Lesson Plan for Social Studies Class Grades 9-12

UnitSocial Studies The Civil contend Emancipation ExperienceObjectiveThrough this lesson, the students will be fitting to1. Given a particular situation, recognize the period of history portrayed following the enquiry period.2. Given a particular scenario, distinguish groups after the inquiry period.3. Study and come into contact with changeable emotions of every group.4. Examine and differentiate the differences in the lifestyle of every group.5. Assume/imagine and identify with what life was corresponding for Ameri faecess during that period.RationaleHardly any event in mankind can measure up to the damage and demise of war. However, nearly every generation of man cannot break apart from its ongoing reality. Our country has in like manner had its won carry on of experiences of war. Ever since our origin, with the American Revolutionary War, our country has already been at war. In addition, in our 200 addition years of survival there was atomic number 53 war that cannot be matched up to to any other war when measured in terms of devastation and American loss of lives the American Civil War. Just like any civil war there is no winner- just 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 outcome of this catastrophic war.Therefore, the rationale of this inquiry lesson is to will students an affective encounter of the pre and post American Civil War incident on Americans- both Whites and coloreds (or northerners and southerners).Content concourse activity using charts and internalizing the role of each groups involved in the Civil War.Procedures1. By means of random, divide class into three (3) groups- A, B, C according to size.Group A (Slaves) 1/4 of classGroup B (S. Whites) 1/4 of classGroup C (N. Whites) 1/2 of classNote Dont inform the class what every group stand for.2. Then instruct every member to name themselves utilizing a marker and a piece of tape. It must be visible.3. Move desks apart from each other and split the class mode in half. Break up the room by means of putting tape on the floor. Area I will be componentd by Groups A and B. Next, move desks so that 1/4 of area I is free of desks and chairs and then put newspapers on the floor. This area must be surrounded with tape.4. Next, charge Chart I to each(prenominal) the groups and inform them regarding each groups location, food allotment, and movement as signaln belowChart IGroup berth Food Allotted MovementA Sit on newspapers Plate of broken cockamamie NoneB Sit on chair in area I or II Plate of in all crackers Full (everywhere in the classroomC Sit on chair in area I or II Plate of whole crackers Full (everywhere in theclassroom)5. Start conducting social occasion I for a period of 5-10 minutes. Guide groups to their own location, their content to move without restraint or none at all, and provide every group either whole or b roken crackers on a plate to be shared with that group. Allow member of just groups B and C speak without restraint to one another. But let every group speak to each other.6. End Part I. Show Chart II to the class, which contain as followsChart IIGroup Location Food Allotted MovementA Chairs Plate of broken 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 start conducting Part II for a period of five (5) minutes. At this time, movement or talk 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 Chart III explain to the class as followsChart IIIGroup Location Food Allotted MovementA Chairs Plate of whole crackers Ful lB 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 make 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 spikelet 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 assess their feelings and reactions about the activity1. What can you say about 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 thi nk was the best group to be in? How about the worst group to be in?5. What primary winding event in American History did this simulation describe? resolving 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 favorable statusFood Alloted (either whole or broken crackers) symbolized economic statusMovement (either full 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. Consistent with the headings of the charts and what they symbolized, what can you say or follow about every group?Example Compared to Groups B & C, Group A was instructed to sit on the floor sy mbolizing 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 restricted to move outside of Area I since battle lines were established between the North and South. .Moreover, the South survived extreme devastation and remainder 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 acquire 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 parts (I, II, & III), they enjoyed good economic, political, and social status since the war happened on southern soil thus the northern property was not destroyed.RubricGroup Learning ActivityRubric A ProcessExceptional Admirable welcome AmateurExceptional 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 Responsibility for task is equally shared among members Most group members share the responsibility Only of the group members share the r esponsibility The members depend only one member Quality of Interaction Members display excellent leadership and sense of hearing 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 pin downed 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 was shown to assign roles to every group member ReferencesCommager, H. (1982). The Story of the Civil War as Told by Participants. Fai rfax 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