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Chapter 16 Exploration: Europe and Asia Lesson Plan: Day 7

Goals: Mississippi Social Studies Framework: Domestic Affairs

2. Understand unique features of Asian, European and African civilizations and how they have impacted the development of those civilizations. c. Apply the five themes of geography (e.g., location, place, human/environmental interaction, movement, and region) to describe various civilizations in Asia, Europe and Africa. (DOK 3)

Economics
7. Understand how technological advances affected the economic development of civilizations of Asia, Europe and Africa. b. Analyze the effects of technology on trade at different times throughout history. (DOK 3)

Culture
8. Understand how information concerning prehistoric and historic groups contributes to the study of a civilizations cultural development. d. Evaluate the effects of contact among cultures of Europe, Asia, and Africa (e.g., Crusades, explorations, trade, communication, technology, etc.). (DOK 3)

Mississippi Department of Education (2011). Mississippi Social Studies Frameworks. Seventh Grade: World History from Pre-Historic Era to the Age of Enlightenment. Retrieved from: http://www.mde.k12.ms.us/curriculum-and-instruction/social-studies

Common Core:

CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. CCSS.ELA-Literacy.RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 68 text complexity band independently and proficiently.

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards, 6th-8th grade Social Studies. Retrieved from: http://www.corestandards.org/ELA-Literacy/RH/6-8

NCSS:
1, 2, 3, 4, 5, 6, 7, 9, and 10 National Curriculum Standards for Social Studies. (2010). The Ten Themes of Social Studies, Chapter 2. Retrieved from: http://www.socialstudies.org/standards

Objectives:
1) The students will read, tell, and analyze the letter of Columbus to the King and Queen of Spain (DOK 1, 4).

Materials:
Pencil, Paper, Overhead Projector, Handouts, Dictionary 1) Letter from Christopher Columbus to King Ferdinand and Queen Isabella of Spain: University of Mississippi Libraries. (2009). Christopher Columbus: Letter to the king and queen of Spain. Retrieved at http://0eds.a.ebscohost.com.umiss.lib.olemiss.edu/eds/detail?sid=de4386be-47d4-4a88-9dbc281540c3683b%40sessionmgr4004&vid=4&hid=4211&bdata=JkF1dGhUeXBlPWlwLH VybCx1aWQmc2l0ZT1lZHMtbGl2ZSZzY29wZT1zaXRl#db=f5h&AN=21212446

2) Rubric for writing assignment.

Black, Mrs. (2014). English Rubric. 7th Grade English Instructor. Hernando Middle School.

Opening Set:
Tell the students that we will be doing an activity today that goes along with our lesson on exploration. TIAI: 6 Tell the students that they can work individually or in assigned groups for this activity, and each member will have a job to perform in the group. It is important for them to participate because each person will have an assignment to complete on their own from this group work.

Learning Tasks/Procedures:
1) Have the students count off into groups based on the size of the class. 2) Make sure each group has a proficient reader. (Based off pre-assessment of the students from observation by Ms. Osborn). 3) Pass out a copy of the letter to each student and assign 1 page to each group out of the three pages. 4) Make sure each group has a dictionary. 5) Tell the students to have a piece of paper and pencil. 6) The proficient reader will read the letter aloud in each group to the other members while they follow along on their own copy. 7) The students will underline words that they do not understand, look them up in the dictionary, and write the word and meaning down. 8) After 10-15 minutes have some of the page 1 group members get with page 2 and page 3 groups. The students will explain their pages to each other and inform them to raise their hand if they need assistance while the teacher facilitates the activity. 9) After 10 minutes have them switch to the last group and repeat the peer discussion with instructor facilitation. 10) Tell the students that they are to write their own letter for homework to King______ or Queen______, which is their parent or parents, and convince them to finance their voyage. TIAI 7: Tell the students that this will count as a 10% homework grade. (Letter should include: Tell me where youre going, what you hope to find, how you heard about this place youre looking for, what supplies you need). Must be a two paragraph minimum letter (You can write more if you would like to) and your parent(s) or guardian must sign it. Turn it in

your class period drawer when you enter class the next day. This will be graded on required content that was asked for and grammar. TIAI: 19

Closing:
1) Ask the students if they have any questions.

Remediation:
A proficient reader will be placed in the group to assist the less proficient readers and assist with looking up unfamiliar words.

Enrichment:
The students can write in more detail in the letter than what is required if they choose to do so.