SOL+1+Skills

= Skills = USII.1 The student will demonstrate skills for historical and geographical analysis and responsible citizenship, including the ability to a) analyze and interpret primary and secondary source documents to increase understanding of events and life in United States history from 1865 to the present; b) make connections between the past and the present; c) sequence events in United States history from 1865 to the present; d) interpret ideas and events from different historical perspectives; e) evaluate and debate issues orally and in writing; f) analyze and interpret maps that include major physical features; g) use parallels of latitude and meridians of longitude to describe hemispheric location; h) interpret patriotic slogans and excerpts from notable speeches and documents; i) identify the costs and benefits of specific choices made, including the consequences, both intended and unintended, of the decisions and how people and nations responded to positive and negative incentives. Lesson 1 Outline SOL: e) evaluate and debate issues orally and in writing;

21st century skills- critical thinking, oral communication, research,

Technology used: []

Students will work in groups of 2-3 students. They will choose a topic from the list below and prepare for an in class debate. The group will present their issue and audience members will comment or ask questions from other perspectives. Possible topics:
 * Jim Crow Laws
 * Reconstruction
 * World War II
 * Westward Expansion
 * Suffrage
 * Child labor laws

Extra credit will be given to any group that posts their standpoint on []. This website will allow each group to debate the issue with other debate members from around the country as well as outside the US. This is a free website.

Lesson 2 Outline SOL: h) interpret patriotic slogans and excerpts from notable speeches and documents

21st century skills used: collaboration, analyzing

Technology used: wikispaces

Students will choose a slogan, campaign poster, or an excerpt from a historical speech studied in class. They will post their choice into a classmade wiki page so that no students can choose the same artifact. Each student will then post a photograph of or text from their artifact (citing their source). Each student will choose 2-3 artifacts to respond to. They must explain what the artifact represents, its historical significance, which persons it was targeting, and the impact it made on our society.

Lesson 3 Outline SOL: g) use parallels of latitude and meridians of longitude to describe hemispheric location SOL: f) analyze and interpret maps that include major physical features

21st century skills: creativity and innovation, collaboration and communication

Technology used: googleearth, googlemaps

Students will work in small groups to create a map of a fictional country. Students must include 3 landforms, use latitudinal and longitudinal coordinates to describe their country’s location, and create a brief history for their country. They will then create fictitious groups of people and describe how the land and location influence their lives. Their project will be presented to the class as a powerpoint.

Lesson 4 Outline SOL: b) make connections between the past and the present d) Interpret ideas and events from different historical perspectives 21st century skills: creativity and innovation, accountability, critical thinking, communication Technology used: photostory, voicethread, moviemaker

Lesson: Students will work individually to create a story or timeline about a day in their life during the reconstruction era. Each student will connect historical events studied in class to their daily lives by placing themselves in the reconstruction time period. They will then use a story format to describe their life. They must include their age, location, societal status, daily responsibilities/struggles/privileges, and family information. Each story must be narrated and include pictures or photographs.

Lesson 5 Outline

For a cumulative project, students will choose 15 important historical events and create a story/time line using an online application of their choice. They will research each event and provide a brief synopsis and the historical significance of the event, then present the information, complete with photographs, in a timeline.

SOL's: USIIc, USIIa, USII e,

21 century skills: accountability and productivity, creativity and innovation

Technology used: delicious, photostory, googledocs, powerpoint, readwritethink.org or Microsoft excel

Students will work with 1-2 other students to create a timeline of important historical events from 1865 to present using powerpoint, google presentations, microsoft excel or another online application such as readwritethink.org. ( [|www.readwritethink.org/materials/] [|**timeline**] [|/] ) Each group is responsible for choosing 15 events covered in class such as reconstruction, westward expansion, WWI, The Spanish American War, The Korean War, Vietnam War, the War in Iraq etc. Each event must include a brief description and explanation of its historical significance. Photos are required.

Students will have had previous experiences with each of the technology choices and can choose which application they want to work with.