1. The lesson plan template is for a 5th grade social studies lesson on the choices and dilemmas faced by West Africans during the slave trade with Europeans.
2. Students will analyze the first dilemma faced by West Africans regarding trading with Europeans for guns to protect their villages versus not trading and having no protection.
3. Key activities include students filling out a worksheet about dilemma one while listening to African American spirituals, and beginning a vocabulary page related to terms from the slave trade.
1. The lesson plan template is for a 5th grade social studies lesson on the choices and dilemmas faced by West Africans during the slave trade with Europeans.
2. Students will analyze the first dilemma faced by West Africans regarding trading with Europeans for guns to protect their villages versus not trading and having no protection.
3. Key activities include students filling out a worksheet about dilemma one while listening to African American spirituals, and beginning a vocabulary page related to terms from the slave trade.
1. The lesson plan template is for a 5th grade social studies lesson on the choices and dilemmas faced by West Africans during the slave trade with Europeans.
2. Students will analyze the first dilemma faced by West Africans regarding trading with Europeans for guns to protect their villages versus not trading and having no protection.
3. Key activities include students filling out a worksheet about dilemma one while listening to African American spirituals, and beginning a vocabulary page related to terms from the slave trade.
1. The lesson plan template is for a 5th grade social studies lesson on the choices and dilemmas faced by West Africans during the slave trade with Europeans.
2. Students will analyze the first dilemma faced by West Africans regarding trading with Europeans for guns to protect their villages versus not trading and having no protection.
3. Key activities include students filling out a worksheet about dilemma one while listening to African American spirituals, and beginning a vocabulary page related to terms from the slave trade.
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ED 345 Calvin College Teacher Intern Lesson Plan Template
Teacher Intern: Rachel DeYoung Date:
Grade Level: 5th Subject/ Topic: Social Studies Approx. time spent planning this lesson: DOMAIN 1: PLANNING & PREPARATION Main Focus/Essential Questions: Students will learn about the choices West Africans had to make in that situation and put themselves in the shoes of a West African villager to respond to the question, What would you do if Europeans were trading guns for slaves in your village and the surrounding villages? Brief Context: The first of the three dilemmas, West Africans had to decide between trading Europeans for guns to protect their villages and not selling slaves therefore having no guns which led to having no protection against attacks. Prerequisite Knowledge/Skills: Lesson Objectives/Learning Targets Aligned Assessments Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learner will: I will assess learning by:
1. Analyze the first dilemma face by 1. Completion of the workbook pages West Africans in the European slave 2. Participation in discussion trade 2. Consider the available choices for West Africans and identify what actions they took
Standards Addressed in Lesson: 5 – U1.3.2 Describe the life and cultural development of people living in western Africa before the 16th century with respect to economic (the ways people made a living) and family structures, and the growth of states, towns, and trade. 5 – U1.4.1 Describe the convergence of Europeans, American Indians and Africans in North America after 1492 from the perspective of these three groups Instructional Resources: TCI Social Studies Alive textbook and blue workbook, website- spirituals
Consideration of Learners: How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation, Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make in response to needs or interests of students. Students are able to work in whatever area is most comfortable for them with sections of solo and group work included. Students that would have difficulty reading recieve highlighted copies of pages indicating important content.
DOMAIN 2: THE CLASSROOM ENVIRONMENT
COVENANT MANAGEMENT: Relationship & community building (Note any specific ways in which you plan to build or strengthen relationships and community: student-student & teacher - student.] Review expectations for group work: how can we work well in partners, how do we encourage and support one another? Use popsicle sticks to choose groups and get in their spots.
CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self- regulation, etc.)
Identify at least 2 ways you will gain whole group attention: If you can hear my voice clap…, flick the lights- eyes on me mouths closed Strategies you intend to use to redirect individual students: Remind students of how we work in groups, walk around the classroom while doing the reading and workbook activity.
CONTENT MANAGEMENT: Note procedures/routines that are expected or embedded.
Students are familiar with how to work in groups and what type of behavior is expected. They are also familiar with finding a spot to work at which they can be successful. PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the learning. Students can work in a variety of areas that are tailored to their preferred learning environment: laying on the rug, sitting together in desks or at a table. DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: As a class, review some of the questions from the pre-assessment that they had about slavery- when we might talk about those things in the unit. (How long did it last, what countries were involved, etc.) Development: Students will fill out the worksheet on dilemma one- reading sections 8.3 and 8.4 in the process. Students will work in groups or 3 or fewer (decided by the teacher- manipulate popsicle sticks) While students are working, softly play spirituals (link at bottom of page) “While you are working, I am going to play some African American spirituals. These were a type of religious song that African slaves developed to express deep emotion that they were feeling in this time.” Closure: Students will begin filling out the vocabulary page using the section of the textbook they read for dilemma one. Vocabulary page: Slave trade= exchange of captured people for goods, forced West Africans to confront dilemmas to survive, dilemma= situation in which a person is forced to make a decision even though they do not like any of the choices, Middle passage= the voyage of slave ships across the Atlantic ocean from west Africa to the West Indies and the American continents, triangular trade= the exchange of slaves and goods between Europe, the Americas, and West Africa, using shipping routes across the Atlantic ocean.
DOMAIN #4: PROFESSIONAL RESPONSIBILITIES
REFLECTION AFTER TEACHING THE LESSON:
After reading through the pre-assessment, there were not many viable questions to use for the opening discussion. I decided to open the discussion to appropriate questions the students thought of in the moment and some were able to better articulate questions they had about the unit during that class discussion. Students also picked up on the emotion behind the spirituals while they listened. Several students mentioned that listening to the music while reading about the difficult choices faced by West Africans helped to put them in the mindset and think about what it would actually be like to be in that situation. Name_________________________
