Social Studies Extension Menu

Celebrate!

Activity Description:
Cobb County needs your help! Because of your vast knowledge of American Heroes from a year in third grade, you have been asked to plan a celebration to honor one of these great people. There is no budget for this big day, so the sky is the limit! You are to choose one of the historical figures that you have studied in class this year and design an invitation to this celebration. Who will it be and why should Cobb County celebrate their accomplishments? What events and activities would be fitting to honor this hero?
Grade Level: 3rd / Quarter: 4th
Bloom’s Taxonomy Level: Synthesis, Evaluation
Related Social Studies Strands: Historical Understandings, Government/Civic Understandings
Related Standards and Elements:
SS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy.
a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (women’s rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights), and César Chávez (workers’ rights).
b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.
SS3CG2 The student will discuss the character of different historical figures in SS3H2a.
a. Describe how the different historical figures in SS3H2a display positive character traits of cooperation, diligence, courage, and leadership.
b. Explain how the historical figures in SS3H2a used positive character traits to support their beliefs in liberty, justice, tolerance, and freedom of conscience and expression.
c. Explain how the historical figures in SS3H2a chose when to respect and accept authority.
Checklist for Providing Guidance:
1.  Decide which historical figure you think would be most fitting to celebrate. Consider the accomplishments this person has had and the diligence in which they overcame obstacles to make these successes.
2.  Plan events and activities that would be included in this person’s special day. Think: What would be appropriate to suit the accomplishments of this person?
3.  Design an invitation for the celebration that features the historical figure you chose. Outline all the activities and events that would be included in this special day.
4.  Present your invitation to your class and post your invitation in your classroom.

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Cryogenic Success!

Activity Description: The United States Government has just made a remarkable discovery. The White House Press has just released information that Lyndon B. Johnson is alive and well.
A few years after his presidency, he was asked to try the experimental process called cryonics. He agreed to be frozen so that he could be thawed and awakened to contribute once again to expanding the rights and freedoms of Americans when they needed help the most.
This year the cabinet members of the White House agreed that this was the year to see if the cryonics would actually work. And it did!
Lyndon B. Johnson has an appointment with President Obama to discuss the current events of today. With President Obama, Johnson will devise a plan to try to make people’s lives better.
Your job will be to take notes at this meeting and create a way to make your presentation to the citizens of the United States of America.
Grade Level: 3rd / Quarter: 4th
Bloom’s Taxonomy Level: Synthesis, Evaluation
Related Academic Strands: Historical Understandings, Government/Civic Understandings
Related Standards and Elements: SS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy. (Lyndon B. Johnson, Great Society and voting rights.)
SS3CG2 Discuss the character of different historical figures in SS3H2a. Describe how Johnson displayed positive character traits of cooperation, diligence, courage, and leadership.
Explain how Johnson used positive character traits to support his beliefs in liberty, justice, tolerance, and freedom of conscience and expression.
Explain how Johnson chose when to respect and accept authority.
Checklist for Providing Guidance:
1.  Imagine that you are sitting in the Oval Office of the White House prepared to take notes for the first meeting between Lyndon B. Johnson and President Obama.
2.  Conduct research by asking your media specialists or parents, reading articles from newspapers, and/or doing online research to find out one or more issues that the U.S. government is currently working on.
3.  Remember that Johnson demonstrated diligence, tolerance and respect for authority. Choose one issue and think about how Johnson will help President Obama devise a plan that extends his Great Society plan and makes Americans feel that the issue will be resolved.
4.  Write the notes that reflect what the two leaders will say and use the notes to write the speech or commercial that President Obama will use to deliver the information to the nation.
5.  Share the speech or commercial with the class.

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To Be or Not to Be….Life Without These Heroes

Activity Description: Think of the American heroes we have studied this year. Think of what they did and how they have influenced Americans today. Choose a hero that you believe was the most influential or had the biggest impact on the freedoms and rights of Americans today. Imagine what life would be like, now, if this person had never lived. Create a script for a skit that your classmates could act out or use an online tool such as Prezi to show the daily routine of a current president or other leader. Your script or presentation should illustrate how different his or her life might be today if this hero had never lived.
Grade Level: 3rd / Quarter: 4th
Bloom’s Taxonomy Level: Analysis, Evaluation, Synthesis
Related Academic Strands: Historical Understandings
Related Standards and Elements:
SS3H2 The student will discuss the lives of Americans who expanded people’s rights and freedoms in a democracy.
a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony (women’s rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New Deal and World War II), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights), and César Chávez (workers’ rights).
b. Explain social barriers, restrictions, and obstacles that these historical figures had to overcome and describe how they overcame them.
SS3CG2 The student will discuss the character of different historical figures in SS3H2a.
a. Describe how the different historical figures in SS3H2a display positive character traits of cooperation, diligence, courage, and leadership.
b. Explain how the historical figures in SS3H2a used positive character traits to support their beliefs in liberty, justice, tolerance, and freedom of conscience and expression.
c. Explain how the historical figures in SS3H2a chose when to respect and accept authority.
Checklist for Providing Guidance:
1.  Choose any well-known political figure.
2.  Look over your notes on the American Heroes we have studied. Decide on one person whose actions and contributions to our rights and freedoms may have had the most influence on the lives of those who lived in this hero’s time.
3.  Imagine this American Hero never lived. Then create a skit or a presentation that will show what a current political figure’s life might be like today, without this American Hero’s influences.
4.  Share your presentation. If you choose to write a skit, talk with your teacher about a time to practice and perform your skit. Choose your cast members from the class and direct them so that they can perform for an audience. If you choose an online tool, plan a time to show your presentation for the class.

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