1ST ANNUAL SOCIAL STUDIES NETWORK MEETINGApril 23, 2010

Jeff Spotts Northwest AEA

Objectives

To share teaching strategies that will help students become active learners in social studies.

To share ideas that will engage students in their own learning.

To share ideas that will motivate students to want to learn about social studies.

To share ideas about how to incorporate technology in your classrooms.

To make professional connections.

Icebreaker

If you would get a tattoo what would it be, where would you put it and why?

In answering this also prepare to share your name, school, and courses taught.

Share at your table!

Today’s Schedule

Ice Breaker Strategy for Activating Prior Knowledge– Dots Active Teaching Strategy- Visual Discrepant Event

Inquiry/Discrepant Event Inquiry Break Computer Lab – Creating Lessons with AEA Online

Tour Classroom of the Future. Individual Networking Conversations

Lunch Strategy for Activating Prior Knowledge – Overheard Quotes Active Teaching Strategy – Mystery Bags and Geniuses/Super

Inteligentes Service Learning Active Teaching Lesson – Sports and History Websites/Iowa Core/Travel/Handouts

Strategy for Activating Prior Knowledge-Quick Scans

Purpose of a Quick Scan Informal formative assessments of

students’ knowledge of the content to come. This allows the teacher to plan accordingly.

Show what level of background knowledge the students have on the topic.

Activate students’ existing knowledge. Excite students about learning to come.

Quick Scan – Colored Dots

This strategy will allow you to offer students a somewhat anonymous means for indicating familiarity with the content.

Colored Dots 1) Determine several items for student consideration. For instance, your high school U.S. History

class will be studying the Civil War, you might include the following: Bleeding Kansas, Harper’s Ferry Raid, Know-Nothing Party, Kansas-Nebraska Act, Missouri Compromise, Jefferson Davis, Stephen Douglas, Abraham Lincoln, Uncle Tom’s Cabin, Gettysburg, Robert E. Lee, U.S. Grant, Emancipation Proclamation, Popular Sovereignty, Border States, Dred Scott Decision, Underground Railroad, March to the Sea, Antietam, Bull Run and Fort Sumter.

2) Write each item in a column on a chart, and share the chart with your students. Tell them these are some of the topics they will be studying.

3) Give each student 2 red and 2 green dot stickers. 4) Tell your students to consider each item and identify the two they know the most about and the

two they know the least about. The green dots represent what they know the most about and the red indicates what they know the least about.

5) Allow the students to place their dots on the chart. You can do this all at once, by rows, or by groups depending on the size of your class. As they place the dots on the chart have them keep them in a row and by color so they can easily read the bar graph that they are making.

6) Do not make students use their green dots if they feel they know little about the entire topic. 7) Once the data is collected share it with the students and discuss what it means. Reflect on

what it means for you as a teacher and how you plan this unit out for your students. You can have your students then give themselves a post rating to see how their knowledge on this topic has changed.

VISUAL DISCREPANT EVENT INQUIRY

The basic idea of Discrepant Event Inquiry•Is to present your students with a puzzling, paradoxical, or discrepant event or story.•Students ask questions, pose hypotheses, analyze and synthesize information, and draw tentative conclusions while attempting to find an answer to the inquiry.

Purpose of Discrepant Event Inquiry

Is to engage students in hypothesizing and working together to solve a puzzle. This inquiry serves as a strategy for higher-order thinking as well as an excellent motivator for student learning.

The Process

1) Find an image, graphic or political cartoon that is potentially confusing, distracting or misleading. You want your students to experience some cognitive dissonance as they view the image.

The Process

2) Once you have an image, use PowerPoint or Keynote to paste a copy of your image into a series of 4-5 slides. Crop each image, except for the final slide, so that only a portion of the image appears to your students. The first slide displays just a small portion of the original image, the second slide reveals the initial portion plus a bit more and so on, until the final slide reveals the entire image.

Don’t want to mess with the technology? Make a transparency and while on the overhead, simply use pieces of paper to cover what you don’t want the students to see. Even simpler? Make a copy of the image for each of your student groups, tear each image into four or five pieces and hand them out one piece at a time to the groups.

The Process

3) Divide your students into groups of two or three and tell them that they need to solve a problem.

I am going to show you a photograph and your job is to figure out where and when the photo was taken and decide what is happening within the photograph.

The Process

4) Reveal the first piece of the photo and provide time for students to discuss possible solutions to the problem. Have groups share ideas with each other and then with the whole group. This step is very important because it helps to activate prior knowledge.

The Process

5) Repeat the process until only the last piece of the puzzle remains.

The Process

6) Reveal the final piece and have kids compare the actual answer to their first few guesses. Use this conversation to lead into your instructional unit.

Photo #1

Photo #2

Photo #3

Photo #4

The Answer

New Puzzle

#2

#3

Amazon Deforestation

VISUAL DISCREPANT EVENT

Race to the Top

Slide 1

Slide 2

Slide 3

Slide 4

Man’s 1st Step on the Moon

DISCREPANT EVENT INQUIRY

A philanthropist Medical doctor Husband of Julia Ward An educator of the handicapped A social reformer and an abolitionist First to advocate the inclusion of

handicapped children in public schools.

Samuel Gridley Howe 1801-1876

Description

Present students with a puzzling, paradoxical, or discrepant event or story.

Beginning of a lesson. Students should ask questions, pose

hypotheses, analyze and synthesize information to draw conclusions that will help them find the answer to the puzzle.

Purpose

Engage students in hypothesizing and working together to solve a puzzle.

Serves as a strategy for higher-order thinking and investing students in the content to come.

Application

Strategy is used to motivate students to begin thinking about a new theme, idea, or concept that you will deal with in the new lesson.

Overview of Discrepant Event Inquiry

Teaching strategy built around intellectual confrontation.

Students form, test, and evaluate hypotheses by asking the teacher questions that must be answerable with either a “yes” or a “no.”

Students make predictions. Students practice critical thinking as they

generate and evaluate questions and answers.

Overview continued

Students search own knowledge, recalling whatever they might already know about the subject, in hopes of finding clues.

Procedures

1) Develop and Present the Inquiry Teacher generates story or puzzle. The teacher identifies what component is to be

omitted for students to discover. Omitted component creates the story’s

mystery. Present the story or puzzle. Following the story or puzzle statement, a

guiding question is given in order to guide the students in their questioning.

Procedures

2) Students Question the Teacher To solve the puzzle the students must gain

additional information. They collect this data by asking the teacher questions that can only be answered by a “yes” or a “no.”

Appropriate questions are those that help one to “infer” an answer. Was this person male? Acceptable versus throwing out names randomly.

Procedures

3) Organize and Review Information Periodically pause and review key information

already discovered with the students. Have students process their ideas in small

groups, they need to talk it out.

Procedures

4) Formulate and Present an Answer At some point students will arrive at what they

believe is the correct answer and will want to offer it to the class.

Pause the class and have the students state their answer and then, before indicating the correctness of the answer, require the students to present the train of thought that produced the answer.

The Discrepant Event

In 1837, a young boy named John lived on a farm in a beautiful, mountainous, wooded area in eastern Tennessee. His family planted corn and raised animals for meat, milk and eggs. His father participated in the legislative branch of the government. His mother taught English in a local school. He had four brothers and three sisters. The family appeared happy and prosperous.

The Discrepant Event

In 1839, the family moved to a treeless, dry, flat prairie, where it was barely able to raise enough food to survive. Two of John’s brothers died and one of his sisters died. Unable to make a living farming, his father became a member of the legislature. His mother helped publish the local newspaper. John and his family missed their beautiful home in the mountains.

The Guiding Question

Why did John and his family leave their beautiful home in Tennessee and take such a hard journey only to settle in a hot and barren land?

Possible Questions

1) Did John’s dad move to get a better job?

2) Did they move because of a natural disaster?

3)Did they have to move?

Answer

John and his family were Cherokees relocated during the “Trail of Tears.”

Strategy for Activating Prior Knowledge & Building a Purpose

Overheard Quotes Enhance critical thinking skills in students Teachers can enhance students’ abilities to

think critically by focusing on analyzing accuracy of information and using evidence to support conclusions.

This strategy will allow students to analyze what people say or might say about a particular topic.

This allows students to generate questions and tentative ideas that can be explored.

Overheard Quotes

Overheard Quotes – implementation Distribute quotes face down to students. Ask students to read the quote and write a brief response to it on a piece of

paper. Walk around the room and read their quote to several classmates, one at a

time. Just read the quote no discussion! Return to their desk and have them write brief responses to the quotes they

heard in the class. Have students read quotes to their desk groups. Have them find patterns in

the quotes by asking questions such as: What did we hear often? How accurate were the quotes? How do we know? What did we not hear? What issues seem to be emerging? What are some implications of what we heard and did not hear? What conclusions can we draw? How can we get more information about this topic? Lead a whole group discussion tying tentative conclusions or current questions into

the upcoming lesson.

Overheard Quotes - Example High School Civics Class – Considering the Role of Women in Today’s

Military. “Women can do anything men can do.” “Women are just as smart as men, and they should be allowed to serve in the

military, just not in combat.” “There are some differences between men and women!” “In combat, men will be too worried about women to fight well.” “No one should be able to tell women how they are able to serve their country.” “It’s wrong to address our problems through force. Neither men nor women

should be allowed to kill other people.” “Women need to provide loving role models for our society, not physically

aggressive ones.” “Women won’t be able to pull their weight in a combat unit, and men will have

to make up for their weakness.” “Limiting women’s participation in the military in any way because of their

gender is sexist.” “The United States is a democracy. People should be allowed to vote on

women’s involvement in the military.”

The Road to World War II

11TH GRADE U.S. HISTORY LESSON

Active Teaching Strategies

Mystery Bags – are used to arouse curiosity and generate thinking about a lesson or unit content and to stimulate language. Each small group will receive a bag containing objects that are related to the topic. Students work together to generate hypotheses about the relationship between the object and the topic and discuss how the objects may relate to one another.

Geniuses and Super Inteligentes – is a short-term highly controlled peer-tutoring strategy in which students are paired and, after hearing information from the teacher, take turns teaching each other. This strategy allows students to hear information more than once, it helps them comprehend the content and provides lower risk opportunities for clarification from the teacher.

Objective

Students will explain events precipitating the attack on Pearl Harbor.

Supporting Students with Learning Difficulties Students who need support in processing

information can be paired with other students. This lesson provides good support for

independent reading. Additionally, students with reading difficulties can read text that has been highlighted or that has marginal notes added.

The independent writing activity (homework) can be adjusted to meet students’ individual needs.

Anticipatory SetFocus: Active Teaching Strategy: Mystery Bags

Teacher distributes one bag to each group and tells them that clues for the day’s lesson are found within the bags. Students are to act as detectives in piecing together those clues.

Remind them to handle materials and ideas with respect. Within each group students pass the bag from person to

person, each drawing out one item and hypothesizing on the lesson’s content based on that item. The teacher circulates and listens to ideas and responds without evaluating the ideas.

After all items have been discussed the teacher may comment on a few things discussed and conclude by saying “As we move through today’s lesson, test your ideas and see how your initial hypotheses match our discussion.

Marco Polo Bridge Photo

Oil Barrels Photo 2

American Coin Photo 3

Tiger Photo 4

Pearl Harbor Chart Photo 5

Input and Guided PracticeActive Teaching Strategy: Geniuses and Super Inteligentes

Teacher provides input on events leading up to U.S. involvement in WWII.

Put students into partners labeled as Genius or Super Inteligentes.

For odd numbered items, you speak only to Geniuses. “Geniuses, this is for you. You are the ones with the skills to master this important information. You also have the skills to teach it to your Super Inteligente friend. When I’ve finished talking it is your turn to teach. Super Inteligentes: You sleep for a few minutes.”

Teach for 2 minutes or so about the topic. Invite questions from the Geniuses and then time them for 4-6 minutes as they teach the same information to the Super Inteligentes.

Active Teaching Strategy: Geniuses and Super Inteligentes

Even numbered items talk to Super Inteligentes.

Complete the same as with the Geniuses.

Teacher finishes each section of the lesson by asking questions related to each major point.

Mystery Bag Chart/Geniuses & Super Inteligentes

Object Significance – Teacher Background

Photo of the Marco Polo Bridge

This photo marked the beginning of the Sino-Japanese War 1937-1945. By 1937 Japan controlled all areas North, West and East of Beijing. The Marco Polo Bridge located South of Beijing was the only thing preventing the Japanese from taking city. Japan tells Chinese forces that they are missing a soldier and believe he is hiding in town across the bridge. Japan says “let us over the bridge to get him.” The Chinese say “No.” Japan says let us over or we will bombard the bridge and town. Chinese forces refuse so Japan attacks, but Chinese hold. Japan tries to negotiate a truce, and while they are doing this they mass their troops at their end of the bridge. As Chinese leave truce meeting Japan attacks again and overruns the bridge and captures Beijing. This action brings sympathy for China from the U.S. and other foreign nations.

Photo of Oil Barrels In 1940-41 the U.S. imposed economic sanctions on the Japanese in response to Japan’s continued efforts to expand into China and French Indo China. First the U.S. instituted an embargo on fuel, steel and scrap iron. Then added the oil embargo which Japan saw as a threat to their national security. American Oil Embargo of 1941 caused a crisis in Japan, because they were reliant on the U.S. for 80% of their oil supply.Japan was forced to decide between:1) Withdrawing from China and negotiating an end to the Sino-

Japanese War.2) Go to war to obtain resources elsewhere. Japanese Prime Minister asked FDR for a summit, but was refused.

General Tojo takes over as Prime Minister, he believed that a Japanese attack in the East Indies would bring U.S. into the war, so he plans for invasion of U.S. fleet at Pearl Harbor to eliminate threat as they look for resources elsewhere.

Mystery Bag Chart/Geniuses & Super Inteligentes

Object Significance – Teacher Background

Photo of a U.S. coin The Lend-Lease Act of 1941 authorized the president to aid any nation whose defense was deemed vital to the U.S. This allowed the U.S. to aid Japan’s enemies even before the United States had officially declared war. This agreement leads the Germans to attack commercial U.S. ships with submarines in the North Atlantic and further leads Japan to focus on attack of the American fleet at Pearl Harbor.

Photo of a tiger The Flying Tigers were a group of U.S. volunteer pilots who flew during the Japanese attacks on Burma, 1941. U.S. wants to help in the war effort against the Japanese, but does not want to directly send troops.Formation of this group by the United States government leads Japan to remain on course to attack American fleet at Pearl Harbor, because they see the U.S. is sympathetic towards China, has denied them economic resources, provided aid to countries fighting Japan, and now set up a volunteer group to fight against Japan.

Photo of a chart of Pearl Harbor captured from Japanese mini-subs after the attack

Accurate intelligence contributed to a successful attack. Japanese made a calculated risk by deciding to attack the U.S. fleet in Pearl Harbor. They felt if they U.S. would not trade with them then they must be crippled before the United States decided to openly declare war against Japan.

Closure

2 Options Give a short quiz that can be quickly

checked. Have students check quiz by using unison response. Address any troublesome items.

Play “The Day Which Will Live in Infamy” radio address.

Closing

Independent Practice

1) As homework, students read their textbook’s account of the events preceding Pearl Harbor and the attack itself. They write one paragraph to answer the question, “What caused the U.S. to enter World War II?

Invite them to read a first hand account on Pearl Harbor at http://plasma.nationalgeographic.com/pearlharbor/

FROM JIM CROW TO JACKIE ROBINSONBASEBALL AND RACE IN THE UNITED STATES

Sean O’Mara, Social Studies TeacherKeene Middle School, Keene NH

http://www.californiahistorian.com http://www.harrisoncountyohio.org

Sports and History-www.gliderlehrman.org/historynow

On April 15, 1947, 27,000 fans packed Ebbets Field in Brooklyn NY, to watch the new Dodgers first baseman take to the field. They came to watch a baseball game, they came to see a talented 28 year-old rookie, Jackie Robinson, become part of history.

Jackie Robinson is widely known and celebrated as the man who smashed the color-line in baseball in 1947. He became the fearless standard bearer who represented the hopes and dream of Black Americans that year. However, he did not simply turn this page in history on his own. By 1947 others had been fighting for years to integrate professional baseball. Black veterans returning from WWII had been demanding an end to segregated baseball. Black newspapers published articles challenging baseballs ruling class: the owners and commissioners. And a new generation of major league owners and commissioners were ready to open the door to black players, just as an anti-discrimination bills were making their way through the New York State Legislature.

This lesson tells the story of the obstacles that kept African Americans from being in the major leagues and more importantly this lesson engages students in an examination of how a variety of factors, and the efforts of heroic individuals, converged in the 1940s to bring an end to Jim Crow baseball.

Objectives: Students will be able to:

Explain how segregated baseball reflected the legalized segregation of Jim Crow laws and the Supreme Court’s ruling in Plessey v. Ferguson.

Identify the major obstacles that stood in the way of the integration of professional baseball.

Analyze primary sources and use them to explain how black newspapers waged a campaign to integrate baseball.

Assess the impact of factors such as the Black Press, WWII, and the passage of anti-discrimination laws on the eventual desegregation of baseball.

Explain why the 1940’s proved to be the turning point in the story of segregated baseball.

Websites

http://www.uni.edu/icss/ - Iowa Council for the Social Studies http://www.uni.edu/icss/links.html - on the Iowa Council for the Social

Studies OTHER PROFESSIONAL RESOURCES NATIONAL ORGANIZATIONS NATIONAL COUNCIL FOR THE SOCIAL STUDIES AFFILIATE STATE AND LOCAL COUNCILS STATE HISTORICAL SOCIETY OF IOWA LIVING HISTORY FARMS NATIONAL GEOGRAPHIC SOCIETY GEOGRAPHIC ALLIANCE OF IOWA WEBSITES OF INTEREST IOWA HISTORY ONLINE EXPLORATIONS IN IOWA HISTORY PROJECT CAMPSILOS CAMPSILOS EXCURSIONS

DRAMATIC PRESENTATIONS PLAY: 1787 CONSTITUTIONAL CONVE

NTION PLAY: THE TINKER CASE STUDY READERS THEATER: THE CONSTITUTI

ONAL CONVENTION LINCOLN THE OFTEN UNTOLD STORY http://www.sldirectory.com/teachf/socsci.

html

General Sites The National Council for the Social Studies - Standards, teaching resources (internet, print and videos), and

links to social studies web sites. Social Studies Lesson Plans and Resources - links to sites with lesson plans for history, geography, and current

events. There is also a section on online activities. World History for Us All - a curriculum for teaching world history to middle and high school students. This is

project of San Diego State Unversity and involves the collaboration of K-12 teachers and university instructors Social Studies Lesson Plans - From the Lesson Plans Page. Social Science Lesson Plans - From Education World. Social Studies Lesson Plans - From Teachnology. Social Studies - Lesson plans and other materials from PBS Learner.org - Professional development and teaching resources. Videos marked VoD may be watched online.

This site is by the Annenberg Foundation. Social Studies Theme Units - For history, geography, and related Social Studies topics. History and Social Studies Lesson Plans - From EdSitement. 42 eXplore - Teaching ideas and related web sites for a variety of social studies topics. Smithsonian Education - Good web site for teachers, students, and families. It has lesson plans for all subjects. Lesson Plans from FactChecked.org - Lessons which encourage students to examine the veracity of their

information sources. Outreach World - Lesson plans and links to web sites for teaching international and area studies for all grade

levels. Asia for Educators - Lesson plans for history, geography, and literature. This site is by Columbia University. Professional Cartoonists' Index - A teacher's guide to using political cartoons in the classroom at all grade

levels. This web site contains an excellent collection of polital cartoons organized by artists' names and by state. This is a great tool for teaching current events and can also be included in the Language Arts, Journalism, and Art curriculum.

Current Events CNN Students News - Resources for both students and teachers. New York Times Learning Network - A news quiz and lesson plans. PBS News Hour - News for students and lesson plans for teachers. Time for Kids - Teacher's page. By Time magazine. C-Span - Topics for the discussion of current events in the

classroom. The Cyber School Bus - United Nations education portal with

information and activities for both current events and geography. Teachable Moment - Activities and resources for the study of

current events. Current Events! - Lesson plans from Education World.

Geography Education@NationalGeographic - Online expeditions, lesson plans, free printable maps, and, of course, National

Geographic products for sale. Xpeditions - National Geographic site with virtual field trips, lesson plans, and maps. National Geographic News - Current news of geography and other science and social studies topics. My Wonderful World - A campaign by the National Geographic to improve student knowledge of geography. There

are resources here for students, teachers, and parents. Geography Lesson Plans - From Discovery School. Geography Lesson Plans - From Education World. Geography Home Page - From About.Com. There is quite a bit of geography information here. National Council for Geographic Education World Mapper - These maps are resized based on the subject of interest such as population, age, tourism, exports

and imports. By the University of Sheffield. Nation Master - An excellent site for statistics from countries of the world. Your students will be able to compare

education, income, oil consumption, life expectancy, and many other statistics. There are also maps and country information.

Google Earth Lessons - Uses of Google Earth in the classroom. Teaching and Learning About Canada Geography and history of Canada. The Asia Society - This is a good source of lesson plans for Asian countries. StateMaster - This site has a wealth of statistics about the United States. There are statistics for education, health,

finances, and much, much more. It can be used for both social studies and math classes. Geology.Com - This site has maps and satellite images for the United States and the countries of the world. K-12 Electronic Guide to African Resources on the Internet - By the African Studies Center of the University of

Pennsylvania. Online Map Games Geography Lesson Plans and Resources - A large collection of lesson plans for all grade levels.

Government U.S. Government and Civic Lesson Plans - From Mr. Donn's Free Lesson Plans. Government Lesson Plans - From Teachnology. Elections and Voting Lesson Plans - From Teachology. Congress Link - This site has lesson plans for the study of the US Congress. There also links to other

lesson plan sites and to web quests. By the Dirkson Congressional Center. USA.gov - The US government's information portal. Government Agency Kids Pages - There are sites for kids (and some for teachers)from many US

government departments and agencies. Our Courts - A web site for middle school students and their teachers by Justice Sandra Day O'Connor.

There are lesson plans dealing with current judicial issues. The 2010 Census - Lesson plans for all grades from the U. S. Census Bureau. Constitution Day - Information and lesson plans for teaching about the US constitution. The National Constitution Center - in Philadelphia. This site has lesson plans for study of the

constitution. Nation Master Lesson Plans - This site has world government lesson plans which are suitable for grades

6 - 12. Pennsylvania State Government VotesPa - Information for Pennsylvanians who are voting for the first time or who want to learn how to

use the new voting machines. Pennsylvania Uniform Crime Reporting System - Obtain statistical information about crime in

Pennsylvania. Data is available by location, age and race of offender, type of crime, and other parameters. This information can be used to assist in social studies research or in math studies.

http://www.indiana.edu/~socialst/ http://www.mosocialstudies.org/docs/6_Other_Social_Studies_Websites.pdf http://www.trumanlibrary.org/educ/sites.htm General resources for students/teachers:   The NY Times http://www.nytimes.com/learning/students/ PBS: http://www.pbs.org/teachers/     Geography http://www.ncge.org http://kids.nationalgeographic.com/ http://www.ericdigests.org/pre-9212/geography.htm http://findarticles.com/p/articles/mi_pric/is_198908/ai_1148029074/pg_3 http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailm

ini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED422231&ERICExtSearch_SearchType_0=no&accno=ED422231

http://www.peacecorps.gov/wws

Government/Civic Education Center for Civic Education: (Includes

information about “We the People,” “Project Citizen,” “Representative Democracy in America” and other initiatives): http://www.civiced.org/index.php

http://www.hpol.org/ http://congress.indiana.edu/learn_about/inde

x.php http://www.census.gov/schools/index.html http://www.youthleadership.net

History http://historicalthinkingmatters.org The American Social History Project/Center for Media and Learning:

http://ashp.cuny.edu/ http://www.gilderlehrman.org/ http://www.bringinghistoryhome.org/ http://www.hyperhistory.com/online_n2/History_n2/a.html (world history) http://memory.loc.gov/ammem/index.html http://worldhistoryforusall.sdsu.edu/default.htm http://www.sscnet.ucla.edu/nchs/ http://worldhistoryconnected.press.illinois.edu/ http://www.archives.gov/education/index.html http://hnn.us/articles/882.html http://teachinghistory.org/ http://www.nwhp.org/ http://www.nps.gov/history/nr/twhp/whyplaces.htm http://worldhistorymatters.org/ http://worldhistorymatters.org

Econ http://www.councilforeconed.org/easchool/ http://www.econedlink.org/ http://ecedweb.unomaha.edu/K-12/home.cfm http://www.free.ed.gov/subjects.cfm?subject_id

=178 http://www.earth.google.com http://www.treas.gov/offices/enforcement/ofac/programs/index.shtml

http://www.usitc.gov/tata/hts/index.htm http://tse.export.gov/ http://www.ustr.gov/Trade_Agreements/Section_Index.html

Social Studies in general Notable Tradebooks For Young People:

http://www.socialstudies.org/notable http://www.awesomelibrary.org/Classroom/Social_Studies/Soci

al_Studies.html http://www.free.ed.gov/subjects.cfm?subject_id=178 http://www.sas.upenn.edu/African_Studies/Home_Page/AFR_GI

DE.html http://library.csus.edu/guides/rogenmoserd/educ/LESSON.HTM

#soc Fun Sites http://www.joshhosler.biz/NumberOneInHistory/SelectMonth.h

tm

http://www.datesinhistory.com/http://www.google.com/search?hl=en&q=this+date+in+history+&aq=f&aqi=g10&aql=

f&oq=&gs_rfai=

Contact Information/Evaluation Jeff Spotts 712-222-6087 jspotts@nwaea.k12.ia.us Ticket out is completing the evaluation. Questions