Social Study Final Exam (Essay Sample)

Topic: Social Study Final Exam
Name:
Course:
Instructor’s Name:
Date:
Introduction
A Social Study is a program that enables students to become citizens who are responsible and active within the different communities that they belong. The program enables students to become informed and critically thoughtful citizens who can value an inclusive society. In addition, students will acquire the skills they require to communicate ideas and solve problems and make decisions about important events, developments, and issues. Therefore, the essay attempts to answer structured questions concerning social study final exam.
Qn. C) Incorporation of Citizenship Components into the Objectives and Activities of Lessons
In order to ensure democratic values, knowledge, civic participation skills, and democratic attitude are incorporated; emphasis needs to be placed on educating the citizenry through citizenship education. The main reason for the citizenship education is to acquaint the students. Citizenship components such as knowledge, civic participation, as well as values of the society, citizen obligations, and rights, fuse the students and culture in order to bring understanding, and strive to attain the national goals. Assisted by the history knowledge, citizenship components as well as citizenship education among others assist the students in developing pride in the cultural past of the nation and community. They would also acquire training in thinking analytically and solving problems as well as understand the past as a guide for appreciating the present. There is also need to apply the subject plus model of Citizenship. This is because it is most effective in encouraging the class and entire school to develop community links. This active citizenship component reinforces community cohesion and safety at a number of individual and social levels in class. For instance, when groups in class address bullying and gun crime in their society, they develop as empowered and effective citizens (Etumudor, 2013).
An approach to adopt in incorporating citizenship components into the activities of the class is through the adoption of the model of community engagement. This model draws as much on the skills of the students as they do the teacher and other school staff. Therefore, this would take forward agendas around students civic participations, anti-racism, and community safety. It illustrates the need for the teacher to connect with the most resources that are available for free from outside the setting of the school in order to make the most of the Citizenship’s school-based potential.
In order to integrate the citizenship components that include, knowledge, democratic values, democratic attitude, and civic participation skills, in class activities, the teacher would attempt to keep students abreast with the need to produce orderliness, self-control, obedience, and capacity for co-operation. In addition, most significant the control of one’s student appetites and urges in accordance with the interest of other students and the class at large. Finally, in order to integrate these components, various codes of conduct that scrutinizes individual and class conduct, setting out an acceptable mode of participation and modalities for social interaction should be taught in class (Etumudor, 2013).
Qn. D) Lesson Plan for the Colonial and Revolutionary Periods
Title: Colonial and Revolutionary Periods
Focus Question: How did trade and agriculture help develop the Thirteen Colonies?
Grade: 4th Grade
Time: 90 minutes
Objectives
By the time the lesson ends, students need to understand the following;
* How the trade of raw materials led to the economic development of the Thirteen Colonies
* How to analyze the primary source materials
Materials to be used
Titles from the Trade Book Text Set
* The New York Colony
* Life in New Amsterdam
* Life in the Colonies
* Magic Treehouse Research Guide: American Revolution
* Your Travel Guide to Colonial America
* Colonial Life- A True Book
The copy of a map of the thirteen colonies
Thinking concerning Images" template
Images of the Dutch when trading with the Native Americans
Model/Demonstration:
* The teacher will display completed colonial resource map.
* Teacher projects and distributes an individual copy of the template "Thinking about Images”. Students view the image in a silent mode while recording observations, as well as questions on the template.
* The teacher will facilitate discussion of the image. The questions to guide include:
* Who are those people displayed in the picture?
* What is that the two in the picture exchanging?
* What may be the significance of this exchange?
* Based on the colonial resource map, which colony may this picture
* represent? Explain?”
* What might be the raw material being traded?
* How would it be applied by the colonists?
* To which group may valuable and why?
* What may the Native Americans needed in exchanging the raw
* material?
* Teacher defines and introduces the concept of the raw materials.
* Teacher discusses raw materials, for instance, wood, tobacco, cotton, fur, and wheat, and asks students to brainstorm how the materials are applied to manufacture any other products.
Teacher asks:
* What raw material is shown in this picture?
* What may be it uses in manufacturing?
* Why would the products be significant to colonial life?
Teacher charts the student responses.
The teacher explains students would be working in groups of 4 in order to research other examples and draw conclusions. Students will make a list of products.
Differentiation:
Teacher questions target lower level as well as the high-order thinking skills.
Image analysis will support visual learners.
Independent Exploration/Practice:
Students will work in the groups they belong in order to research on any other raw materials that were produced by the colonies. They draw conclusions as well as record their findings.
Assessment:
Teacher move around the groups during the discussion and research in order to evaluate the student requirement for support, as well as to evaluate how the students are managing their time. The teacher also evaluates how they work cooperatively and independently (Swinney, Velasco, & Garcia, 2011).
Qn. E) Appropriate Instructional Strategies to use in your Classroom to Teach Good Citizenship through History Lessons
The challenge has always been on how to establish subjects like History to contribute in delivering the citizenship curriculum while remaining reality to the content spirit and of their subject discipline. There are some useful proposals that can be effective in teaching citizenship through History. It is important to issue guidelines in order understand the requirements that citizenship education entails. In reality, there has been a chasm between the classroom teachers and thinking of policy-makers whenever the nature of citizenship is being discussed (Brett, et.al, 2009). However, the strategies that would make understanding of good citizenship through in class will entail the following:
• Proper understanding of the subject and how teaching contributes to citizenship understanding in class
• How history exemplifies the operation of concepts and values significant for citizenship
• How it might assist students in developing skills of critical judgment, analysis, expressing a point of view and ensuring that students participate as well as co-operate with others.
In addition, it will be useful to add the utility of sharing diverse examples that are practical of what good cross-curricular citizenship in a Historical Context feels and looks like.
History contribution to understanding of Citizenship
It is significant for the teacher to appreciate the competing and different definitions of the citizenship. For instance, citizenship in action, knowledge, rights, community, and responsibilities, private and public morality, locality and inclusivity. It is significant to note that these competing models and definitions of citizenship, as well as citizenship education, are important because they point towards the potential for varied practice and an incoherent vision of the citizenship education in order to develop in American classes (Brett, et.al, 2009) .
How History Exemplify the Operation of Concepts Important for Citizenship
The main context of Citizenship is relating to the political literacy therefore it is useful for the students pupils to explore the big Citizenship organizing ideas in engaging and active means and then think through means of investigating concepts such as the Freedom, Power, Democracy, Justice Equality Fairness and Protest Rights. However, such kind of concepts crop up naturally in the History lessons. Ideally, students could be encouraged to apply and understand the Citizenship language from an early stage of the courses and re-visiting ideas at increasing levels of sophistication and in diverse contexts. Howe...