Social Studies Toolbox

Photo Gallery: http://www.menzelphoto.com/galleries/index.php NOVA: Bugs You Can Eat: http://www.pbs.org/wgbh/nova/nature/bugs-you-can-eat.html Man Eating Bugs , the book: http://www.menzelphoto.com/books/meb.php

Choose five families from five continents to analyze. For each family, provide the following information: -Name of the family -Location (City, Country) -Average life expectancy (males and females) -Total cost of food for one week -Number of people in the household -Cost of food divided by the number of people in household -General observations (Too much food or too little food? Healthy or unhealthy food?) -Factors likely contributing to food availability and choices for each family Family (Name) Location (Continent, Country, City) Life Expectancy (Males, Females) Total Cost of Food for 1 week Number of people in the household Cost of food divided by the number of people in the household General Observations (Too much/ too little food, healthy/ unhealthy food) Factors contributing to food availability and choices #1 #2 ...

Several theories of prejudice formation (Scapegoating Theory, Exploitation Theory, Authoritarian Personality Theory)and definitions: http://www.uwlax.edu/faculty/bulk/soc225/prejudiceFormation.pdf

http://www.history.com/images/media/pdf/Century11.pdf

http://www.huffingtonpost.com/2011/12/01/1000-places-to-see-before_n_1122062.html#s504973 Which destination was voted the #1 travel destination in the world? Where is this place located? Briefly describe this place. (Why is it an attractive travel destination?) Which destination took second place? Where is this place located? Briefly describe this place. (Why is it an attractive travel destination?) How many destinations in the United States made the top 10? List them. Choose and describe five places mentioned in the videos that you would like to visit. Locate and label the top 15 travel destinations (from the travel bracket) on a world map. Resources: http://travel.nationalgeographic.com/travel/top-10/peru/machu-picchu/secrets/

http://library.thinkquest.org/18355/the_cuban_missile_crisis_simul.html Answer the following questions: Who were you in the simulation? What was the outcome of your decisions in the simulation?

Cuban Missile Crisis Simulation: http://library.thinkquest.org/18355/the_cuban_missile_crisis_simul.html History Channel Video Summary: "13 Days" Film Analysis and Culminating Activity: http://www.socialstudies.com/pdf/WV106DVG.pdf

"We Didn't Start the Fire" Final Project: Each student will sign up for a topic:  "People," "Places," or "Events." On your copy of the song lyrics, highlight all of the people, places, or events (depending on which topic you selected.) Incorporate a minimum of five-ten people, places, or events into a presentation or project you will share with the class. You may choose a powerpoint, a poster, a timeline, a diorama, a storybook, a gameboard, scrapbook, etc. Be creative. Resources: Lyrics: http://www.teacheroz.com/fire.htm Wikipedia: http://en.wikipedia.org/wiki/We_Didn't_Start_the_Fire This project is worth  100 points 50 points- You have included 5-10 people, places, or events from the song and have explained who or what the historic significance of each is. 20 points- Spelling, grammar, accuracy 20 points- Visually appealing 10 points- creativity Sample Project: Video:

For the next three weeks we will read Tuesdays with Morrie  in class. You are expected to participate in daily class discussions of the "who," "what," "when," "why," and "where" for each chapter. Take notes. Transfer your notes into an ongoing timeline/graphic organizer demonstrating your understanding of the 5 ws for each chapter of the book. You may earn up to 10 points a day for reading, participation in class discussion, notes, and work on your graphic organizer. The final product is worth 100 points. Samples: