LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY

Name:_______Chris Glatfelter_____Date:____ ___2/3/15______________________

Unit Essential Question:____ What is globalization? How does the age of exploration create a
global and interconnected world?________________

Lesson Topic:___ _Class:_______World History_________________

PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission the 4-Part
Agenda for Education in a Democracy
EQUAL ACCESS
ENCULTURATION
NURTURING PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
Safe and Caring for All
of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
Equal Access to Knowledge: In this exercise students will be engaging with the material in a
multitude of ways. We will be working together to access and interpret interdisciplinary
materials in order to understand global economies

STANDARDS (www.cde.state.co)
Content:
The significance of ideas as
powerful forces throughout
history

Literacy and Numeracy:

Numeracy: Think critically,
analyze evidence, and
appreciate the role that
mathematics plays in
everyday life

Democracy and
21st Century Skills
Conduct research using
acceptable research methods

Literacy and Numeracy:

Read and interpret numerical
information for the purpose
of answering research
questions

Democracy and
21st Century Skills:
Utilize technology to work
responsibly

OBJECTIVES
Content:
Students will be able to
understand the concepts of
Mercantilism and the logical
flaws of the system

ASSESSMENTS What is your evidence of achieving each objective? How will students know
and demonstrate what they have learned in each of the areas, all of the objectives?
Content:

Literacy and Numeracy:

Completion of the worksheet

about mercantilism

Correct use and analysis of

GDP statistics and calculation
of Exports.

Democracy and
21st Century Skills:
Question addressing proper
use of technology.

Ticket out the door

questions.

KEY VOCABULARY
Content
Mercantilism
Balance of Trade
Colonies

Literacy and Numeracy

GDP
GDP Per Capita
PPP

Democracy and
21st Century Skills

HIGHER ORDER QUESTIONS for this lesson

Content

Literacy and Numeracy

During this time, what

developments in technology
might have changed the way
a country views power? How
does this interact with social
constructs?

Why are GDP and GDP per

capita poor indicators of a
nations status in the world?
How can these become
better indicators?

Why do you think money and

capital became such
important factors for a
countrys progress?

Democracy and
21st Century Skills
Why is it important to use
time and technology wisely?

LESSON FLOW
This is the actual planning of the lesson activities.
Time

Anticipatory Set Purpose and Relevance

Question of the day
Recap of last lesson
Short video about mercantilism

Time

Building Background
Link to Experience: Discussion about GDP per capita and the idea of income
gaps. Give Bill gates/Oprah example

Link to Learning: Discuss the implications of this for a nation. What is

wealth/power, what is all for show?

Time

Activity Name Should be creative title for you and the students to associate
with activity. Mercantilism shmercantilism

Time

Instructional Input Includes: input, modeling and checking for understanding

Models of Teaching: Cooperative learning

Checking for Understanding: Questions and journal writing, class reflection on

concepts. Think Pair Share and generate examples.

Time

Accommodations, Modifications, and Student Adjustments

Consider: multiple intelligences, learning styles, cultural and ability diversity,
etc.
If the activity is too advanced or too easy for some, how will you modify
instruction so all students will learn?
What accommodations will be needed and for whom? (IEP, 504, Special
Needs)
Students in Standard world history will be given specific fields to look for so
they can populate them with information. IEP student will have specific
information outlined for him
One student will be utilizing the textbook to find information about
mercantilism and will not be utilizing the online activity.

Time

Review and Assessments of All Objectives How will you and how will the
students know they have achieved the objectives of the lesson?
Content: Students can explain the concepts of GDP/Percapita/PPP, apply this
knowledge to answer our final questions
Literacy and Numeracy: Look at and discuss the numbers found in the activity,
did students get it and did they synthesize their information properly

Democracy and 21st Century Skills: Were students on task, how do they define
appropriate use of their technology time

Time

Closure
What will you and the students do at the end of the lesson or after a chunk of
learning to synthesize, organize and connect the learning to the essential
question(s)?

We will share the numbers we discovered and then use the time remaining to
discuss why mercantilism is a difficult system. Students will explain some of the
challenges they see arise from this.
Ticket out of the door:
During this time, what developments in technology might have changed the
way a country views power? How does this interact with social constructs?
Why do you think money and capital became such important factors for a
countrys progress?

Time

Next Step
Atlantic Slave trade and modern slave trade

Post-Lesson Reflection ( For the Teacher)

1. To what extent were all objectives achieved?
This lesson was fairly successful as students really understood the deficiencies of
looking at a nations power or progress strictly through the numbers. Students
seemed to really understand when we made the comparisons to themselves and
incredibly wealthy people like Bill gates and Oprah. This comparison was also
solidified when we looked into comparisons of GDP and GDP per capita with some of
the wealthiest countries.
2. What changes would you make if you teach the lesson again?
I would like to utilize a different website for helping to find exports and import
information I felt that bit fell a little flat on the students as they didnt fully grasp the
concepts of exports that I wanted. Balance of trade ended up being a concept that
was fairly lost on them and the categories on the website were slightly convoluted.
In the future I will include a specific activity that explains balance of trade and the
complicated nature of trade relationships.
3. What do you envision for the next lesson?

The next lesson will be a powerful and hard learned lesson about slavery of the past
and the world we live in today. In the next lesson students will see slavery as it was
and then will be forced to face some facts that they may not be aware of.

4. To what extent does this lesson achieve the Mission of the Agenda for Education in
a Democracy? To what extent does this lesson achieve the 21st Century Skills?
The goals of this lesson were to make sure students are using their technology
responsibly. The time they were given was intentionally short so they didnt have
much of an opportunity to be off task. In addition I was checking in with them
regularly and they were checked on regularly and throughout the exercise to see
they were meeting the proper checkpoints. The goal behind this was to insure that
they are working hard and that they gain an understanding of the appropriate use of
technology. That being said, the students did work well but my assessment of their
skill on this was a bit weak.