LESSON PLANS
Mr. Berger
Week of 11.3.2014-11.7.2014
Week 8 – Unit 2 – Declaration of Independence and Origins of Slavery Mini-Unit – Week 2 of 2
Day
Mon. 11-3
Wed. 11-5/Thurs. 11-6
Fri. 11-7
I can explain how and why slavery started in America.
I can explain how and why slavery started in America.
I can present my
Learning
I
can
explain
the
ideology
(racism)
developed
to
justify
I can explain the ideology (racism) developed to justify slavery in
group’s
Target (s)
slavery
in
America.
America.
Declaration of
I
can
identify
and
explain
policies
used
to
entrench
I can identify and explain policies used to entrench slavery in
Independence
slavery in America.
America.
presentation.
I can use historical evidence to argue whether or not
I can use historical evidence to argue whether or not the
Learning
1. Do Now –
the
American
Revolution
was
actually
revolutionary.
American
Revolution was actually revolutionary.
Activities
Declaration of
1.
Do
Now
–
What
are
some
examples
of
racism
in
Independence
1 – Do Now – Study vocabulary words either alone or in pairs.
review questions America today? (5-10 minutes)/Ferguson October
video
2 – Vocabulary Quiz (Words can be found on
2. Group
2Direct
Instruction
–
introductory
Powerpoint
http://quizlet.com/55043603/declaration-of-independencepresentations –
explaining legacy of racism in America, contradictions whose-independence-flash-cards)
Declaration of
of Declaration of Independence and exclusion of
3 – Explain Jigsaw Instructions
Independence
Africans
from
its
promises
of
equality
(15
minutes)
- Students peer teach one another about their reading
a. Groups have 5
selections
minutes to finish 3 – Differentiated reading groups (review group
expectations/norms)
4
–
Go
over
key points from readings as a class (on projector)
prepping their
a.
read
and
take
Cornell
notes
5
–
Class
discussion/debate:
Given what you have learned,
presentations
b. Take most important Cornell notes – fill out
was the Declaration of Independence and American
and get ready
graphic
organizer
with
them
to
prepare
for
peer
Revolution really revolutionary? (Merriam-Webster
b. Groups give
teaching
“revolution” definitions: a : a sudden, radical, or complete
presentations,
**readings:
change
other students
o
Pp.
118-119
of
“American
Nation”
textbook
b : a fundamental change in political organization;
take notes
(for
levels
9-11)
(slave
codes,
triangular
trade,
racism,
especially : the overthrow or renunciation of one
 build in “hot”
development
of
slavery
in
America)
government or ruler and the substitution of another by the
and “cold”
o
Pp.
44-46
of
“African
American
History:
A
governed
feedback for
Journey of Liberation” (African Mfecane, European
c : activity or movement designed to effect fundamental
students to
slave
trade,
dehumanization,
chattel,
distinct
features
comment on one
changes in the socioeconomic situation
of African v. European slavery) (levels 13-17)
another’s
d : a fundamental change in the way of thinking about or
o
Pp. 60-63 of “African American History: A
presentations
(model “hot and
cold” feedback)
c. Exit Ticket –
DoI – peer grade
d. time
permitting: start
working on
vocab. flash
cards located at
http://quizlet.co
m/55043603/dec
laration-ofindependencewhoseindependenceflash-cards
Homeroom only:
finish DoI Cornell
notes/reading
and questions
3 – CNN Student
news
Instructional
Materials
Needed
Use of EAA
technology
HW
-
Projector
Journey of Liberation” (Middle Passage, Triangular
Trade, resistance, racism and dehumanization) (levels
13-17)
o
Pp. 54-57 of “African American History: A
Journey of Liberation” (African slavery and
misunderstanding of African slave traders of the
system they were selling people into; advantages to
Europe and Disadvantages to Africa) (levels 13-17)
o
For lower level readers: (levels 7 – below): 2
Ed Helper readings on slavery and Slavery Brainpop
4 – Vocabulary Work Time – Students will have
approximately 20 minutes to review vocabulary and
work on Vocabulary flash cards
5 – Wrap-Up Discussion – Process and Content
reflection
- Questions: how did the slave trade begin?
Why did it begin?
- What was the difference between chattel
slavery in America and slavery in Africa?
- Why did many European nations provide
funding for the slave trade?
- What was the Triangular Trade? The Middle
Passage?
- How were racism and dehumanization
related to the beginning of slavery in
America?
6 – time permitting – CNN Student news
N/A
Homework this week: test study guide
visualizing something : a change of paradigm <the
Copernican revolution>)
-
3 minute quick write
Each person shares their quick write in groups
Share out to whole class discussion
Reflect on process and content
State Standards covered this week:
F1.2
Using the Declaration of Independence, including the grievances at the end of the
document, describe the role this document played in expressing
• colonists’ views of government
• their reasons for separating from Great Britain. (C2)
F1.3
Describe the consequences of the American Revolution by analyzing the
• changing views on freedom and equality (C2)
8 – U4.2.2
The Institution of Slavery
– Explain the ideology of the institution of slavery, its policies, and
consequences.
Common Core Standards for Literacy in History standards covered this week:
CCSS.ELA-Literacy.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior
knowledge or opinions.
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.