Create a lesson plan that integrates drama, mime or theater techniques into a history class. Duration: 3 class periods (each lasts for 45 minutes) for 3 days Topic: Opium Wars between China and Britain Grade level: 9-10

Great ! Here ' s a less on plan that incorpor ates drama , m ime , and the ater techniques to teach the O pi um Wars between China and Britain to 9 - 1 0 th grade students : \n Day 1 : Introduction to the O pi um Wars ( 4 5 minutes ) \n * Begin the less on by asking students if they know what the O pi um Wars were and why they were fought . \n * Use a brief over view of the O pi um Wars to introduce the topic , foc using on the key events and players involved . \n * Div ide the class into small groups and assign each group a different character to research and prepare a m ime routine based on their character ' s perspective . \n * Enc ou rage students to use their research to create a m ime routine that con ve ys the emot ions and motiv ations of their character , such as a Chinese em peror , a British op ium tr ader , or a Chinese op ium add ict . \n * Have each group perform their m ime routine for the class , and encou rage discussion and reflection on the different pers pect ives and emot ions presented . \n \n Day 2 : The O pi um Wars in Context ( 4 5 minutes ) \n \n * Begin the less on by review ing the key events of the O pi um Wars and their impact on China and Britain . \n * Use historical map or visual aid to help students understand the ge ographical context of the wars , including the location of China and the British colon ies . \n * Disc uss the economic and political motiv ations behind the op ium trade , including the role of the British East India Company and the impact of the wars on China ' s economy and society . \n * Have students work in groups to create a short drama or sk it that dep ict s a key event or scene from the O pi um Wars , such as the burning of the op ium ships in C anton or the signing of the Tre aty of Nan j ing . \n * Enc ou rage students to use their knowledge of the historical context to create a comp elling and accurate port ray al of the events . \n \n Day 3 : Ref lection and Connection to Today ( 4 5 minutes ) \n \n * Begin the less on by asking students to reflect on what they learned about the O pi um Wars and how it rel ates to contemporary issues . \n * Use a class discussion or small group activity to explore how the them es of the O pi um Wars , such as economic imperial ism and cultural cl ash es , continue to impact global relations and conflicts today . \n * Have students create a short drama or sk it that dep ict s a modern - day scenario that reflect s the on going impact of the O pi um Wars , such as a trade agreement between China and a Western country or a cultural exchange program between the two nations . \n * Enc ou rage students to use their knowledge of the historical context to create a comp elling and relevant port ray al of the on going impact of the O pi um Wars . \n \n Ass ess ment : \n \n * Ob serve students ' participation and eng agement during the group activities and discuss ions . \n * Review students ' m ime rout ines and dram as for accuracy and cre ativity . \n * Use a rub ric to assess the students ' understanding of the historical context and their ability to apply it to their cre ative work . \n \n Extension : \n \n * Have students research and create a short document ary or pod cast on the O pi um Wars , incorpor ating inter views with exper ts and primary sources . \n * Inv ite a guest speaker to talk to the class about the on going impact of the O pi um Wars on China and the world . \n * Enc ou rage students to create a public performance or exhibition of their work , such as a play , dance , or art show , to share their learning with the school community . \n \n By incorpor ating drama , m ime , and the ater techniques into the history class room , students can eng age with the material in a more imm ers ive and interactive way , while also developing important skills in cre ativity , collaboration , and critical thinking . </s>