I feel like I could do so much better with my social studies instruction this year. Please share some of your favorite activities with history after the civil war, economics, geography, and any other social studies topic you cover in 5th grade. All the inspiration would be greatly appreciated.
Have you tried Webquests? They're a wonderful way to get students working in collaborative groups. I also use everything from novel studies to reader's theater to keep them engaged. The textbook is there as a resource when needed. Students keep their texts in my classroom on a shelf.
Just google either "webquest" or very specifically "gilded age webquest" and you should get tons Here's a great link from the guru of webquests http://webquest.org/index.php I use webquests a lot for my high schoolers and they love them.
Dinah Zikes has some great foldable and project ideas you could use with anything you teach. I used picture time lines when teaching an event. Cereal box activities would be a great idea to introduce something. For example,let's say you were doing the civil war. You could decorate a ceral box and then include things that they might see during that time. Great way to introduce it. I would do state projects as well. Assigned a group a state and they would have to make a presentation board with things they researched about their state.They even had to make a food item that is famous in their state. I would have other teachers bring in their class to look at the presentations. The students would have to explain their state to the other students. I would use lots of pictures and anything artifacts you can get your hands on. I know museums around here have things that they will check out to schools to help a teacher teach a lesson. You might want to check that out as well.
Absolutely...foldables! We use them every week in one way or another. Kids love them and it's pretty simple to make a foldables rubric with Rubistar online. My students also love to have the opportunity to build anything from dioramas to scale models. It's amazing what they are capable of. Choice Boards are a great way to differentiate your instruction. I don't have a link for you but they're pretty common so it shouldn't be too hard to find online.
I want to do better with SS next year, too. My favorite thing that I did last year was teach history with literature. We used Behind Rebel Lines with the Civil War and Number the Stars with WWII. I want to find more literature to use. I also found several web cams to different places. For instance, there is a web cam at the Panama Canal. We would jump on and watch the ships go through. My kids LOVED it!!! One of the sites even showed the building process.
Yes - I have tons of simulations, activites and webquest I could supply if you were to list the topics you will be teaching.
INteacher - i'm not the OP but it sounds like we will be teaching similar content and I would love to see what you have (I'm switching content and starting from scratch!) Reconstruction Westward Expansion (Transcontinental Railroad, Trail of Tears) (there is a good bit of stuff in between this and the next unit and I'm trying to see how it fits - immigration, inventors and WWI are part of one standard) World War I Roaring 20s Great Depression Word War II Civil Rights Movement Cold War Modern Times
This is one of my favorites - you can use it for any time period Historical Bumper Sticker Your job is to create a historical bumper sticker on the paper provided. The bumper sticker must be about the historical time period that we are covering in Chapters 9, 10 or 11. You may relate your bumper sticker to a particular person, theme or event found in these chapters. You must be creative but follow these rules: 1. Your bumper sticker must be historically accurate. 2. While you must be historically accurate, you may base your bumper sticker on present day bumper stickers. 3. The bumper sticker must be on the paper provided. 4. You must use color. 5. Your bumper sticker MAY NOT be offensive, contain profanity or degrade a person or group of people. Some examples of bumper stickers: Support the Underground Railroad – The Original Soul Train Manifest Destiny Happens Proud Parents of a Continental Army Drummer Boy Real Men Sink Tea You will be graded as follows: 0-10 points for following directions 0-15 points for neatness 0-50 points for bumper sticker theme – historically accurate, with historical timeframe, does it make sense. Your bumper sticker will be due on
I use this for high schoolers but I think you can modify it easily if necessary for middle schoolers Group 1 Immigration 1891- 1920 Immigration at the end of the 19th and beginning of the 20th centuries changed the face of America. Immigrants flooded into America at an incredible rate. It is necessary to understand how this wave of immigration impacted and changed our nation. Roles Geographer – the geographer is responsible for the following information *where were most immigrants from this time period coming from? *why did they leave their homes? *what were they hoping to find? *where did immigrants live when they arrived in America? *numbers of immigrants that arrived from 1891-1920 *any other important information Historian – the historian is responsible for the following information *how America changed from immigration *impact of Ellis Island *what happened on Ellis Island *nativist response to immigration *negative and positive effects of immigration *any other important information Sociologist – the sociologist is responsible for the following information *how did immigrants assimilate into the new country? *did they face any problems due to cultural differences? *where they able to practice their own beliefs freely? *what was their daily life like? *any other important information Political Scientist – the political scientist is responsible for the following information *government impact on increasing number of people into the country *problems city governments faced with immigration *government’s response to immigration *immigrations laws created *people that supported and opposed immigration and why Group 2 Urban Life The Second Industrial Revolution caused cities populations to explode. With the growth of these large cities came new problems and changes. City Life changed life in the city which eventually changed all of America. It is necessary to understand how a changing Urban Life changed the face of all Americans. Geographer – the geographer is responsible for the following information *give numbers of population and rate of change * which cities were particularly effected by new Urban Life *ways cities grew to accommodate population growth *effects of city planning on growth *discuss rise of suburbs and what led to their growth *any other important information Historian – the historian is responsible for the following information *what caused the population explosion? *what technological innovations changed cities and how? *how and why did leisure activities and sports become so popular? *how did entertainment evolve around urban areas and why? *any other important information Sociologist – the sociologist is responsible for the following information *what social values did the new wealthy city dwellers follow? *how did the poor life in these new urban areas? *what opportunities were there for each class of people? *how did entertainment change each class of peoples lives? *any other important information Political Scientist – the political scientist is responsible for the following information *how did city planners cope with city growth *how did city government provide services as cities grew – transportation, sanitation, fire protection, police protection *how safe were cities and what did cities do to increase safety? *any other important information Group 3 Political Machines 1891-1920 During the 1890’s the political machine ran most large cities. Political machines dominated city politics deciding and creating cities ordinances, who would profit on deals with the city, granting political favors and who would be elected into almost every city office. These machines had some good benefits but most were corrupt, greedy and dishonest. It is necessary to understand how political machines changed and impacted the history of America. Political Scientist – the political scientist is responsible for the following information *how did the machine operate and who ran them? *who did the corruption benefit? *how was corruption used? *did these machines do any good? *how did they control city elections? *any other importation information Sociologist – the sociologist is responsible for the following information *how did most people interact with political machines? *how were immigrants affected by the machines? *why were immigrants often the targets of these machines? *how did society should approval or protest of machines? *any other important information Geographer – the geographer is responsible for the following information *which cities had machines and why? *how did the machines change the layouts of cities? *what numbers of people were involved in large machines? *how did machines organize themselves around the city? *any other important information Biographer – the biographer is responsible for the following information *information on William Henry Tweed and James Pendergast what machines did they run? how did they rise to the top? ethnic and education background any other important information Group 4 Populist Movement Industrialize changed the life of the farmer. The growing populations in American cities depended on the farmer to provide more and more food. However, Americans also looked to farmers in other nations for food. This along with other problems, caused the farmers profits to declined sharply. This economic factors lead to farmers organizing themselves into a movement known as the Populist Movement. It is necessary to understand how the Populist Movement changed and impact the history of America. Historian – the historian is responsible for the following information *what movement was about? *who started and belonged to the movement? *what economic factors led to the movement? *what did they hope to achieve? *regions movement was most popular *any other important information Biographer – the biographer is responsible for the following information *information on William Jennings Byran and Mary Elizabeth what populist movements did they represent? how did they rise to the top ethnic and educational background important events surrounding their lives any other important information Political Scientist – the political scientist is responsible for the following information *what were the political beliefs of the movement? *what was the platform of the Populist Party? *what was their stand on the money system? *what political factors led to the development of the party? *what was the significance of the election of 1896? *any other important information Historian - the historian is responsible for the following information *history of the Grange and the Farmers Alliance who belonged and why what were their beliefs what did they hope to achieve and what weaken their efforts important leaders in the movement *any other important information
Part two of above - Group 5 Muckrakers Journalists have always used the written word to promote social and political change. In the late 1800’s, these journalists had a tremendous impact in changing America. Known as muckrakers, these journalist strived to change what they perceived as social injustice, political corruption, and corrupt business practices. They did this with the power of the pen. It is necessary to understand the impact and change brought about by journalist known as Muckrakers. Historian - the historian is responsible for the following information *what was a muckraker and what did it mean? *what publishers did they work for and what names of magazines? *how did their writings change America? *what were their targets and why? *any other important information Biographer – the biographer is responsible for the following information *information on Ida Tarbell & Lincoln Steffens who were they targets and why who did they write for social, ethnic and education background historical impact any other important information Sociologist – the sociologist is responsible for the following information *what muckrakers actually changed? *what groups of people did they write about? *how muckrakers impacted peoples daily lives? *why did they care? *what books were written during this time period and who authored them? *any other important information Political Scientist – the political scientist is responsible for the following information *what changes occurred in government as a result of muckrakers? *how did government react to articles written by muckrakers? *what government institutions were effective most by muckrakers? *any other important information Group 7 Reform Movements During the late 18th and beginning of the 20th century, America experienced a great deal of reform targeted at many different areas. Reform came about cities grew, journalist exposed corruption, and political machines dominated city politics. These reforms movements changed the shape of America tremendously. It is necessary to understand how certain reforms greatly changed and impacted the history of American. Social Gospel Movement – responsible for the following information *what was this movement? *what did it hope to achieve? *who were the leaders of the movement and why? *what groups of people did they hope to help and why? *was this movement successful? *what was the immediate effect of the movement? *what is the lasting effect of the movement? *any other important information Settlement Houses – responsible for the following information *what was a settle house and where were they located? *what did it hope to achieve? *who were the leaders of the movement and why? *what groups of people did they hope to help and why? *was this movement successful? *what was the immediate effect of the movement? *what is the lasting effect of the movement? *any other important information Education Reform Movement – responsible for the following information *what was this movement? *what did it hope to achieve? *who were the leaders of the movement and why? *what groups of people did they hope to help and why? *was this movement successful? *what was the immediate effect of the movement? *what is the lasting effect of the movement? *any other important information Work Place Reform - responsible for the following information *what was this movement? *what did it hope to achieve? *who were the leaders of the movement and why? *what groups of people did they hope to help and why? *was this movement successful? *what was the immediate effect of the movement? *what is the lasting effect of the movement? *any other important information Group 8 Reform Movements During the late 18th and beginning of the 20th century, America experienced a great deal of reform targeted at many different areas. Reform came about cities grew, journalist exposed corruption, and political machines dominated city politics. These reforms movements changed the shape of America tremendously. It is necessary to understand how certain reforms greatly changed and impacted the history of American. Women’s Suffrage - responsible for the following information *what was this movement? *what did it hope to achieve? *who were the leaders of the movement and why? *what groups of people did they hope to help and why? *was this movement successful? *what was the immediate effect of the movement? *what is the lasting effect of the movement? *any other important information Socialist Movement - responsible for the following information *what was this movement? *what did it hope to achieve? *who were the leaders of the movement and why? *what groups of people did they hope to help and why? *was this movement successful? *what was the immediate effect of the movement? *what is the lasting effect of the movement? *any other important information Moral Reform - responsible for the following information *what was this movement? *what did it hope to achieve? *who were the leaders of the movement and why? *what groups of people did they hope to help and why? *was this movement successful? *what was the immediate effect of the movement? *what is the lasting effect of the movement? *any other important information Square Deal Reform - responsible for the following information *what was this movement? *what did it hope to achieve? *who were the leaders of the movement and why? *what groups of people did they hope to help and why? *was this movement successful? *what was the immediate effect of the movement? *what is the lasting effect of the movement? *any other important information Group 6 Muckrakers Journalists have always used the written word to promote social and political change. In the late 1800’s, these journalists had a tremendous impact in changing America. Known as muckrakers, these journalist strived to change what they perceived as social injustice, political corruption, and corrupt business practices. They did this with the power of the pen. It is necessary to understand the impact and change brought about by journalist known as Muckrakers. Nelli Bly – responsible for the following information *short biography - important facts & story *Triangle Factory Fire What happened? When did it occur? Where was it? Who was involved? Why was this event significant? Could the tragedy have been prevented? What can be done to help insure that it won't happen again? Jacob Riis- responsible for the following information *short biography – important facts *Tenement Housing exposé What were the conditions of the housing? Give detailed evidence and try to include personal accounts. Why was so this compelling? What was done to change the situation? Why was Riis so interested in making a change? Upton Sinclair- responsible for the following information *short biography – important facts *Meat Packing Industry Give a detailed description of the problems associated with the Meat Industry and how it was brought to the publics attention Were there any inspection/sanitation laws regulating the meat industry? What was done to change the situation? What was Sinclair impact on that change? John Spargo- responsible for the following information *short biography – important facts *Child Labor – how did he expose child labor Give a detailed description of the working conditions that children must endure on a day-to-day basis. Why are children forced to work? What kinds of jobs do they obtain? What was done to change the situation and what was Spargo’s impact?
Instructional info for project Peer Teaching PowerPoint Presentations Your group will be responsible for teaching the subject matter assigned to your group by creating an informative PowerPoint Presentation that will be presented orally to your class. In order for your teaching to be effective, you must at least include all the required information. You must become experts on the subject you are given. You should be prepared to answer questions and give any additional information your students’ request. Your group will be the teachers which means your presentation should be very clear and professional. Once you are assigned to your group and given a topic, you must assign roles to each group member. The roles will be clearly defined within each topic. Each group member will be responsible for completing their portion of the project by themselves. When all group members have completed their portion of the project, the slides need to be moved to one group member’s user name. I will copy all the slides into that person’s account. Please name your files something that I will easily recognize such as US History Project or Immigration Project. As a group, you will work to fine tune the final presentation. During the final presentation, each group member must present their material. However, you are not required to take turns presenting each group member material all at one. You have the freedom to create and present your material in any manner that is appropriate. You will be graded on the following: your individual work, your group’s final presentation and your individual oral presentation. All three grades will be added together for one final grade. A rubric is attached. You should continue to refer to the rubric throughout this assignment to ensure you stay on track with what is expected. You will be given five days in the computer lab to complete this project with one of those days organizing and finalizing your final presentation. At the end of day four, all slides will be moved to one user name. You must use your time wisely while in the lab. I will write passes for those who would like to use the computer lab before school or during a study hall. If you have access to PowerPoint at home, send your slides to my school email address (norrisly@clay.k12.in.us) and I will copy them into your school account. PowerPoint and Presentation Tips Do not put too much text on a slide Do not just read your slide – we can read!!! You need to include additional information with each slide. Use lecture notes or index cards if you need to. Each slide must be in your own words Do not let your fonts, special effects and backgrounds distract from your information You are teaching – look for interesting ways to present your information Do not get so caught up into fonts, special effects and backgrounds that your information suffers or is incomplete Suggested Project Timeframe Day One – research and gather information Day Two – continue with research – start outline of presentation Day Three – start creating slides Day Four – finish slides - ALL SLIDES WILL BE MOVED ON THIS DAY. I NEED TO BE DONE AT THE END OF CLASS ON THIS DAY Day Five – plan presentation with entire group. Move slides around until presentation looks good.
This is one I created my modify several different webquests, lesson plans and simulations written by others - again for high schoolers but could certainly be modified for middle schoolers Extra, Extra, Read all About It The United States Enters The Great War in Europe Introduction It is 1917 and the United States has entered The Great War in Europe. After years of President Woodrow Wilson affirming to the nation that the United States will remain neutral, we have entered the war. Your newspaper has decided to do a full page cover story on the war. You will investigate and report on how and why the war in Europe first erupted and what events caused the United States to become involved, the new technological weapons being used, how the ground war is being fought, and an inside look at the war through photographs and propaganda. The Task Your task is to create a newspaper using Microsoft Publisher. You must include a works cited page and an article about each of the following: Article #1 – Causes of World War One and why the US became involved Like any good journalist, you know that you must begin at the beginning. Your first assignment is to investigate the causes behind the outbreak of The Great War and under what conditions the United States finally entered the war. Use the Internet and your textbook to answer these questions specifically related to the causes for WWI. Gather your research and take notes outlining the causes of WWI. After your research is complete, you will begin to write your newspaper column. 1. What were causes of start of World War I in 1914? 2. What countries are allied with each other? 3. Why did the murder in Sarajevo lead to a general European war? 4. What were the particular goals of the governments involved in the crisis of July 1914? 5. Who is to blame for the outbreak of World War I? 6. What events lead to United States involvement in World War I? 7. Which countries did the US ally itself with? 8. Who were the leaders of each country? Be sure to include any other additional information you think will be important to your readers in understanding the causes of this war and why the United States entered the war. Article #2 - Modern Warfare Your next assignment is to investigate the modern technology and weapons used in The Great War. Use the Internet and your textbook to answer these questions specifically related to weapons used in WWI. Gather your research and take notes outlining the Modern Warfare of WWI. After your research is complete, you will begin to write your newspaper column. 1. Identify some of the weapons introduced in the First World War 2. What role did each of these weapons play? 3. What impact did the advances of technology have on the weapons deployed in the Great World War? 4. What impact did these weapons have physically? Psychologically? Statistically? 5. Why did military leaders of all the nations involved attempt to utilize technology and upgraded weaponry? Be sure to include any other additional information you think will be important to your readers in understanding the weapons used in this war. Article #3 - Trench Warfare Your assignment is to investigate how the ground war was fought in The Great War. You will use the Internet and your textbook to answer these questions specifically related to trench warfare. Gather your research and take notes outlining trench warfare of WWI. After your research is complete, you will begin to write your newspaper column. 1. What was life actually like for the men serving tours of duty in the line? 2. Why was the Great War characterized by its lack of movement? 3. What was trench warfare? Describe. 4. Why were trenches horrific to participate in? Describe these harsh conditions. 5. Why do you think military leaders continued to fight in this manner with such little success? Be sure to include any other additional information you think will be important to your readers in understanding trench warfare. Article #4 - Photographs & Propaganda Your assignment is to investigate the power of visual imagery and the role it played in The Great War. You will use the Internet and your textbook to answer these questions specifically related to photographs and propaganda. Gather your research and take notes outlining the importance of photographs and propaganda during WWI. After your research is complete, you will begin to write your newspaper column. 1. Describe the role propaganda played in the Great War? 2. Locate propaganda used around the world during the Great War. What is the message? 3. Locate and identify some photographs from the war. Be sure to include any other additional information you think will be important to your readers in understanding the war through photos. Writing Your Column: *You should begin your columns with an appropriate, yet catchy, headline. It is important to grab the readers’ attention right away. *Next you will begin your rough draft of your column. Once this is complete you should edit and copy to final draft form. *Once you have completed each assignment, you should begin putting the article together in a newspaper format. You must use a template from Microsoft Publisher. Your final copy should include: all four articles, photos &/or propaganda, and your own front page design and layout. Be creative and have fun! Conclusion Congratulations! You began this lesson by looking at a small aspect of the Great War. As you began to study and investigate, you began to better comprehend the bigger picture. You did this through individual research. Nice work, you should be proud of yourself! How can you use what you've learned to see beyond the black and white of a topic and into the grayer areas? What other parts of World War I could still be explored? Is there more you would like to learn about The Great War? Remember, learning never stops - it is a lifelong process. Use of inappropriate material – pictures, photographs, etc… will result in grade reduction. Everything in your newspaper must reflect the time period!!!
I use this assignment with the opening of the west and the importance of cattle ranching and mining to the success of the expansion. Help Wanted You and your business partner need workers quickly. Your business is growing and expanding faster than you expected. You need to hire workers to keep up with your business’s growth. You need to create a business opportunity ad (Help wanted) to run in newspapers back east to encourage workers to apply with your company. You and your partner will be assigned a business (cattle ranch or silver mine). You must create an ad that explains the following – Location of business benefits of employment Skills required living arrangements Pay advancement opportunities Additional perks any other additional info Why they should work for your company Your ad should be written in complete sentences and lengthy enough to cover requirements. You will be graded on how appealing and enticing your ad is to potential employees.
I don't know how much you study imperalism in middle school, but this is a great assignment to encourage students to think about different points of view. I usually assign my stronger students the opposition point of view. Support or Oppose American Imperialism You must create a poster that clearly either supports or opposes American Imperialism during the time period we are studying. You must choose one of the places that we have studied as the focus of your poster: Hawaii Cuba Puerto Rico Guam Philippines China Your poster MUST include historical information – names of people involved, treaties, events etc . . . . , and be easily identified as supporting or opposing imperialism. Your grade will reflect the accuracy of your poster, historical information contained in the poster, and how clearly your position is stated. All of these assignments I have posted have great clip art included but it doesn't post on here
This is for expansion into Mexico - setting up the war Memo’s from the Office of Mexican Immigration Your and your partners are working for the Office of Immigration in Mexico City. Your boss has given your department an assignment to write two memos – one to the president and the other to the American public. The memo to the president must persuade the president to open Tejas to American immigration. You must present convincing arguments as to why Mexico should allow foreigners to own Mexican land. Your must inform the President why, how and under what conditions Americans should be allowed to immigrate to Tejas. The second memo to the American public must persuade Americans to settle in Tejas. You must again present a convincing argument as to why Americans should leave their homes to come to Mexico. Your memo must state why, how and under what conditions Americans can buy land and settle in Mexico. Your group will turn in two memos that will be graded on how persuasive and historically accurate your memos are written.
For WWII - newspaper article Attack on Pearl Harbor Your assignment is to write a front page newspaper article covering the attack on Pearl Harbor. The purpose of a front page news articles is to inform readers and provide as much information about the subject as possible. You may choose to focus on one of the following: Report on Roosevelt’s speech to Congress Condition of Naval Fleet Report on Conditions in Pearl Harbor after attack Civilian response to attack Report on events that happened on December 7 Events that lead up to attack Detailed events that happened to one particular ship Your article should be an in depth reporting of your choice of events. You need to include background information – remember most Americans did not even know where Pearl Harbor was- factual information from your textbook, notes and these handouts, personal accounts, quotes and you may choose one of the photos provide to highlight your article. This article should be fairly lengthily to cover all information necessary to inform your readers of all events.
WWII internet search - I haven't checked to see if the site is still working World War II Homefront Rationing and Propaganda Posters Use the website http://www.nebraskastudies.org – click on “Homefront – Nebraska tightens it Belt” to answer the first 10 questions. Use the posters to answer questions 11-15. 1. What were the first three items to be rationed according to the website? Sugar, coffee, and shoes 2pts 2. What were “ration books” and how were they used? Books that contained stamps for rationed products – must have a stamp to purchase rationed food 2pts. 3. Why was it hard to get rubber? Supplies of rubber had been cut off from the Far East 2pts. 4. How many gallons of gasoline would most citizens get per week? 3 to 5 gallons per week 2pts. 5. What were “victory gardens” and why were they important? Gardens planted to help ease food shortage 6. What type of war effort was really more a morale booster then real war aid? Scrap drives 2pts 7. From the website, what types of items would people reuse and for what purpose? Any of the following – grease/ammunition, paper/package armaments, Scarp metal/ammunition 2pts 8. What did James Denney do for the war effort that he wished later that he had not done? Scrapped a cannon from the Spanish-american War 9. What were some of the war effort activities that children participated in? planted victory gardens, 2pts 10. According to the website, did Nebraska experience a large amount of “Black Market” activity? No 2pts 11. What do you think was the main purpose of the “He knew Sacrifice” poster? To make citizens feel that their sacrifice or inconvenience was small compared to the live of a solider – to question if you are doing enough to support the war effort 6pts 12. Whose face appears in the image on the “Waste Helps the Enemy” poster and what do you think was the purpose of this poster? Hitler’s face – to remind citizens who they would be helping if they did not conserve and ration. 6pts. 13. What was the main purpose of the “Have you tried a car club yet” poster and who was it directed towards? To conserve gasoline – something that the military really needed so they used a serviceman to ask the question – the poster was directed towards everyone that owned a car and drove to promote carpooling – something that had never really been done before 6pts. 14. Why was it important to keep up the morale of the people on the home front? So that Americans would continue to support rationing and conservation efforts – or – to make Americans feel that there sacrifices were worthwhile and made an impact on the outcome of the war 6pts. 15. What effects do you think the posters had on rationing and conserving? Students answers should make some connection to the website mentioning that there was really no black markets which implies that most everyone followed the rules. Their answers should be logically connected 6pts 16. How do you think rationing changed the lives of Americans on the home front in WWII? Students could mention any of the following, change eating habits, driving habits, traveling habits, vacations, cut back on personal spending on luxury items, used everything until is could no longer be used. 6pts 17. What historical event (hint: we studied this in our last unit) do you feel made rationing easier for Americans to endure and except? Why? The Depression – students should make the connection that by rationing coming on the heels of the depression, Americans had not had excess in many years and had become accustom to making do with what they had. 6pts. 18. Do you think Americans today would accept rationing and controls as part of the Iraq war effort? Opinion answers – students should logically support answer 6pts. 19. Would these types of posters be effective today to support the war effort in Iraq and why? Opinion answers – students should logically support answer 6pts 20. How do you feel about the use of propaganda by the government to support causes? Opinion answers – students should logically support answer 6pts.
Here are my objectives: * Explain how some immigrants preserved their traditional culture and created a new American culture. * Explain governmental efforts to restrict immigrants entering into the United States. * Explain how art, music, and literature reflected the times during which they were created. * Give examples and describe the importance of cultural unity and diversity within and across groups. * Identify significant examples of art, music, and literature from various periods in United States history. * Describe how language, stories, folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture. * Summarize the contributions of people of selected racial, ethnic, and religious groups to our national liberty. * Identify the similarities and differences within and among selected racial, ethnic, and religious groups in Tennessee. * Describe customs, celebrations, and traditions of selected racial, ethnic, and religious groups in Tennessee. * Identify the economic change from agricultural to industrial in late 19th and early 20th century. * Describe economic issues of the 1920's and 1930's. * Explain how the American economy changed after World War II. * Describe the development of the free enterprise system in Tennessee and the United States. * Analyze the effects of immigrations, migration, and limited resources on the economic development and growth of the United States. * Explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United States. * Explain how supply and demand affects production and consumption in the United States. * Give examples of the benefits of the free enterprise system in the United States. * Describe global economic interdependence after World War II. * Explain how the United States and Tennessee meet some of their needs through the purchase of domestic and international products domestically and internationally in today's global economy. * Describe the impact of mass production, specialization, and division of labor on the economic growth of the United States and other regions of the world. * Explain how people historically and presently earn their living in different regions of the United States and Tennessee. * Analyze how developments in transportation communication influenced economic activities in Tennessee. * Explain how geographic factors influence the location of economic activities in Tennessee. * Analyze the effects of immigration, migration, and limited resources on the economic development and growth of Tennessee and the United States. * Locate the major physical features and cities of the United States on a map or globe. * Understand the latitude, longitude, the global grid and time zones of the sites within the United States and Tennessee. * Recognize landforms, climate, and natural resources as determining factors in the location and development of communities. * Describe human settlement patterns and land use in the United States and Tennessee. * Explain human modifications of the physical environment. * Recognize the impact of extreme natural events on human history. * Recognize population characteristics of Tennessee and the United States. * Identify and locate the geographical regions of the United States. * Explore ways technological advances enabled people to overcome geographic barriers. * Describe important individual rights including freedom of religion, speech, and press and the rights to assemble and petition the government. * Describe important due process rights including trial by jury and the right to an attorney. * Identify and compare leadership qualities of national leaders, past and present. * Recognize that a variety of formal and informal actors influence and shape public policy. * Explain the purposes of the United States Constitution as identified in the Preamble to the Constitution. * Identify the reasons for and describe the systems of checks and balances outlined in the United States Constitution. * Summarize the reasons for the creation of the Bill of Rights. * Summarize selected amendments to the Constitution such as those extending voting rights of United States citizens. * Analyze the post- Civil War amendments to the United States Constitution. * Identify examples of rights and responsibilities of citizens. * Examine the influence of public opinion on personal decision-making and government policy on public issues. * Explain how public policies and citizen behaviors may or may not reflect the stated ideals of a democratic republican form of government. * Explain how to contact elected and appointed leaders in state and local governments. * Identify key ideals of the United States' democratic republican form of government such as individual human dignity, liberty, justice, equality, and the rule of law, and discuss their application in specific situations. * Recognize and interpret how the "common good" can be strengthened through various forms of citizen action. * Use knowledge of facts and concepts drawn from history, along with elements of historical inquiry to inform decision making about and action taking on public issues. * Explain selected patriotic symbols and landmarks such as the Statue of Liberty, the White House, and political symbols such as the donkey and the elephant * Describe how public policies are used to address issues of public concern. * Distinguish between national and state governments and compare their responsibilities in the United States federal system. * Explain how individuals can participate in civic affairs and political parties at the national level. * Identify leaders in the national governments, including the president and selected members of Congress, and their political parties and describe how they are elected. # dentify the locations of the southern and northern states. # Identify the advantages and disadvantages of northern and southern economic resources. # Identify similar and different northern and southern social and cultural customs. # Identify sectional interests that led to the Civil War. # Describe the role of Tennessee in the Civil War # Chart the course of major events throughout the Civil War. * Identify components of the various plans for Reconstruction. * Evaluate the successes and failures of Reconstruction plans. * Decide the reasons for successes and failures of the various plans. * Assess the lasting impact of the Civil War and Reconstruction. # Analyze the effects of immigration, migration, and resources on the economic development and growth of the United States. # Identify individual leaders of business and industry. # Explain how industry and mechanization changed ways of life in America and Tennessee. # Understand the rise of the American labor movement. 1. Describe how armed conflict, purchases, treaties, and land settlement resulted in further American expansion. * Assess the resistance of various groups to United States expansion. * Describe the people, lifestyles, and liberties in the American West. * Trace the growth and necessity of the Chinese in the American West. # Identify various Progressive reform efforts and their leaders. # Explain how rural areas and urban centers changed as a result of immigration and migration.# Identify areas in the world where the United States participated in diplomatic affairs and armed conflict. # Explain the causes of the Spanish American War and World War I. # Identify contributions of Tennessee natives such as Alvin York and Ida B. Wells * Explain how American life changed dramatically due to the economy, technology, and ecological disasters. * Describe American life in the 1920's including the impact of Constitutional amendments. * Explain the significance of the Harlem Renaissance. * Explain Tennessee's role in the women's suffrage movement. * Explain the events that led to the Great Depression. * Describe how the Great Depression affected American society as a whole. * Explain how Americans addressed the social and economic problems brought on by the Great Depression. * Describe how the Tennessee Valley Authority impacted life in Tennessee. * Describe the political and economic events that led to World War II. * Identify the significance of Pearl Harbor, D-Day, and Hiroshima. * Identify Tennessee's involvement and the contributions of Tennessee natives such as Cordell Hull to the war effort. * Explain the political and economic effects of World War II on Europe and the United States. * Explain the social effects of World War II on American life. * Describe Japanese American internment and its conflict with American ideals. * Explain how the American economy changed after World War II. * Describe the influences of World War II on American society. # Describe the role United Nations in international affairs. # Explain United States' involvement in Korea and Vietnam. Describe the Soviet and American relationship during the Cold War. * Identify major political events of the presidential administrations during the Cold War. * Explain why the United States became involved in the space race. * Describe the struggle for racial and gender equality. * Explain Brown V. Board of Education and its importance of to the Civil Rights Movement. * Explain the contributions of Civil Rights leaders such as Martin Luther King, Jr. and Caesar Chavez. * Describe Tennessee's involvement during the Civil Rights movement. # Explain how Watergate impacted the Nixon administration and Americans. # Describe the changing relationships between the United States and foreign countries. # Explain the significance of the Iran crisis. # Describe political and geographic changes in Europe following the fall of the Soviet Union. # Describe the growing impact of the media on public opinion. * Explain the effect of the computer on contemporary life in America. * Describe global environmental issues. * Describe the contributions of Tennesseeans to the arts. * Identify and describe examples of tension between an individual's beliefs, government policies, and laws. * Identify the accomplishments of notables who have made contributions to society in the areas of civil rights, women's rights, military actions, and politics. * Identify and describe factors that either contribute to cooperation or cause disputes within and among groups and actions. *Give examples of the role of institutions in furthering both continuity and change. *Identify examples of institutions and describe the interactions of people with institutions. *Analyze the role of individuals and groups in elections.
Holy cow! INTeacher, you have some VERY neat ideas. A few can be adapted for elementary school. Currently I am compiling a list for Social Studies activities to debut on my new resources website very soon, and I will keep your above objectives in mind.
Thanks INTeacher! I particularly love your instructions on the Bumper Sticker, and great activities - thanks so much for sharing!
You are welcome Ms Jasztal and ancientcivteach If you read the thread I started on cancelled 4th plans you'll know why I had plenty of time to post.
One of my favorite student bumper stickers was based on the "pricless" mastercard ads - she used the Lewis & Clark. The bumper sticker if I remember correctly went something like, Tents 200 dollars, supplies $1000 dollars, Louisana Purchase 15 billion, exploring a new land for your country, Priceless - I never continue to be amazed by my students creativity
I know seems overwhelming to me right now. I am hoping that there will be one here and there that jumps out to a particular individual. I believe in using all resources.
Sorry :huh: I was just on a roll and kept on posting. Plus, all of our 4th plans were cancelled and I really didn't have anything else to do :sorry:
Inteach, thank you for posting all of these. I am teaching 8th grade history/geography this year. We focus on 1850 to the present. I mad a file of your ideas!!!
I love these - especially the bumper sticker which I plan to steal. Do you have any other great ideas for Ancient History?
The kids enjoy making a picture splash of cultural events and objects of the Roaring Twenties. They make a list of items and find photographs of them on the Internet. Print them, cut them out, make a collage with a caption under each one.
I am on my home computer and don't have access to all my lessons but here are a few Pyramid Activity You and your group will be designing a pyramid for your Pharaoh that has just died. You need to decide where along the Nile your pyramid is going to be located, the materials and labor that will be needed to construct it, decorations inside and out and what will be located in each room. You should make sure that you design the pyramid to please the Egyptian Gods so that your Pharaoh will have a wonderful after life. Your group must take into account all the things Egyptians felt were necessary to both honor the Pharaoh as well as to take care of him in the after life. You will need to draw a diagram (which should be in the shape of a pyramid) and have an explanation and propose for each room. Your group will turn in a drawing (diagram) of the pyramid and a well written explanation for each room. For this lesson, I provide the students will a list of Hammarbi's code. I assign each group a certain number of codes. Names: ________________________________________________________ Examining Hammurabi’s Code You will be assigned 5 of Hammurabi's Laws from the “A Selection from the Code of Hammurabi” worksheet. Carefully read each law and answer the following questions for each law: Who is involved? What are they told to do or not to do? What are the stated consequences of complying or not complying with the law? Law 1: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Law 2: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Law 3: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Law 4 _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Law 5: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Comparing Hammurabi to Today With your group, choose 3 of Hammurabi's laws from your previous answers. Restate each law in your own words. Then compare each law to a law or laws we have today. Law 1 (in your own words): _________________________________________________________________________________________________________________________________________________________________________________________________________________________________ How is it similar to a law today? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ How is it different from laws today? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Law 2 (in your own words): ___________________________________________________________________________________________________________________________________________________________________________________________________________________________ How is it similar to a law today? ____________________________________________________________________________________________________________________________________________________________________________________________________________ How is it different from laws today? ____________________________________________________________________________________________________________________________________________________________________________________________________________ Law 3 (in your own words): ___________________________________________________________________________________________________________________________________________________________________________________________________________________________ How is it similar to a law today? ____________________________________________________________________________________________________________________________________________________________________________________________________________ How is it different from laws today? ___________________________________________________________________________________________________________________________________________________________________________________________________________ A Selection from the Code of Hammurabi If a judge try a case, reach a decision, and present his judgment in writing; if later error shall appear in his decision, and it be through his own fault, then he shall pay twelve times the fine set by him in the case, and he shall be publicly removed from the judge's bench, and never again shall he sit there to render judgment. If any one owe a debt for a loan, and a storm prostrates the grain, or the harvest fail, or the grain does not grow for lack of water; in that year he need not give his creditor any grain, he washes his debt-tablet in water and pays no rent for this year. If any one be too lazy to keep his dam in proper condition, and does not so keep it; if then the dam break and all the fields be flooded, then shall he in whose dam the break occurred be sold for money, and the money shall replace the corn which he has caused to be ruined. If any one give another silver, gold, or anything else to keep, he shall show everything to some witness, draw up a contract, and then hand it over for safe keeping. If any one place his property with another for safe keeping, and there, either through thieves or robbers, his property and the property of the other man be lost, the owner of the house, through whose neglect the loss took place, shall compensate the owner for all that was given to him in charge. But the owner of the house shall try to follow up and recover his property, and take it away from the thief. If a man wish to put his son out of his house, and declare before the judge: "I want to put my son out," then the judge shall examine into his reasons. If the son be guilty of no great fault, for which he can be rightfully put out, the father shall not put him out. If a man take a wife, and she be seized by disease, if he then desire to take a second wife he shall not put away his wife, who has been attacked by disease, but he shall keep her in the house which he has built and support her so long as she lives. If a builder build a house for some one, even though he has not yet completed it; if then the walls seem toppling, the builder must make the walls solid from his own means. If a builder build a house for some one, and does not construct it properly, and the house which he built fall in and kill its owner, then that builder shall be put to death. If a veterinary surgeon perform a serious operation on an ass or an ox, and cure it, the owner shall pay the surgeon one-sixth of a shekel as a fee. If he perform a serious operation on an ass or ox, and kill it, he shall pay the owner one-fourth of its value If any one bring an accusation of any crime before the elders, and does not prove what he has charged, he shall, if it be a capital offense charged, be put to death. If any one open his ditches to water his crop, but is careless, and the water flood the field of his neighbor, then he shall pay his neighbor corn for his loss. If a merchant give an agent corn, wool, oil, or any other goods to transport, the agent shall give a receipt for the amount, and compensate the merchant therefor. Then he shall obtain a receipt form the merchant for the money that he gives the merchant If conspirators meet in the house of a tavern-keeper, and these conspirators are not captured and delivered to the court, the tavern-keeper shall be put to death. If the "finger is pointed" at a man's wife about another man, but she is not caught sleeping with the other man, she shall jump into the river for her husband. If a son strike his father, his hands shall be hewn off. If during a quarrel one man strike another and wound him, then he shall swear, "I did not injure him wittingly," and pay the physicians. If a physician make a large incision with the operating knife, and kill him, or open a tumor with the operating knife, and cut out the eye, his hands shall be cut off.
Here's a few more This is to re-enforce the six features of a civilization. I found this lesson somewhere on the internet and tweaked it abit for myself. There is a chart I created to go along with the activity for the students to write their answers but you can't posts charts on here. 1 You and another band of hunters have tired of migrating from place to place. You want to settle down and stop moving. You need to choose the perfect spot to settle that will provide all the things necessary for survival. Activity – You and your group must draw and label a detailed map of the area you choose to settle. Your map should only show PHYSICAL features and landforms. Reminder – physical features are permanent to the earth; so not buildings, roads, etc. . . Phase 2 You have picked the perfect place to settle and your village grows. However, once the migrating animals have moved on, you must find a way to feed your people. Activity - What will you and y our village do to feed your people? Answer this question on the chart provided. Your answers must be complete sentences, address all food concerns and provide a long term plan to feed your growing village. Phase 3 Your village has tripled in size. Your group has been given the task to plan out the prefect village. You must think about what is absolutely essential for people to survive and what you know about early civilizations. Remember we are talking about thousands of years ago, not yesterday. Your new map should include as many details as possible. Points will be awarded on how realistic your village is drawn and how many essential features are included. Your map should be detailed and labeled. Phase 4 As your village grows, so does the need for some order. The elders of the village must now meet and decide good rules for governing your people. What will you do to maintain peace? Activity - You should create rules to guide and maintain peace. Think about as many possible situations to in which rules are needed. Answer this question on the chart provided. Your answers may be in the form of a list. Phase 5 The closest village requests your military assistance. You must make a decision on whether you will provide military assistance, and if so, how this will be done. Your village should think about all the implications of providing military assistance. Activity - Answers this question on the chart provided. You answer should provide the decision your village made and WHY you made your decision. Phase 6 Your village has been growing because of your good care and watchful eye. People feel safe, they are well fed, they have plenty of goods, but they seem to be lacking something. Your villagers seem to be searching for something. Activity - If you add the right something, you will earn the right to become a city. Write your answer on the chart provided and how you will provide this missing feature to your villagers. Phase 7 If you have added the right things and have become a city, your village has grown greatly. This growth has created a very smelly problem. You must think of a way to deal with two issues in a way early civilizations did. Activity - Your task is to solve the sewage and garbage issues of the day. Choose poorly and people will leave the village and you may find yourself covered in garbage. Write your answer on the chart provided. Your answer should be in complete sentences, provide enough information to solve the problem and allow for long term planning. This is the one I use during the first three days of class. I went to the dollar store and bought seven small creamers. I then bashed (fun) each one with a hammer, kept the pieces together for each one, sanded the rough edges and put each broken creamer into a zip loc baggies. You want to keep the pieces larger enough to work with but not too large as to give away what the pieces started out as. You then give each group one piece at a time for each round. For the first round, I try to give each group a piece that looks like nothing , second round maybe give a smooth edge, part of the handle, or something that looks like something and for the last round I give something that looks more like a creamer. I choose a creamer because most kids don't know what a creamer is and I use this fact to re-enforce the difficult jobs anthopoligist have id'ing objects they have never seen before. Bits & Pieces: Using Clues to Reconstruct the Past Archeologist and Historians work together to recreate and reconstruct the past by evaluating found artifacts. They use reason, deduction and historical knowledge to come to conclusions about found artifacts. You and your group will represent archeologists and historians as you reconstruct the past on a found artifact. Step 1 - Your group will receive one piece of a broken artifact. Examine it carefully to work out what the complete artifact looked like. Answer the questions on Chart # 1. Step 2 – Draw a picture of what your group thinks the whole artifact looked like on the back of Chart #1. Support your drawing with evidence from the chart – what evidence gives you reason for your drawing. Report and record on how certain your group feels about your conclusions (the drawing of the artifact) and why. Step 3 – Your group will receive another piece from the artifact. Answer questions on Chart # 2 – make sure to answer the questions on the back of the chart. Step 4 - Your group will receive one last piece from the artifact. Answer questions on Chart #3 – make sure to answer the question on the back of the chart Step 5 – Report and record how accurate your drawing was to the whole artifact on the back of this paper. Your answers should include why your drawing was not completely correct and how difficult it was to come to an accurate conclusion on what the artifact looked like. This is again in a chart format. Students will answers these questions each time they get a new piece Questions about the whole object: Your answers: Evidence which supports your answers: 1 How big was it? 2 What shape was it? 3 What color was it? 4 Was it decorated or plain? 5 What was it made of? 6 How old is it? 7 How was it made? 8 What was it used for? These questions on are all the charts. The next two questions are answered after the group receives the second and third pieces. Would your group like to change anything about their original reconstruction drawing? Why? Are your new answers any better than your previous one? Why? This is propagand poster for the Peloponneisan War. I assign half the class to create a Poster for Athens and the other half for Sparta. I use this lesson at the same time my students are studying propaganda in their English classes. Propaganda Poster Fighting a war for thirty years takes its toll on your nation. You have been hired by the Athens government to create a propaganda poster to support the Peloponnesian War Effort. Propaganda is according to Online Merriam Webster Dictionary: the spreading of ideas, information, or rumor for the purpose of helping or injuring an institution, a cause, or a person: ideas, facts, or allegations spread deliberately to further one's cause or to damage an opposing cause; Your poster should reflect reasons Athens should continue to fight, reasons Athens is fighting, and why Athens should continue to war against the Spartans. Your poster should be; colorful to attract attention, contain information to encourage your nation to continue to fight and accurate
No IN, your posts are great! I appreciate it so much. The vast amount of standards seems overwhelming.
Here's one I use for Greek Philosophers. Students work in pairs to fill the heads with the ideas of the philosophers. Okay the heads will not paste but if you do a google search for something like "head outline" you should get outline that students can write the ideas. If you would really like this one, just PM me and I will email you the entire lesson. The squares are the names of the philosophers in the Greek alphabet. Socrates Plato Aristotle Sophists Writing assignment for Ancient Rome Writing Assignment Due Date: October 31, 2006 You are a Roman dictator during early Roman times. You are writing a letter to a family member describing you daily life. Your letter must be at least two good paragraphs long. Make sure your letter includes the characteristic that make up that group in Roman life, any significant advances and/or changes in your daily life, your interaction with other Romans and your daily duties. Writing Assignment Due Date: October 31, 2006 You are a Roman patrician during early Roman times. You are writing a letter to a family member describing you daily life. Your letter must be at least two good paragraphs long. Make sure your letter includes the characteristic that make up that group in Roman life, any significant advances and/or changes in your daily life, your interaction with other Romans and your daily duties. Writing Assignment Due Date: October 31, 2006 You are a Roman plebeians during early Roman times. You are writing a letter to a family member describing you daily life. Your letter must be at least two good paragraphs long. Make sure your letter includes the characteristic that make up that group in Roman life, any significant advances and/or changes in your daily life, your interaction with other Romans and your daily duties. I don't know if anyone goes into any detail with religions when teaching Ancient China. My students really like this assignment. Confucius • Confucius is China’s best known philosopher. • The disorder and suffering caused by constant warfare disturbed Confucius. • He developed ideas about how to restore peace and ensure harmony • Confucius visited the courts of various princes, hoping to convince them to put his ideas into practice. • Disappointed by the princes refusals, he returned home, where he taught a small but loyal group of followers. • After his death, his followers collected his teachings in the Analects • To restore order, Confucius taught that five relationships must govern human society. They are: 1.) the relationship between ruler & ruled 2.) the relationship between father & son 3.) the relationship between older brother & younger brother 4.) the relationship between husband & wife 5.) the relationship between friend & friend • In all but the last relationship (friend & friend), one person has authority over another. • In each, said Confucius, the superior person should set an example for the inferior one. “If a ruler himself is upright, all will go well without orders. But if he himself is not upright, even though he gives orders, they will not be obeyed.” • According to Confucius, the superior person is also responsible for the well-being of the inferior person. • Mandate of Heaven- The Chinese believed that heaven granted a ruler the mandate, or right, to rule. The people, in turn, owed the ruler complete loyalty and obedience. • Confucius supported the Mandate of Heaven. He said that the ruler must provide good government for his subjects. The rulers’ subjects, in turn, owed the ruler loyalty and obedience. • To Confucius, relationships involving the family are the key to an orderly society. One of those relationships-the relationship between father and son-is very much like that between the ruler and the ruled. • Like the ruler, the father must set an example for his son and look after his family. • The father takes the credit, or the blame, for his children’s actions. • The son, in turn, is expected to honor and obey his father. • Confucius stressed the idea of filial piety, the duty and respect that children owe their parents. • Confucius created a guide to proper behavior based on ethical, or moral, principles. • In his teachings, he placed the family and the good of society above the interests of the individual. • He also stressed loyalty, courtesy, hard work, and service. • He placed great emphasis on education. He said: “By nature, men are pretty much alike. It is learning and practice that set them apart.” • The importance of education, as well as other Confucian ideas, helped shape Chinese government. • In time, Confucian ideas came to dominate Chinese society. Taoism • Like Confucius, the philosopher Lao Zi studied human society. He, too, searched for ways to establish an orderly society. • Lao Zi, the founder of Taoism, however emphasized the link between people and nature rather than the importance of proper behavior. – historians do not know if he actually existed • Scholars know little about Lao Zi, but that his thoughts are contained in the book The Way of Virtue.. • Lao Zi advised: “Reveal thy simple self, embrace thy original nature, check thy selfishness, and curtail thy desires.” • Taoists believed that the best way to live was the natural way. • The true way to follow the will of Heaven is not action but inaction • In Chinese the word dao means “the way.” Daoists did not define “the way,” however. It is said, “Those who know the Tao do not speak of it; those who speak of it do not know it.” • To Taoists, Confucian rules for society were useless. A society with rules was an artificial creation that disturbed the natural order. • Taoists believed people should do nothing that was contrary to nature. Lao Zi believed that the best government was the one that had the fewest rules and laws. • He valued simplicity. Lao said: “The wise man keeps to the deed that consists in taking no action and practices the teaching that uses no words.”. • They may have developed links with folk religions. Peasants believed that gods and spirits controlled the unseen powerful forces in nature. • To find out what would please the spirits, they turned to Taoist priests for help. • Priests used all kinds of magic to determine lucky days for weddings and the best place for graves. • Some scholars think that Taoists invented gunpowder, which they used to frighten ghosts Legalism Legalism is a third school of thought that shaped China’s early history is Legalism. The most famous Legalist writer was Han Feizi. It is unknown when he was born, but he died in 233 B.C. In his book, of the same name, Han Feizi, rejected Confucian ideas about proper behavior. Han Feizi believed that people acted out of self-interest and would only respond to rewards and punishments, not good examples Legalist believed that humans were evil by nature Because of self-interest, Legalists believed that only harsh laws imposed by a strong ruler would ensure order. Han Feizi noted: “The ruler alone possesses power, wielding it like lightening or like thunder.” In 221 B.C., the Qin emperor Shi Huangdi used Legalist ideas to unite China. Many feudal rulers of China like Shi Huangdi, chose Legalism as the most effective way to keep order. Hi’s laws were so cruel that later generations despised Legalism. Yet, Legalist ideas survived in laws that forced people to work on government projects and punished those who slacked from their duties. Names: __________________________ Per ____ Date ______________ These three philosophies are very different. Each one would require a person to react differently to a situation. Read the following situations with your partner. You must decide how a person that practices each philosophy would react and why they would react in that way. Record your answers on the chart on the back of this paper. Make sure that your answers completely address how and why they would react in each situation. 1. A student knows that they are failing a class. Students from each of these doctrines know they will be in trouble when their parents find out. How do they handle this situation? 2. A student's friends smoke and are trying to get them to start. How do they handle this situation? 3. A student has just found $20 in the hall. What should they do? 4. A student's parents have just spent a lot of money on a new outfit. The student has been playing around and has gotten ink all over it. What should they tell their parents, or should they? 5. A student really likes a new student in school, but all the other students are making fun of the new student's clothes. How should the first student act? 6. A student knows that an older brother or sister is cheating on tests. How should the student act? 7. A student sees an opportunity to take something they have really wanted, without being caught. How should that student act? Homework Assignment – Which one of these philosophies appeals to you the most and why? Your answer should be at least two good paragraphs.
