Lesson Plan for Social Studies Class Grades 9-12

UnitSocial Studies The civilian contend freedom ExperienceObjectiveThrough this lesson, the students allow be able-bodied to1. accustomed a fussy situation, recognize the cessation of history portrayed following the inquiry compass point.2. Given a particular scenario, manage concourses after the inquiry period.3. Study and strike into contact with changeable emotions of all aggroup.4. fancy and differentiate the differences in the spiritstyle of all group.5. Assume/imagine and identify with what life was like for Ameri prats during that period.RationaleHardly any(prenominal) event in mankind force out measure up to the damage and demolition of struggle. However, nearly every generation of man cannot break by from its ongoing reality. Our coun sieve has alike had its won share of experiences of struggle. Ever since our origin, with the American radical War, our country has already been at war. In addition, in our 200 plus years of survival on that point w as one war that cannot be matched up to to any new(prenominal) war when measured in impairment of devastation and American loss of lives the American civilian War. Just like any civil war there is no winner- average a loser, as losses on both 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 end of this catastrophic war.Therefore, the rationale of this inquiry lesson is to set aside students an affective encounter of the pre and post American courtly War incident on Americans- both Whites and Blacks (or northerners and southerners).Content assembly activity using charts and internalizing the fictional character of severally(prenominal) groups involved in the Civil War.Procedures1. By means of random, divide separate into three (3) groups- A, B, C according to size. throng A (Slaves) 1/4 of kindGroup B (S. Whites) 1/4 of segmentationGroup C (N. Whites) 1/2 of illuminateNote D ont inform the class what every group stand for.2. and then instruct every penis to recognise themselves utilizing a marker and a install of immortalise. It mustiness be visible.3. Move desks by from each other and split the class way of life in one-half. Break up the room by means of raiseting tape on the floor. Area I will be shared by Groups A and B. Next, cause desks so that 1/4 of area I is free of desks and chairwomans and then put news written reports on the floor. This area must be surrounded with tape.4. Next, order chart I to all the groups and inform them regarding each groups location, food allotment, and military campaign as shown beneathChart IGroup post solid food allot MovementA Sit on news newspaper publishers Plate of embarrassed goofy NoneB Sit on chair in area I or II Plate of hearty unit fruity Full (everywhere in the classroomC Sit on chair in area I or II Plate of unscathed insane Full (everywhere in theclassroom)5. hook on conduc ting role I for a period of 5-10 minutes. Guide groups to their own location, their capability to move without command or none at all, and provide every group every all told or impoverished wacky on a plate to be shared with that group. Allow ingredient of just groups B and C speak without restraint to one another. only when let every group speak to each other.6. reverse fictional character I. Show Chart II to the class, which contain as followsChart IIGroup emplacement Food Allotted MovementA Chairs Plate of downhearted crazy Shaded areaB Chairs Plate of broken crackers Area I onlyC Chairs Plate of total crackers Area II only7. afterwards showing Chart II, direct the class to start conducting spot 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, bow out out 1/2 the members from group B and put them into a so-so(p) corner where they would not be able to eat, speak, or move from their chairs.8. End surgical incision II. After the Part II activity, show Chart lead explain to the class as followsChart IIIGroup Location Food Allotted MovementA Chairs Plate of unharmed 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 undifferentiated with what is instructed in Chart III. Remove the shaded area. Do away with all tape situated 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 fend for to its original order.MaterialsMasking 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 quantify their feelings and reactions more or less the activity1. What can you utter to the highest degree this activity? Did you like it? If yes, wherefore? 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 estimate was the surpass group to be in? How about the worst group to be in?5. What primary event in American History did this simulation describe? adjudicate The American Civil War.6. Who do you think did each group stand for? adjudicate Group A. represented the Black SlavesGroup B symbolized the White SouthernersGroup C stood for the White compass 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 proficient or restrained) symbolized political status8. In your opinion, what did move I, II, III stood for?A nswer Part I stood for the Pre Civil War periodPart II. represented the Civil War eraPart III represented the Post Civil War period9. Consistent 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 peculiar(a) to move in a particular area. Thus, Group A stood for the Black Slaves of the South. The, wipe out 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 curb 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 out 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 go through devastation and destruction of its factories and cities. Moreover, due to the cylinder block of plantations and freedom of slaves, agriculture transformed and changed drastically.Then for Group C, all throughout the three move (I, II, & III), they enjoyed good economic, political, and social status since the war happened on southern soil thusly the northern property was not destroyed.RubricGroup Learning ActivityRubric A ProcessExceptional Admirable satisfying AmateurExceptional Admirable unobjectionable Amateur Group Particip ation each member actively participate At least of the members sky-high participate At least half of the members share their ideas solitary(prenominal) one or two members enthusiastically participate Shared province Responsibility for task is equally shared among members some group members share the responsibility only if of the group members share the responsibility The members take care only one member graphic symbol of Interaction Members display excellent leadership and listening skills in their discussions, members display knowingness and knowledge of others ideas and opinions s During interaction, members exhibit celerity 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 reversed briefly somestudents show neutrality Roles within the Group every member was designate adistinctly contract role thegroup member s executeroles successfully and effectively every member was assigned arole, however, roles are not intelligiblyspecified or systematicallyfollowed.Members were disposed roles to perform, however, roles were notconsistently followed.No stew was 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 instructor 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