Concepts  As a fledgling nation, the United States had trouble establishing credibility.
                   A result of the War of 1812 was increased nationalism.

Outcomes  The student will demonstrate an understanding of the historical development and  current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers in American society.

Indicators

• Political Systems  The student will be able, using case studies from world cultures and American history, to analyze consequences resulting from the exercise or denial of rights and/or responsibilities.
• Peoples of the Nation and World  The student will be able to perceive that human experiences, in earlier times and places, may be applicable to solving contemporary problems.
• The student will be able to evaluate consequences of individual and collective decisions in promoting peace or precipitating conflict.
• Geography The student will be able to locate places, cultural features, and natural features by interpreting and constructing maps.
• The student will be able to analyze patterns of population growth and settlement in different times, cultures, and environments.
• Economics The student will be able, using case studies, to analyze the role of scarcity in economic decision-making.
• The student will be able, using case studies, to cite examples of economic interdependency among world communities.
• Skills and Processes  The student will obtain, interpret, evaluate, organize, and use information from observing, investigating, listening and reading.
• The student will define and clarify problems drawn from history and the social sciences, judge information related to the problems, propose solutions, and draw conclusions based upon available data.

Icons next to the topics reflect the Multiple Intelligence used for that product.
  Verbal-linguistic

   Body-kinesthetic

   Visual-spatial

   Logical-mathematical

  Naturalist

  Interpersonal

    Intrapersonal

    Musical/Rhythmic
 
 

2:  Put the topic on trial.  Have one person prosecute (vote against the inclusion of the War; one defend (voting for the inclusion of the War as significant to the development of the U.S.)

Or, 3:  Storyboard a documentary that would support your opinion.  Research music to support the feeling; visuals; people you would interview or portray, and any other multimedia tools you would use.

Or, 4:  Develop a PowerPoint presentation to persuade.

Or, 5:  Create a newspaper to promote your opinion.

Back to process

G/T students can take the evaluation template to a higher level of questioning:  evaluation.
By ranking the topics in importance to the final decision:  Should this War be included in a history text?, students are asked to place value on incidents regarding their impact on future events.  Ask GT students to choose the three most important topics, and to justify their choices.