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Name: Nikki Roberts

Grade: 5 Date: 1/18/18

Unit: Eight Lesson Title: Facing Slavery

Content Standard Alignment: (Framework Domain 1c: Setting Instructional Outcomes)


 5 – U2.2.1 Describe Triangular Trade including the trade routes the people and goods that were traded the
Middle Passage its impact on life in Africa (National Geography Standards 9, and 11; pp. 160 and 164 E)

 5 – U2.2.2 Describe the life of enslaved Africans and free Africans in the American colonies. (National
Geography Standard 5, p. 152)

 5 – U2.2.3 Describe how Africans living in North America drew upon their African past (e.g., sense of
family, role of oral tradition) and adapted elements of new cultures to develop a distinct African-American
culture. (National Geography Standard 10, p. 162)

Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals)

 Students will be able to empathize with West Africans who had to respond to such dilemmas.

Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction)

Slavery

Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources)

History Alive Chapter Eight Smartboard file


History Alive! America’s Past textbook – pg. 76-77
History Alive Chapter Eight Packet
Methods and Instructional Strategies
(Framework Domains 1a: Demonstrating Knowledge of Content and Pedagogy/1e: Designing Coherent
Instruction)
Anticipated Student Misconceptions:
 All the colonies had slaves.
 Slavery was only an issue during the Civil War.
Concept Prerequisites:
 Knowledge of the colonies taught in chapter 7 – students must understand how diverse the colonies were
in order to understand how diverse they were in this issue of slavery.
Introduction- Anticipatory  Pull up Zoom In picture on smartboard (cover with shield so that students
Set: will not see it)
 Today, we are going to start social studies a little differently today.

Instructional Activities:  You do not need your textbook, only a pencil.


 Have student pass out Zoom In worksheet
 Ask: “What do you see?” instruct students to write their thoughts, feelings,
and guesses on their sheets starting in the first column. Remind them to
not shout out their thoughts/guesses.
 After the picture has been revealed, have students share what they wrote
down on their sheet.
 Read pg. 77: Introduction
 Do turn and talk (closure)
 Have students work on their vocabulary listed on page 77 for the
remainder of the lesson.
Wrap Up-
Synthesis/Closure: Turn and talk to your neighbor and share one new thing that you have learned from
this Zoom In.

Have students share.

Transition(s): (Framework Domain 2c: Managing Classroom Procedures)

Five minutes before it is time to switch, let students know that they have five minutes left.

Have students put away materials and gather materials for the next lesson.

Differentiation According to Student Needs: (Framework Domains 1b: Demonstrating Knowledge of Students/1e Designing
Coherent Instruction)

For special needs students, have them work with a partner during the Zoom In and vocabulary.

Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)

Listening to student responses during the sharing time after the Zoom In will give insight into what they are
thinking and how they process information/make deductions.
Personal reflection on the lesson: (Framework Domain 4a: Reflecting on Teaching)

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