Into the Twenty First Century
$180 for 6 weeks
9 - 13 years old
Session 1: The American People Today
Students will define Sun Belt, ethnic group, Internet and teleconference
Students will explain how air conditioning changed the Sun Belt.
Students will describe the ways someone can see cultural difference among Americans.
Students will identify what Epiphany is, how and why it is celebrated by some Americans.
Students will identify the microchip and how it changed technology in the United States.
Students will describe how American's lives have changed the most as a result of technology and diversity.
Students will read and construct a cartogram.
Use the library and/or internet to research information about different cultures in the United States. Then write a report about the similarities and differences among the cultures you researched. Be ready to share your report to the class in the next session.
Session 2: The Challenges of Growth
Students will define rapid-transit system
Students will present their reports to the class.
Students will explain how many American cities have reduced the number of vehicles on their streets.
Students will describe how many American communities have tried to solve their trash problems.
Students will construct a hypothesis based on current statistics about what new problems Americans might have to face when they are adults.
Interview a parent, a grandparent, or someone else that is older than you are to find out what your city or town was like when he or she was your age. Have your questions ready before you interview them. Write down the answers and be ready to present your interview to the class in the next session.
Session 3: The American Economy
Students will define:
diverse economy, high-tech, Information Age, e-commerce, interdependent, international trade, free-trade agreement and global economy
Students will present their interview to the class.
Students will describe how new technologies have changed people's lives.
Students will explain what the free-trade agreement is and why it is important to American economy.
Students will define the type of economy where people are allows to own and run their own business.
Survey your friends and ask them what kind of job they would like to have when they are older. Find out how many of your friends want to have international jobs. Find out how many want to have traditional job compared with how many want to have high-tech or service jobs. Be prepared to share your findings with the class in the next session.
Session 4: Government and the People
Students will define responsibility, register, informed citizen, jury, volunteer and patriotism
Students will present their survey findings to the class.
Students will examine the interior of the United States Capitol Building.
Students will describe some of the powers that the federal and state governments share.
Students will identify Uncle Sam and explain why he is important American culture.
Students will explain how people today can contact governmental leaders.
Students will describe what makes a good citizen.
Students will examine the Pledge of Allegiance, political symbols and political buttons.
The role of government leaders is to work for the good of the people they represent. Write a letter to one of your local, state, or national leaders telling this person how he or she could improve life in your community. Be ready to present your letter to the class in the next session.
Session 5: New Dangers
Students will define terrorist and weapons of mass destruction
Students will present their letters to the class.
Students will explain why September 11, 2001 is one of the most famous dates in American history.
Students will describe how people responded to the terrorist attacks of September 11, 2001.
Students will examine how Barak Obama used the power of the internet in 2008 to help him win the presidential election.
Students will explain why the United States used force against the Taliban.
Students will summarize the two sides of the argument over going to war in Iraq.
Students will describe the steps Americans took to rebuild the damage done by the September 11 attacks.
Students will identify Daniel Libeskind and why he is important to American history.
Architects created many different designs for the new buildings at teh site of the World Trade Center in New York City. What do you think the new buildings should have looked like? Create your own drawing of the new buildings and be ready to present your drawings to the class in the next session.
Session 6: Looking Ahead
Students will define atmosphere, global warming and artificial intelligence
Students will present their drawings to the class.
Students will explain why some scientists are concerned about the rising levels of carbon dioxide in our atmosphere.
Students will describe the "Development Goals" of the United Nations.
Students will identify some of the challenges that face the people in the twenty-first century.