read “The Factors of Production” in Michigan Its Land and People, or introduce, explain, and provide examples of the following factors: Capital equipment, Entrepreneurship, Land (natural resources), and Labor (human capital). The mnemonic, CELL, may be helpful for remembering the four factors.

Make a transparency of the Factors of Products graphic organizer (attached) and use it to identify the factors of production for several of the goods and services listed by the class.

Ask students why it is important to know the natural resources, human capital, and capital equipment necessary for the production of a good or service.

2. Provide students with two copies of the Factors of Products graphic organizer and ask them to identify the factors of production for one good and one service. (Direct them to choose a good and service other than those discussed during class.)

Resources

Overhead Projector

Factors of Products graphic organizer

“The Factors of Production” Michigan: Its Land and People by J. Killoran, S. Zimmer, and M Jarrett 1997

New Vocabulary: Goods, services, capital equipment, entrepreneur, land, labor, natural resource, human resource

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FACTORS OF PRODUCTION

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Natural Resources (Land) Capital Equipment

Good or Service

Human Capital (Labor) Entrepreneurship


GRADE LEVEL: Fifth





Grade Level Benchmark: 2. Distinguish among individual ownership, partnership, and

corporation. (IV.2.LE.2)


1. Read aloud or have students read several stories, such as the following, about actual or fictional people who started businesses: A Peddler’s Dream, Chicken Sunday, Henry Reed’s Baby Sitting Service, Madam C. J. Walker! Self-Made Millionaire, The Lemonade War, and Uncle Jed’s Barbershop.

Discuss the stories with pre-reading and post reading focus questions, such as the following: What was the business? Who started the business? How did the person (people) get the idea for the business? How did he/she/they acquire the resources needed to start the business? What were the risks? Was the business successful? Why? Who benefited from the success of the business?

2. Have students read and discuss information about individual ownership, partnership, and corporation at the “How Stuff Works” website. Relate this information to the books read by asking: Is the business individually owned, a partnership or a corporation? What were the advantages and disadvantages to the characters of this type of business? If the business was individually owned, how would it have to be changed to become a partnership? A corporation? How would these changes affect the character(s)?

3. Explain that the class is going to simulate the start-up of a business. Brainstorm goods or services to be produced based on available resources and needs of potential customers, discuss advantages and disadvantages of suggestions, and decide upon a business.

Resources

Madam C. J. Walker! Self-made Millionaire by P. McKissack 1992

Uncle Jed’s Barbershop by M. Mitchell 1994

The Lemonade War by D. Page 1993

Chicken Sunday by P. Polacco 1992

Henry Reed’s Babysitting Service by K. Robertson

“How Stuff Works” sitehttp://money.howstuffworks.com/stock.htm

New Vocabulary: Resources, risks, businesses, individual ownership, partnership, corporation, advantages, disadvantages, simulate, goods, services

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GRADE LEVEL: Fifth





Grade Level Benchmark: 3. Examine the historical and contemporary role a major

industry has played in the United States. (IV.2.LE.3)


1. Brainstorm with the class, what they already know about the past and present role of the automobile industry. Then, brainstorm a list of questions identifying what they want to learn. Explain that they are to use print and electronic resources to confirm and correct what they already know and seek answers to what they want to learn about the automobile industry. Teach or review note-taking skills as needed.

Show the video, “How a Car is Built,” and have each student list the most important facts they learned. Then, have them add facts to the list as they continue independent research using a minimum of three print and electronic resources. When research is complete, provide modeling and guidance as needed while students identify subtopics and organize their facts.

2. Have each student use his/her facts to write and illustrate an informational book for younger students about the automobile industry. The following criteria should be met:Content – accurate key facts about the historic and contemporary role of the industry drawn from three or more resources;Organization – logical and easy to follow sequence of facts;Style – clear and appropriate for the target audience with varied sentence structures and precise word choice;Mechanics and Spelling – meet grade level expectations;Illustrations – support the text.

Resources

“How a Car is Built” [videotape] F. Frye & W. Love 1995 (Available from Library Video Companywww.libraryvideo.com

Detroit Historical Museum – virtual tourwww.detroithistorical.org

New Vocabulary: Industry

87

http://www.detroithistorical.org/

http://www.libraryvideo.com/


GRADE LEVEL: Fifth



Topic: Role of Government

Grade Level Standard: 5-17 Describe the role of government.

Grade Level Benchmark: 1. Use a decision making model to explain a choice

involving a public good or service. (IV.3.LE.1)


1. Ask students why they can’t have all the goods and services they want. Discuss the concept of scarcity and how it results in people having to make choices. Explain that governments have to make choices because they do not have the resources to provide all the goods and services that citizens want. Role play a city council meeting where a community must decide whether to build a new football stadium or a park. Have students consider the benefits and costs of each alternative and come to a decision.

2. Given a scenario describing a community choice (e.g., where to use funds to repair a senior citizen center or purchase a new police car), students will individually describe two costs and two benefits of each alternative, select which alternative they think the community should choose, and explain a reason for their choice.

Resources

Voluntary National Content Standards In Economics by Bonnie Meszanos 1997 pp. 30-32

New Vocabulary: Costs, benefits, goods, services, scarcity, alternatives

88


GRADE LEVEL: Fifth





Grade Level Benchmark: 2. Distinguish between the economic roles of local, state,

and federal governments and cite examples of each. (IV.3.LE.2)


1. Discuss how businesses provide goods and services in their community. Ask students why businesses are willing to do this. Guide students to the idea that businesses do this in order to make a profit. Ask students who provides for goods such as water and services such as fire protection. Guide students to the idea that these are provided by the local community. Discuss how community governments collect taxes in order to provide these goods and services. Discuss how state and national governments also play an economic role. For example, states provide for state police, state highway repair, and public education. The national government provides for the national defense and has agencies that make sure businesses operate fairly. Have students make a chart showing what each level is responsible to fund.

2. Given a list of economic roles (e.g., providing protection from a navy, providing for a statewide park system, providing for sewers, etc.), students will classify them according to whether they are federal, state, or local roles and cite one additional accurate example of an economic role for each level of government.

Resources


Voluntary National Content Standards in Economics by Bonnie Meszanos 1997 pp. 30-32

New Vocabulary: Goods, services, profit, taxes, classify

89


GRADE LEVEL: Fifth





Grade Level Benchmark: 3. Use a local example to assess the effectiveness of the

government at providing public goods or resolving an economic dispute. (IV.3.LE.3)


1. Discuss the economic roles of a local community such as providing public goods and services and resolving economic disputes. Explore local newspapers or newscasts to find specific local examples of these roles. For example, an article may discuss how a community must increase water bills because it needs to update old pumping equipment. An article may discuss how a community council may be resolving a dispute over a billboard owned by a business. Guide students in assessing the effectiveness of the local community in carrying out the economic roles described in the articles. For example, consider how efficient the local government was in carrying out its role or the degree to which citizens were pleased with the results.

2. Given a specific example of an economic role played by their local government (either the production of a public good or the resolution of an economic dispute), students will individually describe the economic role played by the local government, state whether they think the local government was effective or ineffective at carrying out the role and explain two reasons for their choice.

Resources


Voluntary National Content Standards in Economics by Bonnie Meszanos 1997 pp. 30-32

Newspapers

Paper and pencils

New Vocabulary: Resolve, dispute, effectiveness

90


GRADE LEVEL: Fifth



Topic: Economic Systems

Grade Level Standard: 5-18 Explain economic systems.

Grade Level Benchmark: 1. Explain how prices are determined in a market economy

and how they serve as a means of allocating resources. (IV.4.LE.1)


1. Choose Your Beverage (activity attached)

2. Have each student write a paragraph describing a time when a change in price affected their decision to buy a certain good or service. They should include the product, original price, possible reason(s) for the change in price, and possible effect(s) of the price increase on the seller.

Resources

New Vocabulary: Market economy, allocate, consumer demand, budget, manufacturer

91

CHOOSE YOUR BEVERAGE

Elicit student response to an actual newspaper headline about a local business closing or write the following headline on the board: “Drop in Demand Forces Local Hardware Store to Close.” Why might this happen? How does consumer demand affect the price of goods and services? When have you observed this?

Place signs with the names of four types of beverages at different locations in the classroom. Explain that each student has a budget of $3.00, the price of each container is $1.00, and they can buy one type of beverage. Ask students to choose a beverage to purchase, stand beneath the sign, and indicate how many they would buy. Display a transparency of the chart at the end of this lesson and record the number of containers students would buy of the most popular beverage.

Announce that the price of other beverages is still $1.00, but the price of the most popular beverage is now $1.50. If students would like to change their minds, they may move to another beverage area. Next to $1.50 record the number of containers that would be purchased at that price. Change the price of that beverage to $2.00 and, then, $2.50, allow students to move, and record the results. Graph the information on the table, with price on the vertical axis and demand on the horizontal axis. Ask students what they conclude about the relationship between consumer demand and the price of the beverage. Why are customers willing to buy more of a product at a lower price? Why might a seller raise the price of a beverage?

Ask students questions such as the following: What do you observe about the graph? What happened as the price of the beverage rose? How would you use this information if you owned a convenience store? How is this information useful to the manufacturer? How does this affect the use of natural resources, human resources, and capital equipment?

92

PRICE QUANTITY DEMANDED

$2.50

$2.00

$1.50

$1.00

93


GRADE LEVEL: Fifth





Grade Level Benchmark: 2. Describe how they act as a producer and a consumer.

(IV.4.LE.2)Learning Activity(s)/Facts/Information

1. Ask students to list goods and services they have used at school in the last two days. Have them share their lists in small groups. Tell students that they are consumers because they have used goods and services to satisfy their wants. Discuss how they can also be producers, or people who make goods and provide services. Ask students to list services they could provide in order to help in the classroom (e.g., cleaning up after an art project). Ask students to list goods they could produce in the classroom (e.g., artwork).

2. Students will individually create a poster describing in words and illustrations three ways they act as a consumer at home and three ways they act as a producer.

Resources

Master Curriculum Guide in Economics: Teaching Strategies 3-4 by Cynthia Lieb and Robert Stout 1994

Master Curriculum Guide in Economics: Teaching Strategies K-2 by Barbara Phipps 1993 pp 7-9, 25-27, 33-35

New Vocabulary: Producer, consumer, goods, services

94


GRADE LEVEL: Fifth





Grade Level Benchmark: 3. Analyze how region location in the United States has

impacted its economic development. (IV.4.LE.3)


1. Effect of Great Lakes on Michigan’s Economy: Oral Presentation (activity attached)

2. The Michigan Economic Development Corporation is sponsoring a contest during Michigan Week. Their goal is to produce a public-service announcement promoting our Great Lake State as a location that has been good for business. Using information from your research and other group presentations, prepare a one-minute advertisement, that you could enter in the contest, explaining how Michigan’s location has impacted its economic development. Include as much information as possible, capture the audience’s attention, memorize your script, and speak clearly and enthusiastically. Your advertisement will be videotaped.

Resources

Lake Erie, Lake Huron, Lake Michigan, Lake Superior by A. Armbuster 1996

www.great-lakes.net/teach

Great Lakes and Great Ships by J. Mittchell & T. Woodruff 1991

Video camera

Construction paper

Markers

New Vocabulary: Advertisement, promote, absolute location, relative location, proximity

95

http://www.great-lakes.net/teach

http://www.great-lakes.net/teach

EFFECT OF GREAT LAKES ON MICHIGAN’S ECONOMY: ORAL PRESENTATION

Using a map of the United States, establish Michigan’s absolute and relative location. Ask students to speculate how Michigan’s location has affected its economic development.

Explain that working in groups of three, they will choose one of the four Great Lakes bordering Michigan and use print and electronic resources to find specific information about how it has impacted the state’s economic development. Establish research focus questions such as the following:

• How has Lake ______________ affected the goods and services produced in Michigan?

• How has Lake ______________ affected the distribution of natural resources, goods, and services?

• How has Lake _____________ affected the consumption of goods and services in Michigan?

Each group will organize their information and make an oral presentation to the class explaining how proximity to that Great Lake has affected Michigan’s economy. After all groups make their oral reports, ask the students to synthesize information from their own and other reports and to explain how Michigan’s location has impacted its economic development. Record their responses on the board or a transparency.

96


GRADE LEVEL: Fifth



Topic: Trade

Grade Level Standard: 5-19 Examine trade practices.

Grade Level Benchmark:1. Trace the national origin of common household items and

the trade flows which brought them to the United States. (IV.5.LE.1)


1. Show students the following products: a banana, coffee, and a can of soda. Ask students if these items can be produced in Michigan. Discuss how these products come to Michigan from other countries as a result of trade flow. (Examples: bananas from Costa Rica, coffee from Columbia, cocoa from Ghana.) Ask students to search their homes for examples of products from other countries (e.g., clothing, toys, electronic devices) and bring in a list of what they found. Make a master class list of the products and places of origin and locate the places on a world map.

2. Students will identify the national origin of three common household items, locate the countries of origin on a world map, and trace the trade flows that brought them to the United States.

Resources

Voluntary National Content Standards in Economics by Bonnie Meszanos 1997 pp 9-12

Goods from home

New Vocabulary: Origin, trade flow

97


GRADE LEVEL: Fifth



Topic: Trade


Grade Level Benchmark: 2. Describe benefits of international trade to consumers and

producers. (IV.5.LE.2)


1. Which Countries Supply the Most Products? (activity attached)

2. The author of a newspaper article was critical of international trade. His position was that the United States should use our own natural resources, human labor, and capital equipment to meet all consumers’ needs and wants and that we should not contribute to the economy of other countries. Write a letter to the editor of that newspaper describing the benefits of international trade to consumers and producers. State your position clearly and give reasons and examples that support your statement. Remember that organization, writing style, spelling, and mechanics affect the communication of your position.

Resources

Michigan by M. Hintz 1998

Michigan: Its Land and People by J. Killoran et al. 1997 pp. 240-249

Michigan, The World Around Us by J. Vindyard 1992 pp. 42-45, 53, 235-245

Michigan Dept of Agriculture (Michigan marketplace)http://www.michigan.gov/mda

Paper and pencils

New Vocabulary: Benefits, international, trade, consumers, producers

98

http://www.michigan.gov/mda

http://www.michigan.gov/mda

WHICH COUNTRIES SUPPLY THE MOST PRODUCTS?

Ask the class to use their prior knowledge and available print and electronic resources to list Michigan products sold to other countries (Ex: automobiles, beans, apples, dried cherries, blueberry pie filling). Ask why do Michigan producers make these products? Why are they able to make enough to supply Michigan markets as well as other countries?

Ask students to survey two rooms of their homes and make a list of items that have the country of origin identified, including those produced in the United States. Then, have them separately list all countries and the number of items from each country. Change the number into a fraction, and convert the fraction to a percent.

Example: Out of 20 items, 3 items are from China of the items are from

China (numerator divided by denominator).

During class discuss the results of students’ home surveys and their significance. Was the percentage of products from the United States greater than 50%? Which country supplied the most products? Compile students’ results on a class chart and calculate percentages of products produced in each country. Ask: How do producers benefit from international trade? Consumers? Are there disadvantages?

99


GRADE LEVEL: Fifth



Topic: Trade


Grade Level Benchmark: 3. Describe how businesses are involved in trade as

producers, distributors, importers, and exporters. (IV.5.LE.3)


1. The Story of Levi Strauss (activity attached)

2. Each student identifies an everyday household item, uses print and/or electronic resources to locate information about the company and the production of that item, and prepares a poster with the following information:

1. What goods are produced?2. What raw materials, human capital, and capital

equipment (factors of production) are required?3. Are any of the factors of production imported from

other countries?4. Where is it produced? Identify location(s) on a world

map.5. How is the product distributed to consumers?6. Is the product exported? If so, where?

Remind students that the quantity of information, as well as organization and visual presentation affect the quality of the poster.

Resources

Mr. Blue Jeans: The Story of Levi Strauss by M. Weidt 1992

Levi Strauss Company http://www.levistrauss.com/about/

Where Does It Come From? by D. Tippell 1990

Construction paper

Markers

New Vocabulary: Trade, interdependence, producers, distributors, importers, exporters, raw materials

100

http://www.levistrauss.com/about/


THE STORY OF LEVI STRAUSS

Explain to students that the class is going to learn more about everyday objects as part of their study of trade and interdependence. Read to the class Mr. Blue Jeans: The Story of Levi Strauss and relate the information to students’ prior knowledge about economic concepts (scarcity, choice, opportunity cost, natural resources, human capital, producers, consumers, distributors, etc.).

Explain their goal: to learn more about how the Levi Strauss Company functions today as a producer, a distributor, an importer, and an exporter by answering questions such as the following:

1. What goods are produced?

2. What raw materials, human capital, and capital equipment (factors of production) are required?

3. Are any of the factors of production imported from other countries?

4. Where is it produced? Identify location(s) on a world map.

5. How is the product distributed to consumers?

6. Is the product exported? If so, where?

Use the Levi Strauss Co. web-site (www.levistrauss.com/about/) and other available resources.

To provide closure, relate new information to prior knowledge. What is the value of this research activity?

101



GRADE LEVEL: Fifth


Strand: V. Inquiry

Topic: Information Processing

Grade Level Standard: 5-20 Explore information processing.

Grade Level Benchmark: 1. Locate information about local, state, and national

communities using a variety of traditional sources, electronic technologies, and

direct observations. (V.1.LE.1)Learning Activity(s)/Facts/Information

1. “Frontier to Factories” virtual tour

2. Have students use information from the four different data elements examined during class to complete the chart, “How Did the Irish in Detroit Live?”

Resources

Detroit Historical Museum & Societyhttp://www.detroithistorical.org/exhibits/index.asp?MID=1Frontiers to Factories Curriculum Guide by R. Douglas 1999 Section 3, Lesson 2

New Vocabulary: Generalization, supporting evidence

102

http://www.detroithistorical.org/exhibits/index.asp?MID=1



FRONTIER TO FACTORIESVirtual Tour

Data elements for this lesson are included with the Detroit Historical Museum exhibit, “Frontier to Factories” Curriculum Guide, which is available free of charge.

Take a virtual tour of the “Frontiers to Factories” exhibit at the Detroit Historical Museum web-site. http://www.detroithistorical.org/exhibits/index.asp?MID=1

Distribute copies of the Ethnicity and Population Graphs for Detroit (1810-1870) and ask students to make general statements. Define “generalization” and explain that when historians study groups of people, they look for things that are similar about most of the group and make generalizations. Explain that they are going to examine data elements about the Irish, the largest immigrant group in Detroit in the mid-1800s, with the goal of making generalizations supportable by the available evidence. Model this using Tables 1 & 4, “Property Ownership Related to Occupation by Irish Immigrants, 1850” and “Selected Occupations: Irish, 1850-1859.” Write the generalizations on the board, and identify the supporting evidence.

Working in groups, have the students examine the following data elements: “Irish American Sampler Photo, circa 1867,” “Irish Workers Photo, circa 1860s-1870s,” “Holy Cross Cemetery Photos,” and “Receipt Entries of R.R. Elliot, Esc.” Each group should discuss observations, make generalizations, and have one person record their conclusions. Share and discuss group generalizations. What did they learn about how the Irish lived?

103


HOW DID THE IRISH LIVE IN DETROIT?

QUESTION ANSWER EVIDENCE

What areas of Ireland were they from?

What did they learn about in school?

What kinds of jobs did they have?

Where did they live in Detroit?

Did they own a house or rent apartments and houses?

Were they rich, middle class, lower class, poor?

What activities did they do with church groups?

104


GRADE LEVEL: Fifth


Strand: V. Inquiry



Grade Level Benchmark: 2. Organize social science information to make maps,

graphs, and tables. (V.1.LE.2)


1. Presidential Elections Graph (activity attached)

2. Provide students with a grid and have them graph information about the percent of the voter age population who turned out for gubernatorial elections from 1950-1994. They should use information from the Secretary of State web-site: http://www.michigan.gov/sos/0,1607,7-127-1633_8722-29616--,00.html

In Addition to accurate representation of the data, the graph should include an appropriate title and correctly labeled axes.

Resources

Graphing grid

Secretary of State, Elections In Michiganhttp://www.michigan.gov/sos/0,1607,7-127-1633_8722-29616--,00.html

New Vocabulary: Axes, gubernatorial, horizontal, vertical

105

http://www.michigan.gov/sos/0,1607,7-127-1633_8722-29616--,00.html





PRESIDENTIAL ELECTIONS GRAPH

As part of a government unit or prior to an election, the Michigan Secretary of State can provide answers to questions such as the following: Who can run for office? Who can vote? Why is voting important? How do you register to vote? Who is in charge of elections? What happens if you can’t go to the polls?

Draw students’ attention to the following information: “Some people do not vote. People who do not vote miss their chance to choose the leaders who will be making and enforcing the laws. In Michigan, only about 20 to 60 percent of the people vote.” Go to the “Voter Registration and Turnout Statistics, Michigan General Elections, 1948 — 1996” on the Secretary of State website: http://www.michigan.gov/sos/0,1607,7-127-1633_8722-29616--,00.html. Clarify students’ understanding of the categories of information and ask for their observations.

Graph the information about presidential elections on a large paper or transparent grid with a title, “Election Years” on the horizontal axis, and “Turnout (% of Voter Age Population)” on the vertical axis. (This can be a bar or line graph, relating to students’ prior experience with graphing data.) Ask students for their observations about the same data presented as a graph rather than a chart. How could they use this information?

106



GRADE LEVEL: Fifth


Strand: V. Inquiry



Grade Level Benchmark: 3. Interpret social science information about local, state,

and national communities from maps, graphs, and charts. (V.1.LE.3)


1. Create a U.S. Census Graph (activity attached)

2. Make a Graph from a Data Table (activity attached)

Resources

Michigan Geographic Alliance (Elementary School Assessment Samples) www.wmich.edu/mga/ assesment.htm

New Vocabulary: Statistical, quadruple, increase, census

107

http://www.wmich.edu/mga/

CREATE A U.S. CENSUS GRAPH

Clarify students’ understanding of the purpose and processes of the U.S. Census as needed, and ask them to speculate on how the statistical data is used.Prepare a bar or line graph of the following data on a transparency or large paper grid.

Population of the United States.

DATE POPULATION1790 4,000,0001840 17,000,0001890 63,000,0001940 132,000,0001990 249,000,000

Source: US Department of Commerce. 1995. Statistical Abstract of the United States.Washington. D.C.: Bureau of Census.

Guide students’ analysis of the data with questions such as the following:

• In which 50 year period did the population of the United States increase the most?

• During which period did the population quadruple (increase x4)?

• Why do you think the population increased so much at this time?

• How does this information relate to your knowledge of United States history?

• What focus questions for future research could you develop based on this data?

108

MAKE A GRAPH FROM A DATA TABLE

Provide students with a grid and give them the following directions: use the data in the chart below to make a bar graph, showing the change in population between 1970 and 1990 in each region of the United States. To do this, take the first region and draw a bar for 1970, then draw the bar for 1990 next to it. Leave a space, and then draw the two bars for the next region. Color the 1970 bars in one color and the 1990 bars in another. The graph should include a title and a color key.

Answer the following questions about the graph:

1. Which TWO regions had the largest increase in population between 1970 and 1990?

2. What TWO reasons caused this large increase in population in these regions?

3. Why do you think the Northeast had only a very small increase in population?

4. What focus questions for future research could you develop based on this data?

Regional Population of the United States, 1970, and 1990.

REGION 1970 1990Northeast 49,000,000 51,000,000Midwest 57,000,000 60,000,000South 63,000,000 85,000,000West 35,000,000 53,000,000

Source: US Department of Commerce. 1995. Statistical Abstract of the United States.Washington. D.C.: Bureau of Census.

109


GRADE LEVEL: Fifth


Strand: V. Inquiry

Topic: Conducting Investigations

Grade Level Standard: 5-21 Conduct investigations.

Grade Level Benchmark: 1. Pose a social science question about the United States.

(V.2.LE.1)


1. Qualities of Good Social Science Questions (activity attached)

2. Read a social science article, such as “Iroquois: Should we form a confederation?” in Key Decisions in U.S. History Vol. 1: 1450-1860. Ask students to compose 1 or 2 questions. Groups of students can evaluate the questions using the criteria list modified by the class.

Resources

“Iroquois: Should we form a confederation/” and “Englishwoman: Should you become an indentured servant in America?” Key decision in U.S. History: A participatory approach, volume 1: 1450-1860 by Patrick Henry Smith and John Croes 1997

New Vocabulary: Cause, effect, criteria, qualities, indentured servants, modifications

110

QUALITIES OF GOOD SOCIAL SCIENCE QUESTIONSBegin by asking students what they think the greatest challenge is for teachers. Make the connection for them that if they understand how teachers ask good questions, they will be better able to answer them and to ask questions that might solve a major problem in the world some day.

Before posing social science questions, students need to develop an understanding of the qualities of good social science questions. Some criteria might include:

• Clearly stated

• The question relates to a real issue (may be a problem from history).

• The answer to the question is not simple but requires more than a one word answer.

• There is more than one answer to the question, not just more than one way to state the answer.

• To answer the question, information would have to be collected through research and/or discussion.

• The answer is not based on a guess.

• To answer the question, knowledge of one or more social science subjects could be used to justify the answer.

• The answer requires some understanding and application of logical cause and effect.

Display these criteria and briefly discuss what they might mean pointing out that it is not easy to understand them. Assign each group one criterion and have them meet in cooperative groups to discuss what it means. Have the students rewrite the questions so they would make sense to younger students. After clearer statements have been developed, have each group present their modification to be evaluated by other groups. The class should end up with 5 guidelines that students can understand.

With the modifications clearly displayed, present some questions and have students evaluate them to determine if they meet the criteria for good social science questions. Some samples are included below (words in bold are potential question stems for other topics).

HISTORY: What are the costs and benefits of Cortes’ decision to burn his ships after landing near the Aztec settlements in Mexico?

GEOGRAPHY: Compare the cultures of European settlers and the Native American groups they encountered.

CIVICS: Identify another method for resolving the conflicts between Great Britain and the American Colonies.

ECONOMICS: How did scarcity and choice affect European interest in silks and spices.

111


GRADE LEVEL: Fifth


Strand: V. Inquiry



Grade Level Benchmark: 2. Gather and analyze information using appropriate

information technologies to answer the question posed. (V.2.LE.2)


1. A Luxury We Can’t Afford (activity attached)

2. Read the article, “Colonial Planter: What kind of workers should you use?” in Key Decisions in U.S. History. Plan an organization strategy (or use one you have learned) and collect data to answer the question. Your research data should be relevant to the question being asked and use an organization system which includes:1. at least two positions related to the topic2. the reasons for those positions3. the locations where this topic was especially

important4. the attitudes of people living in the historical era

regarding this topic5. the connection of the topic to history, geography,

civics, and/or economics

Resources

“Colonial Planter: What kind of workers should you use?” Key Decisions in U.S. History: A Participatory Approach Volume 1:1450-1860 by Patrick Henry Smith and John Croes 1997

We the People “How should the problem of slavery be handled?” 1999 pp. 64-69

“A luxury we can’t afford.(Thomas Jefferson and Slavery)” in Part I: The Colonial Era( 1607-1776). Reasoning with Democratic Values: Ethical problems in United States History by Alan Lockwood and David Harris 1985 pp. 54-66

New Vocabulary: Strategy, relevant

112

A LUXURY WE CAN’T AFFORD

Read, “A Luxury We Can’t Afford” in Reasoning with Democratic Values: Ethical Problems in U.S. History. This article deals with the decision to exclude the statement eliminating slavery from the Declaration of Independence. Use as much of the article, the discussion questions and guidelines in the teacher’s guide as is appropriate. Lesson 9, How Should the problem of slavery be handled?” in We the People also deals with this topic. Although it’s focus is the Constitution, many of the issues are relevant. Practice writing social science questions as a class. Select a few questions that the class agrees are good ones. Students will use the Internet and traditional research tools to take notes, which would help them develop a good answer. Begin by reviewing criteria for a good answer to a social science question including ideas, such as:

• The answer to the question is not simple and requires more than one word answers.




• To answer the question, knowledge of one or more social science subjects is used to justify the answer.


• The answer considers ideas of the historical era from which the question is derived.

Depending on your students’ research and note-taking skills, you will need to review or teach some research strategies. The critical concepts that need to be mastered are how to determine what information is needed and how to organize the data they collect. They also need to have some ideas about referencing information for a bibliography.

One organizational strategy might be to use the “5 W’s”. Specific questions might be:• WHO has a position regarding the topic? (More than one person or group

could be included.)

• WHAT is the position of each person or group?

• WHEN was this topic important?

113

• WHERE was this topic important (part of the country, city etc.)

• WHY did each group have its position?

You might also encourage students to think about this topic in terms of social studies disciplines by asking the question:

• HOW does this topic or the positions of the groups involved relate to economics, civics, geography and history?

Work with the whole class to plan a graphic organizer or organizational process and have students begin to collect information about this topic. Allow some time for research, then meet as a class in small groups or individually to assess progress and effectiveness of the procedures. Share any problems and devise or share solutions. Emphasize that their data should relate to the ‘5W’s’. When students have completed their research, let them meet and share information if you wish. Collect the research so it can be evaluated.

114


GRADE LEVEL: Fifth


Strand: V. Inquiry



Grade Level Benchmark: 3. Construct an answer to the question posed and support

their answer with evidence. (V.2.LE.3)


1. Good Answer Criteria (activity attached)

2. Write an essay using the information previously organized to respond to a social science question related to the issues surrounding colonial labor. It might help to review the article, “Colonial Planter: What kind of workers should you use?” in Key Decisions in U.S. History. Your response should be 1-2 paragraphs long, show logical connections and include element 1-3 and at least two other elements:1. clearly state your answer to the question2. at least two ideas or beliefs which support your position3. at least two facts which support your position4. identify a group or person who might have opposed your

position5. at least one idea, belief, or fact which the opposition might

use to support their position6. at least one statement to provide background information

to help the reader understand the issue. This background might include the attitudes of people living in the historical era, especially if different from our attitudes today or other factors you feel are relevant

7. an explanation of the connection of the topic to history, geography, civics, and/or economics

Resources

“Part I: The Colonial era: Friends and enemies (Mary Dyer)” Reasoning with Democratic Values: Ethical problems in United States History by Alan Lockwood and David Harris 1985 pp. 2-9

“Colonial planter: What kind of workers should you use?” Key Decisions in U.S. History: A participatory approach. volume 1: 1450-1860 by Patrick Henry Smith and John Croes 1997

PBS ‘Africans in America, Part 2, Declarations of Independence, 1770-1783’http://www.pbs.org/wgbh/aia/part2/2narr3.html

New Vocabulary: Colonial, criteria

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http://www.pbs.org/wgbh/aia/part2/2narr3.html

http://www.pbs.org/wgbh/aia/part2/2narr3.html

GOOD ANSWER CRITERIA

Review with students their research related to social science questions and hypotheses posed after reading “A Luxury We Can’t Afford” in Ethical Problems in U.S. History. This information should have been organized to facilitate constructing the answer to the question. Review with students the criteria for a good answer. Have students rewrite the question in language that is more meaningful to them.

• A clear opening statement expressing your response to the question.

• The answer to the question is not simple but includes more than a one word answer




• To answer the question, knowledge of one or more social science subjects could be used to justify the answer.


Have students write an opening statement that they believe answers the question. This statement should not include their justification or explanation. Have small groups of students with similar responses meet together to decide what information they have gathered that should be added to this statement to justify the response. They can review their research and make sure they include relevant data such as:

• WHO has (had) a position regarding the topic? (More than one person or group could be included.)

• WHAT is the position of each person or group?

• WHEN was this topic important?

• WHERE was this topic important (part of the country, city etc.).

• WHY did each group have the position they did (do).

You might also encourage students to think about this topic in terms of social studies disciplines by asking the question:

HOW does this topic or the positions of the groups involved relate to economics, civics, geography and history?

The purpose of this group activity is to help students formulate ideas about what might be included to meet expectations not to create a group response. After the small group discussions, students compose a response and apply writing process strategies for personal revision and editing. Have students work in peer conferencing groups to help each other evaluate their responses as related to the criteria and then compose the final draft which the teacher will score using the same criteria.

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GRADE LEVEL: Fifth


Strand: V. Inquiry



Grade Level Benchmark: 4. Report the result of their investigation including the

procedures followed. (V.2.LE.4)


1. Discussion: Reflect on Excellent Essays (activity attached)

2. Review the article “Colonial Planter: What kind of workers should you use?” in Key Decisions in U.S. History, the organized research notes, and the essay in response to the question. Now, write a report explaining your investigation that includes:1. A statement of your conclusion (answer to the

question).2. A summary of the results of your research including at

least two bits of information which led to your conclusion.

3. At least two steps you took to select the question to be investigated.

4. At least one sentence explaining how your research was organized

5. A least one source of information.6. At least two opposing positions related to the question

that surfaced during the research.7. At least one way the information was selected to

include in the essay.8. At least two standards used to evaluate the essay.

Resources

“Part 1: The Colonial Era: A luxury we can’t afford” Reasoning with Democratic Values: Ethical problems in United States History by Alan Lockwood and David Harris 1985 pp. 54-66

“Colonial planter: What kind of workers should you use?” Key Decisions in U.S. History: A participatory approach. volume 1: 1450-1860 by Patrick Henry Smith and John Croes 1997

New Vocabulary: Procedures, investigation, opposing

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DISCUSSION: REFLECT ON EXCELLENT ESSAYS

Review with students the article “A Luxury We Can’t Afford” in Ethical Problems in U.S. History, the notes from their research, and the essays written by the students in response to questions they posed (see V.2.LE.3). Divide the students into groups with the assigned task of discussing the steps they took to compose their excellent essays on the topic of slavery and the Declaration of Independence. The purpose of this discussion is for students to clarify ideas which might be included in the written report. The discussion could include reflections on the following topics:

1. How the question to be researched was selected including the standards used to pick the best question. Refer to Benchmark V.2.LE.3.

2. How they organized for researching the topic. Refer to Benchmark V.2.LE.3.

3. Where the information was found (both title and type).

4. At least two opposing positions related to the question they used for their research.

5. How the information was selected to include in their essays.

6. The standards used to evaluate the essay. Refer Benchmark V.2.LE.3 activity 2.

Conclude the activity by having them explain the steps in writing.

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GRADE LEVEL: Fifth


Strand: VI. Public Discourse and Decision Making

Topic: Identifying and Analyzing Issues

Grade Level Standard: 5-22 Identify and analyze public issues.

Grade Level Benchmark:1. Pose local, state, and national policy issues as questions.

(VI.1.LE.1)


1. Communication with Aliens (activity attached)

2. Duplicate page 113 of “American citizens: Should English be the official language of the United States?” but remove the title so that students can pose their own questions. Read the article together. Briefly discuss whether this issue meets the standard for public policy issues with students. Write three public policy questions related to adopting English as the official national language. Use the characteristics of a good policy question identified in the activity above.

Explain how the questions you wrote meet at least one of characteristics 2-5.

Resources

Integrating technology into the Social Studies Curriculum: Intermediate by Bruce M. Green and William Oksner 1999

“American citizens: Should English be the official language of the United States?” in Key Decisions in U.S. History: A participatory approach, volume 2: 1861-1994 by Patrick Henry Smith and John Croes 1997

New Vocabulary: Policies, perspectives, ethical

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COMMUNICATION WITH ALIENS

Begin the lesson by listing some school rules or policies. This could be done in cooperative groups. Post the lists generated and identify any rules students might deem unfair. Discuss these policies and help students identify groups who might have a different perspective on the ‘fairness’ issue and what the roots of that position might be.

Imagine that a group of elementary school aliens from around the universe are moving to your school. Your students have the responsibility to warn them of any inequalities or unfair policies faced by fifth grade students. Have students meet in groups to identify any rules that they believe are unfair. Possible unfair issues to discuss:

Bedtime Homework CurfewTelevision time School uniforms Grades

Students can write a short letter to the aliens or record a communication with the aliens explaining the unfair policy of which they should be aware.

Establish some criteria for identifying a policy issue such as:

• The topic would be of concern to the public or at least a large part of the public.

• People would disagree as to how to handle the issue.

• Disagreement is based on different perspectives rooted in values and beliefs about the issue.

Students can practice posing policy questions. Help them understand characteristics of good policy questions.

The questions should:

• be clearly stated.

• require the statement of a position based on personal judgment.

• be open ended having more than one answer requiring sentence and paragraph responses, not single words.

• justify the position, analysis of diverse perspectives, and application of personal values or ethical values.

• require analysis of diverse perspectives and factual data to justify the position.

Have students write questions related to issues that could be selected from previous discussions.

Share the questions and analyze them to determine if they meet the criteria.

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GRADE LEVEL: Fifth





Grade Level Benchmark: 2. Explain how a particular public issue became a problem

and why people disagree about it. (VI.1.LE.2)


1. Columbus Day (activity attached)

2. Read “American Citizens: Should English be the official language of the United States?” page 113 in Key Decisions in U.S. History. Use Internet sites and other resources to write an essay explaining how this public issue became a problem and why people disagree about it. Your essay should include 4 of the following:1. At least one piece of background information about

the issue, such as when the issue became a problem, why it became an issue, or where the issue was especially prominent.

2. Two clear statements of positions on the issue.3. One reason each group feels as they do.4. At least one fact each group might use to justify their

position.5. At least one core democratic value to justify each

position and why it helps to justify the position.6. One feeling, attitude, or belief each group might use

to justify their position.

Resources

Encounter by Jane Yolen 1996

Columbus Day timeline for establishing the holiday http://www.usembassyjakarta.org/columbus.html

James Crawford’s Language Policy Website & Emporium http://ourworld.compuserve.com/homepages/JWCRAWFORD/

“American citizens: Should English be the official language of the United States?” Key Decisions in U.S. History: A participatory approach, volume 2: 1861-1994 by Patrick Henry Smith and John Croes 1997

New Vocabulary: Perspectives, public policy issue

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http://ourworld.compuserve.com/homepages/JWCRAWFORD/



http://www.usembassyjakarta.org/columbus.html

http://www.usembassyjakarta.org/columbus.html

COLUMBUS DAY

Access students’ prior knowledge about Columbus by using ‘KWL’ or another strategy. Your discussion should reveal:• that Columbus found North America accidentally• that land was not “discovered” because people were already living here• some reasons he came• some benefits and consequences of his arrival

Read the book Encounter by Jane Yolen. This book tells the story of Columbus’ arrival from the perspective of the Native people. Discuss this book including some of the consequences to the Native population included in the book.

Discuss with the students the fact that Columbus Day is celebrated and that there are groups of people who are opposed to the celebration. Spend a little time predicting who might have feelings in favor of or in opposition to the celebration. As a class, pose a question based on this policy issue, such as ‘Should Columbus Day be celebrated?’ and evaluate it using criteria for policy questions, such as:• The topic would be of concern to the public or at least a large part of the public• People would disagree as to how to handle the issue• Disagreement is based on different perspectives rooted in values and beliefs about

the issue

Students can now use Internet sites and other resources to collect data regarding this issue. Help students decide ‘What information they need and select a method for organizing their research. A possible method might be to use ‘5W’s’:

WHO might have opposing views on this topic?WHAT caused this difference of opinion?WHEN was the holiday first celebrated?WHERE might this issue be especially prominent and why?WHY does each group feel as they do?

After research is complete, have students meet in cooperative groups to organize their information into two main categories: How Columbus Day became an issue and Why people disagree about it.

Share information and review the criteria for a good essay explaining how a public policy became an issue and why people disagree. Criteria might include:• clearly stated two positions.• two facts each group might use to justify their position.• at least one Core Democratic Value each group might use to justify their position.• one feeling, attitude, or belief each group might use to justify their position

Students should now write an essay explaining how celebrating Columbus Day became an issue and revise it using peer conferencing and the writing process.

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GRADE LEVEL: Fifth





Grade Level Benchmark: 3. Evaluate possible resolutions of a public issue.

(VI.1.LE.3)


1. Endangered Animals: How can we save them? (activity attached)

2. Homes and Hurricanes (activity attached)

Resources

Along the water, disasters waiting for their moment http://marine.rutgers.edu/mrs/education/COAST05.htm

Carolinas encouraged building in flooded areas

http://www.monitor.net/monitor/9910b/carolinadamage.html

ES2000 - Endangered species of the next millennium

http://library.thinkquest.org/25014/english.index.shtml

Living on Earth transcript: September 24, 1999http://www.loe.org/archives/990924.htm

New Vocabulary: Endangered, policies, consequences

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http://www.loe.org/archives/990924.htm

http://www.loe.org/archives/990924.htm







http://marine.rutgers.edu/mrs/education/COAST05.htm



ENDANGERED ANIMALS:HOW CAN WE SAVE THEM?

There are many possible solutions to the issue of protecting the environment as well as endangered species of plants and animals.

Begin the lesson with students working in small groups to research an endangered animal, plant, or natural environment. To facilitate this process, design a process for organizing the information they collect. The main purpose of the process is to make sure that students collect comparable information. This information should facilitate the identification of possible generic solutions to be considered to create broad policies to address this issue.

One organization process that might work is the ‘5w’s and an H’:WHO has an interest in the resolution of the issue?WHAT actions have contributed to the problem?WHEN did the issue became a problem?WHERE is the issue of greatest concern?WHY have previous attempts to resolve the problem not worked?HOW effective have efforts been to resolve the problem?

Students can use Internet resources as well as traditional reference materials for their research. Have students work in small groups to produce a list of solutions that have been tried or suggested. In addition, students can use some time to brainstorm their own solutions. Post the lists of solutions without duplicates.

Work as a class to identify criteria for evaluating the solutions. Such a list might include:• The positions that need to be considered• The cost• Possible and negative consequences• The time it might take to enact the solutions• Impact on the future

Survey the class to identify the solutions they think are ‘best’. Assign one solution to each group. Their task is to determine the feasibility of solutions by using the identified criteria. The group should prepare a presentation to persuade their classmates that their solution is preferable. They may use charts, drawings, songs, rhymes, or other methods that include the information that makes the assigned solution a good choice.

There could be a debate with each group presenting the facts supporting the superiority of their solution. The solution could then be questioned by other groups and defended by the presenting group. Another class could observe the debate and decide which was the best solution based on the information presented.

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HOMES AND HURRICANES

Provide this information to students: At one point in history, a few brave people built homes close to the beaches in areas often damaged by hurricanes and the floods that come with them. As more people built homes in the areas, insurance companies were finding it very expensive to provide insurance and made the cost for the insurance so high that most people could not afford it. The hurricanes still came and the government stepped in to provide less expensive insurance. After a while, this also became very expensive and people began to depend on ‘Disaster relief,’ which is becoming too expensive. Numerous ideas to resolve this problem were considered including:

• Don’t allow people to build homes in hurricane prone areas.

• Don’t help people rebuild in hurricane prone areas.

• Don’t allow people to rebuild in hurricane prone areas.

Write a short essay evaluating at least one of these solutions or one of your own. Your essay should include at least:

1. A statement explaining who has an interest in resolving this issue and why they are interested.

2. A statement expressing the position of at least two groups who are concerned with the resolution.

3. A statement expressing the role cost plays in the position of each group.

4. A statement explaining possible positive and negative consequences.

5. A statement identifying at least one way the solution might impact the future and/or a statement explaining why previous attempts to resolve the problem have not worked?

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GRADE LEVEL: Fifth



Topic: Group Discussion

Grade Level Standard: 5-23 Engage in group discussions.

Grade Level Benchmark: 1. Engage each other in conversations which attempt to

clarify and resolve issues pertaining to local, state, and national policy. (VI.2.LE.1)


1. Present students with the following scenario: A house in our community was built in the early 1800s by one of our early settlers, the first doctor in our community. It has long been a historic landmark. However in the last few years no one has taken care of the house. It needs a lot of work. Should our community spend tax dollars to restore the house? (Note: if possible substitute an authentic local house or building)

Give students time to think about the issue, write down a few thoughts and ‘take a stand’ on the issue. Then divide them into small groups to discuss the issue.

2. Discuss the impact of Canada dumping thousands of tons of trash in Michigan landfills. What is U.S. policy on allowing trash to be deposited here from other countries? Do you agree or disagree with that policy? Small group discussions.

Resources

Authentic Assessment of Social Studies by Karen Todorov and Bruce Brousseau 1998 pp. 5-8, 41-49 Michigan Dept. of Education

Paper and pencils

New Vocabulary:

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GRADE LEVEL: Fifth



Topic: Persuasive Writing

Grade Level Standard: 5-24 Create effective creative writing.

Grade Level Benchmark: 1. Compose a short essay expressing a decision on a local,

state, or national policy issue. (VI.3.LE.1)


1. Should the Confederate flag be displayed at the capital building in South Carolina? (activity attached)

2. Should the Ten Commandments be allowed to be posted in a Federal Courthouse building?

Write an essay explaining the issue, what the two opposing sides think, and what support each side had for their position. Also include a Core Democratic Value that could support either side.

Resources

Confederate Flag Controversyhttp://www.infoplease.com/spot/confederate1.html

Confederate Flags of the Old Southhttp://www.infoplease.com/spot/confederate2.html

Confederate Flags of the New Southhttp://www.infoplease.com/spot/confederate3.html

South Carolina’s Confederate Flag Comes Downhttp://www.infoplease.com/spot/confederate4.html

“Should we lower the voting age to 18?” Key Decisions in U.S. History: A participatory approach, Volume 1: 1450-1860 by Patrick Henry Smith, and John Croes 1997

Paper and pencilsNew Vocabulary:

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http://www.infoplease.com/spot/confederate4.html








SHOULD THE CONFEDERATE FLAG BE DISPLAYED AT THE CAPITAL BUILDING IN SOUTH CAROLINA?

Students are generally aware of many policy issues but may need some experiences to clarify the issues and their solutions. ‘Time for Kids’ and other weekly student newspapers include articles of national issues presented in a style students can easily understand. If you do not subscribe, recent editions are available on line and past issues are archived at the TFK site for one year. http://www.timeforkids.com/TFK/magazines

As a class, establish the criteria for a good essay expressing a decision on a policy issue. The criteria might include:

Clear explanation of the problem caused by the issue including:• the topic about which people disagree• opposing positions• who was affected and/or raised this topic as an issue

A restatement of the decision which was made to try to address the problemA statement of reactions to or effects of the decision if available

Read information about a public policy issue and decisions made to address the problem. One such issue could be displaying the Confederate flag at the capital building in South Carolina. (Other topics could be Decisions made to make schools safer for students who have peanut allergies by banning peanut butter in the lunchroom or decisions to reduce the distraction and conflicts caused by ‘Pokemon’ Cards by banning them from school).

Students can read the articles on line and discuss the issue in small groups. The groups’ tasks include clarifying the information that would be needed to write the essay. Students should then write the essay individually. They can revise it using the writing process and/or peer conferencing.

Select some examples of essays that are good and some that need improvement and as a class discuss what makes them good and how they could be improved using the established class criteria.

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http://www.timeforkids.com/TFK/magazines


GRADE LEVEL: Fifth


Strand: VII. Citizen Involvement

Topic: Responsible Personal Conduct

Grade Level Standard: 5-25 Describe democracy in action.

Grade Level Benchmark: 1. Report how their behavior has been guided by concern

for the law. (VII.1.LE.1)


1. In small groups have students discuss and list family, classroom, and school rules. Have groups share their lists in the large group. Then have each student complete a chart listing 5 family, 5 classroom, and 5 school rules that are important to them. During the week have students review their charts and discuss examples of how their behavior was guided by their concern for specific rules. For example, a student might say that he/she was tempted to chew a stick of gum that was in a pocket but did not do so because of a ‘no gum chewing’ school rule.

2. Students keep a journal for one week listing examples of how their behavior was guided by concern for family, classroom, and school rules and then write a paragraph describing three specific examples.

Resources

National Standards for Civics and Government by Charles Quigley, et al. 1994 pp. 18, 26-27, 47

Paper and pencils

New Vocabulary:

129


GRADE LEVEL: Fifth


Strand: VII. Citizen Involvement

Topic: Responsible Personal Conduct

Grade Level Standard: 5-25 Evaluate responsible personal conduct.

Grade Level Benchmark: 2. Engage in activities intended to contribute to solving a

local, state, or national problem they have studied. (VII.1.LE.2)


1. Students read City Green, the story of how one young girl’s idea about turning a vacant, littered lot into a community garden got a whole neighborhood involved in the project, or a similar book. Discuss with students the importance of citizens working together to solve problems. With the help of local officials, newspapers, etc, identify and investigate a local problem. Ask students to brainstorm a list of ways they could help solve the problem. As a group choose one of the ways and implement an action plan to carry it out.

2. Following an investigation of a national problem, students describe the problem and actively participate in an activity intended to contribute to solving the problem. For example, the tsunami disaster in Asia.

Resources

City Green by DyAnne DiSalvo-Ryan 1994

Building Bridges: Connecting classroom and Community through Service-learning by Rahima Wade 2000

New Vocabulary:

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mathematics - saginaw valley state · web viewthe story of levi strauss (activity attached) 2....

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