Academic Vocabulary Lesson Plan

Name: Alyssa Landroche

Discipline: History
Course Name (with Grade Level): United States History 1 – 8th grade

I. Provide at Least One Utah or National Disciplinary Standard:

U.S. I Standard 1.3:
Students will draw from multiple perspectives and cite evidence to explain the effects of
European exploration, specifically on Africa, the Caribbean, and North and South America.

and Targeted Utah Core College & Career Readiness Anchor Standards for
Content-Area Literacy:
Reading: R8: Delineate and evaluate the argument and specific claims in a text, including the
validity of the reasoning as well as the relevance and sufficiency of the evidence.

Writing: W1: Write Arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.

Speaking and Listening: SL3: Evaluate a speaker’s point of view, reasoning, and use of
evidence and rhetoric.

II. Supply an Instructional Objective identifying the required literacy skills:

Students will describe, explain, and judge the issue of whether or not the United States should
celebrate Columbus Day.

III. Include an Essential Question:

How should the citizens of United States of America view celebrating Columbus Day?

IV. Provide the Academic Vocabulary (5-8 words) that is necessary to engage the
dominant disciplinary concept behind the essential question:
Your Disciplinary Concept: Columbus Day
1. Smallpox 2. Indigenous
3. Genocide 4. Federal Recognition
5. Mayans 6. Explorer
7. Christopher Columbus 8.

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V. Supply at least three stacked cognitive strategies that would “immerse”

students in the academic vocabulary above by providing them with multiple,
authentic, meaningful opportunities to engage these words (including a
reading that would connect students’ background knowledge and assist them
with any knowledge gaps).

PROVIDE EVIDENCE OF A CONTEXT FOR THE VOCABULARY: Insert Your Informational

or Disciplinary Text Here (it must have at least one author, anywhere from 300-800 words
[including an actual word count], paragraph numbers, highlighted vocabulary, bibliographic info,
and evidence of grade-level readability [including a readability average]):

Should We Celebrate Columbus Day?

By: Silvio Leccetti
Text level: 6
Word count: 845

PRO: Columbus was a man of his time; history shows he is worth celebrating
1. Monuments honoring Christopher Columbus are being defaced and destroyed. This year’s
Columbus Day celebrations will spark strong debate over the explorer’s legacy. However,
looking at Columbus in the big picture of history, one can see today’s anti-Columbus
sentiment is misguided.
2. First, let’s consider the spread of European disease, principally smallpox. Smallpox is
estimated to have killed 70 to 80 percent of Native Americans. Though these numbers are
staggering, the deaths happened over many decades. Holding Columbus responsible is
not logical. Further, calculating an actual number of deaths is impossible. Estimates of
pre-Columbus populations vary widely. In Hispaniola, the island that now makes up the
countries of Haiti and the Dominican Republic, for example, the estimates run from
250,000 to 3 million.
3. It’s also worth remembering all other epidemics. The Black Death, originating in Central
Asia, killed 40 percent or more of the European population. Roughly 50 million people
died between 1346 and 1353. This is a negative result of the interaction of any
civilizations.
4. Let’s also remember the exchange of disease worked both ways. Most historians believe
the Great Pox that killed 5 million in Renaissance Europe came from the Americas.
Mayans Were Barbaric People
5. Next, consider the early civilizations of the Americas. They have left behind beautiful

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monuments. However, the earliest societies, like the Mayans, were as brutal in exploiting
subject peoples as any civilization elsewhere.
6. Tourists love to visit the magnificent pyramids of Teotihuacan and Mayan sites close to
resorts. So beautiful! So inspiring! So conveniently located! Not so beautiful if you
consider the human sacrifice that regularly occurred there.
7. War, slavery and human sacrifice pre-dated the 1492 arrival of Columbus. European
civilization has evolved, but 20th century wars, atrocities, genocide and terrorism show
humanity is prone to the same savage impulses. Columbus was a product of his time. He
was also a great explorer, a fearless adventurer, a man of faith and a leader who blazed a
path to the modern world.
Italian And Hispanic Descendants Celebrated Him
8. He holds a special place in the minds of Italian-Americans and Hispanic-Americans in
particular. These groups celebrate Columbus Day with parades and statues. Parks,
playgrounds, streets, squares and schools throughout the U.S. bear Columbus' name. No
question, we must examine the accomplishments of Columbus. Doing so in the proper
context shows there’s no reason to destroy, deface or remove his monuments — or
minimize his legacy.
CON: We must recognize that progress for some led to injustice for others
9. The Los Angeles City Council in California has joined many other cities in replacing
Columbus Day. A holiday called Indigenous Peoples Day will instead recognize the
contributions, and suffering, of Native Americans. Of course, giving workers a day off
does not make up for centuries of discrimination, enslavement and government-approved
killing of Native Americans., nor would wiping Columbus Day off the calendar. Without
question, the nation must do a far better job recognizing the violent history against the
country’s indigenous people. California’s leaders in the 1850s made no secret of their
desire to destroy the area’s native people. Legislators funded anti-Indian armed forces.
Natives were massacred. Villages were destroyed and tribes forcibly relocated.
Special Holiday Could Appease Opponents
10. Would a holiday help Californians learn about this shameful period? Would it encourage
reconciliation? Possibly. Leaders could consider an official public apology. Or they could
consider compensating tribes that lost sacred sites or returning land of special value. Los
Angeles, in particular, could provide greater protection for sacred sites. It could offer

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official support for local tribes. Many tribes still seek federal recognition.
11. The true stories of native peoples, beyond the simplistic portrayal of the first
Thanksgiving meal, must become part of our national story. Schools should be required to
teach the history, even the parts we'd like to forget. Supporters of Indigenous Peoples Day
say the government also must remove Columbus Day from the calendar. Columbus was a
cruel slave trader who brought about the mass killing of native peoples.
Columbus Day Appeased Special Interests
12. But why must this be a choice? The debate over Columbus Day reflects confusion about
how the history of racism and oppression in the U.S. fits into a proud national identity.
The U.S. has taken in millions of needy immigrants but also grew through colonization
that devastated native populations. Columbus Day wasn’t created to celebrate colonial
domination. It was designated a federal holiday in 1934 after a campaign by Italian-
Americans and Catholics. They were targets of ethnic and religious discrimination at the
time.
13. Erasing history is not the answer. The better approach is confronting it honestly. Whether
the holiday is called Columbus Day or Indigenous Peoples Day or Explorers Day or
History Day, isn’t there a way to celebrate a nation rising on a promise of liberty and
equality, while also recognizing that progress for some led to displacement, injustice and
death for others? There should be.

Activity #1 (discuss a few Frontloading strategies to assist diverse learners with the required
vocabulary for your reading, and insert an organizer with modeled responses):

To begin my lesson on Columbus Day, I will first have a short lecture on European exploration
and Columbus’s Journey to America to give them context for the reading. I will then have my
students complete two frontloading activities to prepare them for the reading. I will first give
them the Morphological Awareness worksheet so they can take a part a few words from the
reading to give them a head start on understanding the vocabulary before jumping into the
definition map. I will have them work in groups of 3 to complete the final column of the
Morphological Awareness worksheet and then we will discuss it as a class. Afterwards, I will
give them the definition map where they will work independently on filling in the blanks on the
definitions, providing their own definition, and adding a visual to help them remember.

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Vocabulary Term:
Smallpox
Excerpt from Reading:
“First, let’s consider the
spread of European disease,
principally smallpox.
Smallpox is estimated to
have killed 70 to 80 percent
of Native Americans (para.
2)”
Genocide
Excerpt from Reading:
“European civilization has
evolved, but 20th century
wars, atrocities, genocide and
terrorism show humanity is (ethnicity, killing, 20th)
prone to the same savage
impulses” (Para. 7)
Mayans
Excerpt from Reading:
“Next, consider the early
civilizations of the Americas. them died of __________
They have left behind
beautiful monuments.
However, the earliest
societies, like the Mayans,
were as brutal in exploiting
subject peoples as any
civilization elsewhere.”
(Para. 5)
Concept/Definition Map
Definition My Own Sketch
Definition
Smallpox is a
Smallpox is a European unforgiving
disease that killed
disease that was carried to lots of the Native
America and was Americans when
responsible for killing up to European
percent 80 of Native explorers arrived
Americans. in America.
(80, America, European)
Genocide is the _______
of a large group of people
based on their _________.
Genocide still happens in
the ____ century.
The Mayans were an early
American _________.
They left behind
__________. Many of
when Columbus arrived in
the Americas.
(civilization, monuments,
smallpox)
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Indigenous People
Indigenous People’s Day is
Excerpt from Reading: a _____________ that
many people wish to
“Whether the holiday is replace _______ day with.
called Columbus Day or It is a day that specifically
Indigenous Peoples Day or __________ the
Explorers Day or History civilizations and
Day, isn’t there a way to individuals who lived in
celebrate a nation rising on a ___________ before
promise of liberty and European explorers.
equality, while also
recognizing that progress for (Celebrates, America,
some led to displacement, holiday)
injustice and death for
others?” (Para. 13)

Federal Recognition
Federal Recognition is
Excerpt from Reading: what many _______ seek
in order to gain _________
“Los Angeles, in particular, for the injustice done to
could provide greater their ___________.
protection for sacred sites. It
could offer official support (Ancestors, tribes,
for local tribes. Many tribes compensation)
still seek federal
recognition.” (para. 10)

Explorer
An explorer during the
Excerpt from Reading: 1400s was __________. He
was specifically trying to
“Columbus was a product of find ________ to bring
his time. He was also a great goods back to the country

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explorer, a fearless of _________.

adventurer, a man of faith
and a leader who blazed a (Spain, Columbus, India)
path to the modern world.”
(para. 7)

Morphological Awareness

Word Features Example New Word New Word

Base Rock Explore

Inflected Rocking / rocked Exploring / Explored

Derived Rocky Explorer Genocide

Non-Example Rocket Exploration

Explorer in your own words:

Genocide in your own words:

Activity #2 (discuss a Guiding Comprehension strategy and insert an organizer with modeled
responses):
After my first activity I will hand out the B/D/A questioning chart and go through it together as a
class. I will instruct the students to write down 3 questions they have before they read the text
and will have a few students voluntarily share what questions they have. We will then read the
article as a class which will provide support for students who have a harder time reading to
themselves. After we read the article, I will have the students write down 3 questions that came

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to their minds as the class was reading the article. I will have the students share their questions
with their elbow partners. Finally, I will have the students write down three additional questions
they have about the subject of Columbus Day and will have a few students share what their
questions were. I will then have a class discussion about the different questions and if there are
any potential answers. Then, I will have the students complete the final question and share their
answer with their elbow partners.

Before Reading During Reading After Reading

Write down 3 questions you Write down 3 questions you Write down 3 questions you
have about this topic before had about this topic while have about this topic after
you start reading the article. reading the article you are finished reading

1. Why do people care if 1. Were the Mayans the only 1. Will it be illegal to
Columbus Day is a national tribe of native American that celebrate Columbus Day if
holiday? Columbus and other the United States chooses not
explorers wiped out? to celebrate it as a national
2. holiday?
2.
3. 2.
3.
4. 3.
4.
4.

What do you understand now that you didn’t understand before?

I now understand that….

Activity #3 (discuss a Guiding Comprehension strategy and insert an organizer with modeled
responses):

Following my second activity, I will have the students split into groups of two and complete a
Thumbs Up! Thumbs Down! Chart for whether or not Columbus Day should be a national
holiday. In order to add additional supports for diverse learners, I will add in the Author’s
arguments myself so that all the students need to fill in is their arguments about the issue. The
students will then share with the class their of whether or not Columbus Day should be
celebrated using the evidence they wrote down on the Thumbs Up! Thumbs Down! Worksheet.

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 Academic Vocabulary Lesson Plan

Thumbs up! Thumbs Down! Chart – Should Columbus Day be a national holiday?
Your Ideas/Arguments/Evidence For Your Ideas/Arguments/Evidence Against
1. We wouldn’t be here without Columbus’s 1. We shouldn’t celebrate a man who caused
brave journey across the Atlantic Ocean. millions of innocent people to die.

2. 2.

3. 3.

The Author’s Ideas/Arguments/Evidence for The Author’s Ideas/Arguments/ Evidence

against

1. Smallpox is estimated to have killed 70 to
80 percent of Native Americans. Though
these numbers are staggering, the deaths
happened over many decades. Holding
Columbus responsible is not logical.
2. War, slavery and human sacrifice pre-dated
the 1492 arrival of Columbus. European
civilization has evolved, but 20th century
wars, atrocities, genocide and terrorism show
humanity is prone to the same savage
impulses.
1. “Without question, the nation must do a far
better job recognizing the violent history
against the country’s indigenous people.
Legislators funded anti-Indian armed forces.
Natives were massacred. Villages were
destroyed and tribes forcibly relocated.”
2. “Columbus was a cruel slave trader who
brought about the mass killing of native
peoples.”

3. Columbus was a product of his time. He

was also a great explorer, a fearless 3. “Giving workers a day off does not make
adventurer, a man of faith and a leader who up for centuries of
blazed a path to the modern world. discrimination, enslavement and government-
approved killing of Native Americans”

Using your ideas from above write a short paragraph explaining if you think Columbus Day
should be a national holiday and why.
My Opinion:

The United States of America should/should not (circle one) continue to celebrate Columbus
Day because. . .

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______________________________________________________________________________
_____________________________________________________________________________

Assessment Rubric:
Exemplary Proficient Developing No Evidence Score
(3) (2) (1) (0)
Writes two
arguments for
the
continuation of
Columbus Day
as a National
Holiday.
Writes two
arguments for
the
discontinuation
of Columbus
Day as a
National
Holiday
Articulates
opinion about
whether
Columbus Day
should be a
national
holiday or not
in a
paragraph.

Your Lesson Justification for Diverse Learners (see rubric for specific criteria on what to
insert here):
My goal for this lesson is to help students think critically about a current event that is receiving a
lot of attention. I also aim to help students form opinions and arguments based on evidence they
find. This article and lesson will give them a good first experience doing so. I have made sure to
provide modeled responses for the students to help guide them and to provide additional
supports for them.

I first started out with a definition map to prepare my students for the vocabulary they will
encounter in the article I will provide. I think this is an effective way to frontload because it pulls

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on the student’s prior knowledge and requires them to put together the context cues to create the
definition. Furthermore, I added additional supports to the definition by providing a word bank
for the students to choose from. After their complete that definition, they will then put the word
into their own sentence and then draw a sketch which will give them a visual to remember. I also
included a morphological awareness worksheet which will help the students dissect some of the
vocabulary words. Frontloading is important to do before reading a text. Often, “daily classroom
experiences with reading reveal frequent mismatches; Many students fall short because an author
assumes background knowledge that they lack” (Buehl, 12) Frontloading will help this mismatch
of information by giving them the tools to read the article beforehand.

For my guiding comprehension I chose the B/D/A questioning chart so the students can
determine what kind of questions they have before the reading, during the reading, and after the
reading. For this specific topic of Columbus Day, I think it is important for students to
understand what knowledge they have about Columbus and what they don’t know—especially
since this is an article that may challenge their knowledge about Columbus Day. Having them
check in with questions before they read, during their read, and after the reading can help them
guide what they do know and what they don’t. My hope is that these questions help them with
the guiding comprehension assignment which will serve as their formal summative assessment.

For my consolidating understanding, I chose the Thumbs Up! Thumbs Down! Chart which
consolidates everything they learned in the definition map, the B/D/A questioning map and
activity and gives them the tools to form their own opinions about whether or not they think
Columbus Day should be a holiday. Furthermore, they get to see both sides of the issue which
not only fosters understanding for others, it also widens their perspective on the issue. Having
these additional supports throughout the lesson allow the students to move through an inquiry
lesson with better understanding and quality. These inquiry lessons are an effective instructional
practice because it develops critical thinking. (Graham, 27)

Buehl, D. (2014). Classroom strategies for interactive learning (4th ed.). Newark, DE:
International Reading Association. ISBN-13: 978-0872070028

Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of
adolescents in middle and high schools—A report to the Carnegie Corporation of New York.
Washington, DC: Alliance for Excellent Education. (Available as a PDF on CANVAS.)

You are officially done!

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