1. Define and discuss the roles of various institutions, i.e., governments, business firms, labor unions, banks, and households in the United States.
2. Have each student write a story about something that they would like to own (a car, for example). Then, have them determine what they would have to do in order to buy that car. For example, they would have to work in order to earn the money necessary for a down payment, and they would have to borrow the difference from a bank in the form of a car loan. Once the money has been earned and borrowed, and the car purchased, they would have to pay off the car loan in the next several years along with interest on that loan.
Every step taken in obtaining their chosen item must be written out in their stories. After students have completed their stories, have volunteers share theirs with the class. The teacher can discuss things further with each story, and clarify any questions that the students might raise about the assignment.
Once the teaching activity is completed, have students answer the following questions:
How many different institutions played a role in the purchasing of your item (or car, in the example above)?
What roles did these institutions play?
Resources
New Vocabulary: Economic institution, business firms, labor unions, households
8-18 Apply economic systems in United States history to
Reconstruction.
Grade Level Benchmark:
3. Use case studies to exemplify how supply and demand,
prices, incentives, and profits determine what is produced and distributed in the
American economy. (IV.4.MS.3)
Learning Activity(s)/Facts/Information
1. Provide students with $5 each (fake money, of course) and take them through an auction. The items up for auction are as follows: Kit-Kat bar (quantity = 4), Reese’s Peanut Butter Cups (quantity = 2), M&Ms (quantity = 1), and Milk Duds (quantity = 8). The teacher can use his or her own judgment on the types of candy and the quantity, but the candy chosen should be types where most students will favor one kind (i.e. M&Ms) over another (i.e. Milk Duds). Let the students see the quantity of each, but only auction them off one at a time. Also, students may merge their money if they wish, and they can also buy things and sell it to their classmates for a profit. The teacher should start the bidding at $1, and with whatever item you would like, and begin the auction.
As the auction progresses, the following should take place: 1. Higher demand for certain candy over others, 2. Higher prices for the high demand candy, and lower prices for the others, and 3. Selling and deals between students (as well as other things).
Once the auctioning is complete, illustrate the profits that the teacher would have made from the auction (assuming the candy sold for less than $1 each). Then, have students complete a reflective journal listing their views, knowledge, and opinions about the auction (see source). Make sure they make reference to how demand, prices, profits, and incentives played a role in the auction. Then, discuss the completed activity with students making connections to how these things determine what is produced and distributed in the American economy.
Resources
New Vocabulary: Supply, demand, prices, profit
Social Studies
Activity Worksheet
GRADE LEVEL:
Eighth
Course Title:
U.S. History to Reconstruction
Strand:
IV. Economics
Topic:
Economic Systems
Grade Level Standard:
8-18 Apply economic system in United States history to
Reconstruction.
Grade Level Benchmark:
4. Analyze how purchasers obtain information about goods
and services from advertising and other sources. (IV.4.MS.4)
Learning Activity(s)/Facts/Information
1. Discuss how do purchasers obtain information about goods and services from advertising and other sources?
2. Discuss advertisement materials to analyze the reliability of information using the reliability factors:
Who wrote the materials?
Why did they write the materials?
What actions did they expect from the writing?
What evidence did they provide?
3. Analyze how purchasers obtain information about goods and services from advertising and other sources using the reliability factors as other criteria.
Resources
New Vocabulary: Analyze, reliability
Social Studies
Activity Worksheet
GRADE LEVEL:
Eighth
Course Title:
U.S. History to Reconstruction
Strand:
IV. Economics
Topic:
Trade
Grade Level Standard:
8-19 Demonstrate United States trade policies to
Reconstruction.
Grade Level Benchmark:
1. Examine the role of the United States government in
regulating commerce as stated in the United States Constitution. (IV.5.MS.2)
Learning Activity(s)/Facts/Information
1. Discuss the terms regulate and commerce.
2. Discuss examples of the government’s regulation of commerce.
3. Based on the power given to the government to regulate commerce, explain how they encourage or restrain trade.
4. In a teacher-led class discussion, have students suggest a list of commerce shipped in to their hometown on a weekly basis. Their responses might include groceries, clothing, automobiles, or toys. Have them think of all the goods and services available that are brought to (and available) in their city. Once an exhaustive list has been compiled, discuss the role of the United States government in regulating this commerce. Ask students the following questions:
Who is responsible for regulating these items? Why?
What would happen if the Mayor (or City Council) of your city decided to let you bring any goods in to town that you wanted? Explain.
Resources
New Vocabulary:
Social Studies
Activity Worksheet
GRADE LEVEL:
Eighth
Course Title:
U.S. History to Reconstruction
Strand:
IV. Economics
Topic:
Trade
Grade Level Standard:
8-19 Demonstrate United States trade policies to
Reconstruction.
Grade Level Benchmark:
2. Describe the historical development of the different
means of payment such as barter, precious metals, or currency to facilitate
exchange. (IV.5.MS.3)
Learning Activity(s)/Facts/Information
1. Discuss how various means of payment facilitate exchange.
2. Explain why earlier systems of exchange are still in existence around the world.
3. Have students study the economic history of their own area or another country that they are presently investigating. An example of this is given in the lesson “Old Money: The Economic History of the Oldest City, St. Augustine, Florida.” Have students list in order the very first forms of exchange. As they follow the history of the area they should add to their list, keeping the items in chronological order. Once they have completed at least four items on their list, have the students write a paragraph on what they discovered and why things changed economically.
Resources
New Vocabulary:
Social Studies
Activity Worksheet
GRADE LEVEL:
Eighth
Course Title:
U.S. History to Reconstruction
Strand:
V. Inquiry
Topic:
Information Processing
Grade Level Standard:
8-20 Apply information processing in United States history
to Reconstruction.
Grade Level Benchmark:
1. Locate and interpret information about the natural
environments and cultures of countries using a variety of primary and secondary
sources and electronic technologies, including computers and telecommunications
where appropriate. (V.1.MS.1)
Learning Activity(s)/Facts/Information
1. Define and discuss primary and secondary sources of information, i.e., oral history, artifacts, photos, diaries, maps.
2. Practice acquiring and interpreting appropriate sources of information, i.e., periodicals, census materials, databases, reference works, interviews, multimedia, etc.
3. Practice using primary and secondary sources to interpret information.
4. Practice gathering information from electronic technologies.
Resources
Text
Library
Computer
Internet
New Vocabulary: Natural environments, primary and secondary sources, telecommunications, electronic technologies
Social Studies
Activity Worksheet
GRADE LEVEL:
Eighth
Course Title:
U.S. History to Reconstruction
Strand:
V. Inquiry
Topic:
Information Processing
Grade Level Standard:
8-20 Apply information processing in United States history
to Reconstruction.
Grade Level Benchmark:
2. Use traditional and electronic means to organize social
science information and to make maps, graphs, and tables. (V.1.MS.2)
Learning Activity(s)/Facts/Information
1. Discuss more complex graphs, maps, and tables, i.e., multiple bar and line graphs, pie graphs, climographs, population and pyramid graphs and choropleth maps.
2. Practice using computer software programs to create graphs, maps, and tables.
3. Discuss and practice using flowcharts and diagrams to illustrate inputs, outputs, and other aspects of physical and human systems, i.e., food webs, eco-systems, political systems, and atmosphere.
4. Practice using index cards, portfolios, and outlines as a means of note-taking.
5. Given social science information about early U.S. history, the student will use computer software to create the appropriate graphic display of data.
Resources
Computer
Internet
New Vocabulary: Traditional, social science
Social Studies
Activity Worksheet
GRADE LEVEL:
Eighth
Course Title:
U.S. History to Reconstruction
Strand:
V. Inquiry
Topic:
Information Processing
Grade Level Standard:
8-20 Apply information processing in United States history
to Reconstruction.
Grade Level Benchmark:
3. Interpret social science information about the natural
environment and cultures of countries from a variety of primary and secondary
sources. (V.1.MS.3)
Learning Activity(s)/Facts/Information
1. Define and discuss primary and secondary sources.
2. Discuss and practice the process of drawing inferences from social science information, i.e., using maps to recognize spatial associations and relationships, interpreting information from map overlays, etc.
3. Given a variety of primary and secondary source information about Early American History, the students will make correct inferences about the natural environment and cultures of those countries.
Resources
New Vocabulary: Social science, spatial associations
Social Studies
Activity Worksheet
GRADE LEVEL:
Eighth
Course Title:
U.S. History to Reconstruction
Strand:
V. Inquiry
Topic:
Conducting Investigations
Grade Level Standard:
8-21 Create an investigation of United States history to
1. Define and discuss a U.S. History social science question, i.e., an open ended social science question is one that requires social science knowledge and skills.
2. Practice posing social science questions using the K.W.L. format when given expository social science information, i.e., environmental, conflict resolution, religious persecution, origins/impact of Civil War, cultural diversity.
3. Practice formulating clearly stated questions, i.e., from the W in the KWL format.
Resources
KWL chart
www.NCPA.org
New Vocabulary: Pose (a question), culture, region, expository
Social Studies
Activity Worksheet
GRADE LEVEL:
Eighth
Course Title:
U.S. History to Reconstruction
Strand:
V. Inquiry
Topic:
Conducting Investigations
Grade Level Standard:
8-21 Create an investigation of United States history to
Reconstruction.
Grade Level Benchmark:
2. Gather and analyze information using appropriate
information technologies to answer the question posed. (V.2.MS.2)
Learning Activity(s)/Facts/Information
1. Discuss where to locate information on the web.
2. Practice using information technology to gather information (i.e. media center, interviews, historians).
3. Practice reading the material for information (i.e. journals, dairies, or interviews).
4. Given a social studies question related to the United States, the student will gather and analyze appropriate information on the question posed.
5. Sort and classify information.
6. Draw a conclusion.
Resources
New Vocabulary: Classify, conclusion
Social Studies
Activity Worksheet
GRADE LEVEL:
Eighth
Course Title:
U.S. History to Reconstruction
Strand:
V. Inquiry
Topic:
Conducting Investigations
Grade Level Standard:
8-21 Create an investigation of United States history to
2. Practice answering social studies questions posed about United States events using evidence.
Resources
New Vocabulary: Evidence, events, construct, support
Social Studies
Activity Worksheet
GRADE LEVEL:
Eighth
Course Title:
U.S. History to Reconstruction
Strand:
V. Inquiry
Topic:
Conducting Investigations
Grade Level Standard:
8-21 Create an investigation of United States history to
Reconstruction.
Grade Level Benchmark:
4. Report the results of their investigation including
procedures followed and possible alternative conclusions. (V.2.MS.4)
Learning Activity(s)/Facts/Information
1. Report the results of their investigation, i.e., PowerPoint presentation, essay, documentation, graphics, etc.
2. Practice reporting procedures used in investigations, i.e., posing a question, gathering information, analyzing the information, summarizing the information, drawing a conclusion.
Resources
New Vocabulary: Investigation, alternative
Social Studies
Activity Worksheet
GRADE LEVEL:
Eighth
Course Title:
U.S. History to Reconstruction
Strand:
VI. Public Discourse and Decision Making
Topic:
Identify and Analyze Issues
Grade Level Standard:
8-22 Identify and analyze issues in United States history to
Reconstruction.
Grade Level Benchmark:
1. State public policy issues and their related ethical,
definitional, and factual issues as questions. (VI.1.MS.1)
Learning Activity(s)/Facts/Information
1. Define and discuss ethical issues, i.e., moral issues.
2. Define and discuss definitional issues, i.e., agreement on meaning.
3. Define and discuss factual issues, i.e., contradicting factual information.
4. Practice stating the ethical issues as questions.
5. Practice stating definitional issues as questions.
6. Practice stating factual issues as questions.
7. Given a public policy affecting people in the U.S., the students will state as questions, 1 ethical, 1 definitional, and 1 factual issue about which people disagree.
Resources
New Vocabulary: Public policy, ethical, factual
Social Studies
Activity Worksheet
GRADE LEVEL:
Eighth
Course Title:
U.S. History to Reconstruction
Strand:
VI. Public Discourse and Decision Making
Topic:
Identify and Analyze Issues
Grade Level Standard:
8-22 Identify and analyze issues in United States history to
Reconstruction.
Grade Level Benchmark:
2. Trace the origins of a public issue. (VI.1.MS.2)
Learning Activity(s)/Facts/Information
1. Have students compile a list of public issues. Their list can contain issues such as crime, delinquency, tax rates, women’s rights, or candidates for election. In pairs, students will pick a public issue to research. Each pair will research one issue, and will report on the following questions:
What are the origins of this public issue?
How does this issue affect the U.S. today? Allow appropriate time for research.
Then, have each student pair present their findings.
2. Given a U.S. public issue, the student will design a flow chart to trace the origin.
Resources
New Vocabulary: Origins, public issue
Social Studies
Activity Worksheet
GRADE LEVEL:
Eighth
Course Title:
U.S. History to Reconstruction
Strand:
VI. Public Discourse and Decision Making
Topic:
Identifying and Analyzing Issues
Grade Level Standard:
8-22 Identify and analyze issues in United States history to
Reconstruction.
Grade Level Benchmark:
3. Explain how culture and experiences shape positions
that people take on an issue. (VI.1.MS.3)
Learning Activity(s)/Facts/Information
1. Define and discuss where and when you live affects how you experience the world, i.e., slavery, statehood, religion.
2. Define and discuss how your experience affects your decisions.
3. Given a U.S. issue, the student will explain how his/her experiences have shaped their position on the issue.
8-23 Adapt group discussion in United States history to
Reconstruction.
Grade Level Benchmark:
1. Engage each other in conversations which attempt to
clarify and resolve national and international policy issues. (VI.2.MS.1)
Learning Activity(s)/Facts/Information
1. Define and discuss policy issues.
2. Define and discuss policy issues of the U.S. following the rules of group discussion, i.e., using Core Democratic Values, making accurate and relevant statements, asking pertinent questions.
3. Practice responding appropriately during discussions, i.e., inviting the contributions of others, acknowledging the statements of others, tactfully challenging the accuracy, logic, relevance, or clarity of statements made by others.
4. Given a U.S. public policy issue, the student will engage each other in conversation which attempt to clarify and resolve issues employing the rules of group discussion.
Resources
New Vocabulary: Public concern, clarify, resolve
Social Studies
Activity Worksheet
GRADE LEVEL:
Eighth
Course Title:
U.S. History to Reconstruction
Strand:
VI. Public Discourse and Decision Making
Topic:
Persuasive Writing
Grade Level Standard:
8-24 Demonstrate persuasive writing in United States
history to Reconstruction.
Grade Level Benchmark:
1. Compose an essay expressing decisions on national and
international policy issues. (VI.3.MS.1)
Learning Activity(s)/Facts/Information
1. Define and discuss a public policy issues.
2. Discuss what it means to take a position on an issue.
3. Practice using the Core Democratic Values to take a position on an issue concerning national and international policy issues of the U.S.
4. Practice taking a stand on an issue concerning the western hemisphere.
5. Use data to support the position.
6. Use prior social studies knowledge to support the position.
7. Given a U.S. public policy issue, the student will write a clear unambiguous essay using Core Democratic Values to support his/her position.
Resources
New Vocabulary: Unambiguous, justify, anticipate, oppose
Social Studies
Activity Worksheet
GRADE LEVEL:
Eighth
Course Title:
U.S. History to Reconstruction
Strand:
VII. Citizen Involvement
Topic:
Responsible Personal Conduct
Grade Level Standard:
8-25 Employ responsible personal conduct in United States
history to Reconstruction.
Grade Level Benchmark:
1. Use laws and other ethical rules to evaluate their own
conduct and the conduct of others. (VII.1.MS.1)
Learning Activity(s)/Facts/Information
1. Define and discuss ethical behaviors, i.e., legal, doesn’t infringe on rights of others, doesn’t harm the health, safety or welfare or the community, consider Core Democratic Values.
2. Discuss how one acts in a virtuous and ethical responsible way.
3. Given a scenario that shows the actions of a group of people, evaluate those actions using laws and other ethical rules.
4. Role Play – Boston Tea Party and/or Dred Scott case.
Resources
Text
Internet
New Vocabulary: Virtuous, ethical, infringe
Social Studies
Activity Worksheet
GRADE LEVEL:
Eighth
Course Title:
U.S. History to Reconstruction
Strand:
VII. Citizen Involvement
Topic:
Responsible Personal Conduct
Grade Level Standard:
8-25 Employ responsible personal conduct in United States
history to Reconstruction.
Grade Level Benchmark:
2. Engage in activities intended to contribute to solving a
national or international problem they have studied. (VII.1.MS.2)
Learning Activity(s)/Facts/Information
1. Discuss a national (i.e., crime rate, illegal immigration, literacy rate) or international problem (i.e., terrorism, military invasions, nuclear proliferation).
2. Discuss solutions for each problem.
3. Discuss the selection and research of a problem.
4. The student will explain a national or international problem and list two ways that the issue could be solved.
