Welcome to Middle School Social Studies
What we did in class and assignments can be found in the Recent Assignment button on the left, under Social Studies.
- Social Studies Week 35: May 18-22
We had a lengthy reflection discussion regarding the project and the pros and cons of globalization.
We introduced the 4 economic systems and the major economic questions all societies answer: What to produce, How, and who gets what is produced.
We used this lesson plan from the UNC Civic Education Consortium.
HW: Study the charts on pages 4 & 5 of the above hyperlinked lesson plan.
We continued the above lesson plan. After reviewing the 4 systems and 3 big questions, we did the fictitious scenarios and skit portions.
HW: Research a real country or society, past or present, which practised the system you were assigned for the in class skit. Note: since there are no pure market economies, if that is your assigned system, find one that is as close as you can.
We shared our opinions on the systems briefly, then held a debate to pull out the advantages and disadvantages of each system.
HW: 6/7 only: read part 1 of the Wall-e reading and answer the 3 objectives questions for that section on a separate sheet of paper.
- Social Studies Weeks 33-34: May 4-15
Week one: students are working in class and for homework to finish pages 1 & 2 by Friday (May 8)
Week 2: Students finish page 3 in class Mon/Tues., and started p. 4. HW due Wed/Thur. is to get page 4 close to finished. Students will finish and proof it in class Weds./Thurs., and finish the Bibliography (by Friday at the latest, but ideally by end of class Weds./Thurs.
HW Due Friday: Start reflecting on this project by considering the prompt you wrote about at the beginning of this project: GLOBAL CONNECTIONS REFLECTION:
Write a paragraph in which you reflect on some ways you have connections to the wider world outside of the U.S. This could include things you buy, things that happen in the wider world that affect you, or ways you affect it.
Friday we will share our thoughts, as well as our projects, and wrap up any last minute print jobs before curriculum celebration.
Friday: No official HW, but start thinking about this question: What are some positives and negatives of globalization? What is your opinion of it?
- Social Studies Week 32: April 27-May 1
Students warmed up analyzing a chart which show how different China’s assessment of the severity of specific pollution levels is from those of the U.S. and Europe. The chart is from an article in The Atlantic.
Round-Table Discussion: We had the round-table discussion based on last week’s readings and guiding questions on pollution in China (see week 31 for hyperlinks to materials). This lasted about 45 minutes.
We wrapped up by looking at some data and writing about public perception in China about pollution and other issues, based on a survey conducted by PEW Research. We also discussed the use of surveys to understand public opinion.
HW: One Paragraph: Global Connections Reflection.
After a warm-up, students shared their paragraphs from the HW, and we looked at a couple of definitions of globalization.
Activity: Students took inventory of all of the stuff they had on their person, trying to id its country of origin. They wrote down the item and country on a sticky strip, and put them on the big wall map. We then discussed the results of this “graph.”
STUFF: What is the global footprint of everyday products we have?
Students will make a brochure telling the “story,” i.e. describing the global history, including materials, labor, and transportation, and other factors, of a product that they or a family member owns that has a global story behind it. They will use multiple digital tools to research and create this brochure.
After discussion of the project, students started reading a textbook chapter that in many ways demonstrates the lines of inquiry of the project. I do not have permission to post that chapter here.
HW: Start researching products that may work for this project. Come in with some possibilities written down.
Tips: There is a free version of MIT’s SourceMap that will give you access to some basic versions of their product maps. This could be useful, although it won’t give you all the answers, of course.
Also, simply entering the name of a product and some key words like “manufacture” can be fruitful. Just be patient and willing to scan through a number of results until you find what you seek. I searched “Where does Apple Manufacture” and got this great article with incredibly useful infographics I could use if this were my product.
A number of media outlets have done in depth investigations of particular products, including NPR, The NY Times, and Mother Jones. Searching along these lines could lead you to a product that has lots of easy to access information. Here is one I found with a simple search.
We finished reading and discussing the chapter reading from the previous session, and students started on page one of their project, or did more research to find their project topic (product).
HW: Complete research for page 1 of project (if product chosen). OR Finish Figuring out your Product and get started on page 1!
- Social Studies Week 31: April 20-24
Students shared their paragraphs on the One Child Policy in small groups. James read each student’s paragraph and gave individual feedback. Some students who wrote the advanced extra paragraph shared it with the class.
New Topic: Pollution in China
Students did a brainstorm warm-up on pollution and we filled the board with their knowledge of the topic.
Students then read a transcript of a news segment and watched the video of the news clip. It was from the Onion – a fake funny news publication.
We discussed the role of humor in serious issues, and then students answered questions on the newscast in notebooks.
Finally, students watched the clip again, and acted out the interview.
The next activity was then introduced. Students teams were assigned a question on the topic of pollution that they will investigate in class on Thursday, and which will prepare them for a round-table discussion on Friday. The questions and sources are on this website.
HW: Spend around 10 minutes searching the website China Air Daily. Look at each city for a variety of months and days to get an idea of how much air pollution there is. Look at info for all the cities in the tabs.
Students read many of the articles from the list on this lesson plan, and took notes as they related to the questions bullet pointed under the heading “Activities.” They especially focused on their focus question (assigned to them on Mon/Tues.).
HW: Review your notes on your assigned focus question from today’s activity. Do any additional research necessary to be an expert on your topic for the roundtable discussion.
Roundtable discussion using the bullet questions from the above resource. A sociogram will be used to track student participation.
HW: Read the article (including charts) on pages 8-12 of this reading packet (from last week.) It is survey results from pole of Chinese people about pollution in their country.
- Social Studies Week 30: April 13-17
- After a quick recap of the lessons of the last week (before break):
-Western Imperial powers influence in China
-Japanese Imperial Powers in China
-Loss of technological prowess and population explosion problems in China, 19th Century
-Rise of Communism
- We had an introduction to the new topics: Modern Chinese Dilemmas (Geography topics)
- Lesson/Lecture on Chinese Modern Chinese Population Dilemmas, using statistics
- Here is the slide show, which is mostly graphs and data from the World Bank, CIA World Factbook, and GAPMINDER. We spent a lot of time talking about and watching the gapminder animation in slide 3, and how the various numbers show the problems before the one-child policy, and the results of it on fertility rates, growth rates, and how that looks on graphs, including the population pyramid.
- Activity: Paired Reading Activity: Cornell Notes, using the first 2 articles of this reading packet (which will be used over the next 2 weeks). These are on the 1 Child Policy. Students didn’t finish article 2.
HW: Students were given a copy of the population pyramid for China, 2014. They are to annotate it in order to:
1) Show how the graph works
2) Analyze it in terms of the 1 Child Policy (show how the 1 Child Policy has affected the graph).
Absent students can print off a copy from the slide show, above.
- Students finished reading article two from the packet, and taking notes.
- We then had a full class discussion about the One Child Policy
- We then watched this video, which gives a lot of personal perspectives on the policy, and brings up several key points that needed to be addressed.
HW: Students are to make a projected population Pyramid on lined paper for a variety of years into the future. The lines should be used as the guides for the age bands, and a ruler should be used to draw the vertical lines necessary. Students will need to project forward into the future, data from the the 2014 Pyramid, the appropriate number of bands for the projection year they are assigned.
This website can help them refer to other future Pyramids, to give them an idea if they are correct.
This is a short day due to Earth Day. We will lay out our pyramids in chrono order and discuss the shapes and implications. We will spend more time looking at the above website. We will reflect on what the dilemma we studied this week has to do with Earth Day, and the wider global implications of Population growth, and the power of Demography to help us understand these problems.
HW: Write a paragraph describing whether or not you think the One-Child Policy was good for China. Advanced: Add another paragraph: How would you change or replace the policy to make it better?
- Social Studies Week 29: March 30-April 3
After a quiz and an intro lecture on the major factors involved in the decline of imperial China and the rise of the communists, students began investigating one of six roles in this big, complicated story. This slide show contains an overview of the activity, including the individual role cards. Here are some sources the students scanned and read.
After some clarification of the big picture of what we are studying, students continued to explore their roles in preparation for Friday’s Discussion/Debate. They also did web searches to try to find missing information, and to expand their knowledge of the topics.
HW: Review Role Notes
Short class today 30 minutes – we had our island discussion, with students representing the roles they prepared earlier in the week.
HW: NONE (Happy Spring Break!) Read a lot!
- Social Studies Week 28: March 23-27
Exploring Chinese Innovation Through Ads
James did a tutorial on using Lucid Press, which is an app students should add to Google Drive (click “Create” then add more apps, then select Lucid Chart Diagram)
Here are the directions for what needs to be included in the ads.
Here is a sample ad James made for his tutorial: Printing Press James (5)
Most students finished their first ad in class. They chose their invention from the list of 5 that they chose from Friday’s homework assignment.
HW: Start 2nd ad. You will have around 35 min. more class time on Wed/Thur, but need to have both done and printed before you leave class.
We listened to this podcast:
and took notes on this document together as a class, discussing along the way. James shared images during the audio presentation.
Students spent the last 35-40 minutes of class finishing their 2nd ad.
HW: Finish Dramatization Reflections (due Friday).
We held the “Tech Fair.” Students displayed their ads, purchased orders of the technologies they liked best with the 5 Yuan I gave them, and the richest person at the end of class received a prize.
HW: Study/Prepare for a quiz Monday on the Themes from the Primary Sources from last week’s dramatizations. Please see last week’s blog post under Friday for a copy of James’ answers to the prompts, and consult your chart.
- Social Studies Week 27: March 16-20
Students created quick mock-ups of a “movie poster” design for their group dramatization as a warm-up and shared them with their group. Very fun!
They then organized, read through, ran through, recorded, and uploaded their dress rehearsal in prep for the performance (Wed/Thur.)
HW: Reflect on Video (or for those of you who couldn’t upload b/c Drive was being lame, reflect on what you remember from the run-through)
Students got themselves organized, then performed their dramatizations. There were some really great scripts! Students filled out a chart during the presentations, and we discussed them as a class. Students also shared positive comments with their peers. The reflections on the second side of this will be completed after students watch the video of their performance (to be posted by Friday).
HW: No Homework!
Students reflected on their presentations, and then James posed some prompts to help them think further about what they learned from the skits. These prompts could be used as quiz prompts at a future date. Here is a copy of James’ answers to this task: James’ Answers to China Dramas Big Themes. They are not perfect, but notice that they address the specifics of the prompt and do what the instructions ask.
HW: Browse this extensive wikipedia page which is a detailed list of Chinese Inventions. Write down 5 which interest you and you would want to know more about, AND which you think are important. (In Notebook). DO NOT CHOOSE the four great inventions: Gunpowder, Printing Press, Paper, Compass. They will be addressed separately in class. While writing this won’t take long, browsing it will take a bit, even if you only look at the names.