final lesson plan 6

EDUCATION 348: STANDARDS AND ESSENTIAL QUESTIONS

COLE ALLISON: GOVERNMENT AND ECONOMICS

KANDACE TERRY: LANGUAGE ARTS

BROOKE WALKER: WORLD HISTORY

CODY LARIMORE: MATH

RYAN POHRTE: GEOGRAPHY

STEPHEN COBLE: MATH

COLE ALLISON SOCIAL STUDIES: GOVERNMENT AND ECONOMICSSTANDARDS: GOVERNMENT

SS.6.2.1 2007Foundations of Government: Identify and compare major forms of historical and contemporary governments in Europe and the Americas.Example: Greek democracies, Roman Republic, Aztec monarchy, parliamentary government, U.S. Republic and totalitarianism

SS.6.2.2 2007Foundations of Government: Explain how elements of Greek direct democracy and Roman representative democracy are present in modern systems of government.

SS.6.2.4 2007Foundations of Government: Define the term nation-state and describe the rise of nation-states headed by monarchs in Europe from 1500 to 1700.

SS.6.2.5 2007Functions of Government: Describe how major forms of government in Europe and the Americas protect or protected citizens and their civil and human rights.Example: Use a variety of information resources to compare the constitutional governments of the United States with that of Canada or the United Kingdom.

SS.6.2.7 2007Roles of Citizens: Define and compare citizenship and the citizen's role in selected countries of Europe and the Americas.Example: Compare methods of voting; participation in voluntary organizations of civil society; and participation in the government in Great Britain, Russia, Brazil, Mexico and Canada.

STANDARDS: ECONOMICSSS.6.4.1 2007Give examples of how trade related to key developments in the history of Europe and the Americas.Example: The growth of trading towns and cities in medieval Europe led to money economies, competition to expand world trade led to European voyages of trade and exploration, and Olmec trade in Mesoamerica led to colonization and the diffusion of art.SS.6.4.2 2007Analyze how countries of Europe and the Americas have been influenced by trade in different historical periods.Example: Increased production and consumption and changes in prices in Great Britain, Russia, Mexico, Canada, and Brazil.

SS.6.4.4 2007Describe how different economic systems (traditional, command, market and mixed) in Europe and the Americas answer the basic economic questions on what to produce, how to produce and for whom to produce.

SS.6.4.9 2007Identify situations in which the actions of consumers and producers in Europe or the Americas create helpful spillovers or harmful spillovers to people inside a country who are not directly involved in the consumption or production of a product.Example: A helpful spillover might be education. The education an individual person receives is beneficial to everyone in society. An example of a harmful spillover is pollution put into a stream. The pollution affects people downstream who do not benefit from the production or consumption of the product that caused the pollution.

SS.6.4.10 2007Explain how saving and investing help increase productivity and economic growth and compare and contrast individual saving and investing options. Example: Savings accounts, certificates of deposit and stocks

ESSENTIAL QUESTIONS: GOVERNMENTGeneralize the relationship between old world and new world government citing specific documents and eventsDefend which government became the most successful of its era

ESSENTIAL QUESTIONS: ECONOMICSIdentify the key countries and products of “triangle trade”Describe the major incentives that pushed European expansion

KANDACE TERRY: LANGUAGE ARTS STANDARDS: LANGUAGE ARTS AND SOCIAL STUDIES

CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

CCSS.ELA-Literacy.W.7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SS.6.3.1 2007 The World in Spatial Terms: Identify and locate on maps the countries and capitals of Europe and the Americas such as Great Britain, Russia, Mexico, Canada and Brazil.

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.

EL.6.2.8 2006 Identify how an author's choice of words, examples, and reasons are used to persuade the reader of something.

ESSENTIAL QUESTIONS: LANGUAGE ARTS

Define the terms slave and slave trade. Understand the distance that a letter from the New Americas has to travel to reach the King and Queen of Spain. Write a letter in the correct format and voice in response to Christopher Columbus’ letter.Breakdown the components in which a letter is formatted. Identify the tone, in which Christopher Columbus wrote his letters to the king. Justify your answer with examples.Explain the construction of the Underground Railroad. Identify the engineer of the Underground Railroad and her mission.

BROOKE WALKER SOCIAL STUDIES: WORLD HISTORY

STANDARDS: WORLD HISTORY

SS.WH.5.1 2007 Explain the causes and conditions of worldwide voyages of exploration and discovery by expeditions from China, Portugal, Spain, France, England and the Netherlands.

SS.WH.5.2 2007 Explain the origins, developments and consequences of the transatlantic slave trade between Africa and the Americas. Analyze and compare the ways that slavery and other forms of coerced labor or social bondage were practiced in East Africa, West Africa, Southwest Asia, Europe and the Americas from 1450 to 1750.

SS.WH.5.3 2007 Explain the origins, developments, main events and consequences of European overseas expansion through conquest and colonization in Africa, Asia and the Americas.

SS.WH.5.4 2007 Identify major technological innovations in shipbuilding, navigation, and naval warfare, and explain how these technological advances were related to voyages of exploration, conquest and colonization.

ESSENTIAL QUESTIONS: WORLD HISTORY

Where did the Atlantic slave trade originate and what were the consequences of the slave trade. Identify 1) the three major explorers from Portugal, Spain, and England and 2) their route to the New World. Determine the motives and purpose of exploration during the latter part of the 1400’s and 1500’s. Compare and Contrast the relationship of the French, Dutch, and English towards the Native Americans after they established colonies in the Americas. Evaluate the importance of exploration through the Columbian Exchange.

CODY LARIMORE: MATHSTANDARDS: MATH & SOCIAL STUDIES

7.RP.AAnalyze proportional relationships and use them to solve real-world and mathematical problems.

7.RP.A.1Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.

7.RP.A.2Recognize and represent proportional relationships between quantities.

a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.

7.G.ADraw, construct, and describe geometrical figures and describe the relationship between them.

7.G.A.1Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

7.G.A.2Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.

SS.WH.5.2 2007 Explain the origins, developments and consequences of the transatlantic slave trade between Africa and the Americas. Analyze and compare the ways that slavery and other forms of coerced labor or social bondage were practiced in East Africa, West Africa, Southwest Asia, Europe and the Americas from 1450 to 1750.

ESSENTIAL QUESTIONS: MATH

Compute unit rates of distance and area by looking at diagrams and geometric figures.Use scale drawings of geometric figures to determine the area of the figure drawn at a larger scale.Construct geometric figures given the angle measurements or side lengths.Describe the relationships between geometric figures. Identify and describe the uniqueness of triangles, number of triangles, and special types of triangles found within geometric figures.Explain how the size of the European ship affected the number of slaves brought over from Africa to the Americas.

RYAN POHRTE SOCIAL STUDIES: GEOGRAPHYSTANDARDS: GEOGRAPHY

SS.GHW.4.1 2007Explain the causes and conditions of worldwide voyages of exploration, discovery and conquest. Identify the countries involved. Provide examples of how people modified their view of world regions as a consequence of these voyages.Example: Alexander the Great and the development of the Hellenistic Period (350-300 B.C./B.C.E.), Mongol conquests of India and China (711-1300), Spanish and Portuguese exploration and conquest (1400-1800), English and French exploration and conquest (1400-1800), exploration of the New World (1400-1800), voyages by Ming Dynasty (1368-1644), explorers in the early fifteenth century around India to Africa, European view of world regions, Asia and Africa (1500-1800), Manchu conquest in 1644 of all of China and Inner Asia

SS.WG.2.1 2007Name and locate the world's continents, major bodies of water, major mountain ranges, major river systems, all countries and major cities.

SS.WH.5.1 2007Explain the causes and conditions of worldwide voyages of exploration and discovery by expeditions from China, Portugal, Spain, France, England and the Netherlands.

SS.WH.5.2 2007Explain the origins, developments and consequences of the transatlantic slave trade between Africa and the Americas. Analyze and compare the ways that slavery and other forms of coerced labor or social bondage were practiced in East Africa, West Africa, Southwest Asia, Europe and the Americas from 1450 to 1750.

SS.WH.5.3 2007Explain the origins, developments, main events and consequences of European overseas expansion through conquest and colonization in Africa, Asia and the Americas.

ESSENTIAL QUESTIONS: GEOGRAPHYExplain the purpose of the Triangle Trade.Where did the Columbian Exchange begin? Where did it end?What was the purpose for exploring during the 1400s and 1500s? Discuss the benefits Portugal, England, and Spain made during each exploration. How did Columbus and Cortez act as cultural influences along their journeys of exploration? Justify your answer. Describe the role that religion played during the Columbian Exchange. What impact did it make on Portugal, England, and Spain?

STEPHEN COBLE: MATH

STANDARDS: MATH

7.EE.1: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.

7.EE.2: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related.

7.EE.3: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form, using tools strategically. Apply properties of operations to calculate with numbers in any form.

7.EE.4: Use Variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

ESSENTIAL QUESTIONS: MATH

Can the students use the properties of the operations to expand linear expressions with rational coefficients?Do the students understand how to rewrite equations in different forms and how the alternate forms may help them understand the problem better?Can the students understand and use variables to represent quantities in a real world math problem?

7th Grade Geography Day 1

Theme: Foundations of Global Relationships

Time: 50 minutes

Lesson Standards (C1)

SS.GHW.4.1 2007Explain the causes and conditions of worldwide voyages of exploration, discovery and conquest. Identify the countries involved. Provide examples of how people modified their view of world regions as a consequence of these voyages.Example: Alexander the Great and the development of the Helenistic Period (350-300 B.C./B.C.E.), Mongol conquests of India and China (711-1300), Spanish and Portuguese exploration and conquest (1400-1800), English and French exploration and conquest (1400-1800), exploration of the New World (1400-1800), voyages by Ming Dynasty (1368-1644), explorers in the early fifteenth century around India to Africa, European view of world regions, Asia and Africa (1500-1800), Manchu conquest in 1644 of all of China and Inner Asia




SS.WH.5.3 2007Explain the origins, developments, main events and consequences of European overseas expansion through conquest and colonization in Africa, Asia and the Americas.

CCSS.ELA-Literacy.RH.6-8.7

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Lesson Objectives (C1)

http://www.corestandards.org/ELA-Literacy/RH/6-8/7/

The 7th Grade Geography class will label countries, waterways and landforms across Western Europe and the New World given the World Atlas online textbook with 100% accuracy.

The 7th Grade Geography class will analyze the geographic and demographic regions of France, Portugal, Italy, and Spain given Mr. Pohrte’s PowerPoint and Digital History without error.

Assessments (A1)

The Geography students will be assessed in pretest by labeling landforms and countries

on a blank map of Western Europe and the New World given 10 blank spots and a word bank. In

this pretest, it will be the start of the lecture because Mr. Pohrte can see what the students have

learned prior to enrollment to the course. This test will have oceans, waterways, rivers,

landforms, and countries that were encountered along the way during exploration towards the

New World. This assessment fits with geography because it will measure the student’s ability to

locate specific areas on a map dealing with exploration. The countries that were explored from

Western Europe towards the New World in the Americas were important because this was the

fundamental basis for what America came to be.

A map pretest was chosen to assess the students because this will allow students to

activate their prior schema and this can begin scaffolding. After seeing where each student

scores, that will provide a basis as to where I would start my lesson in order to guide the lesson.

In Whitney Taylor and Brandon Plewe’s article, “interactive maps help with social science

concepts” (Taylor, 2006). Students can gain a better understanding of the social science aspects

by viewing a map and seeing the progression through exploration measures. The data that is

produced from the assessment can also provide an idea for where student’s interests in

exploration may lie.

Advanced Preparation

Prior to the lesson, Mr. Pohrte will assign a reading from the Digital History Online Textbook in

order to gain background on the context of European expansion. The text will provide students

with a general understanding of the European expansion and how it relates to exploration. Also,

Mr. Pohrte would need to construct a PowerPoint to give the students some background

information on each of the areas covered specifically Western Europe and the Americas. Also,

the students would be given a worksheet and also preview a video about countries and their

physical features in Western Europe such as Italy, Portugal, France, and Spain (Youtube, 2010).

This would lead directly into the next instruction to the progression with Christopher Columbus

for the next lesson.

Procedure

Introduction/Hook (C1): The students will open up the class period by answering a question

written on the board about exploration. What were some cultural traits that were established

along the journey of exploration that began in Western Europe? Students would respond to the

question, then turn to a neighbor and perform a quick think-pair-share.

Step-by-Step Plan

1. Write the hook question on the board for students to answer as they enter the classroom.

a. Gardner’s (E1): Explain some cultural traits that were established along the

journey of exploration that began in Western Europe.

i. Students will then divide into a think-pair-share

1. Comprehension naturalistic.

a. 5 minutes

2. Hand out Map Pretest to students in order to test their schema on Western Europe and the

Americas.

a. Students must label countries, waterways, and physical features across Western

Europe.

1. (C6) Bloom’s: Students will label countries and organize them in

their respective areas.

2. Logical/ Mathematical Knowledge

a. 10 minutes

3. Collect Pretest from the students.

4. After the pretest, Mr. Pohrte will begin the lesson on Western Europe by focusing on

Portugal, France, Spain, and Italy.

a. Mr. Pohrte will discuss a PowerPoint for the students about each area sharing the

cultural traits that associate with each country.

i. After discussing, France and Spain, students will then turn to their

neighbor on the left to discuss their observations thus far.

1. (E1) Gardner’s Students will communicate their ideas to each

other by turning to their partner to discuss each country’s

involvement.

2. (C6) Bloom’s: Discuss the involvement that Portugal, France,

Spain, and England during the beginning years of exploration.

a. Verbal/ Linguistic

b. 10 minutes

5. After concluding the lecture about Portugal, Spain, Italy, France, and providing a brief

overview of notable explorers, ask students to take out their laptops and log in for further

instruction.

a. Students will then access the World Atlas map from their laptops.

6. Pass out the worksheet. Have students answer the questions on the worksheet and look at

the World Atlas source.

a. (E1) Gardner’s: Students will read a map that they find on the World Atlas

source.

i. Visual/ Spatial

1. Hand out the worksheet for the students to complete that went with

the PowerPoint lesson.

ii. If students get done with worksheet, have them hand it in and surf through

the Colonization tab in Digital History. Ask if students have questions.

1. No questions? Move onto the discussion.

iii. (C6) Bloom’s: Compare and contrast the cultures in Portugal, Italy,

France, and Spain? How do they relate? How are they different?

1. Analysis

a. 10 minutes

7. (C6) Bloom’s: How would you summarize the involvement of each of the 4 countries in

exploration towards the New World?

a. Comprehension

b. (E1) Gardner’s: Students will describe their feeling and attitudes about the

involvement of each country. Students will perform a jigsaw with group members

of their choice.

i. A jigsaw would be effective in this situation because students are able to

learn about different ideas from their peers. According to Ghaith, “readers

with positive concepts, will more likely enjoy what they are reading”

(Ghaith, 2013).

1. Intrapersonal

a. Have students describe the involvement of France, Spain,

and Portugal, then bring class together for the discussion.

b. Discuss the importance of trade and travel for each of the

countries.

2. 15 minutes

Closure

This lesson will be closed by answering questions that students might have about what was

lectured about today. Then, Mr. Pohrte will give a preview about what is up next for Day 2,

which is the cultural background behind major explorers such as Cortez and Columbus.

Adaptations/Enrichment

One of the major adaptations that would be created would help the individual who has

autism. For the pretest, the autistic student will be given an exam where they will have only three

answer choices in the multiple choice section instead of four. According to the Massachusetts

General Hospital, School Psychiatry Program and MADI Resource Center, “autistic people get

flustered easily when working under pressure,” so giving the student one less answer choice will

help them with the pretest (Massachusetts General Hospital, School Psychiatry Program and

MADI Resource Center, 2010). The student might feel less flustered and perform well knowing

that they will not have to choose from four different responses on the exam. Also, the autistic

student will perform better by having more time to focus on the free response section.

When it comes to working with a student with ADD, they tend to be hyperactive, so they

must be able to get up and move around, thus this is where group jigsaws will be incorporated.

According to the ADDitude Magazine, “students who are hyperactive need to be have more

involvement and activity,” so activities that will get the student moving around could prove to be

successful (ADDitude Editors, 2013). Students with ADD tend to have short attention spans, so

they might be able to perform activities for short amounts of time before they find another

distraction. One major adaptation that would be made for the student with ADD would be giving

them extended time to work on the exam, but also shortening the exam similar to the autistic

student, so that they can stay energized throughout without dealing with distraction.

Self-Reflection

When teaching this opening lesson, the discussion about the cultural implications in Western

Europe would be a strong, effective activity because the students will be engaging and also

talking to their peers. This discussion with the entire class would be effective because it would

engage all students, but then when they discuss each country in the jigsaw, the students will be

broken down with other students. The jigsaw is an effective way to obtain information based on

what they were able to comprehend. The strengths would lie in the discussion, but it is important

to keep the students on track because that is where the problem may arise. This research could

show how well students learn from their peers when they are discussing cultural backgrounds.

References (E7)ADDitude Editors (2013). ADHD Hyperactivity at School: Help for ADD Children | ADDitude –

ADHD & LD Adults and Children. Retrieved April 21, 2014, from

http://www.additudemag.com/adhd/article/1031.html

Digital History. (n.d.). Digital History. Retrieved March 4, 2014, from

http://www.digitalhistory.uh.edu/era.cfm?eraID=2&smtID=5

GHAITH, G. M. (2003). RELATIONSHIP BETWEEN READING ATTITUDES,

ACHIEVEMENT, AND LEARNERS PERCEPTIONS OF THEIR JIGSAW II

COOPERATIVE LEARNING EXPERIENCE. Reading Psychology, 24(2), 1.

Geography of Europe. (2010, May 1). YouTube. Retrieved March 5, 2014, from

http://www.youtube.com/watch?v=Z8brpoU_HNI

Interactive Map: Exploration of North America, 1492-1700. (n.d.). Interactive Map: Exploration

of North America, 1492-1700. Retrieved March 4, 2014, from

http://eduplace.com/kids/socsci/books/app

Map of Europe, European Maps, Countries, Landforms, Rivers, and Geography Information-

Worldatlas.com. (n.d.). Map of Europe, European Maps, Countries, Landforms, Rivers,

and Geography Information - Worldatlas.com. Retrieved March 4, 2014, from

http://www.worldatlas.com/webimage/countrys/eulnd.htm

Massachusetts General Hospital, School Psychiatry Program and MADI Resource Center

(2010). Autism spectrum disorders in children and teens. Retrieved April 21, 2014, from

http://www2.massgeneral.org/schoolpsychiatry/info_autism.asp

Online Maps (GeoEye | GeoFUSE N1 v10.0.7). (1999, August 1). Online Maps (GeoEye |

GeoFUSE N1 v10.0.7). Retrieved March 4, 2014, from

Http://geofuse.geoeye.com/maps/Map.aspx

Taylor, W., & Plewe, B. (2006). The Effectiveness of Interactive Maps in Secondary Historical

http://geofuse.geoeye.com/maps/Map.aspx

http://www2.massgeneral.org/schoolpsychiatry/info_autism.asp

Geography Education. Cartographic Perspectives, (55), 16-33

Name______________ Date_____________ Period__________

Western Europe Pretest

Countries

1._____________________________

2. _____________________________

3. _____________________________

4._____________________________

5.______________________________

6.______________________________

Lakes, Seas

7. _____________________________8.______________________________9. ______________________________10______________________________

Landforms

11. _______________________

12. _________________________

13. ______________________

14. _________________________

Map KeyCountries

1. Spain2. Portugal3. Italy4. France5. Germany6. Austria

Oceans, Seas

7. Atlantic Ocean8. Mediterranean Sea9. North Sea10. Adriatic Sea

Landforms

11. Plains of France12. Alps13. North European Plain14. Balkan Mountains

Name:____________ Date___________ Period__________

Western Europe Worksheet

1. Across France, how many regions is the country divided into?a. 12b. 10c. 27d. 24

2. Explain why the Pyrenees Mountains are unique and are a popular tourist attraction in France and Spain? What are some characteristics about the mountains?

3. Compare and Contrast the differences between the culture France and the culture in Spain?

4. The capitol of Portugal is…a. Lisbonb. Viseuc. Bragad. Vila Real

5. Describe the climate you would experience when living in Spain.

6. Which of the following groups would you find in Spain?a. Basquesb. Catalansc. Galiciansd. all of the above

7. True or False: France runs their government as a democracy.

8. What government does Portugal facilitate under?a. Parliamentary Democracyb. Monarchyc. Dictatorshipd. Fascist regime

9. Discuss the differences within the climates of Portugal and France.

10. Explain the role Italy played during exploration.

Worksheet Key

1. C

2. Extends for about 270 miles from the Bay of Biscay to the Mediterranean Sea.44,942 sq miles; Pre-historic cave paintings, Paleolithic stone circles, folkloric festivals, antique markets. Skiing and snowboarding are some of the most popular sports.

3. Both are known for fashion and have temperate climates. France and Spain were created out of different Roman sects. Difference is family values and children gain responsibility at a younger age in France where in Spain, it's later.

4. A

5. Warm Mediterranean climate, with dry summers and winters with balanced temperatures. Warmest part of Europe. Along the Pyrenees, heavy rainfall occurs.

6. D

7. False

8. A

9. Cool winters and mild summers, but mild winters and hot summers in France. Mediterranean climate, with dry summers and winters with balanced temperatures in Spain

10. Dominated the Mediterranean. Italians were also major individuals when it came to trade. Marco Polo and John Cabot were two influential explorers.



Time: 50 minutes







Lesson Objectives (C1)The 7th Grade Geography class will compare and contrast the differences between Spanish and Portuguese cultures given the Portuguese and Spanish country sections of the Digital History online textbook without error.

Students will design a brochure for Portuguese, and Spanish cities given the World Atlas online resource website and online research with a 50 point graded rubric.

Assessments (A1)

The 7th Grade Geography students will be assessed during this lesson by designing a

brochure for any Portuguese or Spanish city. This visual assessment would allow students to be


creative with their work and also enjoy creating a project rather than taking a standardized

assessment. This brochure will permit students to select a specific area in Portugal and Spain,

and use their information and creativity. Students will also have the ability to select a city and

learn more about it, then present their research to the class. Students will work with one other

person, then they will present their idea to the class. In this performance assessment, students

will have the ability to be creative with their brochure and also teach other students about the

demographics that appear in cities in Portugal and Spain. Students will have the opportunity to

teach their classmates about a city in Spain or Portugal.

The performance assessment will be graded by a rubric out of 50 points and will measure

a variety of categories. Students should be creative with this assignment because it is a way for

them to expand their learning about different cities and demographics and also develop the

ability to publicly speak in front of a crowd. In the Communication Education journal, Camille

Smith and Paul King performed a study show that “students who are introduced to public

speaking at an early age will perform better and feel more comfortable when talking to larger

crowds” (Smith and King, 2004). Also, students will receive a rubric after they talk about their

brochures, which is helpful because they will see areas where they would need to improve or

areas where they excel. The rubric will be scored from 1-5 with 5 being best the score, then that

would be multiplied by 2 to give the student the overall grade. This idea for the rubric was

created by Rubistar, which is a rubric creator. In the Journal for Educational Research, students

who were given a rubric improved more than students who were not given any feedback at all

(Andrade, Wang, Du, and Akawi, 2009). Students can then utilize the feedback that they had

received and build on their strengths.


Mr. Pohrte will assign a section out of the Digital History Textbook that covers the areas in

Portugal and Spain. Also, the teacher will find credible websites that are have accurate

demographics for the students to use when working on their city brochure. Mr. Pohrte will need

to establish a rubric, so that students can be graded on their performance on their brochure. At

the beginning of class, students will learn about each area by researching the cities in Portugal

and Spain via credible sites that Mr. Pohrte provides on the assignment sheet. In addition to

creating rubrics, assignment sheets, and finding credible web sites to use, Mr. Pohrte will engage

the class in a bell-work discussion based on their reading.

Procedure

Introduction/Hook (C1): When students enter the class, they will respond to the question that

will be on their desk. Discuss the involvement that Portugal, France, Spain, and England during

the beginning years of exploration. After the students answer this question for 5 minutes, the

students will engage in a 5 minute class discussion.

Step-by-Step Plan

1. Hand out the Introduction/ Hook question to the students.

a. (C6) Bloom’s: Discuss the involvement that Portugal, and Spain, during the

beginning years of exploration.

a. 5 minutes

b. (C6) Bloom’s: Students will then summarize the reading in a quick class

discussion to talk about what they read.

1. Comprehension

a. 5 minutes

2. Have students take out laptops to power up.

a. Students then get into groups of two to work on the activity.

3. Hand out directions to the brochure about cities in Portugal and Spain.

a. (E1) Gardner’s: Students will locate cities in Portugal and Spain on a map that

they find on the World Atlas source.

i. Visual/ Spatial

4. Students will select a city in Portugal or Spain and research demographics, events,

characteristics about that area.

a. (C6) Bloom’s: Students will design a brochure given the directions worksheet.

i. Visual/ Spatial

b. (C6) Bloom’s: List the characteristics that make the city of the student’s choice

unique.

i. Knowledge/Naturalist

c. (C6) Bloom’s: Illustrate the data that is presented on the credible website.

i. Application/Spatial

a. 20 minutes

5. After 10 minutes, check on students to see where progress is. Inform them that they will

be presenting their research after 20 minutes.

a. (E1)Gardner’s: Students will communicate their research to their partner to put

into the creative brochure.

b. (E1) Gardner’s: Students will interpret the information that they are researching

about their specific city.

1. Students read the information and then summarize the

research.

ii. Analysis/ Bodily Kinesthetic

c. (C6) Bloom’s: After 20 minutes of students working on the brochure, students

will teach their classmates about the city in Portugal or Spain.

1. This is an effective way of learning because student to student

learning will help classmates comprehend material. Classmates

would pay attention based on their learning behaviors (Segedy,

2014).

a. “Based on the learning behavior, it has been proven that

students will pay attention to the lesson if other students

teach it because they will use different aspects in order to

comprehend the material (Segedy, 2014).

ii. Application/Musical

1. 15 minutes

d. (E1) Gardner’s: Students will present their research about their Portuguese or

Spanish city to their classmates.

i. Interpersonal

6. Collect the brochures from each group.

a. Students will receive brochure back with a rubric and grade attached.

Closure

To conclude this lesson, Mr. Pohrte will remind the students to read the next section on

Digital History for Day 3. Day 3 will cover exploration routes for Triangular Trade system

and create a simulation.


In order to help students with disabilities such as ADHD, they would be placed with an

individual who will keep on task because they will help that person stay focused. One

adaptation that the Mr. Pohrte would make to the assignment is that the students with ADHD

will have extended time to work on the brochure because they might not get all of the work

done during class time. The adaptation would be that they would not have to present their

research, but they would just hand in the assignment to the teacher. Students who have

ADHD might have difficulty speaking in front of a crowd, so in order to aid them, they

would just have to turn in their brochure. In a study done by Zentall and Kuester, learning

groups were beneficial for students who dealt with ADHD (Kuester & Zentall, 2012).

Students who were put into groups had a better learning outcome than those who worked

independently.

Another disability Mr. Pohrte would make modifications for was autism, which the

student would not have to present, and would be given extra time to work out the assignment.

The student with autism will be given an extra day to complete the brochure. The autistic

student will have the option of working with another student in the class or will be given the

opportunity to work with their student aid on the assignment. Middle school students who are

dealing with autism may need some extra time in order to complete an assignment.

According to the Journal Of Developmental & Physical Disabilities, students with autism

might struggle with working under a time limit (Campbell, 2011). By allowing the student to

have more time, the quality of the student’s work might be better.

Self-Reflection

If Mr. Pohrte were to teach this lesson, it would be an effective way for students to work

together and learn about the different cities in Spain and Portugal. Personally, students will get to

learn from their classmates and also this can get them acquainted with one another. A strength

that can come out of this assignment is that students will have the ability to learn from each

other, but a downfall would be that they might get too chatty and sidetracked, so it is important

to keep the students focused on the task and updating with their time. Another possible weakness

is that students would go surfing the internet checking their social media instead of focusing on

the brochure, so that is why Mr. Pohrte will walk around the classroom to check progress. By

having the students present their research, this would be an effective way that student to student

teaching develops. This research can show how well students are able to learn from their peers.

Resources

Andrade, H. L., Wang, X., Du, Y., & Akawi, R. L. (2009). Rubric-Referenced Self-Assessment

and Self-Efficacy for Writing. Journal Of Educational Research, 102(4), 287-302

Campbell, J., Morton, J., Roulston, K., & Barger, B. (2011). A Descriptive Analysis of Middle

School Students' Conceptions of Autism. Journal Of Developmental & Physical Disabilities,

23(5), 377-397. doi:10.1007/s10882-011-9234-4

Digital History. (n.d.). Digital History. Retrieved March 4, 2014, from

http://www.digitalhistory.uh.edu/era.cfm?eraID=2&smtID=5

Kuester, D. A., & Zentall, S. S. (2012). Social Interaction Rules in Cooperative Learning Groups

for Students At Risk for ADHD. Journal Of Experimental Education, 80(1), 69-95.

doi:10.1080/00220973.2011.566589

Map of Europe, European Maps, Countries, Landforms, Rivers, and Geography Information-

Worldatlas.com. (n.d.). Map of Europe, European Maps, Countries, Landforms, Rivers,

and Geography Information - Worldatlas.com. Retrieved March 4, 2014, from

http://www.worldatlas.com/webimage/countrys/eulnd.htm

Rubistar (2007, May 18). Your Rubric. Retrieved March 31, 2014, from

http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1417742&

Segedy, J. R., Biswas, G., & Sulcer, B. (2014). A Model-Based Behavior Analysis Approach for

Open-Ended Environments. Journal Of Educational Technology & Society, 17(1), 272-282.

Smith, C. D., & King, P. E. (2004). Student feedback sensitivity and the efficacy of feedback

interventions in public speaking performance improvement. Communication Education,

53(3), 203-216. doi:10.1080/0363452042000265152

http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1417742&

Name______________ Date____________ Period__________

Portugal and Spain Brochure

DirectionsYou have been hired to work as a travel agent for Portugal and Spain! With your partner, create a brochure about a city in Portugal or Spain. In this brochure, it should be enlightening, neat, and persuasive so that your classmates might want to visit this place. You will be give 25 minutes to work on this project and research your area, so use your time wisely. After the 25 minutes, each group will present their brochure to the class.

Concepts that must be includedName of your city? Where on the map is your city? What country is your city in? List the demographics of your city (population, language, significant events, etc). Traditions that your city might partake in.

Presentation

During your presentation, talk about your city and all the aspects that make your city unique. Present the demographics to your classmates, and persuade them that they would like to visit the city that you chose. You will be graded on your presentation.

Sources to usehttp://www.mapsofworld.com/spain/spain-cities/http://www.spain.info/en_US/que-quieres/ciudades-pueblos/http://www.mapsofworld.com/portugal/cities/http://gospain.about.com/od/Portugal/tp/Top-Cities-In-Portugal.htmhttp://www.indexmundi.com/spain/demographics_profile.htmlhttp://www.princeton.edu/~achaney/tmve/wiki100k/docs/Demographics_of_Spain.htmlhttp://www.indexmundi.com/portugal/demographics_profile.htmlhttp://epp.eurostat.ec.europa.eu/statistics_explained/index.php/European_cities_-_demographic_challenges

How you will be gradedYou will be graded on your presentation of your city based on 5 categories. This assignment is out of a total of 50 points. Make this brochure colorful, neat, and persuasive. You are also teaching your city to the class, so you will graded on how well you explain your information to your class.

http://epp.eurostat.ec.europa.eu/statistics_explained/index.php/European_cities_-_demographic_challenges

http://epp.eurostat.ec.europa.eu/statistics_explained/index.php/European_cities_-_demographic_challenges

http://www.indexmundi.com/portugal/demographics_profile.html

http://www.princeton.edu/~achaney/tmve/wiki100k/docs/Demographics_of_Spain.html

http://www.indexmundi.com/spain/demographics_profile.html

http://gospain.about.com/od/Portugal/tp/Top-Cities-In-Portugal.htm

http://www.mapsofworld.com/portugal/cities/

http://www.spain.info/en_US/que-quieres/ciudades-pueblos/

http://www.mapsofworld.com/spain/spain-cities/

Name:________________ Points: /50Presentation Brochure Rubric

Category 5 4 3 2 1 Total

Creativity

The brochure has a unique design that is organized.

The brochure is organized

butimprovement

s can be made.

The brochure is plain

and has no organization.

The brochure has little

organization and has no

appeal.

The brochure is mainly just

pictures or text. Also,

lacks organization.

Information

Information is persuading and facts are

accurate.

Mostly all of the facts

are accurate.

Half of the facts are accurate.

Information is difficult

to understand

No accurate facts. Data is made up.

Presentation

Both group members

spoke about the city.

Knew the information

One group member

dominated the

presentation

Group members didn’t sound confident about presenting information

Presentation contained fillers like “like, um”

No confidence in material

Presentation is rushed and group

members do not explain

material

Neatness

Content is appealing and has a

mix of pictures and

text.

Content is strong, but uneven amount of pictures and text.

More pictures are

on the brochure

than words.

Text does not relate to the pictures.

Text is squeezed into tight

spaces and difficult to

read

Spelling/ Proofreading

Brochure contains no

spelling errors and is

neatly written

Brochure contains 1-2

spelling errors.

Brochure contains

3-6spelling errors.

Brochure contains

4-8 spelling errors

Brochure contains 9+

spelling errors.

Pointsx2____________



Time: 50 minutes








7.RP.AAnalyze proportional relationships and use them to solve real-world and mathematical problems.

7.RP.A.1Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.

7.RP.A.2


Recognize and represent proportional relationships between quantities.a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.

7.G.ADraw, construct, and describe geometrical figures and describe the relationship between them.

7.G.A.1Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

7.G.A.2Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.

Lesson Objectives (C1)The 7th Grade Geography class will examine the role of members of the Triangle Trade network between The Americas, Europe, and Africa given the directions on the handout with 100% involvement.

The 7th Grade class will analyze the Triangular Trade network relations given the in class simulation by writing a reflection paper without error.

Assessments (A1)

After the 7th Grade Geography class has engaged in the simulation among the three

continents that established the Triangle Trade network, they will then write a reflection paper to

assess their experience and the lesson learned from this exercise. In this bodily/ kinesthetic

assessment, it will allow students to see some of the ways that trade was performed when each

country’s natives went to other continents in order to trade goods or slaves. The reflection paper

would give students a chance to not only apply knowledge that they learned from this

experience, but they can also provide their opinion about the success of the demonstration.

Students will be moving around, so this will also show students how groups did not always stay

in one defined location. In this simulation, students will have the opportunity to trade goods and

also engage in a discussion or negotiation with other continents when attempting to get their

goods. Along the way, certain hazard cards will be tossed in, so students will experience

difficulties where they might lose members due to either diseases or other tragic accidents. This

would all tie into the process of the students learning about the Triangle Trade, thus the students

will be assessed by writing about the experience.

By having the students write about their experience, they will have the ability to work on

their writing skills and analyze aspects of the simulation and relate that to history. According to

the Journal of Geography in Higher Education, students wrote reflections on their past

educational years, but it sparked some changes for each of the individuals (Kite, 2012). When

students reflect on their past, it gives them a chance to work on what they have learned and apply

those concepts of knowledge. In addition to writing a reflection on the simulation, students will

apply the knowledge by discussing some of the countries and groups that were involved in trade.

In a study conducted by Ruth Healey, reflections on geography can help students raise critical

questions and apply methodological thinking (Healey, 2012). Although reflections may have

students will have the ability to relate information on the Triangular Trade to the simulation in

class. Students will be graded based on not only their active engagement in the simulation, but

also their effective writing skills on the reflection.


Mr. Pohrte will design the classroom so that there are small groups of desks in the room to show

the different continents that were involved during the Triangle Trade. The teacher will provide a

worksheet of instructions of the simulation for the students so that they have an idea about how

the activity is going to work. At the beginning of class, the students will be asked to respond to a

free-write about the Triangle Trade, then hand in the sheet of seven facts that they were asked to

find for the class. The simulation will take the full hour, so Mr. Pohrte will pass out the

worksheets as the students enter the class. The teacher will have to print out small slips of paper

for each group to trade. Each country and continent will be given their staple material or crop

that they could trade. The point of the simulation is help students gain an understanding of how

the Triangle Trade system works.

Procedure

Introduction/Hook (C1): Students will be asked to write down seven facts that they found about

the Triangle Trade that they read from the USHistory.org web page that they were given to

research for homework. After each student hands in their facts, ask students to talk about their

research. This will then lead students into the activity.

Step-by-Step Plan

1. Hand out the Introduction/ Hook question to the students.

a. (C6) Bloom’s: List 7 facts that you found as you researched the Triangle Trade

on the USHistory.org page.


ii. 5 minutes

2. Have students number off by 8, so there will 3 groups total.

3. Pass out trading material to each of the groups.

a. (C6) Bloom’s: Students will apply aspects of trading with other countries once

the simulation begins.

i. Bodily-Kinesthetic/Application

4. Begin the simulation by asking 2 people stay at their continent for trade, while the other 6

travels to other continents around the room and begin trading.

a. Display a map of the Triangular Trade route for the students to show them why

the room was arranged in the triangle formation (National Archives United

Kingdom, 2003).

1. In the National Archives document, “the goods that were needed in

Europe went to the Africa, while slaves went to the Americas, then

the Americas gave spices and other materials” (National Archives

United Kingdom, 2003).

2. This gives the students an idea of the goods that each country

needed, so this could formulate a plan for how they want to engage

in commerce with other countries .

ii. This would relate to Mr. Larimore’s Geometry class because the students

will see how the triangular shape formed and received its name. When

working with trading materials, students can trade it rations. This would

also relate to Ms. Walker’s History course because she is doing a similar

simulation with the Columbian Exchange.

b. 15 minutes

i. (E1) Gardner’s: Students will apply information that they were given

about the continent when trading.

1. Logical/Mathematical

ii. (E1) Gardner’s: Students will make an action plan when trading with

other countries.

1. Intrapersonal

5. Pass out hazard cards randomly and tell students not to read them.

6. After 10 minutes, announce the next travel to the next continent.

a. Ask students to flip over hazard card.

i. Members who “died” will sit out in the continent where they received the

hazard card and observe.

1. Simulation methods tend to be a useful way for middle school

students to learn information. This activity is student-centered and

requires full student engagement from every classmate (Podelfsky

and Perkins, 2012).

7. Students can begin trading their goods with that continent.

a. (E1) Gardner’s: Students will work on their communication skills when trading

with their classmates.

i. Interpersonal

ii. 15 minutes

b. (E1) Gardner’s: Student’s will record the changes that occur when trading with

the country.

i. Naturalist/Knowledge

8. Pass out more hazard cards randomly to other students in a different country. The

students who “died” will rejoin their country to show some people who they might have

picked up on the way.

a. (C6) Bloom’s: Students will mime the similar trades as many of the merchants

performed during the Triangular Trade deals.

i. Bodily-Kinesthetic/Application

b. (C6) Bloom’s: Students will interpret the map of the Triangular Trade when

“traveling” to the next continent.

i. Analysis

9. Inform students that they will be making one last “travel” to the continent.

10. Announce last travel and have groups make their final trades.

a. (C6) Bloom’s: Students will predict the outcomes when planning their trades with

other countries.

i. Spatial/Analysis

ii. 10 minutes

11. Bring students back together and inform them of the reflection.

Closure

To conclude the lesson on the Triangular Trade, Mr. Pohrte will review the guidelines for the

reflection and also answer any questions that students might have. Also, the teacher will provide

the alert the students about the lesson for Day 4. Day 4 will cover the Americas and the

geographical background behind it.


Throughout the class, Mr. Pohrte might have students who have autism, so he will help them

benefit when writing the reflection part of the activity. The autistic student will engage in the

simulation with the other students, so that he/she may feel involved in the activity. The

adaptation will be that the student will only have to write a page about their experience with the

simulation where the other students will have to write 3-4 pages. In a study by Alina Schellekes,

she observes an autistic student who improved his understanding of a concept through writing, so

this would be an effective way for the student to learn the material (Schellekes,2006). This

adaptation will allow the student to reflect on his or her experience, and also will give the teacher

an idea of where their writing skills are along with showing the individual’s improvements.

Another disability that an adaptation would be made for is a student that has Asperger’s

Syndrome, which the student might have difficulty becoming engaged with activities. The

student would be placed with students who are engaged and in order for them to feel comfortable

and engaged, they might be the leader of their group one round, and then the next round of

“travel,” they will get the hazard card so they may sit down and relax for a minute. Students with

Asperger’s might experience a high anxiety rate, so sitting the student down for a session might

help them calm down and not feel pressured about decisions of trade with their group. In order to

help a student with Asperger’s, it is recommended that they have time to calm down in an

anxiety-free environment (Sansosti, 2012). By allowing the student with Asperger’s to calm

down, they might become more engaged and calm when they enter back into the activity.

Self-Reflection

When Mr. Pohrte incorporates this lesson, it would be high successful and energizing because

the students would be moving around and learning about the Triangular Trade at the same time.

Also, students would learn about communications skills and how many merchants negotiated to

get the goods that they had desired. When teaching this lesson, the simulation might go well, but

Mr. Pohrte must supervise so that the students remain on task since it is part of their grade to

perform trades. This simulation would be enjoyable for everyone because students do not often

get to move around the room and perform this type of activity, so it is unique for them. Although

this lesson takes the full class period, students will benefit from the doing the activity by

acquiring knowledge about different continents.

Resources

Healey, R. L. (2012). The Power of Debate: Reflections on the Potential of Debates for Engaging

Students in Critical Thinking about Controversial Geographical Topics. Journal Of

Geography In Higher Education, 36(2), 239-257. doi:10.1080/03098265.2011.619522

Huntington Library Art Collections (2005). Triangular Trade. Retrieved April 9, 2014, from

http://www.huntington.org/uploadedfiles/files/pdfs/lhthtriangulartrade.pdf

Independence Hall Association in Philadelphia (2014). "The Middle Passage" [ushistory.org].

Retrieved April 9, 2014, from http://www.ushistory.org/us/6b.asp

Kite, J., Russo, S., Couch, P., & Bell, L. (2012). The Honours Year—A Reflection on the

Experience from Four Former Students. Journal Of Geography In Higher Education, 36(1),

165-177. doi:10.1080/03098265.2011.599368

National Archives United Kingdom (2003). Black presence. Retrieved April 8, 2014, from

http://www.nationalarchives.gov.uk/pathways/blackhistory/africa_caribbean/docs/traderout

es.htm

Podolefsky, N. S., & Perkins, K. K. (2012). Context dependence of teacher practices in middle

school science. AIP Conference Proceedings, 1413(1), 299-302. doi:10.1063/1.3680054

Sansosti, F. J. (2012). Reducing the Threatening and Aggressive Behavior of a Middle School

Student With Asperger's Syndrome. Preventing School Failure, 56(1), 8-18.

doi:10.1080/1045988X.2010.548418

Schellekes, A. (2006). Writing as a Protective Shell: The Analysis of a Young Writer. Modern

Psychoanalysis, 31(2), 251-288.

http://www.nationalarchives.gov.uk/pathways/blackhistory/africa_caribbean/docs/traderout

Name___________________

Triangular Trade Simulation

Directions: For this simulation, you will be divided into three groups to represent the 3 continents involved in the Triangular Trade. One group is the Americas, another is Africa, and the last group is Europe. You all are merchants for a day and you are going to different trading ports on these continents in order to acquire the goods and foods that you need in order to make a successful living. During this process, you will be traveling and negotiating with other merchants at ports on other continents. The point of this simulation is to get the necessary goods that your continent needs in order to have a flourishing market (think of what your continent has a plethora of). Determine what your continent has multiples of and negotiate on your “travels” in order to receive the necessary goods. There will be 3 travels that your group will make. Be cautious on your travels as many of your merchants will encounter problems that are noted on the hazard cards. The hazard cards will be randomly given by the Simulation Master (Mr. Pohrte). Not all hazard cards are a definite death, yet they might be a gradual death where you might have to sit out for a short time due to “illness.” Europe has cloth, guns, and ammunition. The Americas have cotton, sugar, and tobacco. Africa has slaves and few textiles.

Assignment: After completing the simulation, write a 3-4 page reflection on your experience during your travels and the successes and flaws during your expedition. For the respect of your classmates, please do not maliciously attack or rudely make comments about your group or other merchants that you encountered within your paper. This paper should be fun for you. The paper will be double-spaced, 12 pt font, Times New Roman. Have fun and enjoy!! This paper is due April 11, 2014. No excuses

Grading: You will be graded based on your reflection and overall involvement in the simulation, so stay involved. This is worth 50 points total. Your reflection is worth 25 points and your in class simulation participation is worth the other 25 points, so stay engaged! Check for spelling errors, grammar, sentence fluency, and proper mechanics.

Enjoy!!!

Europe

Americas

Africa

Hazard Cards

I regret to inform you, but you have contracted pneumonia and have passed away on the voyage.

I regret to inform you, but you have contracted pneumonia and have passed away on the voyage.

You have contracted syphilis! You are sick, yet you will survive this travel.

You have contracted syphilis! You are sick, yet you will survive this travel.

You died from poor doctor care.











Time: 50 minutes








Lesson Objectives (C1)The 7th Grade Geography students will write about their journey to the Americas in a personal journal given the information from the simulation of the Triangular Trade without error.

The students will discuss the conditions that were encountered when traveling through the Americas given the Digital History website about American Exploration with 80% accuracy.

Assessments (A1)After the 7th Grade Geography class takes notes from the PowerPoint presented by Mr.

Pohrte, they will have an opportunity to engage as in a role play as they write about their


experience when they traveled through the Americas. The students will have the opportunity to

discuss the encounters that occurred as they traveled across either the Pacific or Atlantic Ocean.

This would be considered an intrapersonal assessment because the students will not only get a

chance to have fun with this assignment, but the teacher will have the ability to assess their

writing skills. The information that the student incorporates into their journey will be accurate, so

Mr. Pohrte can check to make sure the student’s facts are accurate. Students will have the ability

to show their creativity, and also display their creative writing skills that might Ms. Terry might

have taught them earlier. Even though this is not a lesson where interdisciplinary teaching is

necessary, it would be an interesting way to incorporate a student’s writing skills and blend it

with their historical observation.

By having a student write about their journey, this will give the teacher the opportunity to

see where each student’s writing skills may be or if there are any improvements being made.

According to a study by Rich Radcliffe and Liz Stephens in Clearing House, they found it

important for students to be creative in their writing because it helped them develop their

creative goals and aspirations (Radcliffe & Stephens, 2009). This assessment would relate to the

role play because it would allow students to creatively think about their dream journey to the

Americas and recollect on some of the major themes and ideas that were discovered. The

students will also be assessed on their writing skills, so this can be a helpful way to show if there

are improvements that need to be made. The student can receive assistance in their writing if

their struggling so this creative writing will help them practice. By allowing students to write

about a location like the Americas, they will benefit by comprehending the information by

creating their own journey. In another Clearing House article by Baker and his clients, they used

the “Write-to-Learn inquiry method,” which the students were learning as they were writing

about the information (Baker et all, 2008). This would allow students to learn while creating

their own journey. Students will be graded on their writing skills in addition to their

comprehension on the information.


Mr. Pohrte will have to create a brief PowerPoint for the students about the Americas. This

PowerPoint will have information about the demographics and conditions that many of the

travelers faced once they arrived on American territory. The information on the slides should

have some review from the simulation so the students can get more of an understanding behind

the activity. In addition to the PowerPoint, Mr. Pohrte will also have to make copies to clarify the

directions for the writing assessment activity where the students will have the ability to write

about their journey to the Americas. Mr. Pohrte shall also have the pretest, worksheets, and

papers graded from the previous days and should hand those back to the class. Confidentiality is

important even though students might share their scores. The teacher will make a small amount

of time to ask for any questions. Students will need to bring their IPads to class as well to star t

on the role-play.

Procedure

Introduction/Hook (C1): Students will write down their feelings about the simulation as a

quick write. Talk about the success from the simulation and some changes that could be made to

the simulation for the future. By having the student’s input, this would create a more effective

simulation in the future because they can explain what aspects went well and what ideas can be

changed. The students can relate to the content by explaining what difficulties their country

might have encountered when traveling to another country to obtain goods. They could have

died, or had poor negotiations where that effected the country’s market.

Step-by-Step Plan

1. Ask students to write down their feelings about the simulation.

i. 5 minutes

b. What were the successes? What were things you would change?

i. (E1) Gardner’s: Students will describe their feelings about the simulation

on Day 3.

1. Intrapersonal

2. Mr. Pohrte will present the PowerPoint on the demographics of the Americas.

i. 15 minutes

b. (E1) Gardner’s: During the presentation, students will share communicate and

share ideas with their partner about the conditions in the Americas.

c. (C6) Bloom’s: Students will summarize information that is given on Mr. Pohrte’s

slides.

i. Comprehension

3. Halfway through the PowerPoint, Mr. Pohrte will ask students divide into groups of 2 to

discuss what the Americas might have been like. (conditions, climate, daily life, etc)

a. (C6) Bloom’s: Students will discuss the conditions and climate within the

Americas.

i. Analysis

b. 10 minutes

4. At the conclusion of the lecture, Mr. Pohrte will pass out the directions to the role-play.

5. Ask students to take out their IPads.

6. Students will begin to work on their paper about their journey to the Americas.

i. 20 minutes

b. (E1) Gardner’s: Students will perform a role-play to create a paper or journal

about their travels across the Americas.

i. Interpersonal/ Intrapersonal

1. Students will have the ability to be creative with their assignment.

Mr. Pohrte is focusing on the students having fun with the

assignment, but also ties in their knowledge on the Americas.

a. According to the Journal Of Adolescent &Adult Literacy,

students are encouraged be creative because that will help

them grow within the classroom (Spires, 2012).

c. (C6) Bloom’s: Students will construct their journey to the Americas and write

about their experience along the way.

i. Synthesis/ Bodily-Kinesthetic

d. (E1) Gardner’s: Students CAN design a map to show the creative route they

took around the Americas.

i. Visual/Spatial

1. This assessment/activity would relate to Ms. Terry’s English class

because students will be able to write and work on sentence

structure as well as be creative.

2. This also would help technologically because students will be

working with their IPads. In a study performed by Haydon and his

clients, he found that students would rather work with technology

than work with a worksheet or paper (Haydon, 2012).

7. Ask students to log their events and be creative with the role-play.

a. Remind students to follow the directions.

b. Students will log their journey across the Americas.

i. Naturalist/Knowledge

Closure

Mr. Pohrte will close the lesson by giving the students an insight for Day 5. The teacher will

remind students to bring questions to review for the post test that will take place. They will be

prepared for the exam if the students come to class with questions. The students will write down

questions that they think could be used on the exam, so then as a class, we can discuss and

clarify information


A student who is suffering from severe speech impairment might need help when it comes to

interpreting the assignment, so it would be crucial to make sure the student understands the

assessment. In order to assist the student, the individual will only have to write 2 pages about

their journey to the Americas while the other students will have to write 3-5 pages. The student

might be given an assistant to work with, so it is important that both parties understand the

assessment. They will also be given an extra day to work on the journey so they can get it done

in a timely manner without feeling rushed. In a study conducted by Skebo and clients, they

learned that by having a student write about an experience, it would allow the student to

pronounce the words that they want to say (Skebo, 2013). The student can pronounce the words

and improve their speech by practicing the words that they wrote.

Another disability that an adaptation would help is with a student who has severe autism.

This student would only have to write 2 pages about their journey to the Americas rather than 3

because they will not have to add extra information where other students will. This adaptation

will help the student because they will also have an extra day to turn in the assignment because

they might feel pressured if they have to turn it in the next day. A study performed by Batchelder

and Associates shows that an autistic student can write about his or her journey and show the

improvements in their penmanship (Batchelder, 2009). The student will have the opportunity to

write by hand or type the paper, but writing it is recommended because it will help the autistic

student practice writing.

Self-Reflection

This would be a successful activity because the students will have the opportunity to be creative

with the journey to the Americas while learning about the environment at the same time.

Although this would be a way for students to engage in the content, Mr. Pohrte must also check

to make sure that students are focusing on their writing skills as well. One drawback from lecture

would be when the students are discussing because they could easily get off track if the teacher is

not paying attention, so it is important to keep students on track. This lesson would be successful

because students would be motivated to learn about the Americas which would later become the

United States. Although some students might not be interested in the topic, it is Mr. Pohrte’s job

to keep the students interested in the content.

Resources

Baker, W. P., Barstack, R., Clark, D., Hull, E., Goodman, B., Kook, J., & ... Lang, M. (2008).

Writing-to-Learn in the Inquiry-Science Classroom: Effective Strategies from Middle School

Science and Writing Teachers. Clearing House, 81(3), 105-108.

Batchelder, A., McLaughlin, T. F., Weber, K. P., Derby, K., & Gow, T. (2009). The Effects of

Hand-Over-Hand and a Dot-to-Dot Tracing Procedure on Teaching an Autistic Student to

Write his Name. Journal Of Developmental & Physical Disabilities, 21(2), 131-138.

doi:10.1007/s10882-009-9131-2

Haydon, T., Hawkins, R., Denune, H., Kimener, L., McCoy, D., & Basham, J. (2012). A

Comparison of iPads and Worksheets on Math Skills of High School Students with

Emotional Disturbance. Behavioral Disorders, 37(4), 232-243.

Radcliffe, R. A., & Stephens, L. C. (2009). Writing Marathons Help Build Middle School

Students’ College Aspirations and Strengthen Their Literacy Skills. Clearing House, 83(1),

20-25.

Skebo, C. M., Lewis, B. A., Freebairn, L. A., Tag, J., Ciesla, A., Stein, C. M., & ... Marinellie, S.

(2013). Reading Skills of Students With Speech Sound Disorders at Three Stages of Literacy

Development. Language, Speech & Hearing Services In Schools, 44(4), 360-373.

doi:10.1044/0161-1461(2013/12-0015)

Spires, H. A., Hervey, L. G., Morris, G., & Stelpflug, C. (2012). Energizing Project-Based

Inquiry: Middle-Grade Students Read, Write, and Create Videos. Journal Of Adolescent

& Adult Literacy, 55(6), 483-493. doi:10.1002/JAAL.00058.

Name_________________

Americas Role Play Activity

Imagine you are a merchant; slave; trader and you are traveling to the Americas for the

first time. Once you have decided your role, write a paper about your observations from

the trip. Along the way, you can discuss the people that you met and the conditions that

you might have had to overcome. Make your paper enjoyable and creative so that

others in the class might want to read it. Who knows, after everyone hands in their

paper, we might spend a day reading about everyone’s journey to the Americas.

Remember the normal paper format. 12 pt font, Times New Roman, Double-spaced, 3-5

pages. 1 in. Margin

This paper is due tomorrow April 17 during class.

If an emergency should arise where you are unable to hand in your paper, please

contact me as soon as possible to set up an acceptable date for the completed

paper.

Grading: You will be graded based on your creativity and effort that you put into this paper! This paper is a total of 75 points. Check for spelling errors, grammar, sentence fluency, and proper mechanics.



Time: 50 minutes








Lesson Objectives (C1)The 7th Grade Geography class will review the information about the Americas given the class discussion with full class participation.

The students will analyze the importance of global expansion given the student questions and worksheets without error.

The 7th Grade class will formulate questions about the Triangular Trade given the class notes and class discussion with 100% accuracy.


Assessments (A1)For the final assessment before the post test, the students will be graded by through an

informal discussion in which they will participate in the review. The students will be formulating

20 questions that will help prepare them for the upcoming post test following the conclusion of

the lesson. This would allow students to think about possible questions that could be used for the

exam, but they have the chance to think of important aspects about the unit that were covered.

Although the unit was only a week, a variety of aspects were covered over this time. The

students will have the opportunity to discuss the key concepts with their classmates so that

everyone will have a chance to learn from their peers.

Mr. Pohrte decided to choose this type of informal assessment because it would be a

logical way to test the students before giving them an overall formal exam. Even though the

formal geography exam will contain more questions, students will have chance to learn from

their classmates and create their own questions that will relate to the exam. In the American

Biology Teacher (National Association Of Biology Teachers) article, students will perform better

on the exam if they know the questions that will be asked (Jenson, 2006). By allowing students

construct the questions, they will have a greater understanding of how to prepare the exam and

they will have an enhanced score. Another part of the assessment would be a discussion where

the students will be reviewing the unit to prepare for the lesson. In the study conducted by

Zhihong Zhang and his colleagues, students who had the ability to review for the exam

performed better and had a minimal test anxiety versus the students who did not review (Zhang,

2011). By having the students review, the discussion will guide them in how to prepare for the

exam.


Mr. Pohrte will remind the students to have their books so they may create test questions for the

exam. Before class, the teacher will remind the students by writing on the board so the students

may be prepared for class. Also, Mr. Pohrte will have to makes multiple copies of the exam and

grade the reflection papers to hand back to the students. The students should have all of the

handouts and to study for the exam, so Mr. Pohrte should remind them to bring all of their in

class notes and handouts to study for post test that will take place after Day 5. The teacher will

also have to run off extra copies of the worksheets if the students have forgotten them. Also, the

students will be given a practice map so they can study areas for the exam.

Procedure

Introduction/Hook (C1): Have students write a brief explanation about the expansion of trade

between the Americas, Spain, Europe, and France. This would engage the students in an open

class discussion that will help them review for the post test that will be presented during the next

class period. Also, the students will be put into pairs to prepare a group of test questions that

might be used for the exam. By having the students create the test questions, they will gain an

understanding of what types of questions will be put on the exam. Although not every student’s

questions will be placed on the exam, students will create diverse questions that will cover the

entire lesson.

Step-by-Step Plan

1. Have students get out a piece of paper to answer the Introduction/ Hook question.

a. (C6) Bloom’s: List 8 facts that you learned during the discussion about the

Americas.


ii. 5 minutes

2. Ask students to pair up with a partner. Enforce that there must only be one other person

because the partners will get a grade for creating the questions.

a. Students will share questions towards the middle of the class period.

3. After students have found their partner, they will create 20 logical questions that might

appear on the exam.

a. (E1)Gardner’s: Students will discuss questions with a partner.

i. Interpersonal

b. (E1) Gardner’s: Students will discuss possible ideas that could be used as

questions with another partner sitting closest to them.

i. Intrapersonal

ii. 20 minutes

4. After 20 minutes, students will meet with the next group of students to discuss the

different questions that they came up with.

a. (C6) Bloom’s: Discuss the importance of traveling to other countries to obtain

goods.

i. Analysis/Linguistic

1. 5 minutes

5. Collect the group’s questions.

6. Begin to review with the class for the remainder of the hour.

a. This will lead into an engaged class discussion to review major concepts that

might be

i. (E1) Gardner’s: Students will discuss aspects of global trade to gain a

greater understanding.

1. Verbal Linguistic

a. Engaging students in class discussion has been proven to

help when they are obtaining information (Saunders, 2013).

ii. (E1) Gardner’s: Students will explore their notes and materials to review

for the post test.

1. Bodily/Kinesthetic

iii. (C6) Bloom’s: Characterize the importance of the Triangular Trade.

1. Application

7. Ask students to talk about the importance of global expansion.

a. (C6) Bloom’s: Express your understanding of how the Triangular Trade network

worked.

i. Comprehension

8. Students will transition into discussing how the expansion of trade and travel played a

key role throughout the entire unit to tie everything together to conclude the lesson.

a. (C6) Bloom’s: Reflect on the importance of nations such as Spain, Portugal, and

France.

i. Synthesis

1. 23 minutes

9. Finish the class reminding the students to prepare for the exam that will take place during

the next class meeting.

Closure

After Mr. Pohrte wraps up the discussion at the end of the class, he will remind the students

about the upcoming exam. The exam will have a map, short answer questions, and multiple

choice questions that were all covered throughout the unit. Students can then properly prepare

for the exam. The exam will be worth 62 total points, but they gained 10 points for engaging in

the class discussion and creating possible test questions. In addition to the exam, Mr. Pohrte will

remind the students to bring their books to work on the next lesson after finishing the test.


In order to help a student who may have autism, the student will only have to write a total

of 10 possible test questions that could be used for the exam. This would be beneficial to the

student because they would be doing a substantially controllable amount of work compared to

the rest of the class. By having the autistic student compose 10 logical questions, this would earn

him points on the post test. When creating the exam, the student will only have three answer

choices to choose from rather than the four that the class will have. According to Mary Alta and

Melanie Humphrey Moreno, “autistic students who had less answer choices were able to perform

better in the standardized test that was presented” (Alta and Moreno, 2012). By eliminating

choices, this will benefit the student by giving them a better chance of getting the correct answer.

Another disability that would receive an adaptation would be for a student dealing with

Asperger’s syndrome. The student will also create only 10 logical questions that could be used

on the exam. This would be beneficial because the student will have the time to finish the

assessment without feeling anxiety due to not having enough time. In a study done by

Cottenceau and colleagues, “students who suffer from Asperger’s might get flustered quickly,”

so this would be helpful to give the individual extra time to finish the work (Cottenceau, 2012).

The student will be also be given one less answer choice on the exam, so they can perform at

their maximum potential. This way the student will not feel flustered and they can also perform

at their best skill level given only three answer choices.

Self-Reflection

When performing the review session with the students creating the questions, the teacher must

keep the students focused on the task. The students can get chatty when they are given a partner

to work with, so it is important for the students to remain on task. Although the lesson will

require communication, the students must keep on track engaging in their questions. The strength

during this lesson would be that the students will benefit with knowledge by possibly learning

from their peers, but one weakness could be that the students might get easily distracted. Mr.

Pohrte must keep the students focused and make sure that they are paying full attention to the

assignment.

Resources

Alt, M., & Moreno, M. (2012). The Effect of Test Presentation on Children With Autism

Spectrum Disorders and Neurotypical Peers. Language, Speech & Hearing Services In

Schools, 43(2), 121-131. doi:10.1044/0161-1461(2011/10-0092)

Cottenceau, H., Roux, S., Blanc, R., Lenoir, P., Bonnet-Brilhault, F., & Barthélémy, C. (2012).

Quality of life of adolescents with autism spectrum disorders: comparison to adolescents with

diabetes. European Child & Adolescent Psychiatry, 21(5), 289-296. doi:10.1007/s00787-012-

0263-z.

Jenson, M, Duranczyk, I., Staats, S., Moore, R., Hatch, J., & Somdahl, C. (2006). Using a

Reciprocal Teaching Strategy TO CREATE MULTIPLE-CHOICE EXAM QUESTIONS.

American Biology Teacher (National Association Of Biology Teachers), 68(6), 67-71.

Saunders, J. M., & Ash, G. (2013). Entering the Arena: The Figured Worlds Transition of

Preservice Teachers. Journal Of Adolescent & Adult Literacy, 56(6), 490-499.

doi:10.1002/JAAL.170.

Zhang, Z., Su, H., Peng, Q., Yang, Q., & Cheng, X. (2011). Exam Anxiety Induces Significant

Blood Pressure and Heart Rate Increase in College Students. Clinical & Experimental

Hypertension, 33(5), 281-286. doi:10.3109/10641963.2010.531850.

Name______________ Date______________ Period___________ /62

Unit 6 Test

Countries (1 Point each)

1._____________________________

2. _____________________________

3. _____________________________

4._____________________________

5.______________________________

6.______________________________

Lakes, Seas (1 Point each)

7. _____________________________8.______________________________9. ______________________________10______________________________

Landforms (1 Point each)

11. _______________________

12. _________________________

13. ______________________

14. _________________________

15 Across France, how many regions is the country divided into?a. 12b. 10c. 27d. 24

16. Explain why the Pyrenees Mountains are unique and are a popular tourist attraction in France and Spain? What are some characteristics about the mountains? (2 Points)

17. Compare and Contrast the differences between the culture France and the culture in Spain? (2 Points)

18. What is the capitol of Spaina. Madridb. Algetec. Barcelonad. Voldemorillo

19. The capitol of Portugal is…a. Lisbonb. Viseuc. Bragad. Vila Real

20. Describe the climate you would experience when living in Spain.

21. Which of the following groups would you find in Spain?a. Basquesb. Catalansc. Galiciansd. all of the above

22. True or False: France runs their government as a democracy.

23. What government does Portugal facilitate under?a. Parliamentary Democracyb. Monarchyc. Dictatorshipd. Fascist regime

Short Answer (5 Points each)

24. Discuss the differences within the climates of Portugal and France.

25. Explain the role Italy played during exploration.

26. What was the Triangular Trade?

27. Explain how the Triangular Trade affected Africa, Europe, and the Americas.

28. Imagine you are a merchant and you were traveling during trade, what would life be like?

MatchingMatch the city with the country that it is located in. (2 points each)

30.________Virginia A. Spain31.________Paris B. Portugal32. ________Santiago C. France33._________ Dijon D. Americas34._________Lisbon35._________Seville

final lesson plan 6

Documents

foundations of government

parliamentary government

functions of government

history of europe

major forms of government

medieval europe

modern systems of government

selected countries of