Social Studies Toolbox

Part I: Please complete the online survey in the link below. When you finish, download and print your results.  http://www.viacharacter.org/ www/The-Survey Read your results.  Now  highlight  your top five and answer these questions: 1. What is the one character strength in your top 5 that resonates with you the most? 2. Which strength do you feel most excited about seeing on your top 5 list? 3. If you could pick only  one  of your top 5 strengths, which would it be? 4. Now I'd like you to spend some time reflecting on your strengths or "strength spotting." Write a short paragraph summary about a time you used this strength to solve a problem. When you finish,  put everything in your student file. Please remember to use complete sentences in your reply. Don't forget to use capitalization and punctuation.  If there is a word you do not understand, please look it up. For example, if you don't know wha...

Is it ever okay to make jokes about, mock, trivialize, etc. historic events such as The Holocaust, slavery, Japanese internment, Indian removal, etc.? Is this just an issue of "freedom of speech" or is it something bigger? Explain your answer. What effect if any do jokes, trivialization, etc. of these events have on the individuals directly or indirectly affected by these events? Who benefits from the use of Native American mascots and logos? Your assignment is to look for examples on social media relating to the issue of Indian removal. We will share examples in class and discuss what if any impact these images, words, etc. have on individuals and society as a whole. Each person is expected to find two examples to share with the class. If you are unsure of how or where to start, one suggestion is to search "Trail of Tears" on Twitter. I did a quick search and in less than 30 seconds found multiple examples.   Some context on Florida State University and ...

1. Take the MI Self-Assessment and print the results (Print one page. Choose the printer in room 71.) Multiple Intelligences Assessment 2.Click on the learning style you scored highest in. Print that sheet. Highlight two or three learning activities you might enjoy. For example, if you scored highest in "Verbal-Linguistic" print that page and highlight two-three learning activities listed under “Verbal-Linguistic.” Your Learning Styles- Digging Deeper 3. Spend some time researching Multiple Intelligence Theory on the internet. Explain what it is in your own words. Spend some time exploring your intelligence online. For example, if you scored highest in "Interpersonal Intelligence," do a google search of "Interpersonal Intelligence." What did you learn from your search? Please describe what you learned in two to three sentences. Do you feel your intelligence gets utilized in the courses you take at RVHS? If so, explain how. What courses?...

This lesson was adapted from a lesson from  Rethinking Our Classrooms: Teaching for Equity and Justice, Volume 2. http://www.rethinkingschools.org/archive/15_01/Hero151.shtml Part I: In class each student will receive one index card with a brief description of an "unsung hero" from the Abolitionist Movement through the post Civil Rights Era. Spend a few minutes  acquainting  yourself with your unsung hero. Each student will also receive a handout with the following questions: 1. Find one person who stood up against slavery. 2. Find one person who resisted the unequal treatment of  women and African Americans. 3. Find one person who used non-violent civil  disobedience  as a form of  resistance . 4. Find one person who was willing to use force if necessary to achieve the goals of their cause. 5. Find one person who thought the best method of bringing about change was to change laws. 6. Find one person who thought the most effective way of br...

Changing the World, One Word at a Time! | The Queen Latifah Show Day 1: Watch the video twice. The first time, just watch. The second time, take notes. Write down all the topics mentioned in the piece. 5-10 minute class discussion. What was the main message of the piece? What specific topics were mentioned in the piece? What was the tone? Do you agree or disagree with the message? Explain why or why not. Day 2: Everyone will be randomly assigned a topic from the piece. Your job is to research your topic, looking for examples of the topic in the media. Look for recent stories (nothing more than two years old). Find at least three stories in the news. Read the stories and be prepared to discuss the stories in class. Email me the links to your three stories. You may want to print your stories so you can refer to them during class discussion. Day 3: Share stories with the class. Discuss: How easy was it to find stories relating to the topics mentioned in this piece? How are these is...

New York Times v. Sullivan 1964 (9-0) Background: An ad was placed in the NY Times to raise money for Civil Rights leaders Sullivan demanded a retraction Argued the ad defamed him as City Commissioner for the city of Montgomery Sued for libel There were some inaccuracies but were minor For example, ad stated King arrested seven times when in fact it was four Times refused to comply with the retraction Sullivan sued- asked for $500,000 in damages Trial was a sham- Times lost Now, libel would be used as a political weapon to intimidate the press South was trying to choke off a process that was educating the country about the harsh realities of racism in the South. Strategy of intimidation spread throughout the South, by the time the case reached the Supreme Court, the South had brought forth nearly $300,000,000 in libel suits. What would happen if the strategy worked? Would it have made a difference in the progress of the Civil Rights Movement? -Think ...

Watch: Bet You Didn't Know- March on Washington https://vimeo.com/67224181 Quiz: http://newshour-tc.pbs.org/newshour/extra/wp-content/uploads/sites/2/2013/11/I-Have-a-Dream-Speech-TF.pdf Listen to the speech/follow along on printed copy: https://archive.org/details/MartinLutherKing-IHaveADream I Have a Dream Assignment Name: In your own words Illustrated Notable line or passage Notable line or passage Notable line or passage Notable line or passage