GM+Social+Studies+IP

=Instructional Plan/Learning Activities= Hook: Show the students a fake news article and have them discuss it Learning Activity: After the students discuss the fake article and realize that it is probably not true we will discuss how to tell what is a good and accurate source. Then we will look at stories of the Westward expansion and try to figure out which ones seem accurate and not. Then we will discuss why and why not they are good sources. Artifact: inspiration project || 5. Social Studies:Students will understand that a societal change occurred because of transportation and its impact on communication development, regional development, and westward expansion. || 2.that some of the people that told stories of expansion were not telling the whole truth (credible sources) || 2. Evaluate and verify the credibility of the information found in print and non-print sources. Product: inspiration project || **A1 Researching and developing positions on current social studies isues. (grade 6-8) f.** || Hook: How did you get to school this morning? Learning Activity: The students will each write down how they got to school in the morning. Then we will tally up the answers and find out the most popular ways that students get to school. Then we will start to think about if they lived in times that were hundreds of years ago. How would have gotten to where they were going back then? How important was it to them and to the U.S. that transportation got more advanced? Also how did geography affect their travels? Artifact:make a movie || 5. Social Studies:Students will understand that a societal change occurred because of transportation and its impact on communication development, regional development, and westward expansion. || 1. that people were now able to travel because of transportation innovations (mountains ranges, horse and carriage, westward expansion) || 1. Describe the dynamic relationship between geographic features and various cultures and recent immigrant groups in the united stated and other cultures in the world. Product: make a movie || **D2 Indvidual, cultural, international, and global connections in geography (grade 6-8) b.** || Hook: Where should your hard earned money go? Learning Activity: We will look at where the government spends most of the money. Where would you spend the money if you were in charge of the budget? Do you think that transportation is a worthy reason for spending money. Also, how do you feel about campaigns that are filled with empty promises? Why do we constantly fall for these promises? Artifact: Product: inspiration project || 5. Social Studies:Students will understand that a societal change occurred because of transportation and its impact on communication development, regional development, and westward expansion. || 4.the government determines how to spend the money and if they want to spend it on transportation (voting, campaigns, elections) || 4. Analyze how people influence government and work for the common good. Product: inspiration project || **B2 Rights, duties, responsibilities, and citizen participation in government (grade 6-8) d.** || Hook: How do taxes work in the U.S.? Learning Activity: We will examine how the taxing system works and the separation of the brackets. Also, we will look into books and history and see who among the common people(not the government) spends the money and what makes them decide where to spend their money? Artifact: create an i movie || 5. Social Studies:Students will understand that a societal change occurred because of transportation and its impact on communication development, regional development, and westward expansion. || 5.the United States can help to determine where the money is spent (taxes, money, voting, collaboration) || 5. Relate the democratic ideals and constitutional principles and their importance to the united states and the world. Product: create an i movie || **E1 Historical knowldege, concepts, themes, and patterns. (grade 6-8) c.** ||  ||   || Hook: It is the Great Depression and each student will be given a card telling them their economic standing and they will have to try to survive. Learning Activity: There will be houses, stores, jobs, food on the streets and each student will have to try to survive one day in the world of the great depression based on what fate gave them. We will spend most of the class trying to survive. Artifact: create a new form of transportation or upgrade an old one so that anybody can use it no matter their income || 5. Social Studies:Students will understand that a societal change occurred because of transportation and its impact on communication development, regional development, and westward expansion. || 3.that money determines who can use certain transportation (class, economics, careers, money, taxes) || 3. Decide the economics and the study of how scarcity requires choices and how scarcity relates to supply and demand and personal finance. Product: create a new form of transportation or upgrade an old one so that anybody can use it no matter their income || **C1 Economic knowledge, concepts**, **themes, and patterns (grade 6-8) a.** || Hook: How well did you do last class? Learning Activity: We will look back at the activity of surviving the great depression and see how the students think that they would have done if they had actually had to live it. Also, we will talk about smart ways to save money and shop for survival instead of for luxury. Artifact: create or add links and pictures to a current wiki page || 5. Social Studies:Students will understand that a societal change occurred because of transportation and its impact on communication development, regional development, and westward expansion. || 6.The Great Depression, and the World Wars(inflation, recession, levy taxes) || 6. Realize the economic aspects of various historical and recent immigrant groups in the united states and various cultures in the world. Product: create or add links and pictures to a current wiki page || **C2 Individual, cultural, international, and global connections in economics. (grade 6-8) b.** ||
 * Content:** Social Studies
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