Social Studies

On this page, you will find low and high tech resources for high school social studies courses.

• Watch a news segment (ex. CNN 10) or read a current events article, then discuss or respond in writing to any of the following prompts:

  • What is the issue or problem discussed in the news segment or current events article? What details are important about the issue or problem?

  • How does the issue/problem impact human interactions? What are the effects of this impact?

  • How does the issue/problem impact people in different places differently? Why does this difference occur?

  • What challenges and opportunities will those attempting to solve this issue/problem face?

  • How can individual people or groups help solve this issue/problem? What should be done?

  • Is this source trustworthy? Why or why not? What other kinds of information do we need to corroborate this news story? (Then encourage students to verify claims made in the segment via additional research.)

  • CLICK | CNN 10 - 10 minute daily news show that covers stories of international significance & clearly describes why they're making news, who is affected, and how they fit into a complex, international society.

• Process and synthesize learning from any text (this includes primary documents, articles, videos, etc.) by creating a one-pager. For additional guidance on one-pagers, see these resources:

  • CLICK | Overview & Tips for One-Pagers

  • CLICK | Printable Templates for One-Pagers (free)

  • CLICK | APHG Online Articles & Videos - This comprehensive article & video list has been curated by a veteran APHG teacher and is organized to align to the units from the AP Course Guide.

• Students create their own primary sources through daily journaling in a notebook (½ to 1 page). Journal entries should include name, date, and location (Oak Cliff, Dallas, TX)

• Here are questions to get you started:

• First journal entry

  • When do you remember first hearing about coronavirus? When did you realize it was serious news and you could not ignore it?

  • When did you realize that daily life was going to be significantly different?

  • What preparation did you and your family members make and what was the experience like?

• Following journal entries can include these questions.

• Engage in a week-long inquiry to investigate the effects of COVID-19 on at least 2 of the following (aligned to the APHG Course Content):

  • Population & migration (Unit 2)

  • Cultural patterns (Unit 3)

  • Political patterns & processes (Unit 4)

  • Agriculture (Unit 5)

  • Urbanization (Unit 6)

  • Industrial & economic development (Unit 7)

• Write a report that explains these effects and proposes actions we should take now. In your report, appropriately cite sources (minimum 5) and include at least 3 visuals (diagrams, charts, etc.).

• Week-long inquiry: Write an essay responding to - Develop an argument that analyzes how changes in technology from the early 20th century to the 21st century impact global responses and effects of pandemics. Use the following sources to begin your research:

  • CLICK | National Geographic: “Inside the Swift, Deadly History of the Spanish Flu Epidemic”

  • CLICK | Vox: “Why we should stop comparing Coronavirus to the 1918 Spanish Flu”

  • CLICK | The Guardian: “Communities gathering online in the coronavirus crisis”

  • CLICK | Geospatial World: “How China is using technology to fight the Coronavirus”

• Watch a news segment (ex. CNN 10), then discuss or respond in writing to any of the following prompts:

  • What is the issue or problem discussed in the news segment or current events article? What details are important about the issue or problem?

  • How does this issue/problem represent a continuation or change from a problem you learned about in AP World History?

  • What role do advances in communication and technology play in causing or resolving this issue/problem?

  • What challenges and opportunities will those attempting to solve this issue/problem face?

  • How can individual people or groups help solve this issue/problem? What should be done?

  • Is this source trustworthy? Why or why not? What other kinds of information do we need to corroborate this news story? (Then encourage students to verify claims made in the segment via additional research.)

  • CLICK | CNN 10 - 10 minute daily news show that covers stories of international significance & clearly describes why they're making news, who is affected, and how they fit into a complex, international society.

  • Process and synthesize learning from any text (this includes primary documents, articles, videos, etc.) by creating a one-pager. For additional guidance on one-pagers, see these resources:

  • Overview & Tips for One-Pagers

  • Printable Templates for One-Pagers (free)

  • CLICK | Crash Course: World History - Short (10-15 min) videos that feature the host (John Green) discussing the subject, mixed in with animations and some humor.

  • CLICK | Crash Course: World History 2 - Short (10-15 min) videos that feature the host (John Green) discussing the subject, mixed in with animations and some humor.

  • CLICK | Crash Course: European History - Short (10-15 min) videos that feature the host (John Green) discussing the subject, mixed in with animations and some humor.

• Students create their own primary sources through daily journaling in a notebook (½ to 1 page). Journal entries should include name, date, and location (Oak Cliff, Dallas, TX)

• Here are questions to get you started:

• First journal entry

  • When do you remember first hearing about coronavirus? When did you realize it was serious news and you could not ignore it?

  • When did you realize that daily life was going to be significantly different?

  • What preparation did you and your family members make and what was the experience like?

• Following journal entries can include these questions.

• Students select a primary document (CLICK ex. from Fordham University) and answer questions aligned to AP historical thinking skills.

  • Select at least 1 question from each box on the page 1 of this document to guide a written analysis (1-2 paragraphs) of the document.

  • Then, select 1 question from any box on page 2 (Comparison, Causation, Patterns of Continuity/Change) to write a short essay using prior knowledge, additional research as needed, and the primary document(s) analyzed.

• Watch a news segment (ex. CNN 10) or current events article, then discuss or respond in writing to any of the following prompts:

  • What is the issue or problem discussed in the news segment or current events article?What details are important about the issue or problem?

  • How does this issue/problem represent a continuation or change from a problem you learned about in AP US History?

  • What role do advances in communication and technology play in causing or resolving this issue/problem?

  • What challenges and opportunities will those attempting to solve this issue/problem face?

  • How can individual people or small groups help solve this issue/problem? What should be done?

  • Is this source trustworthy? Why or why not? What other kinds of information do we need to corroborate this news story? (Then encourage students to verify claims made in the segment via additional research.)

  • CLICK | CNN 10 - 10 minute daily news show that covers stories of international significance & clearly describes why they're making news, who is affected, and how they fit into a complex, international society.

• Process and synthesize learning from any text (this includes primary documents, articles, videos, etc.) by creating a one-pager. For additional guidance on one-pagers, see these resources:

  • CLICK | Overview & Tips for One-Pagers

  • CLICK | Printable Templates for One-Pagers (free)

  • CLICK | Crash Course: U.S. History - Short (10-15 min) videos that feature the host (John Green) discussing the subject, mixed in with animations and some humor.

  • CLICK | Crash Course: U.S. Government & Politics - Short (10-15 min) videos that feature the host (John Green) discussing the subject, mixed in with animations and some humor.

• Students create their own primary sources through daily journaling in a notebook (½ to 1 page). Journal entries should include name, date, and location (Oak Cliff, Dallas, TX)

• Here are questions to get you started:

• First journal entry

  • When do you remember first hearing about coronavirus? When did you realize it was serious news and you could not ignore it?

  • When did you realize that daily life was going to be significantly different?

  • What preparation did you and your family members make and what was the experience like?

• Following journal entries can include these questions.

• Students select a primary document (CLICK ex. from Library of Congress) and answer questions aligned to AP historical thinking and reasoning skills.

  • Select at least 1 question from each box on the page 1 of this document to guide a written analysis (1-2 paragraphs) of the document.

  • Then, select 1 question from any box on page 2 (Comparison, Causation, Patterns of Continuity/Change) to write a short essay using prior knowledge, additional research as needed, and the primary document(s) analyzed.

Week-long inquiry: Write an essay responding to - Evaluate the relative importance of advancements in technology on the global responses and effects of pandemics from 1910 to 2020. Use the following sources to begin your research:

• CLICK | Tampa Bay Times: “Long before coronavirus, Florida caught the Spanish Flu. How bad was it?”

• CLICK | National Geographic: “Inside the Swift, Deadly History of the Spanish Flu Epidemic”

• CLICK | Vox: “Why we should stop comparing Coronavirus to the 1918 Spanish Flu”

• CLICK | The Guardian: “Communities gathering online in the coronavirus crisis”

• CLICK | Geospatial World: “How China is using technology to fight the Coronavirus”

• Watch a news segment (ex. CNN 10) or current events article, then discuss or respond in writing to any of the following prompts:

  • What is the issue or problem discussed in the news segment or current events article? What details are important about the issue or problem?

  • Which foundational principles are related to this issue/problem? How can government institutions work to address this issue/problem?

  • What challenges and opportunities will those attempting to solve this issue/problem face?

  • How can individual people or groups help solve this issue/problem? What should be done?

  • Is this source trustworthy? Why or why not? What other kinds of information do we need to corroborate this news story? (Then encourage students to verify claims made in the segment via additional research.)

  • CLICK | CNN 10 - 10 minute daily news show that covers stories of international significance & clearly describes why they're making news, who is affected, and how they fit into a complex, international society.

  • CLICK | NPR Up First - Three biggest news stories of the day with analysis from NPR news. (10-13 minutes, daily)

• Process and synthesize learning from any text (this includes primary documents, articles, videos, etc.) by creating a one-pager. For additional guidance on one-pagers, see these resources:

  • CLICK | Overview & Tips for One-Pagers

  • CLICK | Printable Templates for One-Pagers (free)

  • CLICK | Crash Course: Economics - Short (10-15 min) videos that feature the host (John Green) discussing the subject, mixed in with animations and some humor.

  • CLICK | Crash Course: U.S. Government & Politics - Short (10-15 min) videos that feature the host (John Green) discussing the subject, mixed in with animations and some humor.

• Students create their own primary sources through daily journaling in a notebook (½ to 1 page). Journal entries should include name, date, and location (Oak Cliff, Dallas, TX)

• Here are questions to get you started:

• First journal entry

  • When do you remember first hearing about coronavirus? When did you realize it was serious news and you could not ignore it?

  • When did you realize that daily life was going to be significantly different?

  • What preparation did you and your family members make and what was the experience like?

• Following journal entries can include these questions.

• Week-long inquiry: Write an essay responding to - Develop an argument that analyzes the role of government in responding to pandemics. Use the following sources to begin your research:

  • CLICK | ABC News: Government response updates

  • CLICK | National Geographic: “Inside the Swift, Deadly History of the Spanish Flu Epidemic”

  • CLICK | Vox: “Why we should stop comparing Coronavirus to the 1918 Spanish Flu”

  • CLICK | Geospatial World: “How China is using technology to fight the Coronavirus”