Influential Women Social Studies Standards

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Influential Women Social Studies Standards

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Title: Influential Women Social Studies Standards

1
Influential WomenSocial Studies Standards

Angela Fordyce
ED 417

2
Table of Contents

1. People in Society
2. Geography
3. History
4. Economics
5. Social Studies Skills and Methods
6. Citizenship Rights and Responsibilities
7. Government
(Each strand above will be geared toward the
second grade. The benchmark and indicator being
covered, activities to use, and websites to visit
will all be included in each section.)

3
Amelia Earhart

My name is Amelia Earhart. Most of the world
remembers me for my courage, vision, and
groundbreaking achievements, both in aviation and
for women. I set many records in aviation
including being the first women to rise to an
altitude of 14,000 feet. On June 17, 1928, I set
out with a team of aviators and traveled from
Trepassey harbor, Newfoundland to Burry Port,
Wales. This flight took 21 hours and was a major
milestone in the history of aviation. I flew
solo across the Atlantic on May 20, 1932 and was
awarded with a gold medal from the National
Geographic Society and the Distinguished Flying
Cross from the Congress. I went on to set more
records and in 1937 I had an idea to fly around
the world. I set out for this great adventure on
July 2, and never returned. My memory lives on
today for my courage, vision, and
accomplishments.

People in societies
Identify practices and products of diverse
cultures.
Describe the cultural practices and products of
people on different continents.
Give the students a small handout on Whales.
Have them create a story about what Amelia
Earhart could have seen when she landed in
Whales.
People in societies
Identify ways that different cultures within the
United States and the world have shaped our
national heritage.
Describe ways in which language, stories,
folktales, music, and artistic creations serve as
expressions of culture and influence the behavior
of people living in a particular culture.
Have the students pick an area around the world
to research on the computer. When the students
have a basic understanding of that areas culture
have them create a story, folktale, song, or
artistic creation that represents their culture
to share with the class.
People in societies
Identify ways that different cultures within the
United States and the world have shaped our
national heritage.
Explain how contributions of different cultures
within the United States have influenced our
common national heritage.
In a large group discussion ask the students what
things we experience in our lives today. Make a
list of things we have today and how different
people and cultures have influenced our society
so that we might have those things.

People in societies
Identify ways that different cultures within the
United States and the world have shaped our
national heritage.
Describe the contributions of significant
individuals, including artisans, inventors,
scientists, architects, explorers and political
leaders to the cultural heritage of the United
States.
Discuss with the students how important Amelia
Earhart was to the contribution of flying.
Discuss the importance of exploring and how that
has shaped the United States by the many places
we can fly to. Have the students break up into
four groups. These four groups will make a
report of the kind of plane they want to use,
where they want to explore, what kind of things
they are looking for, and how long it will take
them.
People in societies
Identify ways that different cultures within the
United States and the world have shaped our
national heritage.
Describe the contributions of significant
individuals, including artisans, inventors,
scientists, architects, explorers and political
leaders to the cultural heritage of the United
States.
Have the students come up with several different
ways that people could travel if they didnt have
airplanes. Each student can make a look in box
(shoe box) to demonstrate how the contribution of
Amelia Earhart changed our heritage and how we
would travel now if we couldnt fly long
distances.

6
Materials and Websites

Materials
Paper
Pencils
Handout on Whales
Computers
Glue
Shoe boxes
Creative materials
Websites
http//www.ameliaearhart.com/
http//journals.worldnomads.com/the_whaleys/countr
y/211.aspx
http//www.cltures.com/elcome.html
http//www.lessonplanspage.com/SSLAOCICountriesand
CulturesIdea8.htm
www.ipl.org/kidspace/browse/owd0000

7
Betsy Ross

My nave is Betsy Ross. I was born into a family
of seventeen children on January 1, 1752. When I
was younger, I attended a Quaker public school
and was taught reading, writing, and sewing.
After I completed my schooling I went to an
apprenticeship with a local upholsterer. During
this time I fell in love with my first husband
John Ross. My husband died on January 21st from
a wound that he suffered from an explosion in the
war. It was later that year that I met with
George Washington, George Ross, and Robert
Morris, which led to the sewing of the first flag
of the United States. Although I died at age 84,
my memory still lives on through my sewing of the
first American flag, now a symbol to all nations
for freedom.

Geography
Identify the location of the state of Ohio, the
United States, the continents and oceans on maps,
globes and other geographic representations.
Read and interpret a variety of maps.
After discussing Betsy Ross and what she did for
our country talk about the flag she sew and what
our flag looks like today. Have the students
look at a map and recognize that each state on
that map is represented by a star on the flag.
Have the students draw a star on every state
making fifty stars all together.
Geography
Identify the location of the state of Ohio, the
United States, the continents and oceans on maps,
globes and other geographic representations.
Name and locate the continents and oceans.
After the children have read about Betsy Ross
give them a map of the world. Have the students
paste our flag on the United States and then
write on the map the continent we live on. The
students can then write out all the continents
and oceans on their map.
Geography
Identify the location of the state of Ohio, the
United States, the continents and oceans on maps,
globes and other geographic representations.
Construct a map that includes a map title and key
that explains all symbols that are used.
Have the students pick one of the fifty states
and draw a map of their state. This map will
include the major bodies of water, major land
masses, a title, and a key.

Geography
Explain how environmental processes influence
human activity and ways humans depend on and
adapt to the environment.
Compare how land is used in urban, suburban, and
rural environments.
Have the students take the state maps the created
and research if their state has more urban,
suburban, or rural land in them. They can
research this on the computers and will need to
present their findings to the entire class.
Geography
Explain how environmental processes influence
human activity and ways humans depend on and
adapt to the environment.
Identify ways in which people have responded to
and modified the physical environment such as
building roads and clearing land for urban
development.
Talk about how the nation has modified the
original Betsy Ross flag to the one we have
today. Explain that as new things arise we have
to modify things like roads. Have a large group
discussion and then have the students illustrate
their understanding of this.

10
Materials and Websites

Materials
Map
U.S. flag cutout
Paper
Pencil
Glue
Crayons
Computer
Websites
www.ushistory.org/betsy/
womenshistory.about.com/library/bio/blross.htm
Google Image Result for http//www.lib.utexas.edu/
maps/world_maps/time_95.jpg
bestweb2000.com/flags1.htm
http//en.wikipedia.org/wiki/Urban_area

11
Anne Frank

My name is Anne Frank. I was born into a
German-Jewish family on June 12, 1929. When I
was a teenager, my family and I were forced to
spend 25 months in an annex of rooms above my
fathers office in Amsterdam. This took place
during World War II and was called the Holocaust.
The entire time the war was going on, I kept a
diary. I was found and deported into Nazi
concentration camp. During my stay at the
concentration camp at Bergen-Belsen, I died of
typhus. My memory and courage lives on through
my diary, which has been translated into 67
different languages and is one of the most widely
read books in the world.

History
Use a calendar to determine the day, week, month,
and year.
Measure calendar time by days, weeks, months, and
years.
Create a journal that the students will write in.
On the top right hand corner of the journal
write how many days you have been writing. When
six days turns to seven convert the seven days
into one week and so on.
History
Place events in correct order on a time line.
Place a series of related events in chronological
order on a time line.
One week take five specific events that the
children wrote about in their journals and create
a time line of when those things took place.
History
Use a calendar to determine the day, week, month,
and year.
List the days of the week and months of the year
in order.
When the students start their journals have them
write on the inside page the days of the week and
months of the year in order. This will be a
visual reminder for them when they write the date
at the left upper-hand corner of their journals
everyday.

History
Compare daily life in the past and present
demonstrating an understanding that while basic
human needs remain the same, they are met in
different ways in different times and places.
Identify and describe examples of how science and
technology have changed the daily lives of people
and compare forms of communication from the past
and present.
Discuss in a large group how Anne Frank wrote her
diary in the past and how we can keep diaries in
the present. Have the students return to their
seats and draw pictures in a chart that show the
differences and similarities of diary writing in
the past and present.
History
Compare daily life in the past and present
demonstrating an understanding that while basic
human needs remain the same, they are met in
different ways in different times and places.
Use historical artifacts, photographs,
biographies, maps, diaries, and folklore to
answer questions about daily life in the past.
The students will be given a handout with five
questions pertaining to the life of Anne Frank.
They will be allotted time to use the computer to
research Anne Frank and her diary. They will
answer the questions and turn their findings in
after a week.

14
Materials and Websites

Materials
Computers
Journals
Pencils
Crayons
Graph chart
Questions on paper
Websites
www.annefrank.com/
en.wikipedia.org/wiki/Anne_Frank
www.annefrank.org/
www.timeanddate.com/calendar/
How to teach Anne Frank

15
Mary Kies

My name is Mary Kies. I became the first woman
to receive a U.S. patent in May 5, 1809. Many
women, because they could not own property in
those days, did not bother to try to patent their
ideas. I broke that pattern and patented my
method of weaving straw silk. My new invention
made me sell beautiful hats that no one else
could copy. Today women all over the world paten
their ideas and inventions to sell all sorts of
things.

Economics
Explain how the scarcity of resources requires
people to make choices to satisfy their wants.
Explain how resources can be used in various
ways.
Have students draw pictures of all the different
ways we use straw like Mary Kies.
Economics
Distinguish between goods and services and
explain how people can be both buyers and sellers
of goods and services.
Explain how people are both buyers and sellers of
goods and services.
The students will set up a village. Some people
will be buyers and some will be sellers. They
will bargain how much the goods and services are
worth.
Economics
Distinguish between goods and services and
explain how people can be both buyers and sellers
of goods and services.
Recognize that most people work in jobs in which
they produce a few special goods or services.
Have the students create their own hats like Mary
Kies. Discuss how the only thing Mary Kies made
to sell was hats and how most stores the children
know of only have a few products they sell.

Economics
Distinguish between goods and services and
explain how people can be both buyers and sellers
of goods and services.
Explain why people in different parts of the
world earn a living in a variety of ways.
Have the class divide up into four groups and
take four regions of the United States. The
groups will research on the computer the types of
jobs men and women have in their regions and then
will present their findings to the class.
Economics
Explain ways that people may obtain goods and
services.
Recognize that money is a generally accepted
medium of exchange for goods and services and
that different countries use different forms of
money.
Ask the students how they pay for groceries and
the clothes they have. Discuss the different
forms of money we use and how different countries
have different forms of money. Show the students
different forms of change and dollars. Have them
pick their favorite form and draw and describe
that form.

18
Materials and Websites

Materials
Paper
Pencil
Crayons
Computer
Cardboard
Straw
Fabric
Glue
Glitter
Websites
www.americaslibrary.org/cgi-bin/jb_date.cgi?day05
month05
inventors.about.com/library/inventors/blkeis.htm
http//www.dawn-knight.com/section.php/10/0
www.bep.treas.gov/
www.frbatlanta.org/publica/brochure/fundfac/money.
htm

19
Rosa Parks

My name is Rosa Parks. I am a brave woman who
during a bus ride in Montgomery, Alabama, refused
to give up my seat to a white traveler. I was
arrested for this act and fined for violating the
city ordinance. This act began a movement that
ended legal segregation in America. I worked for
the NAACP and was honored with many awards like
the Rosa Parks Freedom Award, the Medal of
Freedom, and the Congressional Gold Medal. When
I died, I was placed in the state Capitol, which
is usually an honor reserved for only Presidents
of the United States because I was an inspiration
to freedom-loving people everywhere.

Social studies skills and methods
Obtain information from oral, visual, print and
electronic sources.
Obtain information from oral, visual and print
sources.
Read a book about Rosa Parks, look at pictures of
Rosa Parks, and google Rosa Parks on the computer
to learn about her life.
Social studies skills and methods
Predict outcomes based on factual information.
Predict the next event in a sequence.
When reading a book about Rosa Parks ask the
students what they thing will happen next. Do
this several times to see if they can predict
what will happen.
Social studies skills and methods
Predict outcomes based on factual information.
Distinguish the difference between fact and
fiction in oral, visual and print materials.
Ask the students if the book on Rosa Parks is
fact or fiction. Discuss the two. Have the
students make a chart on their paper with the
different books in the room. Have them write
down the titles of factual books on one side of
the paper and fictional books on the other.

Social studies skills and methods
Communicate information orally, visually, or in
writing.
Communicate information in writing.
Have the students write and draw a picture of a
problem the have had, how they solved their
problem, and if their solution worked.
Social studies skills and methods
Identify a problem and work in groups to solve
it.
Use problem-solving/decision-making skills to
identify a problem and gather information while
working independently and in groups.
Have the students break up into groups of four.
They will see how Rosa Parks fought for her seat
on the bus and understand the problem she faced.
As a team have them come up with another solution
that Rosa Parks could have done to solve her
problem.

22
Materials and Websites

Materials
Pencil
Paper
Book on Rosa Parks
Pictures of Rosa Parks
Computer
Books around the room
Crayons
Websites
www.achievement.org/autodoc/page/par0bio-1
www.grandtimes.com/rosa.html
teacher.scholastic.com/rosa/
www.achievement.org/autodoc/page/par0gal-1
www.factandfictionbooks.com/

23
Mother Teresa

My name is Mother Teresa. I was born in
Macedonia on August 27, 1910. When I was twelve,
I was called by God to become a missionary and
spread the word and love of Christ. I took my
initial vows to become a nun in India in 1931. I
then became a teacher but saw the poverty and
suffering of the people around me and knew I
needed to help them. I then opened a school for
slum children and helped children and families
suffering from poverty. I died on September 5,
1997, and am recognized and acclaimed throughout
the world for my willingness for international
peace and understanding and for my generosity
that I spread to those around me.

Citizenship rights and responsibilities
Describe the results of cooperation in group
settings and demonstrate the necessary skills
Demonstrate skills and explain the benefits of
cooperation when working in group settings that
manage conflict peacefully, display courtesy, and
respect others.
Have the students write down one way that they
behave in school that is peaceful, courteous, and
respectful.
Citizenship rights and responsibilities
Demonstrate personal accountability, including
making choices and taking responsibility for
personal actions.
Demonstrate self-direction in tasks within the
school community.
With a large group have the students make a chart
with tasks that the children think they
demonstrate self-direction in the school setting.
Count how many children choose the same thing
and what task was the least chosen.
Citizenship rights and responsibilities
Demonstrate personal accountability, including
making choices and taking responsibility for
personal actions.
Demonstrate citizenship traits including honesty,
self-assurance, respect for the rights of others,
persistence, and patriotism.
Have the students look up these four traits in
their dictionary and write out the meaning of
each.

Citizenship rights and responsibilities
Demonstrate personal accountability, including
making choices and taking responsibility for
personal actions.
Demonstrate citizenship traits including honesty,
self-assurance, respect for the rights of others,
persistence, and patriotism.
Have the students take their meanings of the
traits and then write out one thing they could do
to demonstrate the trait.
Citizenship rights and responsibilities
Demonstrate personal accountability, including
making choices and taking responsibility for
personal actions.
Demonstrate citizenship traits including honesty,
self-assurance, respect for the rights of others,
persistence, and patriotism.
Have the students take their four points they
could demonstrate and have them choose one to
actually perform. After the students have
performed these have them write down how they
felt after performing their trait.

26
Materials and Websites

Materials
Paper
Pencil
Chart paper
Dictionary
Websites
nobelprize.org/nobel_prizes/peace/laureates/1979/t
eresa-bio.html
en.wikipedia.org/wiki/Mother_Teresa
www.ewtn.com/motherteresa/
www.cnn.com/WORLD/9709/mother.teresa/
dictionary.reference.com/

27
Jackie Kennedy
My name is Jackie Kennedy. I was born in 1929
and married my husband, Senator Kennedy in
Newport in 1953. Soon after, I became the first
lady when my husband became the President of the
United States. I brought intelligence,
cultivated taste, and beauty into the presidency,
which was publicized most often by the press. I
was very resilient when my husband was
assassinated and was publicized for my courage
during this time. I died in 1994, but my valiant
life is still recognized by many.

28

Government
Identify elected leaders and authority figures in
the home, school, and community and explain
reasons for having persons in authority.
Identify leaders such as mayor, government and
president, and explain that they are elected by
the people.
The students will discuss first ladies like
Jackie Kennedy and their husbands. They will see
that the president is chosen by the people and
learn about what age they have to be to be a part
of choosing the president. They will write one
sentence about what they learned from the
discussion on paper.
Government
Identify elected leaders and authority figures in
the home, school, and community and explain
reasons for having persons in authority.
Explain how a system of government provides order
to a group such as a school or community and why
government is necessary including making and
enforcing laws, providing leadership, providing
services, and resolving disputes.
Have the students pick one of the four things
listed above and create a poster from magazine
ads that shows on one side what happens when you
have those things and on the other side what
happens when you dont.
Government
Recognize and explain the importance of symbols
and landmarks of the United States.
Explain the importance of landmarks in the United
States and the ideals that they represent
including the Washington Monument, the Jefferson
Memorial, and the Lincoln Memorial.
The students will break up into three groups and
have to replicate these different monuments. On
Friday of that week the other groups will be
given tours and information on the other
landmarks.

Government
Explain the purposes of rules in different
settings and the results of adherence to, or
violation of, the rules.
Explain the purpose of rules in the workplace.
Have the students interview their parents asking
them they types of rules they have to follow at
their work. Have the students write down one of
these rules and give an explanation of why that
rule is good to have. The students will present
their rules to the class and we will rank them
according to the most important.
Government
Explain the purposes of rules in different
settings and the results of adherence to, or
violation of, the rules.
Predict the consequences of following rules or
violating rules in different settings.
Have the students pick between five rules you
present to them. They must write down what the
rule is, why it should be followed, and what
happens when the rule is not followed.