Examine different terrorist activities around the world- determine if they are domestic or international.
Chart different examples of genocide on a world map.
Examine one example of genocide using the eight stages of genocide (e.g. Holocaust/Cambodia/Rwanda).
Connect population growth to effects on the environment through a web- more people means more housing which leads to less habitat for animals, etc….
Determine what the most important environmental issue is facing the world today through a debate carousel, have students take different points of view- (e.g. What if you had no access to freshwater? What if you were the president of an oil company?) https://balancedtech.wikispaces.com/Template+-+Debate+Team+Carousel
Resources:
What is Genocide http://www.history.com/topics/what-is-genocide
EPA http://www.epa.gov/students/teachers.html
World of 7 Billion: A Project of Population Education http://www.worldof7billion.org/teacher_resources
War and Terrorism http://www.socialstudies.org/resources/moments
Learning from the Challenges of Our Times http://www.state.nj.us/education/holocaust/911/k12curr.pdf
The Genocide Teaching Project http://www.wcl.american.edu/humright/center/rwanda/lesson.cfm
Students conduct historical research that incorporates information literacy skills such as forming appropriate research questions; evaluating information by determining accuracy, relevance and comprehensiveness; interpreting a variety of primary and secondary sources; and presenting their findings with documentation.
CONSULT THE CONTENT AREA LITERACY STANDARDS FOR HISTORY/SOCIAL STUDIES FOR STANDARD 7
Chronological Thinking, Analysis and Interpretation, Research, Issues-Analysis and Decision-Making
WH.7.1 Identify patterns of historical change and duration and construct a representation that illustrates continuity and change.
Key Concept:
Students can identify and explain the key patterns of change and continuity throughout history.
Ways to include this throughout the curriculum:
Examine, construct and analyze different types of graphs illustrating different types of data including line, bar, and pie charts.
Examine, construct, and analyze chart and continuity charts which show what it was like before and after an historical event.
Resources:
Content-Area Graphic Organizers: Social Studies, https://walch.com/samplepages/050078.pdf
Guidelines for Source Analysis, http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=17&ved=0CF4QFjAGOAo&url=http%3A%2F%2Fonline-history.org%2Fstd-docs%2FGuidelines-for-Source-Analysis.doc&ei=ae0-U4T1H6me2wW6hIC4DQ&usg=AFQjCNE_bdkxLeBuzcl9rTSvNxLngJfQ5g&sig2=V3xN-89UIzYT8Ve9DprqKA
Library of Congress: Teacher’s Guides and Analysis Tool, http://www.loc.gov/teachers/usingprimarysources/guides.html
Research-Based Lesson: Cause and Effect, https://www.polk-fl.net/staff/teachers/reading/documents/JanuaryFOCUSCalendarHighSchool.pdf
WH.7.4 Explain issues and problems of the past by analyzing various interests and viewpoints of the participants involved.
Key Concept
Students can identify the different ways that people view events and why they have that particular viewpoint.
Ways to include this throughout the curriculum:
Role-play different historical situations (particularly useful for situations involving different social classes) from multiple perspectives. Have students say what they would do if they were a particular person and why they would choose that option.
Analysis historical incidents from the viewpoint of the different people involved and WHY they would have those view of the event.
Have students complete Document Based Question essays which analyze an author’s POV (why they would have this view at this time).
Resources:
How Opinions Become History, https://www.teachervision.com/human-relations/resource/6856.html
Reading Like a Historian: Sourcing, https://www.teachingchannel.org/videos/reading-like-a-historian-sourcing
Reading Like a Historian: Contextualization, https://www.teachingchannel.org/videos/reading-like-a-historian-contextualization
Reading Like a Historian: Corrobation, https://www.teachingchannel.org/videos/reading-like-a-historian-corroboration
Reading Like a Historian: Re-Assessing Reliability, https://www.teachingchannel.org/videos/teaching-students-to-reassess-reliability
Teaching Students to Interpret Documents, https://www.historians.org/publications-and-directories/perspectives-on-history/december-2004/teaching-students-to-interpret-documents
Skills for a Successful World History Experience: POV, http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=23&ved=0CDwQFjACOBQ&url=http%3A%2F%2Fwww.myteacherpages.com%2Fwebpages%2FAYi%2Ffiles%2Fmonica bond-lamberty%27s pov lesson.ppt&ei=3Pk-U9GVO8mr2QXAi4G4Cg&usg=AFQjCNHPIB2M90zrYOMDXkoYfJCAXlx0HQ&sig2=z7VWKG1CL2v_VXTJ1mjOrQ&bvm=bv.64125504,d.b2I
Understanding Different Points of View, https://www.teachervision.com/human-relations/resource/6856.html
WH.7.5 Use technology in the process of conducting historical research and to present products of historical research.
Key Concept:
Students can properly identify and find reliable sources for historical events and are able to demonstrate that knowledge in different ways.
Ways to include this throughout the curriculum:
Research for different projects
Evaluate a website to decide if it’s a reliable source.
Resources:
Reading Like a Historian: Corrobation, https://www.teachingchannel.org/videos/reading-like-a-historian-corroboration
Using Research and Evidence, https://owl.english.purdue.edu/owl/resource/588/02/
WH.7.6 Formulate and present a position or course of action on an issue by examining the underlying factors contributing to that issue and support that position.
Key Concept:
Students can create a position on a particular issue and defend that position with appropriate historical evidence and interpretation.
