SS+Social+Studies+IP

=Instructional Plan/Learning Activities=
 * Content:** Social Studies
 * Instructional Plan || Understanding || Know || Skills || MLR ||
 * **1. "Artifact Sack" (2-Day Lesson)**
 * Hook:** Students are asked to bring in a number of items that best describe them, and put them into a shoe box without their name. They will have this shoe box, their "Artifact Sack," at the beginning of class.
 * Learning Activity:** Students will be briefly instructed on primary sources and how we can find information about them. Their will be a class discussion, including a MSpowerpoint with pictures of artifacts, where the class draws conclusions based on the projected image. We will then exchange artifacts and spend the rest of the class examining these primary sources, drawing conclusions, and then sharing with the class. This will be done in small groups that then collaborate with the entire class. The next class students will examine ancient Egypt and create an inspiration design relating artifacts to conclusions.
 * Artifact:** Inspiration || 5. Students will understand that economic development of a nation occurs first by trading with other nations. || 3. How to derive conclusions based on primary sources gathered in archaeological digs. || 3. Design a model of ancient Egyptian society based on archaeological evidence. || **C2 Individual, Cultural, International, and Global Connections in Economics (Grades 6-8)** a.

(Grades 6-8)** b. ||
 * E2 Individual, Cultural**, **International, and Global Connections in History
 * **2.** **Natural Resources & Regions**
 * Hook:** Ask students what material their house is built out of. Expand this by asking where else they can find wood. The point: we build houses out of wood because we live in a forested area. Show them examples of mud-huts in equatorial Africa, and stone castles in the UK.
 * Learning Activity:** Students will study the specific natural resources of Ancient Egypt, and how the Egyptians used these resources by examining various websites. They will then watch a PowerPoint by the teacher which connects geography and economics. Students will then discover why nations trade (e.g. we don't have the resources we need) by particpating in an online activity called //Spice Trade//. Students will then post comments on this lesson by participating in a discussion on the class Wiki.
 * Artifact:** Class Wiki || 5. Students will understand that economic development of a nation occurs first by trading with other nations. || 4. That the landscape and natural resources of a region effect the culture and economy of its inhabitants. || 4. Compare the natural resources of a country and its economic power. || **C2 Individual, Cultural, International, and Global Connections in Economics (Grades 6-8)** a. ||
 * **3.** **Natural Resources & Trade**
 * Hook:** The teacher will take examples of modern classroom materials, like erasers, backpacks, or laptops, and guess/discuss some of the natural resources used to make off.
 * Learning Activity:** Students will study natural resources and the process they take before they became commodities. Each student be assigned a present day object and figure out what kind of resources were needed to make this; and what type of processes were involved. This could also be done in the form of a WebQuest. Students will show their work and understanding by creating a Timeline of the resource, from creation (i.e. fossils making oil) to actual object (i.e. ziploc bag).
 * Artifact:**Timeline (from a Timeline Generator) or Inspiration || 5. Students will understand that economic development of a nation occurs first by trading with other nations. || 2. The connection between natural resources and economic activity. || 2. Tell a story of a natural resource and the journey it takes before it reaches the hands of merchants and traders. || **C2 Individual, Cultural, International, and Global Connections in Economics (Grades 6-8)** a.

Hook:** Have a large (at least 3 foot) pyramid in front of the class and ask students who really built the pyramids. Listen to responses and announce to the class that they will also begin building pyramids,and keep journals about their experience. Hook:** A sign will be posted on the whiteboard: Free Diamonds (my backpack is too heavy to carry all of them). Call 555-5555.
 * D1 Geographic Knowledge, Concepts, Themes, and Patterns (Grades 6-8)** a. ||
 * **4. Cultural Diffusion**
 * Hook:** Bring in an iPod and explain the cultural diffusions that took place, from recorded music in America to Japanese technology, and how the mesh of ideas created: the IPOD!
 * Learning Activity:**Students will listen to quick lecture about cultural diffusion, and then complete a worksheet to further reinforce their understanding of the concept. Students will then use this worksheet to create a podcast of how cultural diffusion advanced the development of Ancient Egypt.
 * Artifact:**Add to Class Wiki || 5. Students will understand that economic development of a nation occurs first by trading with other nations. || 1. How trading goods and materials leads to the sharing of ideas between nations. || 1. Explain how economic processes, especially trade, enhance the development and power of a nation. || **C2 Individual, Cultural, International, and Global Connections in Economics (Grades 6-8)** a. ||
 * **5. Who //really// built the Pyramids?
 * Learning Activity:** Students will study pyramids through how they are built. This unit will be interdisciplinary and reinforce concepts they learned about structural (pyramidal) building in both math and science. They will then read stories about Jewish slavery, indentured servants, and the people who REALLY built the pyramids. They will then write a reflective blog journal empathizing with the builders by role playing (or pretending) that they are slaves. The entry should be the students feelings and beliefs about the "average" day of a pyramid-building slave.
 * Artifact:** Blog || 5. Students will understand that economic development of a nation occurs first by trading with other nations. || 5. The culture of ancient society by exploring the perspectives of peasants and slaves. || 5. Consider the lives of slaves and peasants, and their importance to the economic development of a nation. || **C2 Individual, Cultural, International, and Global Connections in Economics (Grades 6-8)** b. ||
 * **6. Supply and DEMAND!!!
 * Learning Activity:** Class will examine the concept of supply and demand by looking at the diamond industry, and its monopoly by the De Beers company. They will then create a short story applying the theory of supply and demand to what they have learned about Ancient Egypt. This will be done using the ComicLife program.
 * Artifact:** ComicLife Short Story || 5. Students will understand that economic development of a nation occurs first by trading with other nations. || 6. The concept of supply and demand in making materials valuable. || 6. Reflect on the concept of supply and demand and its importance to economic development of a nation. || **C2 Individual, Cultural, International, and Global Connections in Economics (Grades 6-8)** a. ||