REVISED 3/8/16
Ms. Wells - History Lesson Plans – 6th Grade
Week: April 28-May 2, 2014
1. Common Core Learning Standards Addressed:
RH.8.3: Identify key steps in a text’s description of a process related to history/social studies.
CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in maps, charts) with other information in print.
RH.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.
CC.6-8.R.H.2. Determine the central ideas or information of a primary or secondary source.
CCSS.ELA-Literacy.WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the
topic.
2. Illinois State Standards Addressed:
17.C.3a Explain how human activity is affected by geographic factors.
17.A.2b Use maps and other geographic representations and instruments to gather information about people and places.
2. Learning Targets: (What
Essential Questions: (What will
2a. I can statements:
will students know & be able to
students know & be able to do as a *I can explain how East African
do as a result of this lesson?)
result of this lesson?)
kingdoms and states became
*East African kingdoms and
centers for trade and new ideas
states became centers for trade
* How did Africa’s geography
*I can develop vocabulary that
and new ideas
influence the rise of its
will aid in learning the
*develop vocabulary that will aid civilizations?
concepts discussed about
in learning the concepts discussed
medieval Africa
about medieval Africa
*What forms of government
*I can explain how the growth
*explain how the growth of West developed in medieval Africa?
of West African empires led to
African empires led to the
the growth of centralized
growth of centralized governments *How did religion affect society in
governments ruled by kings
ruled by kings
medieval African civilizations?
*I can describe how traditional
*describe how traditional
religions shared beliefs
religions shared beliefs
*I can describe how African
*describe how African religions
religions provided a guide for
provided a guide for living
living together
together
*I can explain Islam’s role in
*explain Islam’s role in Africa
Africa.
REVISED 3/8/16
*describe the impact of the
Atlantic Slave trade on African
society
*I can describe the impact of
the Atlantic Slave trade on
African society.
3. Formative Assessment Criteria for Success: (List examples in box below)
Summative Assessment for Success: (How will you & your students know if they have successfully met the outcomes?
What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like?)
Monday-Friday
Comments:
Monday-Friday
Comments:
DIFFERENTIATION
Formative:
 Exit ticket
 Teacher observation
 Vocabulary Quiz
 History Short activities
Summative:
 Other: Vocabulary Quiz
4. Gradual Release of Learning: (What learning experiences will students engage in? How will you use these learning
experiences or their student products as formative assessment opportunities? How and where will you differentiate?) Focus
Lesson, Guided Instruction, Collaborative Instruction, Independent Tasks
Components of
Day 1
Day 2
Day 3
Day 4
Day 5
Gradual Release:
Africa’s
Atlantic
Focus Lesson
Government and
Slave Trade
(I do)
Religion
Guided
Instruction
(We do)
Finish reading and
discussing about
the East African
empires of Axum
and Zimbabwe.
Read and discuss
government and
society in Africa
using a PPP.
Read and discuss
traditional African
religions using a
PPP.
We will read and
discuss the article
Atlantic Slave Trade.
REVISED 3/8/16
Collaborative
(We do together)
Finish 13:1 study
guide
Timeline Activity
13
People To Meet
Activity 13
Partners:
Complete 13:2
study guide
Independent
(You do)
Quizlet: Practice
chapter 13
definitions
Powerful African
Kingdoms article
Vocabulary
Activity 13-2
Practice chapter
13 vocabulary
Students will
complete the a
activities that go
along with the article.
chapter 13
vocabulary quiz
5. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
Day 1
Day 2
Day 3
Day 4
Day 5
Journey Across Time
Journey Across Time
Journey Across Time
Journey Across Time
Atlantic Slave Trade
textbook, chapter 13
textbook, Timeline
textbook, People To
textbook, 13:2 study
History Short, chapter 13
vocabulary, 13:1 study Activity 13, Powerful
Meet Activity 13,
guide, ch. 13
vocabulary quiz
guide, Quizlet program African Kingdoms
Vocabulary Activity 13 vocabulary
article
Family Connection (How will you communicate with and extend into the home?)
Make phone calls home for behavior and academic concerns when needed. Progress Reports will go home on Wednesday.