Name:  Joseph Kurtz and Dakota Smith    Date lesson taught: 02/20/2020

Content Area: Social Science.

Course Title & Grade Level: Ancient and Modern History, 9 grade. th

Standards:  1.b. 12- Evaluate the human and environmental consequences of exploration
and conquest.

                         7.g.5- Analyze how the distribution of resources affects trade.

Objectives:  

Content— Regarding the slave trade, students will analyze the distribution of population and
resources, and will understand how/why they were transfered to the new world.

Language— Students will analyze the importance of the slave trade after listening to a brief lecture,
they will then work individually or in small groups on completing their assignment titled slave trade.

Student-friendly— Today I am learning about the slave trade so that I can analyze its importance in
history, I’ll know I’ve gotten there when I can complete the whole slave trade assignment.

Assessment:  Students will submit an exit ticket that has to deal with what they think about the
provocative picture shown at the beginning of class. We will give them more background
knowledge throughout the lesson and then ask them to think back to the provocative picture
and see what they might think differently.

Assessment will also be done by checking for understanding throughout the lesson.

Proactive Management:  During lecture students will be expected to be at a level zero unless
they have a question or an answer. In this case the student will be expected to raise their
hand and wait to be called on. When students are working on the assignments it will be okay
for them to be at a level 2 because some of them will be working in small groups.

Instructional Strategies: Turn and talk

Provocative picture 

Note Taking Strategy: Students will be taking Cornell style notes as it will help them
complete their assignment because we will be going over all of the questions in class. 

Questions:

Who were Africans captured by? - bottom level Blooms, convergent. Answer-Other African
tribes.

How many square feet did an enslaved African have on a ship?- bottom level Blooms
convergent. Answer- roughly 4ft by 2ft.

How many hours a day did slaves work for? During sugar harvest? Bottom level Blooms,
convergent. Answer- could be between 12 hrs. to days.

What was the life expectancy for a slave once they were transported to a sugar plantation?
bottom level Blooms, convergent. Answer- very short, a couple of years at most.

How did slavery affect Europe, The Americas, and Africa? Turn and Talk- answer in groups-
middle level Blooms, divergent. Answer students answers will vary, but within the areas of
warfare and economy.

Anticipatory Set:  Students will be shown a picture of the conditions of the boats that carried
the slaves. They will be asked to express how they feel about the picture and what inferences
they can make.  5 minutes

The Lesson: 15 minutes

Slide two- VMT slide/behavior expectations.   A slide to communicate to students what is expected of
them.

Slide three- State the objective we will state the days objective so that students will know what they are
supposed to learn for the day and help them stay on task.

Slide four- Intertribal African warfare was the main source of enslaved Africans.  Large powerful tribes
would capture smaller tribes to trade to the European slavers.  What the two pictures have in common
is that the African captors have trade items from Europeans such as guns and european type clothing.
- Middle level blooms

Slide 5- A blueprint possibly used to plan how many slaves could be held in a ship.  4x2 sections per
 person. Use the side desk for measure.  Ask students if they share a room with multiple siblings or live
with a large family, ask how crowded it gets then think about being packed like a slave ship for 5-6
weeks.  I will bring up that I shared a room with two other siblings when I was younger and it got a bit
crowded. Divergent question, all students will have different answers. 

Slide 6- Slaves working a sugar plantation, during harvest slaves would work 48 hours straight.  Life
expectancy on a sugar plantation was only 23 years. 3 to 4 months was how quickly slaves would die
from being worked, literally to death.  Ask students things that they notice from the picture- Middle level
blooms.

Slide 7- Turn and talk. Talk to a person close by and discuss the question on the slide.

Slide 8- Back to the picture from the anticipatory set.  We will pass out sticky notes and students will
then write something regarding the picture.  This could be something they know, how they feel, or even
a question they might still have- Divergent questions, all students will have different answers. We will
collect these for student assessment and go through and answer and elaborate on some of them.  I will
bring up that the disturbing thing about the photo that appears to have been taken relatively recently,
Brazil did not outlaw slaver until the 1880s, under 150 years ago.

After the Provocative picture students will be given the rest of class period to work on the google
classroom assignment aligned with the lecture.

Closure: 5 minutes

Procedural—Students will be asked to write something about the provocative picture a

thought, what they know, or a question that they my still have. We will then compare this to
what they wrote down for their warm up. Students will turn this in as an exit ticket.

Content Summary—Today we should be able to understand the importance of this and its
place in history.

Lesson Plan Reflection (required):

1)      Highlight Culturally Responsive Teaching (CRT) components within

your lesson.Write a paragraph (3-5 sentences) elaborating on the
intentionally planned CRT components of your lesson. How did you
demonstrate high expectations, make learning relevant, and motivate
students?

Students will be told of the expectations for the class at the beginning of
class. Learning will be made relevant by making analogies with the context
of their lives as they will be able to visualize the effects on modern life.
Students will be motivated because if they pay attention during the lecture
than the assignment that they have to do after the lecture will be quite easy.
 

2)      Italicize Universal Design for Learning (UDL) components within your
lesson.

Write a paragraph (3-5 sentences) elaborating on the intentionally planned

UDL components of your lesson. How did you create an environment where
all students could be successful?

All students will be present for the lecture where all of the information will be
delivered. We will be present when they are working on assignments and we
will be able to answer any questions. The assignment will a check for
understanding and all the information needed was in the lesson.