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- From: CRS Collaboration
- Contributed By: FileChecker2 FileChecker2
U S History-The end of the Civil War and Reconstruction and Industrialization
Directions for Home Interview #1:
Find an adult at home. (An adult is anyone who is eighteen or older. Ask that adult each question in Part I, and write down her or his answer. (This must be written in YOUR handwriting.) Do Part II on your own.If you have trouble finding an adult at home, call a family member on the phone.
Part I:
1. Beyond food and material possessions, what do you need to be happy?____________________________________________________________________
2. How do people learn the difference between right and wrong? _______________
____________________________________________________________________
____________________________________________________________________
Part II:
Answer each question in a complete sentence.1. What is a myth? ___________________________________________________
2. What is a folktale? _________________________________________________
3. What is a religion? _________________________________________________
4. What is our fifth theme this year, and what does it mean? _________________
____________________________________________________________________
5. Did you agree with everything your adult at home said when interviewed? Explain your answer.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Above and Beyond:
Given our class definition of culture, write as much as you can about your own culture on the back of this page.This lesson plan deals with the creation and structure of the United States Constitution.
A nine day unit on drama created for 6th grade social studies. This is basically the agenda for each day (with a few holes, but mostly complete). Many of the necessary files will be grouped in the same collection with this unit plan.
Introduction:
Have you ever wondered why you don't see people walking down the street wearing ruffled gowns and tall, curled wigs? Or how travel has changed so drastically that once, people only left their town to trade in big cities for expensive goods and now people leave the state everyday for work? You will now get the chance to see why this is! You will be living the life of a Renaissance layperson. You will get to experience the way they dress, what kind of work there is, and how difficult it was to get from point A to point B. In this exercise you will see how things have changed over the past 400 years and understand the progression we have made to the present day! So step into that time machine and get teleporting!!
The Task:
In this assignment the students will be collaborating to find out specific aspects of Renaissance life. They will be paired into groups of 4 and each will be responsible for a different aspect of life in the Renaissance. One will be in charge of learning about fashion and clothing styles, another will take the aspect of travel, another will take the working aspect, the final student will be in charge of political restraints and everyone will add a little bit of information about leisurely activities and domestic life. By finding out this information you will be able to create a 20 minute max. skit to perform in front of the class. The setting will be the market place where all members will meet up. They will be dressed, as best they can provide, in Renaissance dress, and will discuss what they learned regarding travel, working, politics and everyday life chit chat.
The Process:
Evaluation:
Conclusion:
From this assignment students will learn about the different time period throughout European history by researching their own period, but also by seeing other groups performed skit about their time period. they will learn about the change in culture, politics, and domestic life.
Credits & References:
Standards:
Have you ever wondered why you don't see people walking down the street wearing ruffled gowns and tall, curled wigs? Or how travel has changed so drastically that once, people only left their town to trade in big cities for expensive goods and now people leave the state everyday for work? You will now get the chance to see why this is! You will be living the life of a Renaissance layperson. You will get to experience the way they dress, what kind of work there is, and how difficult it was to get from point A to point B. In this exercise you will see how things have changed over the past 400 years and understand the progression we have made to the present day! So step into that time machine and get teleporting!!
The Task:
In this assignment the students will be collaborating to find out specific aspects of Renaissance life. They will be paired into groups of 4 and each will be responsible for a different aspect of life in the Renaissance. One will be in charge of learning about fashion and clothing styles, another will take the aspect of travel, another will take the working aspect, the final student will be in charge of political restraints and everyone will add a little bit of information about leisurely activities and domestic life. By finding out this information you will be able to create a 20 minute max. skit to perform in front of the class. The setting will be the market place where all members will meet up. They will be dressed, as best they can provide, in Renaissance dress, and will discuss what they learned regarding travel, working, politics and everyday life chit chat.
The Process:
- First, you will be broken into groups of 4...
- Each person will be designated to a specific aspect of life in Renaissance England--
- Information will be gathered from the internet. Websites to use will be provided at the bottom of the page.
- When all the information is gathered you will perform you're day in the Renaissance life via a skit.
Evaluation:
| Beginning | Developing | Accomplished | Exemplary | |
|---|---|---|---|---|
| Travel | N/A | Only includes why people do not travel much | Includes information about modes of transportation, roadways/waterways | Includes information about modes of transportation, roadways/waterways and reason for not traveling much |
| Work | Substandard expression of hardships and does not include job title, salary, or benefits | Mediocre expression of hardships, includes job title, salary and benefits | Accurate expression of hardships without including job title, salary or benefits | Accurately expresses the hardships of being a middle class worker and included job title, salary and benefits |
| Fashion | Wears clothing befitting of the time period but does not talk about the clothing or why it is reasonable | Wears clothing befitting of the time period but does not talk about the clothing or why it is reasonable | Does not wear clothing befitting of the time period but does speak about the common fashion trends and why it is reasonable | Wears clothing befitting of their time period (as best as one can provide) and includes why it is reasonable for time period |
| Politics | Information is inaccurate | Does not talk about all 3 aspects included in assignment guidlines | Accurately talks about class system, the monarchy, and distribution of wealth | |
| Domestic Life/ Leisurely Activites | Does not include either piece of information | Includes ONLY how to run to home or ONLY what there is to do for fun in the town | Includes how to run a household in the time period, and what there is to do for fun | |
| Skit | Does not reach time requirement, but does included all aspects of time period, is well planned and done from memory | Does not reach time requirement, but does included all aspects of time period, is well planned and done from memory | Reaches time minimum but ONLY includes all aspects or ONLY is well planned and done from memory | Reaches minimal time requirement, includes all aspects required, well planned and done from memory |
| Summary of Personal Aspect of Time Period | Does not include valid or accurate information pertaining to the assigned aspect. Major grammar errors | ONLY includes information they used in the skit. Minimal grammar errors | Includes all information they used in the skit, and more information they could not include in the skit. No grammar mistakes | |
| Summary of Personal Involvement and Group Participation | Was very involved in the making of the skit and has no grammatical mistakes | Was very involved in the making of the skit and has no grammatical mistakes | Was very involved in the making of the skit and has no grammatical mistakes | |
Conclusion:
From this assignment students will learn about the different time period throughout European history by researching their own period, but also by seeing other groups performed skit about their time period. they will learn about the change in culture, politics, and domestic life.
Credits & References:
These are the two websites I provided for the students to use in this project:
http://www.uh.edu/~djudkins/life_in_renaissance_england.htm
http://cte.jhu.edu/techacademy/web/2000/hebert/renres.html
Standards:
PA.SCI.3.3.12.D.1>--- Examine human history by describing the progression from early hominids to modern humans.PA.SS.H.8.4.9.B__Analyze
historical documents, material artifacts and historic sites important
to world history before 1500; Documents, Writings and Oral Traditions
(e. g., Rosetta Stone, Aztec glyph writing, Dead Sea Scrolls, Magna
Carta); Artifacts, Architecture and Historic Places (e. g., Ethiopian
rock churches, Mayan pyramids, Nok terra cotta figures, megaliths at
Stonehenge); Historic districts (e. g., Memphis and its Necropolis,
Sanctuary of Machu Picchu PA.SS.H.8.4.12.C__Evaluate
how continuity and change throughout history has impacted belief
systems and religions, commerce and industry, innovations, settlement
patterns, social organization, transportation and roles of women since
1450 Africa; Americas; Asia; Europe
1920s PDF UOP Comic Life Past, Present, Future
