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Write! Social Studies
Birthday Events
Some days are filled with exciting local or world news. Some days are rather ho-hum. Regardless, everyday becomes history when a new day rises. One day is very special to students—their birthday. In1
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Some days are filled with exciting local or world news. Some days are rather ho-hum. Regardless, everyday becomes history when a new day rises. One day is very special to students—their birthday. In this activity, students research the events that occurred on the day of their birth. They write a news broadcast for the events and share it with teammates. Learning about their birthday events makes history personally relevant and gives students a sense of personal history.
Write! Science
What It's Important
Have you ever heard students ask, “Why do we need to learn this?” or exclaim, “I don’t care about this!” Without seeing the relevance or importance of an issue, students may see it as just something1
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Have you ever heard students ask, “Why do we need to learn this?” or exclaim, “I don’t care about this!” Without seeing the relevance or importance of an issue, students may see it as just something to learn for the test. In this activity, students explore and write about the importance or personal relevance of the issue at hand.
Write! Social Studies
Social Studies Skit
Make social studies come alive through skits. In this activity, students work in teams to write and rehearse a skit. Teams perform their skit for the class. Skits create experiential learning for stu1
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Make social studies come alive through skits. In this activity, students work in teams to write and rehearse a skit. Teams perform their skit for the class. Skits create experiential learning for students, activate the bodily/kinesthetic intelligence and are a lot of fun to do.
Write! Social Studies
Speaking with Roles
Make historical characters come alive for your class. In this activity, students are each assigned a historical figure. Students research their historical figures in pairs, write a speech from the ch1
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Make historical characters come alive for your class. In this activity, students are each assigned a historical figure. Students research their historical figures in pairs, write a speech from the character’s perspective and share their speeches with teammates. Students, in role, are interviewed by their teammates.
Write! Social Studies
Commonalities
What do the Vietnam War and the Korean War have in common? What do Martin Luther King Jr. and Gandhi have in common? In this activity, students analyze historical events or characters for their commo1
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What do the Vietnam War and the Korean War have in common? What do Martin Luther King Jr. and Gandhi have in common? In this activity, students analyze historical events or characters for their commonalities.
Write! Social Studies
Analyze the Difference
Analyzing the difference is contrasting without comparing. A Venn diagram is often used for comparing and contrasting. A graphic organizer is also helpful for analyzing the difference, but in this ca1
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Analyzing the difference is contrasting without comparing. A Venn diagram is often used for comparing and contrasting. A graphic organizer is also helpful for analyzing the difference, but in this case, the circles of the Venn do not intersect, as students are not exploring similarities. In this activity, students analyze the difference in key social studies concepts.
Write! Social Studies
Political Cartoons
Political cartoonists have an uncanny ability to convey a tremendous amount of meaning with an illustration and just a few words. Sometimes the cartoon is biting, sometimes it’s hilarious, often it’s1
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Political cartoonists have an uncanny ability to convey a tremendous amount of meaning with an illustration and just a few words. Sometimes the cartoon is biting, sometimes it’s hilarious, often it’s both. In this activity, students plan their political cartoon with a partner, create it and share it with teammates.
Write! Social Studies
News Report on History
The standard format of newspaper articles is to lead with basic information on who, what, when, where, why, and how. In addition to the five w’s, the writer attempts to make the lead (the first parag1
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The standard format of newspaper articles is to lead with basic information on who, what, when, where, why, and how. In addition to the five w’s, the writer attempts to make the lead (the first paragraph) interesting or creative enough to entice the readers to continue reading. Information is reported in descending order of importance. If space requirements demand, the article can be cut, at the end, where the least important information is written. In this activity, students write a newspaper article on any social studies topic.
Write! Social Studies
Time Lines
When was World War I? How about World War II? Truly understanding historical events involves not only learning the details of the event, but understanding its relationship in time to other events. In1
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When was World War I? How about World War II? Truly understanding historical events involves not only learning the details of the event, but understanding its relationship in time to other events. In this activity, develop students’ logical/mathematical intelligence as students work in teams to sequence events on a time line.
Write! Social Studies
Map Interpretation
Astute map readers can induce generalities about an area when presented with specifics on a map. For example, seeing little ears of corn on the map tells you more than corn grows there. It speaks vol1
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Astute map readers can induce generalities about an area when presented with specifics on a map. For example, seeing little ears of corn on the map tells you more than corn grows there. It speaks volumes about the landforms, water supplies, soil condition, life styles, population. In this activity, students develop their map reading skills by reaching conclusions based on specifics.