Integrating Creative Writing Within The New York State Social Studies Curriculum

Sarah Averill McFadden, December 2012

Overview and Rationale:

This curriculum is designed to help K-12 teachers integrate creative writing, as well as accompanying New York Common Core Literacy (college and career readiness) Standards, into the social studies curriculum. These activities are designed to be used either as part of regular instruction, or to provide extension and enrichment opportunities for gifted students. With this curriculum, I hope to help teachers find ways of approaching Common Core standards through the teaching and evaluation of core content knowledge, as well as provide students with a creative outlet to foster a love of discovery in history and social studies. Note: All activities provided are meant as a suggested framework and are intended to be modified and adapted to any unit of study and individual student. Outline: Social Studies Standards I-V and Suggested Activities Activity Descriptions/Teaching Ideas Suggested Resources References

Social Studies Standards I-V and Suggested Activities

Social Studies Standard I: History of the United States and New York
Students will: use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. Key Idea 1: The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions. Level/Performance Indicator Elementary Know the roots of American culture, its development from many different traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it Understand the basic ideals of American democracy as explained in the Declaration of Independence and the Constitution and other important documents Explain those values, practices, and traditions that unite all Americans Intermediate Explore the meaning of American culture by identifying the key ideas, beliefs, and patterns of behavior, and traditions that help define it and unite all Americans Interpret the ideas, values, and beliefs contained in the Declaration of Independence and the New York State Constitution and United States Constitution, Bill of Rights, and other important historical documents Suggested Activities A Quilt of Many Cultures Big Idea Poem

A Quilt of Many Cultures Document Response

Commencement Analyze the development of American culture, explaining how ideas, values, beliefs, and traditions have changed over time and how they unite all Americans Describe the evolution of American democratic values and beliefs as expressed in the Declaration of Independence, the New York State Constitution, the United States Constitution, the Bill of Rights, and other important historical documents

Document Response Persona Piece This I Believe

Key Idea 2: Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives. Level/Performance Indicator Elementary Gather and organize information about the traditions transmitted by various groups living in their neighborhood and community Recognize how traditions and practices were passed from one generation to the next Distinguish between near and distant past and interpret simple timelines Intermediate Describe the reasons for periodizing history in different ways Investigate key turning points in New York State and United States history and explain why these events or developments are significant Understand the relationship between the relative importance of United States domestic and foreign policies over time Suggested Activities Family Tradition Story

I Was There Historical Fiction Project Dinner Party RAFT

Analyze the role played by the United States in international politics, past and present I Was There Rewriting History History Madness Historical Fiction Project RAFT

Commencement Discuss several schemes for periodizing the history of New York State and the United States Develop and test hypotheses about important events, eras, or issues in New York State and United States history, setting clear and valid criteria for judging the importance and significance of these events, eras, or issues Compare and contrast the experiences of different groups in the United States Examine how the Constitution, United States law, and the rights of citizenship provide a major unifying factor in bringing together Americans from diverse roots and traditions Analyze the United States involvement in foreign affairs and a willingness to engage in international politics, examining the ideas and traditions leading to these foreign policies Compare and contrast the values exhibited and foreign policies implemented by the United States and other nations over time with those expressed in the United Nations Charter and international law.

Key Idea 3: Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups. Level/Performance Indicator Elementary Gather and organize information about the important Suggested Activities Anthropology Project

accomplishments of individuals and groups, including Native American Indians, living in their neighborhoods and communities Classify information by type of activity: social, political, economic, technological, scientific, cultural, or religious Identify individuals who have helped to strengthen democracy in the United States and throughout the world

Persona Piece

Intermediate Complete well-documented and historically accurate case studies about individuals and groups who represent different ethnic, national, and religious groups, including Native American Indians, in New York State and the United States at different times and in different locations Gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States Describe how ordinary people and famous historic figures in the local community, State, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and United States Constitutions, the Bill of Rights, and other important historic documents Classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious Commencement Compare and contrast the experiences of different ethnic, national, and religious groups, including Native American Indians, in the United States, explaining their contributions to

Persona Piece Dinner Party

Rewriting History Historical Fiction Project

American society and culture Research and analyze the major themes and developments in New York State and United States history (e.g., colonization and settlement; Revolution and New National Period; immigration; expansion and reform era; Civil War and Reconstruction; The American labor movement; Great Depression; World Wars; contemporary United States) Prepare essays and oral reports about the important social, political, economic, scientific, technological, and cultural developments, issues, and events from New York State and United States history Understand the interrelationships between world events and developments in New York State and the United States (e.g., causes for immigration, economic opportunities, human rights abuses, and tyranny versus freedom)

Persona Piece Dinner Party Anthropology Project

Key Idea 4: The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments. Level/Performance Indicator Elementary Consider different interpretations of key events and/or issues in history and understand the differences in these accounts Explore different experiences, beliefs, motives, and traditions of people living in their neighborhoods, communities, and State View historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts Suggested Activities Artifact Writing Ekphrastic Writing Rewriting History Anthropology Project

Intermediate Consider the sources of historic documents, narratives, or artifacts and evaluate their reliability Understand how different experiences, beliefs, values, traditions, and motives cause individuals and groups to interpret historic events and issues from different perspectives Compare and contrast different interpretations of key events and issues in New York State and United States history and explain reasons for these different accounts Describe historic events through the eyes and experiences of those who were there. (Taken from National Standards for History for Grades K-4) Commencement Analyze historical narratives about key events in New York State and United States history to identify the facts and evaluate the authors perspectives Consider different historians analyses of the same event or development in United States history to understand how different viewpoints and/or frames of reference influence historical interpretations Evaluate the validity and credibility of historical interpretations of important events or issues in New York State or United States history, revising these interpretations as new information is learned and other interpretations are developed. (Adapted from National Standards for United States History)

Artifact Writing I Was There Rewriting History

Artifact Writing Rewriting History Dinner Party Persona Piece

Social Studies Standard II: World History

Students will: use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. Key Idea 1: The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives. Level/Performance Indicator Elementary

Suggested Activities Persona Piece Historical Fiction Dinner Party Historical Reenactment Ekphrastic Writing

Read historical narratives, myths, legends, biographies, and autobiographies to learn about how historical figures lived, their motivations, hopes, fears, strengths, and weaknesses Explore narrative accounts of important events from world history to learn about different accounts of the past to begin to understand how interpretations and perspectives develop Study about different world cultures and civilizations focusing on their accomplishments, contributions, values, beliefs, and traditions

Intermediate

Artifact Writing Anthropology Project Historical Reenactment Ekphrastic Writing

Know the social and economic characteristics, such as customs, traditions, child-rearing practices, ways of making a living, education and socialization practices, gender roles, foods, and religious and spiritual beliefs that distinguish different cultures and civilizations Know some important historic events and developments of past civilizations

Interpret and analyze documents and artifacts related to significant developments and events in world history

Commencement

Historical Fiction Anthropology Project Artifact Writing Historical Reenactment Persona Poem Ekphrastic Writing

Define culture and civilization, explaining how they developed and changed over time. Investigate the various components of cultures and civilizations including social customs, norms, values, and traditions; political systems; economic systems; religions and spiritual beliefs; and socialization or educational practices Understand the development and connectedness of Western civilization and other civilizations and cultures in many areas of the world and over time Analyze historic events from around the world by examining accounts written from different perspectives Understand the broad patterns, relationships, and interactions of cultures and civilizations during particular eras and across eras Analyze changing and competing interpretations of issues, events, and developments throughout world history

Key Idea 2: Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations. Level/Performance Indicator Elementary

Suggested Activities Artifact Writing History Madness

Distinguish between past, present, and future time periods

Develop timelines that display important events and eras from world history Measure and understand the meaning of calendar time in terms of years, decades, centuries, and millennia, using BC and AD as reference points Compare important events and accomplishments from different time periods in world history

Intermediate

RAFT Document Response Rewriting History

Develop timelines by placing important events and developments in world history in their correct chronological order Measure time periods by years, decades, centuries, and millennia Study about major turning points in world history by investigating the causes and other factors that brought about change and the results of these changes

Commencement

RAFT History Madness Persona Piece Rewriting History

Distinguish between the past, present, and future by creating multiple-tier timelines that display important events and developments from world history across time and place Evaluate the effectiveness of different models for the periodization of important historic events, identifying the reasons why a particular sequence for these events was chosen Analyze evidence critically and demonstrate an understanding of how circumstances of time and place influence perspective

Explain the importance of analyzing narratives drawn from different times and places to understand historical events Investigate key events and developments and major turning points in world history to identify the factors that brought about change and the long-term effects of these changes

Key Idea 3: Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups. Level/Performance Indicator Elementary

Suggested Activities Persona Piece Document Response

Understand the roles and contributions of individuals and groups to social, political, economic, cultural, scientific, technological, and religious practices and activities Gather and present information about important developments from world history Understand how the terms social, political, economic, and cultural can be used to describe human activities or practices

Intermediate

Artifact Writing Document Response Persona Piece

Investigate the roles and contributions of individuals and groups in relation to key social, political, cultural, and religious practices throughout world history Interpret and analyze documents and artifacts related to significant developments and events in world history Classify historic information according to the type of activity or practice: social/cultural, political, economic, geographic,

scientific, technological, and historic

Commencement

Ekphrastic Writing Persona Poem Artifact Writing Document Response

Analyze the roles and contributions of individuals and groups to social, political, economic, cultural, and religious practices and activities Explain the dynamics of cultural change and how interactions between and among cultures has affected various cultural groups throughout the world Examine the social/cultural, political, economic, and religious norms and values of Western and other world cultures

Key Idea 4: The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time. Level/Performance Indicator Elementary

Suggested Activities Historical Reenactment Persona Piece Historical Fiction Ekphrastic Writing RAFT

Consider different interpretations of key events and developments in world history and understand the differences in these accounts Explore the lifestyles, beliefs, traditions, rules and laws, and social/cultural needs and wants of people during different periods in history and in different parts of the world View historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts

Intermediate

Document Response RAFT Artifact Writing I Was There Rewriting History Historical Fiction

Explain the literal meaning of a historical passage or primary source document, identifying who was involved, what happened, where it happened, what events led up to these developments, and what consequences or outcomes followed (Taken from National Standards for World History) Analyze different interpretations of important events and themes in world history and explain the various frames of reference expressed by different historians View history through the eyes of those who witnessed key events and developments in world history by analyzing their literature, diary accounts, letters, artifacts, art, music, architectural drawings, and other documents Investigate important events and developments in world history by posing analytical questions, selecting relevant data, distinguishing fact from opinion, hypothesizing cause-andeffect relationships, testing these hypotheses, and forming conclusions

Commencement

Document Response RAFT Artifact Writing I Was There Rewriting History

Identify historical problems, pose analytical questions or hypotheses, research analytical questions or test hypotheses, formulate conclusions or generalizations, raise new questions or issues for further investigation Interpret and analyze documents and artifacts related to significant developments and events in world history Plan and organize historical research projects related to regional or global interdependence

Analyze different interpretations of important events, issues, or developments in world history by studying the social, political, and economic context in which they were developed; by testing the data source for reliability and validity, credibility, authority, authenticity, and completeness; and by detecting bias, distortion of the facts, and propaganda by omission, suppression, or invention of facts (Taken from National Standards for World History)

Historical Fiction Anthropology Project Propaganda and Media Literacy

Standard III: Geography

Students will: use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live - local, national, and global - including the distribution of people, places, and environments over the Earths surface.

Key Idea 1: Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography. (Adapted from The National Geography Standards, 1994: Geography for Life) Level/Performance Indicator Elementary

Suggested Activities Anthropology Project New World Assignment Civilization Project

Study about how people live, work, and utilize natural resources Draw maps and diagrams that serve as representations of places, physical features, and objects Locate places within the local community, State, and nation;

locate the Earths continents in relation to each other and to principal parallels and meridians (Adapted from National Geography Standards, 1994) Identify and compare the physical, human, and cultural characteristics of different regions and people (Adapted from National Geography Standards, 1994) Investigate how people depend on and modify the physical environment

Intermediate

Anthropology Project Civilization Project New World Assignment

Map information about people, places, and environments Understand the characteristics, functions, and applications of maps, globes, aerial and other photographs, satellite-produced images, and models (Taken from National Geography Standards, 1994) Investigate why people and places are located where they are located and what patterns can be perceived in these locations Describe the relationships between people and environments and the connections between people and places

Commencement

Anthropology Project New World Assignment Civilization Project

Understand how to develop and use maps and other graphic representations to display geographic issues, problems, and questions Describe the physical characteristics of the Earths surface and investigate the continual reshaping of the surface by physical processes and human activities

Investigate the characteristics, distribution, and migration of human populations on the Earths surface (Taken from National Geography Standards, 1994) Understand the development and interactions of social/cultural, political, economic, and religious systems in different regions of the world Analyze how the forces of cooperation and conflict among people influence the division and control of the Earths surface (Taken from National Geography Standards, 1994) Explain how technological change affects people, places, and regions

Key Idea 2: Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information. (Adapted from: The National Geography Standards, 1994: Geography for Life) Level/Performance Indicator Elementary

Suggested Activities Anthropology Project Ekphrastic Writing RAFT New World Assignment

Ask geographic questions about where places are located; why they are located where they are; what is important about their locations; and how their locations are related to the location of other people and places (Adapted from National Geography Standards, 1994) Gather and organize geographic information from a variety of sources and display in a number of ways Analyze geographic information by making relationships, interpreting trends and relationships, and analyzing geographic data. (Adapted from National Geography

Standards, 1994)

Intermediate

Anthropology Project Civilization Project New World Assignment

Formulate geographic questions and define geographic issues and problems Use a number of research skills (e.g., computer databases, periodicals, census reports, maps, standard reference works, interviews, surveys) to locate and gather geographical information about issues and problems (Adapted from National Geography Standards, 1994) Present geographic information in a variety of formats, including maps, tables, graphs, charts, diagrams, and computer-generated models Interpret geographic information by synthesizing data and developing conclusions and generalizations about geographic issues and problems

Commencement

Anthropology Project Civilization Project Ekphrastic Writing New World Assignment RAFT

Plan, organize, and present geographic research projects Locate and gather geographic information from a variety of primary and secondary sources (Taken from National Geography Standards, 1994) Select and design maps, graphs, tables, charts, diagrams, and other graphic representations to present geographic information Analyze geographic information by developing and testing inferences and hypotheses, and formulating conclusions from

maps, photographs, computer models, and other geographic representations (Adapted from National Geography Standards, 1994) Develop and test generalizations and conclusions and pose analytical questions based on the results of geographic inquiry

Social Studies Standard IV: Economics

Students will: use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms. Key Idea 1: The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence of economies and economic systems throughout the world. Level/Performance Indicator Elementary

Suggested Activities Civilization Project New World Assignment

Know some ways individuals and groups attempt to satisfy their basic needs and wants by utilizing scarce resources Explain how peoples wants exceed their limited resources and that this condition defines scarcity Know that scarcity requires individuals to make choices and that these choices involve costs Study about how the availability and distribution of resources is important to a nations economic growth Understand how societies organize their economies to answer three fundamental economic questions: What goods and

services shall be produced and in what quantities ? How shall goods and services be produced? For whom shall goods and services be produced? Investigate how production, distribution, exchange, and consumption of goods and services are economic decisions with which all societies and nations must deal

Intermediate

Civilization Project

Explain how societies and nations attempt to satisfy their basic needs and wants by utilizing scarce capital, natural, and human resources Define basic economic concepts such as scarcity, supply and demand, markets, opportunity costs, resources, productivity, economic growth, and systems Understand how scarcity requires people and nations to make choices which involve costs and future considerations Understand how people in the United States and throughout the world are both producers and consumers of goods and services Investigate how people in the United States and throughout the world answer the three fundamental economic questions and solve basic economic problems Describe how traditional, command, market, and mixed economies answer the three fundamental economic questions Explain how nations throughout the world have joined with one another to promote economic development and growth

New World Assignment

Commencement

New World Assignment Civilization Project Dinner Party

Analyze the effectiveness of varying ways societies, nations, and regions of the world attempt to satisfy their basic needs and wants by utilizing scarce resources Define and apply basic economic concepts such as scarcity, supply/demand, opportunity costs, production, resources, money and banking, economic growth, markets, costs, competition, and world economic systems Understand the nature of scarcity and how nations of the world make choices which involve economic and social costs and benefits Describe the ideals, principles, structure, practices, accomplishments, and problems related to the United States economic system Compare and contrast the United States economic system with other national economic systems, focusing on the three fundamental economic questions Explain how economic decision making has become global as a result of an interdependent world economy Understand the roles in the economic system of consumers, producers, workers, investors, and voters

Key Idea 2: Economics requires the development and application of the skills needed to make informed and well-reasoned economic decisions in daily and national life. Level/Performance Indicator Elementary

Suggested Activities RAFT Civilization Project

Locate economic information, using card catalogues, computer

databases, indices, and library guides Collect economic information from textbooks, standard references, newspapers, periodicals, and other primary and secondary sources Make hypotheses about economic issues and problems, testing, refining, and eliminating hypotheses and developing new ones when necessary Present economic information by developing charts, tables, diagrams, and simple graphs

Intermediate

RAFT Civilization Project

Identify and collect economic information from standard reference works, newspapers, periodicals, computer databases, textbooks, and other primary and secondary sources Organize and classify economic information by distinguishing relevant from irrelevant information, placing ideas in chronological order, and selecting appropriate labels for data Evaluate economic data by differentiating fact from opinion and identifying frames of reference Develop conclusions about economic issues and problems by creating broad statements which summarize findings and solutions Present economic information by using media and other appropriate visuals such as tables, charts, and graphs to communicate ideas and conclusions

Commencement

RAFT

Identify, locate, and evaluate economic information from standard reference works, newspapers, periodicals, computer databases, monographs, textbooks, government publications, and other primary and secondary sources Use economic information by identifying similarities and differences in trends; inferring relationships between various elements of an economy: organizing and arranging information in charts, tables, and graphs; extrapolating and making conclusions about economic questions, issues, and problems Apply a problem-solving model to identify economic problems or issues, generate hypotheses, test hypotheses, investigate and analyze selected data, consider alternative solutions or positions, and make decisions about the best solution or position Present economic information and conclusions in different formats, including graphic representations, computer models, research reports, and oral presentations

Civilization Project

Social Studies Standard V: Civics, Citizenship, and Government

Students will: use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation. Key Idea 1: The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law. (Adapted from The National Standards for Civics and Government, 1994) Level/Performance Indicator Elementary

Suggested Activities Big Idea Poem Civilization Project Document Response

Know the meaning of key terms and concepts related to government, including democracy, power, citizenship, nationstate, and justice Explain the probable consequences of the absence of government and rules Describe the basic purposes of government and the importance of civic life Understand that social and political systems are based upon peoples beliefs Discuss how and why the world is divided into nations and what kinds of governments other nations have

Intermediate

Civilization Project New World Project Document Response

Analyze how the values of a nation affect the guarantee of human rights and make provisions for human needs Consider the nature and evolution of constitutional democracies

Explore the rights of citizens in other parts of the hemisphere and determine how they are similar to and different from the rights of American citizens Analyze the sources of a nations values as embodied in its constitution, statutes, and important court cases

Big Idea Poem

Commencement

New World Project Civilization Project RAFT

Analyze how the values of a nation and international organizations affect the guarantee of human rights and make provisions for human needs Consider the nature and evolution of constitutional democracies throughout the world Compare various political systems with that of the United States in terms of ideology, structure, function, institutions, decision-making processes, citizenship roles, and political culture Identify and analyze advantages and disadvantages of various governmental systems

Key Idea 2: The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government. (Adapted from The National Standards for Civics and Government, 1994) Level/Performance Indicator Elementary Suggested Activities Big Idea Poem

Explain how the Constitutions of New York State and the United States and the Bill of Rights are the basis for democratic values in the United States Understand the basic civil values that are the foundation of American constitutional democracy Know what the United States Constitution is and why it is important (Adapted from The National Standards for Civics and Government, 1994) Understand that the United States Constitution and the Constitution of the State of New York are written plans for organizing the functions of government Understand the structure of New York State and local governments including executive, legislative, and judicial branches Identify their legislative and executive representatives at the local, state, and national governments (Adapted from The National Standards for Civics and Government, 1994)

Document Response RAFT Document Response

Intermediate

Big Idea Poem Document Response RAFT This I Believe Willing To Fight

Explain how the Constitutions of New York State and the United States and the Bill of Rights are the basis for democratic values in the United States Understand the basic civil values that are the foundation of American constitutional democracy Know what the United States Constitution is and why it is important (Adapted from The National Standards for Civics and Government, 1994) Understand that the United States Constitution and the Constitution of the State of New York are written plans for

organizing the functions of government Understand the structure of New York State and local governments including executive, legislative, and judicial branches Identify their legislative and executive representatives at the local, state, and national governments (Adapted from The National Standards for Civics and Government, 1994)

Commencement

RAFT This I Believe Willing To Fight Dinner Party Document Response

Trace the evolution of American values, beliefs, and institutions Analyze the disparities between civic values expressed in the United States Constitution and the United Nation Universal Declaration of Human Rights and the realities as evidenced in the political, social, and economic life in the United States and throughout the world Identify, respect, and model those core civic values inherent in our founding documents that have been forces for unity in American society Compare and contrast the Constitutions of the United States and New York State Understand the dynamic relationship between federalism and states rights

Key Idea 3: Central to civics and citizenship is an understanding of the roles of the citizen within American constitutional democracy and the scope of a citizens rights and responsibilities. Level/Performance Indicator Elementary

Suggested Activities Imitative Writing RAFT

Understand that citizenship includes an awareness of the holidays, celebrations, and symbols of our nation Examine what it means to be a good citizen in the classroom, school, home, and community Identify and describe the rules and responsibilities students have at home, in the classroom, and at school Examine the basic principles of the Declaration of Independence and the Constitutions of the United States and New York State Understand that effective, informed citizenship is a duty of each citizen, demonstrated by jury service, voting, and community service Identify basic rights that students have and those that they will acquire as they age

Intermediate

Imitative Writing RAFT Persona Piece

Explain what citizenship means in a democratic society, how citizenship is defined in the Constitution and other laws of the land, and how the definition of citizenship has changed in the United States and New York State over time Understand that the American legal and political systems guarantee and protect the rights of citizens and assume that citizens will hold and exercise certain civic values and fulfill certain civic responsibilities

Discuss the role of an informed citizen in todays changing world Explain how Americans are citizens of their states and of the United States

Commencement

Imitative Writing RAFT Persona Piece This I Believe

Understand how citizenship includes the exercise of certain personal responsibilities, including voting, considering the rights and interests of others, behaving in a civil manner, and accepting responsibility for the consequences of ones actions (Adapted from The National Standards for Civics and Government, 1994) Analyze issues at the local, state, and national levels and prescribe responses that promote the public interest or general welfare, such as planning and carrying out a voter registration campaign Describe how citizenship is defined by the Constitution and important laws Explore how citizens influence public policy in a representative democracy

Key Idea 4: The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills. Level/Performance Indicator Elementary

Suggested Activities Willing To Fight Literary Response

Show a willingness to consider other points of view before

drawing conclusions or making judgments Participate in activities that focus on a classroom, school, or community issue or problem Suggest alternative solutions or courses of action to hypothetical or historic problems Evaluate the consequences for each alternative solution or course of action Prioritize the solutions based on established criteria Propose an action plan to address the issue of how to solve the problem

Imitative Writing RAFT Persona Piece Rewriting History

Intermediate

Willing To Fight RAFT Persona Piece Dinner Party

Respect the rights of others in discussions and classroom debates regardless of whether or not one agrees with their viewpoint Explain the role that civility plays in promoting effective citizenship in preserving democracy Participate in negotiation and compromise to resolve classroom, school, and community disagreements and problems

Commencement

Willing To Fight RAFT Persona Poem Propaganda/Media Literacy

Participate as informed citizens in the political justice system and processes of the United States, including voting Evaluate, take, and defend positions on what the fundamental values and principles of American political life are and their importance to the maintenance of constitutional democracy

(Adapted from The National Standards for Civics and Government, 1994) Take, defend, and evaluate positions about attitudes that facilitate thoughtful and effective participation in public affairs Consider the need to respect the rights of others, to respect others points of view (Adapted from The National Standards for Civics and Government, 1996) Participate in school/classroom/ community activities that focus on an issue or problem Prepare a plan of action that defines an issue or problem, suggests alternative solutions or courses of action, evaluates the consequences for each alternative solution or course of action, prioritizes the solutions based on established criteria, and proposes an action plan to address the issue or to resolve the problem Explain how democratic principles have been used in resolving an issue or problem

Activity Descriptions/Teaching Ideas

A Quilt of Many Cultures
Objective: Students will gather information from multiple sources to create, analyze and explain a symbolic representation of cultural heritage. CCSS College and Career Readiness Standards Addressed: R.7; W.2-11; SL.2, 4, 5; L.5 21st Century Skills Addressed: Creativity and Innovation; Communication and Collaboration Description/Suggested Procedures: Students will research their particular cultural heritage through computer-based research as well as interviews with family members. They will use the gathered information to create: A quilt square (actual or in digital/paper form) using symbols to represent students heritage A recounted narrative/story from interview process A written analysis/explanation of the quilt squares symbols

All the squares created by students, when combined, may be used to analyze the impact of multiple cultures on the American culture. The combined squares may be made into an actual quilt, or paired with the narratives and explanations to create a multimedia online display for family members and other students to view. Enrichment and Extensions: Find and share/explain a poem or song from students cultural heritage Write a fictional narrative about the first person in the family to arrive in United States Write a dramatic piece or monologue from the point of view of a family member Independent research on native languagetranslate a poem or song; learn and teach simple phrases

Anthropology Project
Objective: Students will study and research a culture and use gathered information to develop a multimodal presentation. CCSS College and Career Readiness Standards Addressed: R.1,7; W.1-5,10,11 21st Century Skills Addressed: Creativity and Innovation; Critical Thinking and Problem Solving; Communication and Collaboration Description/Suggested Procedures: Students should be presented with a limited amount of information about a particular culturereal or imaginary. Suggested ideas include: A few physical artifacts or photographs of artifacts, ruins, etc. Primary accounts or texts, especially literary Photographs Basic geographical information Sound recordings

Students must then take on the role of an anthropologist studying this culture. Students should be encouraged to make close and detailed observations of the information/materials given; formulate hypotheses about the culture based on information/materials given; conduct outside research on the culture (if a real culture) based on initial information and hypotheses; and present findings on the culture studied to fellow anthropologists. This project may be done individually, in small groups, or as a large group/class. Enrichment and Extensions: Create a new artifact (written or physical) from the culture studied Publish findings and research online or for a wider audience Have one group create an imaginary culture for another group to study

Have older students guide younger students through the project Create a museum display for the culture studied and open it to another group to visit

Artifact Writing
Objective: Students will use social studies content knowledge and observational skills to make inferences about an object or artifact. CCSS College and Career Readiness Standards Addressed: R.1,7; W.1-5,10,11 21st Century Skills Addressed: Creativity and Innovation; Critical Thinking and Problem Solving; Communication and Collaboration Description/Suggested Procedures: Have a wide selection of objects or artifacts out for students to choose from. These can be limited to a particular time period of study or a wide range. Students should be allowed to choose any one artifact to write about. Students should describe the object in as much detail as possible and make a hypothesis about the objectits history or use. Students may then write a creative response to the object. This may take the form of a letter, poem, narrative, museum descriptor card, etc., and may be written from the artifacts point of view or from that of a past owner of the artifact. The teacher may request that the student conducts research on the object to prove the hypothesis before writing the creative piece, or if all artifacts are from a particular culture/time period/etc., the teacher may add requirements to the creative piece in order to reflect the students knowledge of the content. Enrichment and Extension: Conduct the same exercise with a modern artifact (i.e. cell phone), or write about the artifacts that you will leave behind Conduct further research on the culture/time period associated with artifact Create a new artifact based on research on a culture/time period

Big Idea Poem

Objective: Students will define a key concept in social studies/history; students will draw upon personal connections and experiences to create a poem explaining, analyzing, and explicating the concept CCSS College and Career Readiness Standards Addressed: R.1-9; W.9-11; L.1-6 21st Century Skills Addressed: Creativity and Innovation; Critical Thinking and Problem Solving Description/Suggested Procedures: After being introduced to large ideas/concepts, such as democracy, justice, freedom, etc. , students will write a poem in order to better explore and connect to the idea. Possible approaches: Elementaryacrostic poem; shape poem using a symbol; found poem using definition or source text (i.e. selected words from Declaration of Independence); free verse response Intermediatefound poem using definition or source text; what it isnt poem (i.e. freedom isnt); more complex acrostic; free verse response Commencementwhat it isnt poem; found poem; poem responding to quote/epigraph; free verse response

Enrichment and Extensions Analysis of song lyrics or poetry related to idea/theme Multimedia presentation (possible collaboration opportunity) Development of art, music, dance, or short theatre piece to connect or expand upon poems theme (possible collaboration opportunity)

Civilization Project
Objective: Students will apply their knowledge of the origin of civilizations, human needs, geographical factors, and economic and political systems to collaboratively create a civilization. CCSS College and Career Readiness Standards Addressed: W.7,11; SL.1-4,6 21st Century Skills Addressed: Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration, Life and Career Skills Description/Suggested Procedures: This is a role play exercise. Students are nomads, settling in a new area. They may do so as individuals or as small groups/families. The teacher should assign them geographical factors for the region that they will be inhabiting/sharing, and establish what resources and materials they have at the beginning of the simulation. Once the nomads have encamped, it is up to the group to collaboratively settle in the new land and establish a civilization. The following factors should be considered, and discussions can be teacher led or student facilitated: Land use (will all resources be shared, or will individuals/families have independent ownership of plots of land? Distribution of resources and materials Establishment of a system of government Establishment of writing/record keeping system Establishment of economic system, trade, currency

This can be conducted as an abstract exercise, or as a case study of a particular civilizations history, depending on the teachers approach. Enrichment and Extension: Development of cultural artifacts for civilization Written responses to particular exercises within the civilization project

Development of personas/characters in historical context (i.e. early American settlers) Applying exercise to a specific geographical area/set of resources (i.e. the gymnasium and east wing of lockers at the school)

Dinner Party
Objective: Students will demonstrate knowledge of core social studies content through an interactive role-play. CCSS College and Career Readiness Standards Addressed: R.1-3,10,11; W.2-5,7-11; SL.1-6; L.1-6 21st Century Skills Addressed: Creativity and Innovation, ICT Literacy, Information Literacy Description/Suggested Procedures: This activity can be adapted in multiple ways. The central idea is that students conduct research to develop a persona: this can be a real historical figure; a fictional character from a particular time period or region of study; a representative of a nation, group, or idea; or a character from a work of historical fiction. They should then, in character, interact with other characters, with teacher guidance as to particular topics of discussion or debate. The actual interaction can be a theoretical one (a single student or pair of students writing a dialogue between characters); an actual one (such as a dinner party, roundtable discussion, or debate); or a virtual one (simulated characters or personas in a chat room, discussion board, wiki, or other online forum). Enrichment and extension: Development of persona pieces based on chosen characters Fictionalized narrative featuring one or more characters from the simulation Development of a dramatic scene, video project, or other presentation for an outside audience Additional collaborative writing projects (i.e. a broadside or newspaper with articles/editorials from multiple characters)

Document Response
Objective: Students will develop a creative response to assess their understanding and knowledge of historical documents. CCSS College and Career Readiness Standards Addressed: R.1-11; W.1-11; SL.1-6; L.1-6 21st Century Skills Addressed: Creativity and Innovation, Critical Thinking and Problem Solving, Information Literacy, ICT Literacy Description/Suggested Procedures: After reading, analyzing, and discussing a historical document for rhetorical devices and techniques, themes, and meaning, students may: Translate the information into a version suitable for a different audiencei.e. a picture book for younger children; an informational guide for new voters Create a fictional dramatic scenario related to the documenti.e. a discussion between representatives at the Constitutional Convention; a mock trial based on a Supreme Court case Create an artistic, musical, or kinesthetic interpretation of the document Write a rebuttal or opposing view in the form of a letter, speech, editorial, or propaganda piece Create a found poem from the text that explicates the meaning or theme of the original piece Write a narrative, story or poem from the point of view of a person whose life is affected by the document

Ekphrastic Writing
Objective: Students will make connections between content knowledge and works of art. CCSS College and Career Readiness Standards Addressed: R.1-3,7,11; W.1-11; L.1-6 21st Century Skills Addressed: Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration Description/Suggested Procedures: Ekphrastic writing refers to writing that is done in response to a work of art. Possible suggestions include: Write a description and formulate a hypothesis based on a photograph or work of art depicting a culture or time period Write a persona piece from the perspective of a figure in a photograph or work of art Write an original narrative or story about a photograph or work of art

Family Tradition Story

Objective: Students will research the history of a family tradition and share the results of their research with others. CCSS College and Career Readiness Standards Addressed: R.1,6-11;W.2-11;SL.1-6;L.1-6 21st Century Skills Addressed: Creativity and Innovation, Communication and Collaboration, ICT Literacy, Information Literacy, Life and Career Skills Description/Suggested Procedures: Students will choose a tradition in their family or culture and research its origins. Research can be conducted via a comb ination of interviews with family or community members and traditional methods.

Possible methods of presentation include: A narrative, story, or poem A childrens picture book A visual, auditory, or kinesthetic representation with written description A multimedia presentation as a class/group

Enrichment or extension: Storytelling festival Anthology of student work Working with younger students to chronicle their family traditions Development of a podcast, web presentation or other online presentation

Historical Fiction Project

Objective: Students will conduct research in order to write accurate and authentic historical fiction. CCSS College and Career Readiness Standards Addressed: R.1-11;W.1-11;L.1-6 21st Century Skills Addressed: Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration, ICT Literacy, Information Literacy Description/Suggested Procedures: Students will be assigned or may choose a particular time period, event, or area of history to write a fiction piece about. They must conduct research in order to make all relevant details in the piece historically accurate. The piece can take the form of a narrative poem, a short story, or an excerpt from a novel.

Enrichment and Extensions: Extension of writing piece (i.e. novel for National Novel Writing Monthhttp://ywp.nanowrimo.org) Anthology of student work or other presentation of student work (author night/public reading, web publication, reading for younger students, etc.)

Historical Reenactment
Objective: Students will research a particular period in history and use their research to accurately reenact an experience or event in that period. CCSS College and Career Readiness Standards Addressed: R.7-11; W.2-11; SL.1-6 21st Century Skills Addressed: Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration, Information Literacy, Media Literacy, Life and Career Skills Description/Suggested Procedures: Students will use their research on a particular time period to recreate a moment in time. Possible exercises include developing a historical persona (including Persona Piece or Dinner Party exercises); creating authentic historical costumes, set pieces, meal plans, etc.; and interacting in character. The reenactment can be for students only, or may be done in order to teach an outside audience community members, other students, etc.about the time period studied (i.e. the medieval faire reenactment).

History Madness
Objective: Students will evaluate the importance and effect of particular events in history. CCSS College and Career Readiness Standards Addressed: W.1,4-11; SL.1-6 21st Century Skills Addressed: Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration Description/Suggested Procedures: Students will create a March Madness bracket to evaluate the importance of topics in history. Possible topics may be: Historical figures Historical events Historical developments/inventions Supreme Court cases

Students can then debate orally or in writing which teams progress through the bracket by arguing and proving which topics are most important in history or had the greatest effect. This can be done as a class or individually.

I Was There
Objective: Students will retell historical events from a first-hand perspective. CCSS College and Career Readiness Standards Addressed: W.3-11; L.1-6 21st Century Skills Addressed: Creativity and Innovation, Information Technology, ICT Technology

Description/Suggested Procedures: Students will take on the persona of a character or figure in a historical event (real or imaginary) and retell the event from that characters perspective. Enrichment or extension: Develop a presentation in character for other students Create a podcast or multimedia presentation Stage a dramatic retelling or reenactment as a group/class of a particular event

Imitative Writing
Objective: Students will demonstrate understanding of a texts themes and presentational style through writing an original pi ece in imitation of the source text. CCSS College and Career Readiness Standards Addressed: R.1-11; W.1-11; L.1-6 21st Century Skills Addressed: Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration, Information Literacy, Life and Career Skills, Media Literacy Description/Suggested Procedures: After reading a particular text (i.e. the Declaration of Independence, Declaration of the Rights of Man, political speeches), students will write their own version (i.e. Declaration Of Independence From Parental Tyranny), imitating the style and form of the original piece.

Enrichment and Extension: Propaganda and media literacysplit class and develop a pro-war and anti-war rally, with students required to develop propaganda (speeches, posters, flyers, etc.) using no specifics or facts, but only imitating the conventions of propaganda and persuasive techniques Develop a class Constitution or system of government

New World Assignment

Objective: Students will design a new, utopian society based on their understanding of systems of government and economics. CCSS College and Career Readiness Standards Addressed: W.1-11; SL.1-6; L.1-6 21st Century Skills Addressed: Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration, Media Literacy Description/Suggested Procedures: Students will develop and describe an ideal society, with a comprehensive system of government, economics, education, and culture. Enrichment and Extension: Debate merits of individual students designed societies Assign students particular factors or requirements that will affect society Write a narrative or persona piece or create a work of art that represents some facet of the society Study utopian/dystopian societies in literature

Persona Piece
Objective: Students will develop a creative response to assess their understanding and knowledge of social studies core content. CCSS College and Career Readiness Standards Addressed: R.1-3,6,11; W.3-11; SL.1-6; L.1-6 21st Century Skills Addressed: Creativity and Innovation, Communication and Collaboration, Information Literacy, ICT Literacy Description/Suggested Procedures: Students will write a poem or dramatic monologue from the perspective of a historical figure (real or imagined). The perspective and content will demonstrate a thorough understanding of the historical context related to the speaker and its influence on the speakers point of view. Enrichment and Extension: Develop a linking story/thread to connect multiple pieces into a class performance/play Perform persona pieces for the community (i.e. depict local historical figures in a graveyard walk or a museum event) Create a costume design, piece of art, music, or dance to accompany persona piece Publish pieces as a hardbound class anthology or a digital/multimedia online presentation Create informational piece to pair with persona poem and perform for other/younger students

Propaganda and Media Literacy

Objective: Students will use their knowledge of history to understand and evaluate propaganda. CCSS College and Career Readiness Standards Addressed: R.1-11; W.1-11; SL.1-6; L.1-6 21st Century Skills Addressed: Critical Thinking and Problem Solving, Media Literacy, Life and Career Skills

Description/Suggested Procedures: Students will study persuasive and propagandistic techniques of a particular time period or group. They will use their knowledge of propaganda techniques to respond by: Creating an original piece of propaganda (written, artistic, rhetoric, etc.) aimed at a particular audience Writing a fictional narrative about the effect of propaganda Conducting an analysis of modern media propaganda and advertising

RAFT
Objective: Students will demonstrate knowledge of core social studies content by writing an original piece from an assigned perspective. CCSS College and Career Readiness Standards Addressed: R.1-11; W.1-11; SL.1-6; L.1-6 21st Century Skills Addressed: Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration, Information Literacy, ICT Literacy, Life and Career Skills Description/Suggested Procedures: RAFT activities can be modified in many ways, but include: Role (a character or persona the student must present the perspective of) Audience (intended audience for the piece) Format (letter, poem, speech, journal entry, newspaper article, radio/TV broadcast, dialogue, etc.) Topic

Rewriting History
Objective: Students will investigate opposing or unheard viewpoints in history. CCSS College and Career Readiness Standards Addressed: R.1-11; W.1-11; SL.1-6; L.1-6 21st Century Skills Addressed: Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration, Information Literacy, Media Literacy Description/Suggested Procedures: Retell an historical event from an unheard or outsider viewpoint Rewrite a section of the history textbook to present a different or unheard viewpoint or perspective Rewrite history as if some particular event had/had not occurred

Enrichment or Extension: Write a rationale or persuasive letter to textbook publishers arguing for a revision to be made Develop a presentation for an audience (community, other students, future students, etc.) to inform them of an unheard perspective

This I Believe
Objective: Students will draw connections between their personal beliefs and their heritage, American history and seminal historical documents, and current events and issues. They will write and publish personal essays/creative nonfiction pieces. CCSS College and Career Readiness Standards Addressed: R1-3, 6, 11; W3-11; SL.1-6; L.1-6 21st Century Skills Addressed: Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration, Life and Career Skills, ICT Literacy

Description/Suggested Procedures: After studying seminal/core historical documents, students will listen to/read and analyze examples of This I Believe essays from National Public Radio (curriculum and examples available at http://thisibelieve.org/). They will then combine social studies content knowledge with their study of creative nonfiction/personal essay format to write their own This I Believe essay, focusing on central themes or ideas in the historical documents (i.e. democracy, equality). Enrichment and Extension: Submit final essay to NPR via This I Believe website Record/publish a This I Believe podcast Create a visual, auditory or kinesthetic accompaniment for This I Believe essay

Willing To Fight
Objective: Students will develop an activism or social justice project based on research and independent study. CCSS College and Career Readiness Standards Addressed: R.1-11; W.1-11; SL.1-6; L.1-6 21st Century Skills Addressed: Creativity and Innovation, Critical Thinking and Problem Solving, Communication and Collaboration, Information Literacy, ICT Literacy, Media Literacy, Life and Career Skills. Description/Suggested Procedures: Students should determine in the course of their study of social studies what are issues they are willing to fight or to stand up for. Individually or as a group, students should develop a project to research the issue, determine what steps need to be taken, and use the research and information gathered to take action. The scope and detail of the project should be determined jointly by teacher and student.

Suggested Resources
Elementary McKissack, Patricia. Stitchin and Pullin: A Gees Bend Quilt Flournoy, Valerie. The Patchwork Quilt. Polacco, Patricia. The Keeping Quilt. National Civil Rights Museum: Poetry about Heritage. http://www.civilrightsmuseum.org/wp-content/uploads/Heritage-Poetry.pdf Lazarus, Emma. The New Colossus. Hakim, Joy. A History of Us. Garza, Carmen Lomas. Family Pictures. Hughes, Langston. Grandpas Stories. Beeler, Selby. Throw Your Tooth On The Roof: Tooth Traditions From Around The World. DAluisio, Faith. What The World Eats. Nichols, Grace. They Were My People. MacLachlan, Patricia. Sarah, Plain and Tall. Ruffin, Francis E. Martin Luther King and the March on Washington. Freedman, Russell. Lincoln: A Photobiography. Erdrich, Louise. The Birchbark House. Kavash, E. Barrie. Ancient Mound Builders. Wright, Richard. Laughing Boy. Curtis, Christopher Paul. Bud, Not Buddy; The Watsons Go To Birmingham. Hall, Leslie. Seeing Eye To Eye. Young, Ed. Lon Po Po: A Red-Riding-Hood Story From China. Smith, David J. If The World Were A Village: A Book About The Worlds People. Paterson, Katherine. Catherine, Called Birdy. Schlitz, Laura Amy. Good Masters, Sweet Ladies! Voices From A Medieval Village.

Intermediate Sandburg, Carl. Chicago. Park, Linda Sue. A Single Shard. Kadohata, Cynthia. Kira-Kira. Cushman, Karen. The Midwifes Apprentice. Hesse, Karen. Out of the Dust. Anderson, Laurie Halse. Fever 1793. Mazer, Harry. A Boy At War. Bruchac, Joseph. Code Talker. Longfellow, Henry Wadsworth. Paul Reveres Ride. Douglass, Frederick. Narrative of the Life of Frederick Douglass an American Slave. Partridge, Elizabeth. This Land Was Made For You And Me: The Life and Songs of Woody Guthrie. Freedman, Russell. Freedom Walkers: The Story of the Montgomery Bus Boycott. Steinbeck, John. Travels with Charley. Nelson, Kadir. We Are The Ship: The Story of Negro League Baseball. Mackay, Donald. The Building of Manhattan. Taylor, Mildred D. Roll of Thunder, Hear My Cry. Hughes, Langston. I, Too, Sing America. Hamilton, Virginia. The People Could Fly. Commencement Adams, John. Letter on Thomas Jefferson. Steinbeck, John. The Grapes of Wrath. Houston, Jeanne Wakatusi. Farewell to Manzanar. Lee, Harper. To Kill A Mockingbird. Cullen, Countee. Yet Do I Marvel.

Walker, Alice. Women. Smith, Margaret Chase. Remarks to the Senate in Support of a Declaration of Conscience. King Jr., Martin Luther. Letter from Birmingham Jail. Quindlen, Anna. A Quilt of a Country. The Bill of Rights/U.S. Constitution New York State Constitution Lincoln, Abraham. Gettysburg Address. Monk, Linda R. Words We Live By: Your Annotated Guide to the Constitution. This I Believe: National Public Radio. http://www.thisibelieve.org Erdrich, Louise. Love Medicine. Mann, Charles C. Before Columbus: The Americas of 1491. Haskins, Jim. Black, Blue, and Gray: African Americans in the Civil War. Belfer, Lauren. City of Light. Shaara, Michael. The Killer Angels. Angelou, Maya. I Know Why The Caged Bird Sings. Brown, Dee. Bury My Heart At Wounded Knee. Wright, Richard. Black Boy. Anaya, Rudolfo. Take The Tortillas Out Of Your Poetry. Homer, The Odyssey. Achebe, Chinua. Things Fall Apart. Lahiri, Jhuma. The Namesake. Li Po, Poem of Changgan. Orwell, George. Animal Farm, 1984. Miller, Arthur. The Crucible. Lawrence, Jerome. Inherit the Wind. Rose, Reginald. Twelve Angry Men.

References
New York State Social Studies Standards (1996). http://www.p12.nysed.gov/ciai/socst/socstand/home.html New York State P-12 Common Core Learning Standards For English Language Arts And Literacy (2011). http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/p12_common_core_learning_standards_ela.pdf Framework for 21st Century Learning. Partnership for 21st Century Skills. http://www.p21.org/overview/skills-framework