Social Studies:
Competency Goal 1: The learner will use the five themes of geography and geographic
tools to answer geographic questions and analyze geographic concepts.
1.02 Generate, interpret, and manipulate information from tools such as maps,
globes, charts, graphs, databases, and models to pose and answer questions about
space and place, environment and society, and spatial dynamics and connections.
1.03 Use tools such as maps, globes, graphs, charts, databases, models, and
artifacts to compare data on different countries of South America and Europe and
to identify patterns as well as similarities and differences among them.
Competency Goal 2: The learner will assess the relationship between physical
environment and cultural characteristics of selected societies and regions of South
America and Europe.
2.01 Examine factors such as climate change, location of resources, and
environmental challenges that influence human migration and assess their
significance in the development of selected cultures in South America and
Europe.
2.02 Describe factors that influence changes in distribution patterns of
population, resources, and climate in selected regions of South America and
Europe and evaluate their impact on the environment.
2.03 Examine factors such as climate change, location of resources, and
environmental challenges that influence human migration and assess their
significance in the development of selected cultures in South America and
Europe.
Competency Goal 4: The learner will identify significant patterns in the movement of
people, goods and ideas over time and place in South America and Europe.
4.02 Identify the main commodities of trade over time in selected areas of South
America and Europe, and evaluate their significance for the economic, political
and social development of cultures and regions.
Competency Goal 8: The learner will assess the influence and contributions of
individuals and cultural groups in South America and Europe.
8.03 Identify major discoveries, innovations, and inventions, and assess their
influence on societies past and present.
Competency Goal 9: The learner will analyze the different forms of government
developed in South America and Europe.
9.02 Describe how different types of governments such as democracies,
dictatorships, monarchies, and oligarchies in selected areas of South America and
Europe carry out legislative, executive, and judicial functions, and evaluate the
effectiveness of each.
9.03 Identify the ways in which governments in selected areas of South America
and Europe deal with issues of justice and injustice, and assess the influence of
cultural values on their practices and expectations.
9.04 Describe how different governments in South America and Europe select
leaders and establish laws in comparison to the United States and analyze the
strengths and weaknesses of each.
Competency Goal 10: The learner will compare the rights and civic responsibilities of
individuals in political structures in South America and Europe.
10.02 Identify various sources of citizens' rights and responsibilities, such as
constitutions, traditions, and religious law, and analyze how they are incorporated
into different government structures.
10.03 Describe rights and responsibilities of citizens in selected contemporary
societies in South America and Europe, comparing them to each other and to the
United States.
Connections for Sixth Grade Social Studies
Activity One
Objectives:
10.02
•
•
Persuade the Judge
Students will hear the story of The Three Little Pigs and The True Story of
the Three Little Pigs. They will decide whose story they believe and will
be asked to use a graphic organizer to aid in the organization of their
thoughts (attached on the next page). After they fill out their graphic
organizer, they will write a persuasive essay that they believe would
convince a judge that the wolf is either guilty or not guilty.
Materials: A Graphic organizer for each child.
Information adapted from:
http://content.scholastic.com/browse/lessonplan.jsp?id=102
Author: Genia Connell
Graphic Organizer for Persuasive Paragraph
Topic sentence (state your opinion):
______________________________________________________.
Reasons that support your opinion:
•_____________________________________________________________
_______________________________________________.
•_____________________________________________________________
_______________________________________________.
•_____________________________________________________________
_______________________________________________.
•_____________________________________________________________
_______________________________________________.
•_____________________________________________________________
_______________________________________________.
Closing sentence (restate your opinion):
_______________________________________________________________________.
http://www.scholastic.com
Activity Two
Objectives:
9.04, 10.03
•
•
Voting is Important
In the book, there are two different newspapers pictured. One is an issue
of the “Daily Wolf” and one is “The Daily Pig”. For this activity, the
students will already have prior knowledge of the governments of South
America, Europe, and the United States from a previous unit. Students will
also have prior knowledge of citizen responsibilities within these areas.
They will then be assigned to be members of different countries, some
European, some South American, and some from the United States. From
there they will be informed that there is an upcoming election. Their duty
is to vote either the pig or the wolf into office as the mayor of the town.
The winner will also determine if the town is Pig town or Wolf town. The
students will then have to determine who is allowed to vote in the election.
We will post the total number of votes for each candidate on the white
board in the classroom and declare our classroom the new Pig or Wolf
town. The students will then participate in an open discussion regarding
their reasons for voting or not voting as well as their ability to vote(Some
countries do not allow their citizens to vote, while others do).
Created by: Rachel Gobble
Materials: Students may need their textbook or other reference materials.
Activity Three
Objectives:
1.03
•
•
The Pig Pen
In the book, the little pigs and their homes are demolished by the wolf.
These places are left in rubble that could be gone through by others to get
a sense of what the pig that lived there was like. This leads into an
excellent activity to learn about other cultures. The students will start this
activity by taking an American item, such as a coin, a picture, or an object
and use it to list eight to ten aspects of the culture. For example, a quarter
could tell about people, places, animals, etc. that are important to our
culture. Then they will go to the “pig pen” which would be an area in the
room that would have several artifacts that would lend information from
other countries in South America and Europe and choose one object.
These items could be pictures, fake coins, or any other object the teacher
deems important to a particular South American or European country.
From there they must create a list of eight to ten aspects of the new
culture. They may use any resource materials available to them. We will
then create a class list of different attributes from the different countries on
chart paper and their individual lists will be turned in.
Created by: Rachel Gobble
Materials: Chart paper, as many objects from South America, Europe,
and the United States that can be found, a card board box decorated like a
pig pen.
Activity Four
Objectives:
2.01
•
•
Jail Break
At the end of the book, the wolf finds himself in jail. In this activity the
students are going to help the wolf make a jail break and decide where he
will run to. To help him make this decision they will create a brochure (tri
fold) on different destinations in South America or Europe. This brochure
will include pictures, schedules for traveling, climate in the area, and a
narrative describing the area in first person (as though they have visited
the area). They must explain this in a way that will influence the wolf to
move to their selected location. Remind them to work carefully because
they will be graded on mechanics, spelling, and proper content (Ex. The
student would not put a tropical beach in England). Possible grading
rubric on next page.
Created by: Rachel Gobble
Materials: Paper and art supplies, as well as reference materials, such as
an atlas, encyclopedias, internet access, or others would be helpful. May
need the grading rubric.
Grading Rubric: Jail Break Brochure
Criteria
20- 25 pts.
15-19pts.
Exemplary
Acceptable
Content is
appropriate
and accurate
No
grammatical
or mechanical
errors
The brochure
was folded
according to
directions and
organized
appropriately
Adequate time
spent on
artwork
6-14 pts.
Needs Work
0-5
Unacceptable
Rubric created by: Rachel Gobble
Activity Five
Objectives:
8.03
Wolf’s Transportation
•
In the book the Wolf walks to each pig’s house. The class will discuss
how the story would have been different if the wolf had a car. For
instance, would the Wolf want to borrow sugar or would he have simply
driven to the store? After the discussion the students will get into small
groups and will research when cars were invented and what impact it had
on society. After the students have completed their research they will fill
in a chart that compares what the wolf did in the story and what he could
have done if he had a car. A quick reference guide for the teacher is
available on the following pages.
Created by: Angela Watts
•
Materials
1. Chart to compare what the Wolf did in the story and what he could
have done if he had a car.
2. Here are some excellent websites that the teacher may suggest the
students use for their research (additional websites may be used if
the teacher finds it relevant):
http://www.loc.gov/rr/scitech/mysteries/auto.html
http://www.blurtit.com/q658619.html
http://www.ideafinder.com/history/inventions/automobile.htm
http://inventors.about.com/library/weekly/aacarssteama.htm
What the Wolf Did
What the Wolf Could Have
Done
Chart created by: Angela Watts
There are many different types of automobiles - steam, electric, and gasoline - as well as
countless styles. Exactly who invented the automobile is a matter of opinion. If we had to
give credit to one inventor, it would probably be Karl Benz from Germany. Many suggest
that he created the first true automobile in 1885/1886.
Below is a table of some automobile firsts, compiled from information in Leonard
Bruno's book Science and Technology Firsts (Detroit, c1997) and About.com's History of
the Automobile.
AUTOMOBILE FIRSTS
Inventor
Date
Type/Description
Country
Nicolas-Joseph Cugnot 1769
(1725-1804)
STEAM / Built the first self
propelled road vehicle (military
tractor) for the French army: three
wheeled, 2.5 mph.
France
Robert Anderson
18321839
ELECTRIC / Electric carriage.
Scotland
Karl Friedrich Benz
(1844-1929)
1885/86
GASOLINE / First true
Germany
automobile. Gasoline automobile Patent DRP
powered by an internal combustion No. 37435
engine: three wheeled, Four cycle,
engine and chassis form a single
unit.
Gottlieb Wilhelm
Daimler (1834-1900)
and Wilhelm Maybach
(1846-1929)
1886
GASOLINE / First four wheeled,
four-stroke engine- known as the
"Cannstatt-Daimler."
Germany
George Baldwin Selden 1876/95
(1846-1922)
GASOLINE / Combined internal
United
combustion engine with a carriage: States
patent no: 549,160 (1895). Never
manufactured -- Selden collected
royalties.
Charles Edgar Duryea
(1862-1938) and his
brother Frank (18701967)
GASOLINE / First successful gas United
powered car: 4hp, two-stroke
States
motor. The Duryea brothers set up
first American car manufacturing
company.
1893
Retrieved from: http://www.loc.gov/rr/scitech/mysteries/auto.html
The automobile was invented by Karl Benz in 1885. It was invented in Germany and
was powered by Otto gasoline engine. It was granted a patent in Mannheim dated January
of 1886.
Benz built improved versions in 1886 and 1887. He went into production in 1888 known
to be the world’s first automobile production. Significant suggestions for innovation were
made by his wife Bertha. He included these suggestions in the model. The automobile
was powered by four stroke engines which again, were designed by him.
Since 1920’s marketing plans have greatly influenced automobile design because all the
cars have been produced to meet market needs. The idea of establishing different makes
of cars produced by a single firm was brought about by Alfred P. Sloan. He believed that
the buyers could move up with different makes as their individual fortunes improved. The
different makes later started sharing parts with each other to reduce the production costs.
For example Chevrolet shared hoods, roof etc with Pontiac and vice versa. This
considerably brought down the production costs.
Retrieved from: http://www.blurtit.com/q658619.html
Fascinating facts about the invention of the modern
Automobile by Gottlieb Daimler and Karl Benz in 1889.
AUTOMOBILE
In terms of the lives of average people, there is little doubt that the automobile is
the most revolutionary invention in the history of transportation since the
wheel. The basic premise of the automobile is simple; choose a wheeled vehicle
from the many types typically pulled by horses or oxen, add a motor and create a
self-propelled, personal transportation vehicle. The earliest ancestor of the
modern automobile is probably the Fardier, a three-wheeled, steam-powered,
2.3-mph vehicle built in 1771 by Nicolas Joseph Cugnot for the French minister
of war. This cumbersome machine was never put into production because it was
much slower and harder to operate than a horse-drawn vehicle.
Amedee Bollee, also a Frenchman, built an improved 12-passenger steam car in
1873, but the steam engine proved impractical for a machine that was intended
to challenge the speed of a horse-and-buggy. The invention of the practical
automobile had to await the invention of a workable internal combustion engine.
The milestone vehicle was built in Germany in 1889 by
Gottlieb Daimler and Wilhelm Maybach. Powered by a 1.5 hp, two-cylinder
gasoline engine, it had a four-speed transmission and traveled at 10 mph.
Another German, Karl Benz, also built a gasoline-powered car the same year.
The gasoline-powered automobile, or motor car, remained largely a curiosity for
the rest of the nineteenth century, with only a handful being manufactured in
Europe and the United States. The first automobile to be produced in quantity
was the 1901 Curved Dash Oldsmobile, which was built in the United States by
Ransom E. Olds. Modern automobile mass production, and its use of the modern
industrial assembly line, is credited to Henry Ford of Detroit, Michigan, who had
built his first gasoline-powered car in 1896. Ford began producing his Model T in
1908, and by 1927, when it was discontinued, over 18 million had rolled off the
assembly line.
Retrieved from: http://www.ideafinder.com/history/inventions/automobile.htm
Activity Six
Objectives:
1.02
The Third Little Pigs Vacation
•
In the book we see that the media is covering the case of the Wolf and the
Three Little Pigs extensively. The newspapers and other members of the
media pictured in the book are hassling the poor surviving pig. Therefore
the remaining pig needs a vacation to forget about his problems. To help
aid in his emotional recovery he has decided to travel to another country.
Where did he go? The teacher will choose a country from South America
or Europe and will allow the students to ask twenty question so that they
are able to figure out what country the Third Little Pig has escaped to.
Created by: Angela Watts and Rachel Gobble
•
Materials:
1. Reference book such as an atlas for the teacher and the students
Activity Seven
Objectives:
2.02, 2.03, 4.02
I’m moving where?
•
•
The third little pig is lonely after the death of his two brothers, so he has decided
to move to South America. He hasn’t decided which country he would like to live
in best. Can you help him?
Procedure
o Students will choose a South American county to research.
o Research should be done through a large search engine such as Ask Jeeves
or Google. In addition to the Internet, students can use World Almanacs
or other resource books.
o Students will need find information pertaining to the climate, landforms,
government system, GNP, literacy rate, life expectancy, national language,
and any other general information you think the pig might need.
o Students can then write a persuasive essay on their country telling the pig
why he should move there.
Created by: Lindsay Lingerfelt
Activity Eight
Objectives:
9.02, 9.03, 10.03
Guilty or Innocent? – Mock Trial
•
•
In preparation for this mock trial, students should read The True Story of
the Three Little Pigs as well as the classic fairy tale. Students will each be
given a role pertaining to those seen in a real court room. These should
include but are not limited to: judge, jurors, defendant and defense team,
prosecution and pigs, witnesses, experts, bailiff, etc. After roles are
assigned each student or team have time to prepare their case or learn
about the roles. The class will conduct the trial and then as a class decide
if the wolf is guilty or innocent. As a follow-up activity to tie in Europe
students can discuss how the trial would have been similar and different in
other countries. This could be done using graphic organizers as well.
Examples of European courts
o France – Trial for severe cases consisting of 3 judges and 9 jurors.
o England – Jury is only involved if the defendant pleads not guilty.
o Germany – Judge is assisted by two lay judges.
Created by: Lindsay Lingerfelt
Created by: Lindsay Lingerfelt