Hannah+Lee's+Social+Studies+Planning+Project



__Topic 1:__

Objective 1.02

**__Creative Statement:__** How do YOU see the world? Mapping out “our versions” of the world

Geography is a defining aspect of the social studies, as well as a prominent factor of where cultures, civilizations, and populations exist. Let us explore this fascinating factor of our lives through a map skills activity. This will be the first part of a two-step project focused on developing the critical awareness of the continent of Europe, as well as the cultures within. After a lesson on the overview of Europe (with a handful of visual representations of the different parts of Europe), students will be asked to create a map on their own of Europe off their own knowledge, with no help or representation at their disposal. Students will be responsible for identifying the continents that surround Europe as well on their map. The map activity will be prefaced with the following prompt, “You are a mapmaker in Europe and are responsible for educating others of the different geographical features of Europe, as well as the countries within. Create a map of Europe with comical representation of the various geographical features and country that you find significant in the movement throughout Europe. Students will be allowed to include pictures, comical features, and their own drawings within the map. Their map will also be an assessment of their prior knowledge of Europe, before venturing into the deep pockets of knowledge in the second step of this project. (((The second step will be for each student (or pairs of students) to identify and research one country within Europe. Students will be asked to formulate a narrative of the history of Europe, as well as present to their peers on their findings through an oral and visual presentation.

__Topic 2:__

Objective 10.03

**__Creative Statement:__** Walking a mile in someone else’s shoes: Learning the various roles of different individuals under different forms of government.

Governments play a pivotal role in the formation, continuation, and vitalization of a country’s success, as well as in the lives of its inhabitants. Students have learned the different aspects of the governments, including democracies, dictatorships, monarchies, and oligarchies in the European continent. Now students will be asked to apply that knowledge into context through collaborative work and debate. Students will be split into four heterogeneous groups and will begin their formulating their debate for their given type of government. Students will be responsible for working together, formulating ideas and responses to controversial aspects of their governments, as well as working as a team in the second-step of this lesson during the actual debate. Students will be given criteria of their research and formulation of their defense to ensure all data is verifiable and accurate. Students will debate the big question of **//What government is best for the whole country in debate?//** Students will also assess through their research the aspects of the governments that should be changed or dismissed in order to ensure the safety and well-being of all of the citizens. Students will be assessed through three criteria: Peer Evaluation, Participation in Debate/Participation in the Formulation of Responses, and One-Page Self Evaluation/Reflection of this activity.