Traditional Lesson Plan

Samford University Orlean Bullard Beeson School of Education & Professional Studies

STUDENT: __Molly McCollum___________________ GRADE/SUBJECT: _9th grade Honors World History__ SCHOOL: Vestavia Hills High School______________ DATE: _20 September 2013______________________ ESTIMATED LESSON TIME: _50 minutes__________

Lesson Objectives:
After completing the final fifty minute lesson on Section Two of Chapter Six about Africa in the Age of Transition, the ninth grade Honors World History students will, following copying and highlighting notes from a PowerPoint presentation, as well as after explaining and verbally illustrating in a journal activity what it would have been like to be on a slave ship crossing the Middle Passage during the Transatlantic Slave trade, be able to describe the impact of Europeans on the peoples of Africa as well as be able to describe the traditional African political systems.

National & State Standards: The following NATIONAL STANDARDS related to the lesson objectives are found at http://www.nchs.ucla.edu/Standards/world-history-standards/world-era-6 : Era 6 Standard 1: How the transoceanic interlinking of all major regions of the world from 1450-1600
led to global transformations. Standard 1A: The student understands the origins and consequences of European overseas expansion in the 15th and 16th centuries. i. Explain major characteristics of the interregional trading system that linked peoples of Africa, Asia, and Europe on the eve of the European overseas voyages. iv. Analyze the motives, nature, and short-term significance of the major Iberian military and commercial expeditions to Sub-Saharan Africa, Asia, and the Americas. Standard 1B: The student understands the encounters between Europeans and peoples of SubSaharan Africa, Asia, and the Americas in the late 15th and early 16th centuries. i. Analyze Portuguese maritime expansion to Africa, India, and Southeast Asia and interactions between the Portuguese and the peoples of these regions. The following STATE STANDARD related to the lesson objectives can be found by accessing the Social Studies Alabama Course of Study at

http://www.alsde.edu/Home/Sections/SectionDocuments.aspx?SectionID=54&Subsection=5 : Ninth Grade, World History 1500 to Present:

2. Describe the role of mercantilism and imperialism in European exploration and colonization in the sixteenth century, including the Columbian Exchange.

Pre-Instructional Activities: 15- 18 MINUTES Order of Class Events is displayed on the front board along with the bell ringer. As students are in the midst of continuing Section Two notes, they will be oriented to the material being covered in class today by copying down and answering a bell ringer question covering the theme of todays content. They will use their textbook and previous class notes to answer the bell ringer question. As a note of personal application: The teacher will share facts just learned while listening to a program on National Public Radio that ties back in to what has been, and will be covered:
- Out of that number of slaves we discussed (estimated 9.4-12million) 4 million of them were sent to Brazil in the Transatlantic Slave Tradethat is ten times more than the number of slaves sent to North America - Slavery ended in Brazil in 1888 - There are 97 million people of African descent in Brazil, the highest number of black people outside of Africa - Non-white people are the majority demographic in the countryan indication of the long history of colonialism and diversitystill think it will be at least another decade before a black president is elected

Before notes for today begin, students will also be given ten to twelve minutes to work independently on their Slave Ship journal entry activity from the day before. Students have already had the assignment explained, and after watching the videos in yesterdays class and taking preliminary notes on the slave trade, they will write one to two paragraphs from the perspective of someone on a slave ship (slave, captain, cook, doctor, etc.) and upon completion, will share their entries or ideas with the class. Modern Application: Human trafficking crisis. Directed Teaching: 20- 25 MINUTES Using a PowerPoint presentation made prior to the beginning of the unit, the teacher will project the outlined lecture notes to the class. The students will copy their notes down in their Interactive Student Notebooks and the teacher will guide them through each slide. On slide one, students will be instructed to highlight AFRICA in their primary color and GOLD, GUNS, OR OTHER GOODS in their secondary color. On slide two, students will be told to put RESULTS OF THE SLAVE TRADE in the key idea column of their notes, and to highlight it in their primary color. There are no key ideas or highlights on slide three. As students copy the notes from the slides, the teacher will lecture incorporating content knowledge not seen in their notes. (See textbook, Teachers Edition.)

The slides used during Directed Teaching:

Guided Practice: Included in Directed Teaching time. To incorporate an element of guided practice, the teacher will answer and ask questions throughout the lecture and share examples and make connections to encourage discussion. The shared responses of the students journals before the PowerPoint notes will also incorporate the whole group. For example, SLIDE ONE: Recall our previous discussions. Which of the European powers would have been first to buy slaves from African merchants on the coast? What did we learn about the value of European money to the Africans? SLIDE TWO: Do we remember what sort of people were victims of the trade? How did the European desire to increase the population of laborers, affect the culture and population of African communities? SLIDE THREE: What is a principality? How did this political structure aid the slave trade? Did all communities participate in the trade?

Independent Practice: Included in Pre-Instructional Time. The students will do the Slave Ship Journal entries independently and complete these before moving on to copying and highlighting the PowerPoint notes given during directed teaching. This activity will provide students the opportunity to explain and illustrate through written word that they understand the impact of Europeans on the peoples of Africa. Formative Evaluation: Formative evaluation will take place throughout the lesson in direct teaching and guided practice. The teacher will ask questions throughout the lecture to assess whether students are understanding the topic and determining if anything needs to be repeated or explained differently. The teacher will also listen as the students share their Slave Ship Journal assignment to evaluate and determine if students grasped the concept of the conditions of life on the slave ships. Differentiating Instruction: Identify need before directed teaching begins. For students that struggle with the combination of auditory instruction and writing things down at the same time, blank notes outlines can be provided. With the content already written down, these students will just have to mark the key ideas and highlight the important points with the class. To re-teach concepts and to give students who have mastered the objectives a chance to display their mastery, the alternative approach of breaking up in to smaller groups could be implemented. Start by assigning each group a different chunk in the text and notes that they then have the responsibility of discussing amongst themselves, answering questions asked by the teacher as they walk around and monitor the groups, then coming back together with each group picking a representative to share the information they discussed with the class.

Closure: Remaining time. As this is a shortened class period because of the Pep Rally scheduled later on, the students will be told to take a piece of paper from the back of their Interactive Student Notebook and write at least two things that they learned or a summary statement from the lesson. The teacher will stand at the door, and when the students leave, they will hand these papers in as an exit slip to leave the classroom. Resources: For students: Glencoes World History: Modern Times textbook and their Interactive Notes For teacher: Instructor Edition of Glencoes World History: Modern Times textbook PowerPoint www.timeanddate.com (for timer to keep track of activities)

Reflection Upon Lesson: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________