Teacher: Roxanne Mitchell, Linda Ramage
Title: Compromise Subject: Social Studies
Topics: Opportunity Costs w/Compromise Grade: 5th
Lesson Duration: 2 to 3 days School: North Middletown/Bourbon
Education Designs Lesson/ Unit Plan
Executive Summary: The lesson introduces students to the realization that there will always be conflicts between
(A short 3-5 sentence individual and groups. Compromise is one strategy to resolve conflicts. Students will
identify opportunity costs/sacrifices associated with war when compromises are made.
summary of the lesson
and how it will be
National Standards Era 8 The Great Depression and World War II (1929-1945)
for History Era: Link
Standard 3: The causes and course of World War II, the character of the war at home and
abroad, and its reshaping of the U.S. role in world affairs
Standard(s): SS-05-5.3.4 Students will describe significant historical events in each of the broad
State, Local or National historical periods and eras in U.S. history and explain cause/effect relationships. DOK 3
SS-o5-2.32 Students will give examples of conflicts between individuals or groups and
describe appropriate conflict resolution strategies (e.g., compromise, cooperation,
communication). DOK 2
Essential questions How do compromise and opportunity costs relate?
(1-3 questions) What are some examples of opportunity costs experienced by individuals during wartime?
(Question(s) to guide inquiry
into the overarching ideas of What are some examples of opportunity costs experienced by countries during war time?
Elements/Objectives Students will be able to identify one specific example of compromise made by citizens to
engage in war.
(What you want the Students will define opportunity costs as these relate to compromises made within conflict.
students to Students will identify the areas in which compromises are made by individuals and countries
understand) during war time.
Launch Activity Role play activity of family making choices of activities with limited gas supply.
(i.e. attending family reunion, grocery shopping, sporting activity) In small groups, choose
(Hook) one activity and identify opportunity costs involved in that choice.
Knowledge & Skills Vocabulary Skills
Conflict(review) Analyze primary documents
(People, Places, times Cooperation(review) Drawing inference
Compromise Draw logical conclusions
and vocabulary-what Responsibility Communicate effectively
the student should be Allies(review) both orally and in writing
able to do. What skills Opportunity costs(review) Listen carefully for
will they use?) Rationing information .
Lesson Methodology (How will you conduct the lesson; activities…?)
1.Review Vocabulary from previous two lessons: conflict, cooperation, allies.
2.Introduce new vocabulary: compromise, responsibility, opportunity costs, rationing
3. Prepare student ration books. (three 4x6 pieces of paper stapled together) One the first page of the book provide a list
of classroom materials they might need daily. (i.e. sharpened pencils, pencil top eraser, glue, markers, 3 Kleenex tissues,
pass to bathroom,
Water bottle) Students decide on only three items they’ll need throughout one day.
Alternative idea- have student work in a team as opposed to individually.
Provide students with a graphic organizer on which they will answer the following questions: 1. What items did you
2. What items did you give up?
3. Explain one opportunity cost of making the decisions you made.
4. Present website http://ameshistoricalsociety.org/exhibits/events/rationing.htm and
google/images/ rationing during world war 1 and 2 to show visuals and have a discussion of rationing.
5. Discussion of compromises individuals made during wartime.
6. Present photo of leaders present at the meeting of Treaty of Versailles which brought an end to WWI.
Discuss which leaders are present
Who is missing and why?
Ask students what they think the leaders are discussing
7. What compromises did these leaders make?
Assessment Evidence: What evidence will show that students met the learning goal?
Authentic Assessment (Performance Tasks, Rubrics, Projects, Dialogues, Portfolio, etc.,)
Students will work in pairs to create a comic strip in which the dialogue between characters reflects one example of a
compromise made either by individual or country leaders with involvement in war. (see differentiation)
Exit Slip-What I learned, what I am confused about, and what else do I want to know?
Differentiation associated with this unit
Assignment of pairs
Provide menu of assessment projects: provide oral or written explanation of opportunity costs involved in random example
of compromise provided by the teacher; prepare a role play of a compromise being made and clearly identify the
opportunity cost(s) involved.
Resources and instructional tools: (Including Video Sources, Text Resources, Research Strategy)
History Alive! Grade 5, http://ameshistoricalsociety.org/exhibits/events/rationing.htm,