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Sociology Teacher Resources
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Young scholars create a timeline on the development of the Pajaro Valley Area. In this social science lesson, students discuss the changes that took place in the area over the past 300 years. They draw a pictures of how the area has changed during particular time periods.
Young scholars examine the combined subjects of anthropology and sociology and explain how the disciplines would study the same issue. On poster board, they locate or draw pictures related to the two subjects. Once this is completed, students write summaries comparing and contrasting anthropology and sociology.
After a class discussion that focuses on kinship and extended family, young learners explore how Native Americans have lived in clans and other forms of extended family divisions. Pupils also see how Native Americans relate to the natural world around them. They study the "gifts" that come from trees, and identify tribal expressions or words that define kinships and relationships. The incredibly rich lesson plan has terrific worksheets, websites, and extension activities included in it.
High schoolers define vocabulary words from the article, and discuss how conservation biology relates to the article. They organize population data so that it can be used in a line graph and draus a line graph from a given set of data and include all necessary parts of an informative graph. Students interpret and write a paragraph about their graphs.
Before writing their own fables, class members select an animal or insect to use in their story and research its character, habits, movements, etc. After reading a wide variety of fables and identifying the elements of a fable, writers select a moral and, using their research notes, compose a tale of their own.
Students create a time line. They research major events and advancements in the development of the plow. They describe and date at least ten major events and advancements in the development of the plow from prehistoric to present day. They analyze the impacts of the advancements of the plow on our lives. * .
Middle schoolers construct a model fo Earth to explain the relationships between the Sun and Earth such as day/night, change of seasons, temperature and positions. They identify key locations such as the North and South Poles, eequator, the Tropics of Cancer and Capricorn and Arctic and Antarctic Cirlces.
Students describe key events in the life of Gandhi. They determine why knowledge of geography is necessary to understand the history of the people in a place or region. They write a summary of how the events in Gandhi's life, influenced by the physical and cultural geography of India/Pakistan, helped India become independent.
Fifth graders analyze a landscape depicting Yosemite during the time of the Wild West. They compare their perceptions of the West from film and television to this representation. They observe the use of scale and color to depict size and distance and create a landscape of their own using these elements.
High schoolers research the history of Immigration. In this World History lesson, students explore European immigration then specifically focus on ways African Immigration was different. High schoolers then divide into small groups and create a poster which depicts their findings.