Lesson Plan Template 

 
Date: ​4 March 2019 Teacher’s Name: ​Ms. Katina Cokinos 
 
Subject:​Global History and Geography I Grade level:​ 9th grade 
 
Unit: ​Interactions and Disruptions Length of lesson: ​45 min 
 
Central Focus: ​This learning segment will evaluate Christopher Columbus’ voyage to the “New World”. 
To preface the lesson, students will fill out a KWL chart which will stimulate their knowledge of 
Christopher Columbus and his expedition. This learning segment will build off of yesterday’s learning 
segment where students learned about Christopher Columbus and the celebration of Columbus Day. 
Students will utilize two during-reading strategies today: a KWL chart and the Cornell Note Taking 
System. Since students learned how to utilize a KWL chart yesterday, they will learn how to use the 
Cornell Note Taking System today by watching an informational video about it. The goal of this learning 
segment is for students to gain a different perspective on Christopher Columbus than perhaps the one 
taught to them where he is portrayed as a “hero” and only, a “hero”. A Ted Talk and NPR podcast will 
be displayed during the lesson so students will experience a multimodal lesson. Students will attain a 
great understanding for Christopher Columbus and his intentions coming to the “New World”. Students 
will be able to formulate their own opinions based on the informational texts given. Students will 
grapple with intimate and controversial information which will prompt them to think critically and 
analytically.   

Lesson Title​: ​Christopher Columbus: A hero or a murderer? 

For unit​, 2 out of 3:

Essential Question(s)​: ​Was Christopher Columbus’ conquest noble or was it an act of exploitation and 
manipulation? Should we celebrate him? Is celebrating columbus day disrespectful to Native 
Americans? 

Learning Standards:​ ​New York State Content Standards 

 
9.10 INTERACTIONS AND DISRUPTIONS: (Standards: 2, 3, 4; Themes: MOV, TCC, GEO, SOC, GOV, CIV, 
ECO, TECH, EXCH) 
 

9.10d European colonization in the Americas and trade interactions with Africa led to instability, 
decline, and near destruction of once-stable political and cultural systems. 
 
➢ Students will examine the political, economic, cultural, and geographic impacts of Spanish 
colonization on the Aztec and Inca societies. 
➢ Students will investigate the different degrees of social and racial integration and 
assimilation that occurred under colonizing powers, laying the foundations for complex and 
varying social hierarchies in the Americas. 
 
Literacy Standards: ​Common Core Standards  
 
RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, 
attending to such features as the date and origin of the information. 
 
6. Assess how point of view or purpose shapes the content and style of a text. 
 
WHST.9-10.1. Write arguments focused on discipline-specific content. 

1. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and 
create an organization that establishes clear relationships among the claim(s), 
counterclaims, reasons, and evidence.

Pre-Assessment: ​Prior to this lesson students have learned about Christopher Columbus and the 
celebration of Columbus Day. A general biography of Christopher Columbus was taught as well as the 
origins of what we now call / celebrate “Columbus Day”. Students should have a considerable 
understanding for Christopher Columbus and why we “celebrate” him. 

Learning Objectives​: Assessments​:

Exhibit the alleged legacy of Christopher  Handout #1 KWL Chart  

Columbus and his voyage to the New World.    Handout #2 Cornell Note Taking Template 
  Handout #3 Short Answer Questions 
Identify the motives and intentions of colonizing  Handout #4 Homework Assignment - Reaction 
and exploiting Native Americans.   Response Paragraph
 
Consider how the celebration of Columbus Day 
can potentially be disrespectful to Native 
Americans.  
 
Use multimodal textual evidence to formulate 
arguments and opinions. 

Differentiation: ​During guided practice, students will watch a Ted Talk about Christopher Columbus 
and his conquest of the “New World”. Closed captionings will be provided as well as any translations 
needed, particularly in Spanish. The teacher will survey approaching students and assist them if need 
be. Approaching students will be paired up with a beyond-level student on a need basis. All students 
will have the option of working independently or working in a quieter setting such as the hallway. All 
students will be responsible for gathering the information and filling it in on their KWL charts and/or 
Cornell Note Taking template. 

Academic Language: ​This lesson will contain academic specific vocabulary phrases such as: 
colonization, conquering, exploitation, and integration. Students will also have to confront the 
following language functions: argue, analyze, and interpret.

Procedure:

Anticipatory Set ​(hook, motivation, etc. to engage students)

a. ​The teacher will have the essential questions written on the board and there will be a picture of 
enslaved Native Americans projected on the screen. Students will be asked to write down the essential 
questions in their notebooks. Students will be asked to turn to the person next to them and discuss 
what they think today’s lesson will be about for ​one minute​. The teacher will then give the students 
their KWL charts. This is a pre-reading activity and during-reading strategy that will help prepare 
students for today’s lesson. It will enable students to tap into their prior knowledge about Christopher 
Columbus, European colonization, and the treatment of Native Americans. Students will be asked to fill 
out the “K“ and “W” columns of their KWL chart.​ ​Students will be given ​three minutes​ to do this. After 
the three minutes commence, students will partner up with a fellow classmate of their choice to 
collaborate ideas. Students will work together for ​two minutes​ and then return to their seats.The 
teacher will ask for volunteers to answer the essential questions. The teacher will then ask for 
volunteers to share their findings on their KWL charts. If no students volunteer, the teacher will then 
call on on-level or beyond students to share their work. After students share their work, the teacher 
will then give the students their Cornell Note Taking template. This is a during-reading activity that 
will help prepare students for today’s lesson. It will enable students to tap into their actively acquired 
knowledge about Christopher Columbus, European colonization, and the treatment of Native 
Americans. The teacher will show the students how to properly utilize the Cornell Note Taking method 
by showing them a video - ​https://www.youtube.com/watch?v=HJCnqj7j7rU​ ​(2:18). ​After the video 
ends, the teacher will model the strategy on the board with the students’ help.  

​Initial Phase
a. ​The teacher will handout short answer questions that accompanies the Ted Talk that will be shown. 
The teacher will then show the Ted Talk about Christopher Columbus’ conquest and colonization of the 
“New World” ​https://ed.ted.com/lessons/history-vs-christopher-columbus-alex-gendler​ ​(5:55)​. 
Students will be asked to be attentive while the video is playing and jot down any new information 
they gather from the video onto either their KWL charts in the “L” column or their Cornell Note Taking 
template. The teacher will ask students to share an interesting fact or comment they have in response 
to the video. Once the video ends, the teacher will ask students to fill out their short answer questions 
using the notes they took to help. Students may work with a partner or independently. Students will 
have ​10 minutes​ to complete their short answer questions.The teacher will walk around the room and 
assist students if need be while also checking their progress. If students finish prematurely, the teacher 
will ask those students thought-provoking questions to think about. If students are struggling with the 
task, the teacher will guide those students in the right direction to help them answer questions. If 
students do not finish their reaction response papers in time, they will be asked to finish it for 
homework.  

Middle Phase
a. ​The teacher will play an NPR podcast about Christopher Columbus and his conquest of the “New 
World” ​https://www.npr.org/templates/story/story.php?storyId=95622629​ ​(12:06)​. The students will 
use either their KWL chart or their Cornell Note Taking template to take notes while the podcast is 
playing (whichever one they didn’t use for the video). Students will record the newly acquired 
information onto their worksheets. Once the podcast ends, students will be paired up with a fellow 
classmate to discuss what they learned and took note of. The teacher will pair students up based on 
ability level. Students will collaborate for ​5 minutes​. The teacher will then open up a ​10 minute 
lecture and discussion about what the students evaluated today. The teacher will compare and 
contrast the different informational texts. Students will be asked to start formulating opinions: was 
Columbus an intrepid explorer or a ruthless exploiter? The teacher will reiterate the essential questions 
and the unit inquiry question (​Is celebrating Columbus Day disrespectful to Native Americans?)​ to 
stimulate the students’ minds and prepare them for their homework assignment and eventual 
summative task.  
Concluding Phase
a. ​In the last ​3-4 minutes​ of class, students will be given their homework. Their homework is a 
reaction response paper based on the Ted Talk, NPR podcast, and other texts given. Students will be 
encouraged to use their KWL charts, Cornell Note Taking template, and short answer questions to help 
them answer the prompt. The students will have the links to the Ted Talk and NPR podcast accessible 
to them. The teacher will tell the students that BOTH the short answer questions and the reaction 
response paper are due at the beginning of class tomorrow.

Follow up: ​Students will complete the short answer questions (if they didn’t finish) and reaction 
response worksheet for homework. This homework assignment is based on the Ted Talk and NPR 
podcast the students analyzed today. Students may use their notes, KWL charts, Cornell Note Taking 
template and other materials to help them answer the questions. This assignment will help set up 
tomorrow’s lesson and prepare them for futures exams/assignments.

Materials:
Lesson on cornell note taking - ​https://www.youtube.com/watch?v=HJCnqj7j7rU
Cornell note taking template -
https://images.sampletemplates.com/wp-content/uploads/2016/02/29095427/Cornell-Note-Taking-System
-Template.jpg
KWL Chart -
http://2.bp.blogspot.com/-e_nO48Ci3t4/VXcWSFiicDI/AAAAAAAACMM/YwIzLv2a0PU/s1600/kwl.png
-Whiteboard, expo markers, Smartboard, Laptop/Computer

References and Resources: ​Cite (APA style) sources, texts, lesson plans used

Blacknest, T. Note-Taking 101using the Cornell Method. (2015, September 11). Retrieved
from ​https://www.youtube.com/watch?v=HJCnqj7j7rU

Mankiller, W. Wilma Mankiller Reflects on Columbus Day. (2008, October 13). Retrieved from
https://www.npr.org/templates/story/story.php?storyId=95622629

Gendler, A. History vs. Christopher Columbus. (n.d.). Retrieved March 3, 2019, from
https://ed.ted.com/lessons/history-vs-christopher-columbus-alex-gendler
Name:
Ms. Katina Cokinos
9​th​ Grade Global History and Geography I
Date:

Guided Practice

Task​: You will watch a Ted Talk ​on the stand in “History vs. Christopher Columbus” by Alex Gendler
and will answer the follow questions as you watch:

1. Was Christopher Columbus an intrepid explorer or a ruthless exploiter? What are some examples
Alex Gendler​ gives?
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2. Do you agree with ​Alex Gendler ​argument(s)? Why/Why not?

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3. Did Columbus actually ​discover​ America? What does Gendler say about this common
misconception? Do you agree with his rationale? Why/Why not?

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Name:
Ms. Katina Cokinos
9​th​ Grade Global History and Geography I
Date:
Independent Practice

Task​: After watching the Ted Talk by ​Alex Gendler​ and listening to the NPR podcast by ​Wilma
Mankiller, ​reflect on your thoughts and opinions on Christopher Columbus. Was he an intrepid explorer
or a ruthless exploiter? Keep in mind our inquiry question: ​Is celebrating Columbus Day disrespectful to
​ upport your argument with evidence (quotes, pictures, data, etc.)
Native Americans? S

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Name:
Ms. Katina Cokinos
9​th​ Grade Global History and Geography I
Date:

Task​: Write down what you ​already​ know about Christopher Columbus, his expedition, the treatment of
Natives or anything related to European conquest in the ​“K”​ column. Consult with a partner and share
your ideas. Together, come up with information you ​want​ to learn from this unit and write it in the ​“W”
column. After watching the Ted Talk and listening to the NPR podcast, write down what you ​have​ learned
in the ​“L”​ column.
Name:
Ms. Katina Cokinos
9​th​ Grade Global History and Geography I
Date: