Here are the TEN most recent Social Studies Lessons that have been submitted.
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All students will play a contributing part in creating a presentation about aspects of Westward Expansion.
I teach world geography in sixth grade. The United States unit, which is the first one we complete in the school year, includes the land, economy, and people of the United States. Jazz, in reference to the people of the United States, is a smaller unit within the larger United States unit. It will focus on a history of jazz itself, a history of Kansas City jazz, with details regarding prominent musicians, examples of sound recordings, and a viewing of a documentary including several prominent musicians of Kansas City jazz.
Students learn about the three branches of government. Students organize the information to make a mobile.
The major component of this unit is to find and share information regarding religions which originated in Asia (Hinduism and Buddhism) and the religions which originated in the Middle East (Judaism, Christianity, Islam). This lesson allows for self-directed learning as students become explorers to search for information regarding one religion assigned to them by the teacher. Students become producers of knowledge and communicators as they share their information in a small group setting. This small group allows students to complete an informational chart to have the basic ideas. Students then work with Venn diagrams to compare and constrast the religions. The class comes together to review the information and the teacher leads them through a discussion identifying the similarities and differences they find using their informational charts and diagrams. This unit can incorporate social studies, history, and English skills. This unit was planned for a sophomore world history class.
This unit designed to expose students to a number of primary and secondary sources. Using these sources, students will compare and contrast the lives, lifestyles, and experiences of Native Americans, European American settlers, and African American slaves living in 1800's America.
Students research what a day in a life of a serf; knight; troubadour/jester, merchant; noble; clergy; or king would be. Based upon their research, students will write what a typical day would be like and then create in the style of an illuminated manuscript, a title for a book that their character might read.
Buffalo Soldiers were named so by Native Americans on the Western frontier. These soldiers were the first black regulars in the United States Army. Through harsh conditions and continued injustices, they took the opportunity to use their strength, skills, and talents to improve their own situation in a racist country.
Students will choose a current event topic (particularly one that is controversial) and print seven articles, each from a different news source. They will evaluate the bias (or neutrality), sensationalism, and word choice found within each article. They will then write a five paragraph summative essay analyzing their findings.
Students will be using these skills for the remainder of their lives in order to obtain and evaluate the entire news story. They will soon realize that in order to understand the complete story, many times you have to search for your news.
Missouri applied for statehood in 1818, but the debate over slavery held up the process. It wasn’t until 1820 and the adoption of the Missouri Compromise that Missouri became a state. The Compromise allowed Missouri to join the union as a slave state with Maine joining as a free state to keep the balance of power between free/slave states.
The abolitionist movement was growing in the North and with the election of Abraham Lincoln in 1860, the southern states secceeded and formed the Confederate States of America. The Civil War began in 1861 with the Confederates firing on Fort Sumter in Charleston Harbor. However, the fighting in Missouri started well before 1861, dating back to the Kansas-Nebraska Act of 1854 and the border wars. Throughout the war, Missouri remained a border state, a slave state that stayed in the Union. More than 1,100 battles and skirmishes took place in Missouri. More than 20,000 Missourians died, fighting for both sides, 14,000 for the North, 6,000 for the South. Only Virginia and Tennessee saw more bloodshed. The war had divided neighbors, friends, and families, as well as the sate and the nation. It would be many years before the wounds caused by the war would heal.
Many people are surprised to learn that Missouri hosted the third-highest number of battles and skirmishes during the Civil war. It was truly a case of neighbor against neighbor, brother against brother. People who knew each other all their lives became adversaries, commiting terrible acts against one another. The Civil War in Missouri reverberated across the nation allowing many firsts to take place on our soil. The first Union general, Nathaniel Lyon, was killed in battle, the first engagment of African-American troops and also the first use of ironclad ships (protecting the Mississippi River) all happened in Missouri.
In this unit, students will review key Civil War battles in Missouri, identify key vocabulary terms, take a look at some primary documents and comlplete a Multiple Intelligence Contract.
This lesson is designed to help students to think about what makes a strong leader, strong. It will allow students to explore the similarities and differences of the leaders in the North and in the South during the Civil War.
I would expect students to understand the causes of the Civil War and who the major players in the war (Grant, President Lincoln, Jefferson Davis, Lee) are prior to this lesson.