Lesson PlanSubject/Grade Level: US History to 1877/8th grade

Lesson Title: Geography of European America

Lesson Duration: 2 days

Performance Objective: Upon completion of this lesson, the student will be able to locate, identify and describe the major cities and settlements of North and South America and the European nations that founded them.

Specific Objectives: Students will be able to identify the European nations that settled North and South America. Students will be able to locate and describe 15 major, or historically relevant cities of North and South

America on a map or globe. Students will demonstrate familiarity with GPS technology.

Preparation

Framework Strand: Global Affairs

Content Standard Competencies/Objectives: Comp: 3: (Understand how geography and politics have influenced the historical development of the United States in the global community.)/Obj. a: Examine the exploration and colonization periods of the United States using social studies tools (e.g., timelines, time zones, maps, globes, graphs, political cartoons, tables, technology, etc.). (DOK 2)

MS CCR/CCSS: CCSS ELA RH-Literacy 6-8.7: integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts

Instructional Aids: Promethian board to demonstrate use of Google search engine and Google Earth.

Materials Needed: Worksheet for each student with clues about each location and a chart with categories for City/settlement name, coordinates, year of initial settlement, and the nationality of initial settlers. Student journal notebooks, pens/pencilsEquipment Needed: 12 ipads or laptops with internet capabilities. CONTINGENCY: Computer lab

Desired Student Prerequisites: Basic knowledge of the physical geography of North and South America.

Introduction/Anticipatory Set

Journal Entry (5 min) Have you ever been to a large city? Which one? What was is like? How was it different from where you live now? Are there any cities you would like to visit? Which ones? Why do you want to visit there? Why do you think some small towns turned into very big cities and some stayed very small? (I don’t know is NOT an acceptable answer!)

US History to 1877,: Geography of European America Plan Global Academic Essentials Teacher Institute 2014: MSU

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Lesson Outline/Procedures: Instructor Notes:Journaling (5 minutes): While students complete journal assignment, teacher will enter attendance in SAM, and prepare for transitions. At this time, handout of assignment sheets will commence

Students are to write, non-stop for 5 minutes.

Modeling: Teacher will present a short video lecture about the European land claims and settlements of North and South America. (10 minutes)

In the event of a technology failure, there is a handout master that is available to photocopy.

Guided/Independent Practice: Students will be divided into groups of two. Teacher will demonstrate how to use the software, and how to complete the first location, and students will proceed to find all of their assigned locations. Teacher will circulate monitoring for struggling students, off-task behavior, technology issues and any other pertinent matters.

Groups will be pre-assigned and students will immediately transition following the video lecture.

Closure: Once handouts are collected, teacher will go over with the students how their lesson fits into the Mississippi Curriculum frameworks and CCSS standards.

Allow for a short Q&A session with the parking lot questions (time permitting)

Application

Guided Practice:Brief powerpoint lecture on European involvement in North AmericaUsing Google, the teacher will demonstrate how to complete the first item on the handout.

Independent Practice:Students (working in pairs) will follow a list of clues to find the following locations:Los AngelesNew York CityRio de JanieroLima, PeruMexico CitySt. Augustine, FLQuebec CityMontrealJamestown/Williamsburg, VANew OrleansWatling Island, Bahamas

Students will provide the name of the cities based on the clues given, coordinates, nation who established the initial European settlement, major language spoken, predominant religion and population.

Summary

Lesson Closure: Students will be show the standards and curriculum frameworks to demonstrate what they have learned.

US History to 1877,: Geography of European America Plan Global Academic Essentials Teacher Institute 2014: MSU

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Evaluation

Informal Assessment/Review:In-class Observation for assessment purposes.Teacher will facilitate class discussion of the answers at the end.

Formal Assessment:Handouts will be taken up and graded. Unit test will contain a short answer portion where students will be given a location and instructed to describe its human geography.

Lesson Extension

Extension/Enrichment:As more of a challenge, student scan be given the additional sites of Cahokia, IL, Clovis, NM, and Monte Verde, Chile and challenged to find the significance of these sites.

Accommodations/Differentiation:Kinesthetic learners: Will have an opportunity to demonstrate locations using a floor map.Tactile: Can show locations using a “pin the tack on the board” map.Auditory/Visual: Audioboo file will be made with an accompanying photo to provide clues.Pairs will be determined using peer-modeling intervention on a case-by-case basis.

References:http://socialstudiesdifferentiatedinstruction.com/http://www.sde.idaho.gov/site/title_one/conference11/pres/Idaho%20DI%202011%20PPt%20Kathy%20Glass.pdf

US History to 1877,: Geography of European America Plan Global Academic Essentials Teacher Institute 2014: MSU

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