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Social Studies Grade 5 - Grade 8
Standard 1: Nature and Scope of History
Standard 2: Political Institutions
Standard 4: Social Studies Resources
Standard 5: The Role of the Citizen
Standard 8: Sociology and Psychology
| Standard 1: NATURE AND SCOPE OF HISTORY | ||
| Students understand the nature and scope of history | ||
| 8.1.1 - Understand the role of chronology and perspective in describing historical events and periods of history | Students learn the cultural and nutritional significance of bread throughout the world by working in a group to solve a logic-matrix activity. | |
| Students learn about the history of seeds and the important role they played for settlers. | ||
| Students learn the history of pumpkins and the important role they played in the survival of early American settlers. | ||
| Students play a trivia activity focused around the establishment of a national soil conservation program. Student then explore and/or develop a plan to address a local soil conservation issue. | ||
| Students discover how chocolate traveled the world by creating a timeline and map, preparing and tasting chocolate as an Aztec drink, and playing a traditional Mexican rhyme game. Students also use language to express their thought, feelings, and creativity about chocolate, and its history. | ||
| Students learn about the history of irrigation, design, describe, create, and experiment with an artificial system of moving water from a source to an area of need, as in irrigation. | ||
| 8.1.2 - Understand how key events, people, and ideas contributed to North Dakota history | Students discuss the reasons people celebrate and how they celebrate; i.e. Thanksgiving. | |
| Students sort food pictures according to raw food source, create a collage that illustrates a specific raw food and its products and analyze the processes raw foods undergo when processed. | ||
| Students play a trivia activity focused around the establishment of a national soil conservation program. Student then explore and/or develop a plan to address a local soil conservation issue. | ||
| Students use a word association game to build new connections between food, land, people and themselves. | ||
| Students explore the role of celebrations in diverse cultures, their class and the local community. | ||
| Students graph historical and projected world populations to understand that human populations grow exponentially and examine the many circumstances that affect birthrates and death rates. | ||
| After conduction research, students write a letter expressing their opinions about a controversial issue. Students each choose an issue or use the issue examples about the labeling of genetically engineered foods. | ||
| Students learn about the history of irrigation, design, describe, create, and experiment with an artificial system of moving water from a source to an area of need, as in irrigation. | ||
| 8.1.3 - Understand how key events, people, and ideas contributed to United States history | Students discuss the reasons people celebrate and how they celebrate; i.e. Thanksgiving. | |
| Students sort food pictures according to raw food source, create a collage that illustrates a specific raw food and its products and analyze the processes raw foods undergo when processed. | ||
| Students play a trivia activity focused around the establishment of a national soil conservation program. Students then explore and/or develop a plan to address a local soil conservation issue. | ||
| Students use a word association game to build new connections between food, land, people and themselves. | ||
| Students explore the role of celebrations in diverse cultures, their class and the local community. | ||
| Students learn about the history of seeds and the important role they played for settlers. | ||
| Students learn the history of pumpkins and the important role they played in the survival of early American settlers. | ||
| Students graph historical and projected world populations to understand that human populations grow exponentially and examine the many circumstances that affect birthrates and death rates. | ||
| After conduction research, students write a letter expressing their opinions about a controversial issue. Students each choose an issue or use the issue examples about the labeling of genetically engineered foods. | ||
| Students learn about the history of irrigation, design, describe, create, and experiment with an artificial system of moving water from a source to an area of need, as in irrigation. | ||
| 8.1.4 - Understand how key events, people, and ideas contributed to world history | Students discuss the reasons people celebrate and how they celebrate; i.e. Thanksgiving. | |
| Students describe the significance of bread in world nutrition and culture. They consider how bread has been important throughout history. | ||
| Students explore the role of celebrations in diverse cultures, their class and the local community. | ||
| Students graph historical and projected world populations to understand that human populations grow exponentially and examine the many circumstances that affect birthrates and death rates. | ||
| After conduction research, students write a letter expressing their opinions about a controversial issue. Students each choose an issue or use the issue examples about the labeling of genetically engineered foods. | ||
| Students discover how chocolate traveled the world by creating a timeline and map, preparing and tasting chocolate as an Aztec drink, and playing a traditional Mexican rhyme game. Students also use language to express their thought, feelings, and creativity about chocolate, and its history. | ||
| Students learn about the history of irrigation, design, describe, create, and experiment with an artificial system of moving water from a source to an area of need, as in irrigation. | ||
| Return to Top | ||
| Standard 2: POLITICAL INSTITUTIONS | ||
| Students understand how political institutions develop and function | ||
| 8.2.1 - Understand the structure, function, and purposes of political processes at the local, state, tribal, and federal levels | Students develop and sharpen observation skills to discover new details about their school ground and form fresh perceptions of their outdoor space. | |
| Students experience first-hand the distribution of income in the United States and the world as it relates to buying food. They investigate local and international programs that work to feed hungry people, and they write an action plan for their involvement in the program. | ||
| After conduction research, students write a letter expressing their opinions about a controversial issue. Students each choose an issue or use the issue examples about the labeling of genetically engineered foods. | ||
| 8.2.2 - Understand the basic principles of the constitution and related significant documents | ||
| 8.2.3 - Understand the powers of the legislative, executive, and judicial branches and the concept of checks and balances | After conduction research, students write a letter expressing their opinions about a controversial issue. Students each choose an issue or use the issue examples about the labeling of genetically engineered foods. | |
| 8.2.4 - Understand the structure, function, purpose and the role of the local, state, tribal, and federal governments | Students develop and sharpen observation skills to discover new details about their school ground and form fresh perceptions of their outdoor space. | |
| Students play a trivia activity focused around the establishment of a national soil conservation program. Students then explore and/or develop a plan to address a local soil conservation issue. | ||
| Students experience first-hand the distribution of income in the United States and the world as it relates to buying food. They investigate local and international programs that work to feed hungry people, and they write an action plan for their involvement in the program. | ||
| After conduction research, students write a letter expressing their opinions about a controversial issue. Students each choose an issue or use the issue examples about the labeling of genetically engineered foods. | ||
| Return to Top | ||
| Standard 3: ECONOMIC SYSTEMS | ||
| Students understand different types of economic systems | ||
| 8.3.1 - Understand the principles governing economic decision making at the state, national, and international level | Students identify factors affecting consumer purchasing decisions. They consider how these factors can play a role in economic decision making. | |
| Students study the sequence of production to discover the resources required and the variety of careers involved to take raw food from the farm to the consumer. | ||
| Students experience first-hand the distribution of income in the United States and the world as it relates to buying food. They investigate local and international programs that work to feed hungry people, and they write an action plan for their involvement in the program. | ||
| Students learn why people around the world spend different percentages of their annual income on food. | ||
| Students explore the economics of consumer food products by analyzing who gets what portion of the price we pay for our food. | ||
| Students identify the three main global food grain crops and match forms of bread to them. They consider the concepts of supply and demand when looking at where the grain crops are produced and consumed. | ||
| Students analyze selected demographic data about various countries and regions of the world. They then prepare and deliver a group presentation about the implications of their findings on a specific countries food, economics and social resources. | ||
| Students use lines of latitude and longitude to locate where their trading partners live. The students explore global trade by assuming the identity of an exporter and importer. True-to-life scenarios are given to students to research this lesson. | ||
| Students discover how chocolate traveled the world by creating a timeline and map, preparing and tasting chocolate as an Aztec drink, and playing a traditional Mexican rhyme game. Students also use language to express their thought, feelings, and creativity about chocolate, and its history. | ||
| 8.3.2 - Understand the structure of the United States economic system | Students identify factors affecting consumer purchasing decisions. They consider how these factors can play a role in economic decision making. | |
| Students experience first-hand the distribution of income in the United States and the world as it relates to buying food. They investigate local and international programs that work to feed hungry people, and they write an action plan for their involvement in the program. | ||
| Students explore the economics of consumer food products by analyzing who gets what portion of the price we pay for our food. | ||
| By conducting a small group sorting activity, students learn the importance of reducing, reusing, and recycling solid waste. Students then develop plans to change personal behaviors. | ||
| Students analyze selected demographic data about various countries and regions of the world. They then prepare and deliver a group presentation about the implications of their findings on a specific countries food, economics and social resources. | ||
| Students use lines of latitude and longitude to locate where their trading partners live. The students explore global trade by assuming the identity of an exporter and importer. True-to-life scenarios are given to students to research this lesson. | ||
| Students discover how chocolate traveled the world by creating a timeline and map, preparing and tasting chocolate as an Aztec drink, and playing a traditional Mexican rhyme game. Students also use language to express their thought, feelings, and creativity about chocolate, and its history. | ||
| 8.3.3 - Know the various kinds of specialized institutions that exist in market economies | Students identify factors affecting consumer purchasing decisions. They consider how these factors can play a role in economic decision making. | |
| Students build connections between raw and processed food items by cutting out pictures, matching pictures, and making collages. This helps the students understand and analyze the processes raw food undergo when processed. | ||
| Students explore the economics of consumer food products by analyzing who gets what portion of the price we pay for our food. | ||
| Students analyze selected demographic data about various countries and regions of the world. They then prepare and deliver a group presentation about the implications of their findings on a specific countries food, economics and social resources. | ||
| Students use lines of latitude and longitude to locate where their trading partners live. The students explore global trade by assuming the identity of an exporter and importer. True-to-life scenarios are given to students to research this lesson. | ||
| 8.3.4 - Understand the importance of management of personal finances | Students experience first hand the distribution of income in the United States and world as it relates to buying food. | |
| Students identify factors affecting consumer purchasing decisions. They consider how these factors can play a role in economic decision making. | ||
| Students explore the economics of consumer food products by analyzing who gets what portion of the price we pay for our food. | ||
| Students learn why people around the world spend different percentages of their annual income on food. | ||
| Students analyze selected demographic data about various countries and regions of the world. They then prepare and deliver a group presentation about the implications of their findings on a specific countries food, economics and social resources. | ||
| Return to Top | ||
| Standard 4: SOCIAL STUDIES RESOURCES | ||
| Students use social studies resources for a variety of purposes | ||
| 8.4.1 - Use various map forms, tools, and technologies to acquire, process and report information | Students identify the raw foods that processed foods are made from. They then discuss the steps or changes that the raw food goes through before becoming a processed food products. This includes the growing and transporting of the raw food. Students can discuss and locate on a map where each raw food is grown. | |
| To build awareness of seasonal change, students use their own birth dates, a comparison of seasons in different settings, and self made books. | ||
| Students play a fast-paced word classification game that helps them to gain an appreciation for the variety of ways people use and benefit from trees. | ||
| Students develop and sharpen observation skills to discover new details about their school ground and form fresh perceptions of their outdoor space. | ||
| Students explore in their own lives and in the lives of others the role of celebrations and important foods involved, with a focus on corn. They gather and analyze information about favorite celebrations and make and interpret a picture or bar graph displaying the information. | ||
| Students use a map of the world to help to determine how much of the Earth's surface is covered with water. This introduces a discussion on the water available for consumption by humans and animals. | ||
| Students complete a U. S. map, showing the locations of the states, their capitals and the top five agricultural commodities in each state. | ||
| Students conduct surveys to learn what agriculture provides to people. They organize, simplify and communicate their findings using tallies, frequency tables and histograms. | ||
| Students develop mapmaking, map reading and graph reading skills as they learn the capabilities and limitations of our land resources by using a soil survey. | ||
| Students analyze selected demographic data about various countries and regions of the world. They then prepare and deliver a group presentation about the implications of their findings on a specific countries food, economics and social resources. | ||
| Students analyze the advantages and disadvantages of pest management techniques and use a problem-solving model to evaluate alternative for specific pest management issues. | ||
| Students use lines of latitude and longitude to locate where their trading partners live. The students explore global trade by assuming the identity of an exporter and importer. True-to-life scenarios are given to students to research this lesson. | ||
| Students experience a simulation of progressive crowding as the population of an area grows. Students explore the issue of exponential growth and debate the issue of a world population explosion. | ||
| Students graph historical and projected world populations to understand that human populations grow exponentially and examine the many circumstances that affect birthrates and death rates. | ||
| Students discover how chocolate traveled the world by creating a timeline and map, preparing and tasting chocolate as an Aztec drink, and playing a traditional Mexican rhyme game. Students also use language to express their thought, feelings, and creativity about chocolate, and its history. | ||
| Students learn about the history of irrigation, design, describe, create, and experiment with an artificial system of moving water from a source to an area of need, as in irrigation. | ||
| 8.4.2 - Use primary and secondary sources to gather, interpret, analyze, and evaluate historical events and time periods. | Students interview friends and family members about their favorite celebrations and record the information. | |
| To build awareness of seasonal change, students use their own birth dates, a comparison of seasons in different settings, and self made books. | ||
| Students play a fast-paced word classification game that helps them to gain an appreciation for the variety of ways people use and benefit from trees. | ||
| Students develop and sharpen observation skills to discover new details about their school ground and form fresh perceptions of their outdoor space. | ||
| Students identify factors affecting consumer purchasing decisions. They develop questions for a data collections survey, then implement the survey. They consider what factors might have been in place throughout history and how factors have changed over time. | ||
| Students conduct surveys to learn what agriculture provides to people. They organize, simplify and communicate their findings using tallies, frequency tables and histograms. | ||
| Students complete a U. S. map, showing the locations of the states, their capitals and the top five agricultural commodities in each state. They then identify and graph the top five commodities nationally after compiling the information. | ||
| Students develop mapmaking, map reading and graph reading skills as they learn the capabilities and limitations of our land resources by using a soil survey. | ||
| Students play a trivia activity focused around the establishment of a national soil conservation program. Students then explore and/or develop a plan to address a local soil conservation issue. | ||
| Students analyze selected demographic data about various countries and regions of the world. They then prepare and deliver a group presentation about the implications of their findings on a specific countries food, economics and social resources. | ||
| Students experience a simulation of progressive crowding as the population of an area grows. Students explore the issue of exponential growth and debate the issue of a world population explosion. | ||
| Students graph historical and projected world populations to understand that human populations grow exponentially and examine the many circumstances that affect birthrates and death rates. | ||
| Students discover how chocolate traveled the world by creating a timeline and map, preparing and tasting chocolate as an Aztec drink, and playing a traditional Mexican rhyme game. Students also use language to express their thought, feelings, and creativity about chocolate, and its history. | ||
| Students learn about the history of irrigation, design, describe, create, and experiment with an artificial system of moving water from a source to an area of need, as in irrigation. | ||
| 8.4.3 - Use technology to gather, organize, record, interpret, and evaluate historical events and time periods | Students build connections between raw and processed food items by cutting out pictures, matching pictures, and making collages. This helps the students understand and analyze the processes raw food undergo when processed. | |
| To build awareness of seasonal change, students use their own birth dates, a comparison of seasons in different settings, and self made books. | ||
| Students play a fast-paced word classification game that helps them to gain an appreciation for the variety of ways people use and benefit from trees. | ||
| Students develop and sharpen observation skills to discover new details about their school ground and form fresh perceptions of their outdoor space. | ||
| Students explore the role of celebrations in their own lives and in the lives of other. Also explored are the important food involved, with a focus on corn. They gather and analyze information about favorite celebrations and make and interpret a picture or bar graph displaying the information. | ||
| Students use media to gather information about the external influences that people receive when making purchasing decisions in order to help identify factors that affect their choices. | ||
| Students conduct surveys to learn what agriculture provides to people. They organize, simplify and communicate their findings using tallies, frequency tables and histograms. | ||
| Students complete a U. S. map, showing the locations of the states, their capitals and the top five agricultural commodities in each state. They then identify and graph the top five commodities nationally after compiling the information. | ||
| Students develop mapmaking, map reading and graph reading skills as they learn the capabilities and limitations of our land resources by using a soil survey. | ||
| Students play a trivia activity focused around the establishment of a national soil conservation program. Students then explore and/or develop a plan to address a local soil conservation issue using technology to gather resources. | ||
| Students analyze selected demographic data about various countries and regions of the world. They then prepare and deliver a group presentation about the implications of their findings on a specific countries food, economics and social resources. | ||
| Students experience a simulation of progressive crowding as the population of an area grows. Students explore the issue of exponential growth and debate the issue of a world population explosion. | ||
| Students graph historical and projected world populations to understand that human populations grow exponentially and examine the many circumstances that affect birthrates and death rates. | ||
| Students discover how chocolate traveled the world by creating a timeline and map, preparing and tasting chocolate as an Aztec drink, and playing a traditional Mexican rhyme game. Students also use language to express their thought, feelings, and creativity about chocolate, and its history. | ||
| Students learn about the history of irrigation, design, describe, create, and experiment with an artificial system of moving water from a source to an area of need, as in irrigation. | ||
| Return to Top | ||
| Standard 5: THE ROLE OF THE CITIZEN | ||
| Students understand the role of the citizen in society | ||
| 8.5.1 - Know the rights and responsibilities of an effective American citizen | Students learn ways water is used and how they can help to conserve water. | |
| By conducting a small group sorting activity, students learn the importance of reducing, reusing, and recycling solid waste. Students then develop plans to change personal behaviors. | ||
| Students develop and sharpen observation skills to discover new details about their school ground and form fresh perceptions of their outdoor space. | ||
| Students learn the importance of washing their hands in order to keep themselves and those around them healthy by conducting an experiment about microbial growth on potatoes handled by washed and unwashed hands. | ||
| After conducting research, students write a letter expressing their opinions about a controversial issue. Students each choose an issue or use the issue examples about the labeling of genetically engineered foods. | ||
| 8.5.2 - Understand the necessity of citizen participation in the political process | Students learn ways water is used and how they can help to conserve water. | |
| Students play a trivia activity focused around the establishment of a national soil conservation program. Students then explore and/or develop a plan to address a local soil conservation issue. | ||
| After conducting research, students write a letter expressing their opinions about a controversial issue. Students each choose an issue or use the issue examples about the labeling of genetically engineered foods. | ||
| Return to Top | ||
| Standard 6: GEOGRAPHY | ||
| Students understand geographic elements as applied to social studies | ||
| 8.6.1 - Understand how to use geographic tools to describe and locate physical features and places | Students complete a U. S. map, showing the locations of the states, their capitals and the top five agricultural commodities in each state. | |
| Students learn why people around the world spend different percentages of their annual income on food. They can use a map to locate countries being discussed. | ||
| Students develop mapmaking, map reading and graph reading skills as they learn the capabilities and limitations of our land resources by using a soil survey. | ||
| Students map the school ground area, first from memory, and then from observation and/or measurement. | ||
| Students use lines of latitude and longitude to locate where their trading partners live. The students explore global trade by assuming the identity of an exporter and importer. True-to-life scenarios are given to students to research this lesson. | ||
| Students discover how chocolate traveled the world by creating a timeline and map, preparing and tasting chocolate as an Aztec drink, and playing a traditional Mexican rhyme game. Students also use language to express their thought, feelings, and creativity about chocolate, and its history. | ||
| 8.6.2 - Understand the relationship between the characteristics of various world places and regions and historical events and people | Students complete a U. S. map, showing the locations of the states, their capitals and the top five agricultural commodities in each state. | |
| To build awareness of seasonal change, students use their own birth dates, a comparison of seasons in different settings, and self made books. | ||
| Students demonstrate the effects of growing populations on available natural resources through real life examples. Historical data can be used to illustrate how natural resources have been affected historically. | ||
| Students learn how and why dietary choices might vary in other regions of the world. | ||
| Students learn why people around the world spend different percentages of their annual income on food. They can use a map to locate countries being discussed. | ||
| Students learn about the efficient use of renewable resources to meet human needs. This lesson provides information that directs students to understand why grazing is an environmentally sound option in each scenario. | ||
| Students develop mapmaking, map reading and graph reading skills as they learn the capabilities and limitations of our land resources by using a soil survey. | ||
| Students experience first hand the distribution of income in the United States and world as it relates to buying food as well as the conditions that make it difficult to grow food in some parts of the world. | ||
| Students study clothing labels, research fabric production, and evaluate consumer options for their clothing. Students note where the clothing was manufactured. | ||
| Students explore the role of celebrations in diverse cultures, their class and the local community. | ||
| Students analyze selected demographic data about various countries and regions of the world. They then prepare and deliver a group presentation about the implications of their findings on a specific countries food, economics and social resources. | ||
| Students use lines of latitude and longitude to locate where their trading partners live. The students explore global trade by assuming the identity of an exporter and importer. True-to-life scenarios are given to students to research this lesson. | ||
| Students discover how chocolate traveled the world by creating a timeline and map, preparing and tasting chocolate as an Aztec drink, and playing a traditional Mexican rhyme game. Students also use language to express their thought, feelings, and creativity about chocolate, and its history. | ||
| Students learn about the history of irrigation, design, describe, create, and experiment with an artificial system of moving water from a source to an area of need, as in irrigation. | ||
| 8.6.3 - Understand how Earth's physical system influences human systems | Students demonstrate the effects of growing populations on available natural resources through real life examples. | |
| Students learn about the efficient use of renewable resources to meet human needs. This lesson provides information that directs students to understand why grazing is an environmentally sound option in each scenario. | ||
| Students learn why people around the world spend different percentages of their annual income on food. They discuss what food can be grown in different areas. | ||
| Students develop mapmaking, map reading and graph reading skills as they learn the capabilities and limitations of our land resources by using a soil survey. | ||
| Students explore what shelters are made of, where building materials come from, and associated careers. | ||
| Students play a board game to simulate the changes in land use. They discover the effects of change on the carrying capacity of the land. | ||
| Students experience first hand the distribution of income in the United States and world as it relates to buying food as well as the conditions that make it difficult to grow food in some parts of the world. | ||
| 8.6.4 - Understand how human activity affects the physical environment | Students learn the importance of reducing, reusing, and recycling solid waste and develop plans to change personal behaviors. | |
| To build awareness of seasonal change, students use their own birth dates, a comparison of seasons in different settings, and self made books. | ||
| Students demonstrate the effects of growing populations on available natural resources through real life examples. | ||
| Students experience first hand the distribution of income in the United States and world as it relates to buying food as well as the conditions that make it difficult to grow food in some parts of the world. | ||
| Students learn why people around the world spend different percentages of their annual income on food. | ||
| Students develop mapmaking, map reading and graph reading skills as they learn the capabilities and limitations of our land resources by using a soil survey. | ||
| Students investigate how soil preparation, tillage techniques and mulches affect soil erosion and water runoff. | ||
| Students learn about the efficient use of renewable resources to meet human needs and identify products and by-products of ruminant animals that meet human needs. | ||
| Students conduct surveys to learn what agriculture provides to people. | ||
| Students explore what shelters are made of, where building materials come from, and associated careers. | ||
| Student play a fast-paced word classification game that helps them to gain an appreciation for the variety of ways people use and benefit from trees. | ||
| Students study the sequence of production to discover the resources required and the variety of careers involved to take raw food from the farm to the consumer. | ||
| Students play a board game to simulate the changes in land use. They discover the effects of change on the carrying capacity of the land. | ||
| Students use lines of latitude and longitude to locate where their trading partners live. The students explore global trade by assuming the identity of an exporter and importer. True-to-life scenarios are given to students to research this lesson. | ||
| Students learn about the history of irrigation, design, describe, create, and experiment with an artificial system of moving water from a source to an area of need, as in irrigation. | ||
| 8.6.5 - Understand how geographical methods and tools are used to interpret the past, understand the present, and plan for the future | Students learn that land resources differ due to soil type, geology, topography, the climate or history. | |
| Students learn why people around the world spend different percentages of their annual income on food. | ||
| Students learn about the efficient use of renewable resources to meet human needs. This lesson provides information that directs students to understand why grazing is an environmentally sound option in each scenario. | ||
| Students investigate how soil preparation, tillage techniques and mulches affect soil erosion and water runoff. | ||
| Students analyze selected demographic data about various countries and regions of the world. They then prepare and deliver a group presentation about the implications of their findings on a specific countries food, economics and social resources. | ||
| Students learn about the history of irrigation, design, describe, create, and experiment with an artificial system of moving water from a source to an area of need, as in irrigation. | ||
| Return to Top | ||
| Standard 7: CULTURE | ||
| Students understand the importance of culture | ||
| 8.7.1 - Understand the relationship between socio-economics and culture | Students experience first hand the distribution of income in the United States and world as it relates to buying food as well as the conditions that make it difficult to grow food in some parts of the world. | |
| Students explore the role of celebrations in diverse culture, their class and the local community. | ||
| Students explore in their own lives and in the lives of others the role of celebrations and important foods involved, with a focus on corn. | ||
| Students describe the significance of bread in world nutrition and culture. They consider the cost of bread in different places and the reasons for the cost difference. | ||
| Students design and market a new healthy cereal. When marketing the cereal they take into account the fact that cultural diversity exists among people. | ||
| Students examine the diets of people around the world to learn about how their location and culture affects what they eat. | ||
| Students analyze selected demographic data about various countries and regions of the world. They then prepare and deliver a group presentation about the implications of their findings on a specific countries food, economics and social resources. | ||
| Students discover how chocolate traveled the world by creating a timeline and map, preparing and tasting chocolate as an Aztec drink, and playing a traditional Mexican rhyme game. Students also use language to express their thought, feelings, and creativity about chocolate, and its history. | ||
| Students use lines of latitude and longitude to locate where their trading partners live. The students explore global trade by assuming the identity of an exporter and importer. True-to-life scenarios are given to students to research this lesson. | ||
| Students graph historical and projected world populations to understand that human populations grow exponentially and examine the many circumstances that affect birthrates and death rates. | ||
| 8.7.2 - Understand how culture influences gender roles, ethics, and ideology | Students explore the role of celebrations in diverse culture, their class and the local community. | |
| Students explore in their own lives and in the lives of others the role of celebrations and important foods involved, with a focus on corn. | ||
| Students experience first hand the distribution of income in the United States and world as it relates to buying food as well as the conditions that make it difficult to grow food in some parts of the world. | ||
| Students play a word association game that builds new connections between farming, food, land and people. Culture is taken into consideration when reviewing the words. | ||
| Students examine the diets of people around the world to learn about how their location and culture affects what they eat. | ||
| Students learn the cultural and nutritional significance of bread throughout the world by working in a group to solve a logic-matrix activity. | ||
| Students use lines of latitude and longitude to locate where their trading partners live. The students explore global trade by assuming the identity of an exporter and importer. True-to-life scenarios are given to students to research this lesson. | ||
| Students discuss the reasons people celebrate and how they celebrate. They discuss holidays that they are familiar with, along with some that they are not. | ||
| Through hands-on, interdisciplinary activities, students learn about pumpkins as fruits and as food sources. They consider how pumpkins have been used throughout time in different cultures. | ||
| Students experience first hand the distribution of income in the United States and world as it relates to buying food as well as the conditions that make it difficult to grow food in some parts of the world. | ||
| Students examine the diets of people around the world to learn about how their location and culture affects what they eat. | ||
| Students play a word association game that builds new connections between farming, agriculture, environment, and diverse culture. | ||
| Students learn about different seasons and how urban and rural areas change with seasons. | ||
| Students use lines of latitude and longitude to locate where their trading partners live. The students explore global trade by assuming the identity of an exporter and importer. True-to-life scenarios are given to students to research this lesson. | ||
| Return to Top | ||
| Standard 8: SOCIOLOGY AND PSYCHOLOGY | ||
| Students understand the basic concepts of sociology and psychology | ||
| 8.8.1 - Understand the process of emerging personality growth and developments | Students explore in their own lives and in the lives of others the role of celebrations and important foods involved, with a focus on corn. | |
| Students are made aware of the external influences they receive when making purchasing decisions. They consider the role that this might play in personality growth and development. | ||
| 8.8.2 - Understand the principles governing individual and group behavior within social structures | Students explore in their own lives and in the lives of others the role of celebrations and important foods involved, with a focus on corn. | |
| Students are made aware of the external influences they receive when making purchasing decisions. After examining those influences, the students will conduct their own consumer preference trials. After graphing and analyzing the data, students decide which brand of a product they will purchase and why. | ||
| Students analyze selected demographic data about various countries and regions of the world. They then prepare and deliver a group presentation about the implications of their findings on a specific countries food, economics and social resources. | ||
| 8.8.3 - Understand how individuals and institutions influence each other | Students are made aware of the external influences they receive when making purchasing decisions. | |
| Students analyze selected demographic data about various countries and regions of the world. They then prepare and deliver a group presentation about the implications of their findings on a specific countries food, economics and social resources. | ||
| Return to Top | ||
| Standard 9: SOVEREIGNTY | ||
| Students understand the concept of sovereignty and its relation to the tribal nations of North Dakota | ||
| 8.9.1 - Know the significant events and people in the history of tribal nations in North Dakota as sovereign governments | ||
| 8.9.2 - Understand how political, social, and economic forces have affected the sovereignty of tribal nations in North Dakota | ||
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