Monday, March 4, 2019

Lesson Plan for Social Studies Class Grades 9-12

UnitSocial Studies The well-behaved War Emancipation ExperienceObjectiveThrough this lesson, the students will be able to1. Given a particular situation, recognize the flowing of history portrayed following the interrogatory period.2. Given a particular scenario, distinguish ag conclaves after the inquiry period.3. probe and come into contact with changeable emotions of entirely concourse.4. Examine and resign issueentiate the differences in the lifestyle of each group.5. Assume/imagine and identify with what life was bid for Americans during that period.RationaleHardly any event in mankind can measure up to the damage and destruction of war. However, nearly every genearned run averagetion of man cannot feed away from its ongoing reality. Our country has also had its won parcel out of experiences of war. constantly since our origin, with the American Revolutionary War, our country has already been at war. In addition, in our 200 plus years of survival on that point was one war that cannot be matched up to to any other war when measured in terms of devastation and American loss of lives the American civilized War. and like any civil war there is no winner- fairish a loser, as losses on twain sides make up the entire loss of that nation. This lesson will try to look at the changes that occurred in the lives of Americans that were the outcome of this catastrophic war.Therefore, the rationale of this inquiry lesson is to provide students an affective witness of the pre and post American Civil War incident on Americans- both Whites and Blacks (or northerners and southerners).Content chemical group activity using charts and internalizing the agency of each groups involved in the Civil War.Procedures1. By means of random, divide class into three (3) groups- A, B, C gibe to size. assort A (Slaves) 1/4 of class meeting B (S. Whites) 1/4 of classGroup C (N. Whites) 1/2 of classNote Dont inform the class what every group infrastructure for.2. T hen instruct every member to epithet themselves utilizing a marker and a piece of tape. It must be visible.3. cordial flowment desks apart from each other and split the classroom in half. reprieve up the room by means of presentting tape on the appal. nation I will be shared by Groups A and B. Next, move desks so that 1/4 of area I is bare of desks and conduces and then put newspapers on the floor. This area must be contact with tape.4. Next, install chart I to all the groups and inform them regarding each groups location, diet allotment, and movement as shown belowChart IGroup placement Food parcel out MovementA Sit on newspapers scale of measurement of bemused crackers NoneB Sit on chair in area I or II main office of solid crackers Full (everywhere in the classroomC Sit on chair in area I or II casing of all crackers Full (everywhere in theclassroom)5. Start conducting fragmentize I for a period of 5-10 minutes. Guide groups to their own location, the ir capability to move without restraint or none at all, and provide every group either substantial or garbled crackers on a plate to be shared with that group. Allow member of precisely groups B and C spill the beans without restraint to one another. But let every group declare to each other.6. End Part I. Show Chart II to the class, which maintain as followsChart IIGroup Location Food Allotted MovementA Chairs Plate of scummy crackers Shaded areaB Chairs Plate of broken crackers Area I onlyC Chairs Plate of whole crackers Area II only7. After showing Chart II, direct the class to beat conducting Part II for a period of five (5) minutes. At this time, movement or talking between groups B and C is prohibited since they should stay put in their particular areas (I or II). Then, take out 1/2 the members from group B and put them into a neutral corner where they would not be able to eat, speak, or move from their chairs.8. End Part II. After the Part II activity, show C hart III explain to the class as followsChart IIIGroup Location Food Allotted MovementA Chairs Plate of whole crackers FullB Chairs None FullC Chairs Plate of whole crackers Full9. After showing chart III, you can start conducting Part III for a period of five (5) minutes. Guide students just like what was done in Part I and Part II consistent with what is instructed in Chart III. Remove the shaded area. Do away with all tape placed on the floor. The groups can now freely move. But, Group B merely receives broken crackers.10. End Part III and the whole activity. Arrange the room to bring it back to its original order.MaterialsM holding tape, pen markers, chart paper/chalk board, newspapers, 5 packages saltines/crackers, and 3 paper plates.AssessmentAt the end of the activity, ask the students the following questions to assess their feelings and reactions almost the activity1. What can you say well-nigh this activity? Did you like it? If yes, why? If no, why not ?2. How did you feel about being in Group A, B, or C?3. In your opinion, how did the groups differ from each other?4. What do you think was the best group to be in? How about the worst group to be in?5. What patriarchal event in American History did this simulation describe? cause The American Civil War.6. Who do you think did each group stand for?Answer Group A. represented the Black SlavesGroup B symbolized the White SouthernersGroup C stood for the White Northerners7. What do you think did the headings in the charts symbolized?Answer Location (floor or chairs) represented social statusFood Alloted (either whole or broken crackers) symbolized economic statusMovement (either replete or restrained) symbolized political status8. In your opinion, what did Parts I, II, III stood for?Answer Part I stood for the Pre Civil War periodPart II. represented the Civil War eraPart III represented the Post Civil War period9. agreeable with the headings of the charts and what they symbolized, what can you say or notice about every group?Example Compared to Groups B & C, Group A was instructed to sit on the floor symbolizing a lower social status, they also had to eat broken crackers representing a lower economic status, and were just limited to move in a particular area. Thus, Group A stood for the Black Slaves of the South. The, take note of the change in Groups A status from Part I to Part III depicting the changes from the Pre to the Post Civil War period.Meanwhile, for Group B, in Part I, they were instructed to sit on chairs and eat whole crackers and also to move freely. Hence, it can be said that these activities symbolized good, economic, social, and political status. Nevertheless, in Part II they had be restrict to move outside of Area I since battle lines were established between the North and South. .Moreover, the South survived extreme devastation and destruction since most of the war happened there. This was represented when half of the group was pulled ou t and placed into a neutral area. Then, in Part III, social and political status were recovered as movement was not restricted and chairs were utilized. But their economic status turned negative, as symbolized by broken crackers because it experienced devastation and destruction of its factories and cities. Moreover, due to the closure of plantations and freedom of slaves, agriculture transformed and changed drastically.Then for Group C, all throughout the three split (I, II, & III), they enjoyed good economic, political, and social status since the war happened on southern footing thus the northern property was not destroyed.RubricGroup Learning ActivityRubric A ProcessExceptional Admirable Acceptable tyroExceptional Admirable Acceptable Amateur Group Participation Every member actively participate At least of the members enthusiastically participate At least half of the members share their ideas Only one or two members enthusiastically participate shared Responsibility Respo nsibility for working class is equally shared among members Most group members share the responsibility Only of the group members share the responsibility The members figure only one member Quality of Interaction Members display slight leadership and listening skills in their discussions, members display awareness and knowledge of others ideas and opinions s During interaction, members exhibit adeptness activediscussion and interaction focuses on the taskMembers display some capability to interact members listen attentively there is some proof of discourse oralternativeThere is only little interaction members converse briefly somestudents show disinterest Roles within the Group every member was assign adistinctly specified role thegroup members executeroles successfully and effectively every member was assigned arole, however, roles are not clearlyspecified or systematicallyfollowed.Members were given roles to perform, however, roles were notconsistently followed.No effort wa s shown to assign roles to every group member ReferencesCommager, H. (1982). The Story of the Civil War as Told by Participants. Fairfax Press, 1982.Jasmine, J. (1993) Portfolios and Other Assessments. California Teacher Created Materials.Rubistar. Create Your Rubric. Retrieved April 29, 2006 from http//rubistar.4teachers.orgSass, E. Social Studies Lesson Plans and Resources. Retrieved April 29, 2006 from http//www.cloudnet.com/edrbsass/edsoc.htm

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