Social Studies ACTIVITY PLAN (Attention Deficit Hyperactivity Disorder Modifications will be underlined & in Italics)

Diversity and Unity Grade Level: Fifth Grade Subject: Social Studies Indiana Academic Standards being covered with this lesson:
5.5.2 Give examples of groups who made up communities in early America and compare the different ways that communities were organized. 5.5.3 Read fiction and nonfiction stories about conflicts among and between groups of people at different stages in the formation of the United States and give examples of how their conflicts were resolved. 5.5.4 Compare significant examples of visual arts, crafts, music, architecture, and literature from early United States history and illustrate how each reflects the times and cultural background of the historical period.

EXPECTED OUTCOMES/OBJECTIVES - The learner will:

1. Inform students about the diversity in America and how diversity may lead to both conflict and a

variety/contribution of ideas, skills, insights, and customs. 2. Comprehend why people have immigrated to the United States.

Teaching/Learning Strategy
I.

I. RESOURCES NEEDED: book Our United States by Silver Burdett Ginn, world map,

two pointers, pizza (visual aid), blue jeans (visual aid), soccer ball (visual aid), and a piece of paper and pen for brainstorming

DIRECTIONS: Have students brainstorm aloud how Americans are unified by many common experiences such as watching the same television shows, sports events, and movies, listening to the same music, and being led by the same leaders. They will then give specifics which will be written down and projected. Student can be the one in charge of writing down the different ideas brainstormed. Students will then divide themselves up into groups of what makes them different, for example by race. We would then discuss how race affects our perspectives on food, clothing, sports, art, farming, and medicine. The class would read aloud by paragraph Diversity and Unity from page 577 to 579. Popsicle sticks with the students names written on them would determine the next reader. Student draws the popsicle sticks and would be in charge of running the microphone over to the reader. Once divided up into two teams, different pictures or objects adopted into American culture will be presented to the students. They are to then guess which country the object originated from. A map would be used for representation. Students homework would be to complete questions one and two on page 581. PERFORMANCE ASSESSMENT/EVALUATION: Students will receive participation points in the form of either a plus or minus for adding to the class and participating. Every student will have the opportunity to participate using the popsicle stick drawing process and what not.

The comprehension questions on page 581 would be worth a total of ten points. To receive full credit, students would need to list five reasons for each question. Answers to the first question could include: gold, better life, freedom, ownership, new economic opportunity, escape of poor treatment, job opportunity, war refugees, and political freedom. Answers to the second question could include: language, culture, land, job loss, and a lack of understanding.