Social+Studies+and+Geography



1. On day one, you would have students surf the WWW locating data on the numbers of causalities and people wounded in historical wars. By the conclusion of this class, your students would then turn in either an electronic or hard copy data sheet. 2. On day two, students are assigned the task of establishing a database upon which the following could easily be identified: 3. On day three through five, students get approval from teachers and begin to create the database. 4. On the final day of the project, students present their findings to the class. 5. Optional activities can include debating about the reliability and validity of the data.
 * Situation:** You're a social studies teacher trying to have an impact on students regarding the horror of war. You also have been trying all year to create an interdisciplinary tie with your school's mathematics curriculum. Well, you can use a database to accomplish this goal. The following is a suggestion that can be applied for many topics or subject areas.
 * A ranking from greatest to least; which battle caused the most casualties.
 * A ranking of the continents; which continent had the most casualties of war to least.
 * A ranking of which terrain (i.e., land, air, sea) has seen the most casualties.
 * A ranking of which 50 year time period was the most deadly.

BrainSavvy makes learning fun. Use as a brainstorming warm-up activity. Use it with large or small groups. Use the BrainSavvy Game to review for tests and for drill and repetition.

Supreme Cour**t Research – Case Study Cartoon Strip**
 * Lesson Idea**

>> >> Important cases that may be used for the activity are:
 * 1) Divide the class into groups of three or four and assign them a Supreme Court case. Each group researches the case and uses the information to create a comic strip.

Comic Creators: > Consider having students include the following items as separate frames: Once this is completed, it is then presented to the class.
 * Marbury v. Madison
 * Dred Scott v. Sandford
 * Tinker v. Des Moines School District
 * Hazelwood School District v. Kuhlmeier
 * Plessy v. Ferguson
 * Brown v. Board of Education
 * Miranda v. Arizona
 * Gideon v. Wainwright
 * New Jersey v. T.L.O.
 * Korematsu v. United States
 * **[]﻿﻿﻿﻿**
 * []
 * **[]**
 * Year of the case
 * The facts (who, what, where)
 * The issue (The question the Court is asked to answer)
 * Petitioner's arguments (petitioner – the person who challenges the law)
 * Respondent's arguments (respondent – the person(s) that wants to defend the law and keep it as it is)
 * Decision and reasons


 * Lesson Idea**
 * American President's Gallery And Scavenger Hunt**


 * 1) Assign a different president to each student. If you have a small class, you may have to double up, so that all presidents can be covered.


 * 1) Each student should create a poster [|(Glogster),]including any information that you feel is appropriate for your grade level and course. If it is a middle school, you may want to include only ten items such as birthplace, years in office, spouse, important accomplishment, vice president, and so on.
 * 2) Use [|Glogster] to create signs and banners that include the facts they put together. If you are teaching an AP US History class, you can include analysis, in addition to facts.
 * 3) Have a digital art show and allow students to view each other's digital poster, following a chronological order.


 * 1) Distribute a set of scavenger hunt questions that requires students to walk around and find the answers from the posters.