SOCIAL STUDIES STRAND

Introduction

This web quest is designed to study and explore the five stands of Social Studies.  These stands are: American History, World History, Civis/Goivernment, Geography and Economics.

                                  

American History: Everyone plays a role in our society, we will discuss the making of the American Flag

World History: What can we learn about world history?  We will take a virtual visit to our neighboring country Mexico.

Civic/Government: What is the United States Constitution and why we have to live by these social rules?

Geography: Think of where we are located. We will study the United States Map and pinpoint where historical places are located in proximty to where we are located.

Economis: Have you ever heard your parents or an adult say"the costumer is always right".  Why do we need customers in our society?

Task

Your task will be to create a brochure.  You will be divided into groups of three.

Students will use microsoft publisher to create the brochure.

Minimum of one side per day.  Take your time and use your imagination!!!!

Students will use a particular concept form each of the Social Studies Strand.

The brochure is of an informative nature.  You want someone to read what you learned in your Social Studies Class.

                                       

Process

     

                                                                                         

  DAY #1: American History

As we venture into the world of social studies our first stop will be to investigate American History.  You will use your imagination in order to this assignment.  You will have to come up with five substantial questions to ask certain people who have influenced our government and why do they feel that what they have contributed to our way of life is important.  Remember to include a photo of your choice candidate.  You may choose Benjamin Franklin, John Adams, James Madison or Thomas Jefferson.

Day #2: World History

Students will discuss Spanish speaking countries in Central American and the Carribean.  Research the following website to create a chart.

  1. Costa Rica 
    [http://www.latinworld.com/countries/costarica/]
  2. Cuba 
    [http://www.latinworld.com/countries/cuba/]
  3. El Salvador 
    [http://www.latinworld.com/countries/elsalvador/]
  4. Guatemala 
    [http://www.latinworld.com/countries/guatemala/]
  5. Honduras 
    [http://www.latinworld.com/countries/honduras/]
  6. Nicaragua 
    [http://www.latinworld.com/countries/nicaragua/]
  7. Panama 
    [http://www.latinworld.com/countries/panama/]
  8. Puerto Rico 
    [http://www.latinworld.com/countries/puertorico/]
  9. Republica Dominicana 
    [http://www.latinworld.com/countries/republicadominicana/

Day #3: Civics/Government

Students will be able to gather information of the different types of documents that the United States Citizens live by.  Students will be able to find and answer the following questions: Wwhat it is?  Why was it created?  When was it created?  Where was it created?  Who were the people invloved?  Additional facts.  Why is American History important to our lives today?

a. Magna Carta

                       http://www.middle-ages.org.uk/magna-carta.htm

                               http://www.historyforkids.org/learn/medieval/history/highmiddle/john.htm

                               http://www.historylearningsite.co.uk/magna_carta.htm

 

b. English Bill of rights

                       http://www.constitution.org/bor/eng_bor.htm

                               http://www.fordham.edu/halsall/mod/1689billofrights.asp

                               http://www.thegloriousrevolution.org/docs/english%20bill%20of%20rights.htm

 

c. Montesquieu's separation of powers

                       http://www.americassurvivalguide.com/montesquieu.php

                               http://oll.libertyfund.org/index.php?Itemid=287&id=462&option=com_content&task=view

                               http://www.rjgeib.com/thoughts/montesquieu/montesquieu-bio.html

 

d. John Locke's theories- natural law, social contract

                      http://plato.stanford.edu/entries/locke-political/

                             http://www.iep.utm.edu/soc-cont/

                             http://youtu.be/5ZzXGdMRSF0

 

e. Mayflower Compact

                     http://www.ushistory.org/documents/mayflower.htm

                            http://www.plimoth.org/learn/just-kids/homework-help/mayflower-and-mayflower-compact

                            http://www.britannica.com/EBchecked/topic/370977/Mayflower-Compact

                     

f. Declaration of independence

                     http://www.ushistory.org/declaration/

                            http://www.history.com/topics/declaration-of-independence

                            http://www.ourdocuments.gov/doc.php?flash=true&doc=2

g. Articles of Confederation

                     http://www.loc.gov/rr/program/bib/ourdocs/articles.html

                            http://www.constitutionfacts.com/us-articles-of-confederation/

                            http://www.congressforkids.net/Independence_articles.htm

 

Day #4: Geography

Students will be asked t to create a of the revolutionary war.  Where the battle took place, when it happened/ Which were the major battles?

http://www.ushistory.org/declaration/revwartimeline.htm

Day #5: Economics

Students will begin this assignment in the classroom and take it home at the end of the day.  Students will have to come up with ten questions and have two different surveys.  Students will ask friends, family neighbors the ten questions (with a minimum of 20 people)

Students will then write their findings within a paragraph why people answered their questions the way they did.  Students will share with the class.

Some ideas: McDonald vs BurgerKing;  Wal-Mart vs Target;  Wendy vs Carl's Jr; Ceaser's Pizza vs Pizza Hut.

Students have to have a set topic that must be covered when asking questions - quality; the environment; the cost; supply for the merchandise; clean environment; costumer service; wages; does each store carry the same merchandise; better tasting of food products; which one has more customers.

Evaluation

                                                                            

                                                                  

EVALUATION RUBRIC

Level of Knowledge

Beginning    1                    Developing 2                  Level 3                     Level 4                       Grade

gained knowledge                intermediate level          mastery level         highest level of achievement

Use of Technology

Beginning    1                          Developing 2                  Level 3                     Level 4                          Grade

gained knowledge                intermediate level          mastery level            highest level of achievement

Knowledge of strand

Beginning    1                       Developing 2                  Level 3                     Level 4                               Grade

gained knowledge                intermediate level          mastery level         highest level of achievement

Presentation

Beginning    1                        Developing 2                  Level 3                     Level 4                            Grade

gained knowledge                intermediate level          mastery level         highest level of achievement

Conclusion

Yea Me!!   Give yourself a pat on the back because you have finished the five strands of social studies Web Quest as it was written to give you a better understaning of our past, present and future.

Overall you would have gained an incrased knowledge of your own historical envents about the United States as well as the world around you.  As you may have noticed, you have used technolgy, internet resources, journals, articles, classroom maps, classroom textbooks, maps, historical artifacts and the in-house library resources to accomplish your task.

You all should now have a clearer understadning of how historical events impacted our world and how current events will impact your world.  You should have also learn how  all of these things, when connected have also made an impact on everyones lives around the world.  The creating of your brochure should have allowed you to gain prospective, and also the use of your creative imagination should have allowed you to gain an insummountable amout of knowledge to use in your future choices.

As we wrap up this Web Quest, I trust that through exploration you will see that the world is your oyster and you can travel anywhere you wish using vertual reality.

Credits

                                 http://www.middle-ages.org.uk/magna-carta.htm                               http://www.historyforkids.org/learn/medieval/history/highmiddle/john.htm                               http://www.historylearningsite.co.uk/magna_carta.htm                        http://www.constitution.org/bor/eng_bor.htm                               http://www.fordham.edu/halsall/mod/1689billofrights.asp                               http://www.thegloriousrevolution.org/docs/english%20bill%20of%20rights.htm                        http://www.americassurvivalguide.com/montesquieu.php                               http://oll.libertyfund.org/index.php?Itemid=287&id=462&option=com_content&task=view                               http://www.rjgeib.com/thoughts/montesquieu/montesquieu-bio.html                       http://plato.stanford.edu/entries/locke-political/                             http://www.iep.utm.edu/soc-cont/                             http://youtu.be/5ZzXGdMRSF0                      http://www.ushistory.org/documents/mayflower.htm                            http://www.plimoth.org/learn/just-kids/homework-help/mayflower-and-mayflower-compact                            http://www.britannica.com/EBchecked/topic/370977/Mayflower-Compact                                           http://www.ushistory.org/declaration/                            http://www.history.com/topics/declaration-of-independence                            http://www.ourdocuments.gov/doc.php?flash=true&doc=2                      http://www.loc.gov/rr/program/bib/ourdocs/articles.html                            http://www.constitutionfacts.com/us-articles-of-confederation/                            http://www.congressforkids.net/Independence_articles.htm

  1. Costa Rica 
    [http://www.latinworld.com/countries/costarica/]
  2. Cuba 
    [http://www.latinworld.com/countries/cuba/]
  3. El Salvador 
    [http://www.latinworld.com/countries/elsalvador/]
  4. Guatemala 
    [http://www.latinworld.com/countries/guatemala/]
  5. Honduras 
    [http://www.latinworld.com/countries/honduras/]
  6. Nicaragua 
    [http://www.latinworld.com/countries/nicaragua/]
  7. Panama 
    [http://www.latinworld.com/countries/panama/]
  8. Puerto Rico 
    [http://www.latinworld.com/countries/puertorico/]
  9. Republica Dominicana 
    [http://www.latinworld.com/countries/republicadominicana/

http://www.ushistory.org/declaration/revwartimeline.htm

Teacher Page

                                                                                 

 Welcome to Social Studies 6th grade

Descritiption: Stduents were able to use one concept from each strand to create a brochure.

Grade Level: 6th through 8th

Social Studies Web Quest (e portfolio assignment)

Choose a specific grade and concept from the Social Studies Standards. You will need to select (1) particular concept from each of the Social Studies strand: American History, World History, Civics/Government, Geography and Economics.

STANDARDS

American History:American History Strand 1
Concept 4 Revolution and New Nation
PO 5. Explain the influence of the following individuals in the establishment of a new government: 
a. Thomas Jefferson
b. James Madison
c. John Adams
d. Benjamin Franklin

World History:World History Strand 2
Concept 1 Research skills for history 
PO 1. Construct charts, graphs and narratives using historical data.
PO 2. Interpret historical data displayed in graphs, tables, and charts.
PO 3. Construct timelines (e.g., presidents/ world leaders, key events, people) of the historical era being studied.
PO 4. Formulate questions that can be answered by historical study and research.

Civics/Government:Civics/ Government Strand 3:
Concept 1 Foundations of government 
PO 1. Describe how the following philosophies and documents influenced the creation of the Constitution:
a. Magna Carta
b. English Bill of Rights 
c. Montesquieu’s separation of power
d. John Locke’s theories – natural law, social contract
e. Mayflower Compact
f. Declaration of Independence
g. Articles of Confederation

Geography;Geography Strand 4Concept 6 Geographic Applications

PO 1. Describe ways geographic features and conditions influence history.
(Connect to time periods studied as well as current events.)
PO 3. Use geographic knowledge and skills (e.g., recognizing patterns, mapping, graphing) when discussing current events

Economics:Economic strand 5
Concept 2: Microeconomics
PO 7. Describe how competition (e.g., Microsoft/Apple, Wal-Mart/Target) affects supply and demand from the vantage point of the consumer and producer.
PO 8. Describe how market prices provide incentives to buyers and sellers.