LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY

Name:_______Chris Glatfelter_____Date:____ ___________2/5/2015__________________

Unit Essential Question:___ What is globalization? How does the age of exploration create a
global and interconnected world?__________________

Lesson Topic:_North Atlantic Slave trade and modern slavery _Class:__World History______
PLANNING THE LESSON
With Democracy and Social Justice at the Center of Instruction
Focusing on the National Network for Educational Renewal (NNER) Mission the 4-Part
Agenda for Education in a Democracy
EQUAL ACCESS
ENCULTURATION
NURTURING PEDAGOGY
STEWARDSHIP
To Knowledge
In Democratic Society
Safe and Caring for All
of the Mission
What are you and your students doing today to advance the 4-Part Mission? Connections:
With which part(s) of the Agenda does this lesson connect most clearly? And how?
Stewardship of the mission: this lesson is going to be a big dose of reality for students as they
will have to confront some of the realities of our world today. The goal is to have them see
that although we live in a modern society, there are still some problems that we need to
overcome as a society and as humans. It is my hope that by the end of today, students will
see that it is through their growing knowledge and their learning that we can become beter
citizens for the future.
STANDARDS (www.cde.state.co)
Content:

Literacy and Numeracy:

The historical method of

inquiry to ask questions,
evaluate primary and
secondary sources, critically
analyze and interpret data,
and develop
interpretations defended by
evidence from a variety of
primary and
secondary sources

Access and use primary and

secondary sources to explain
questions being researched.

Democracy and
21st Century Skills
Recognize the value of civic
engagement and its role in a
healthy democracy and civil
society

OBJECTIVES
Content:
Students will be able to
analyze the impacts of
human slavery by breaking
down primary sources,
journaling, and addressing
questions in class discussion.

Literacy and Numeracy:

Read and interpret primary
sources for the purpose of
understanding the accounts
and raising questions for
analysis.

Democracy and
21st Century Skills:
Students will face the
challenges of our society
today and discuss ways that
civic responsibility plays a
role in remedying our
problems.

ASSESSMENTS What is your evidence of achieving each objective? How will students know
and demonstrate what they have learned in each of the areas, all of the objectives?
Content:
Students will work
throughout the day in their
history journal and will
answer questions, interpret
sources, and respond to a
series of challenging
questions throughout the
texts.

Literacy and Numeracy:

Read and write for a variety
of purposes. Clearly
articulate findings on the
recorded sheet and
write/pose significant
questions to the class

Democracy and
21st Century Skills:
Students will discuss ways in
which civic duty and
responsibility can help to
remedy our societys ills.

Literacy and Numeracy

Democracy and
21st Century Skills
Human Trafficking
Advocacy
Democratic/participant
society

KEY VOCABULARY
Content
Treaty of Tordesillas
Encomienda
Middle Passage
Triangle Trade

Secondary Source
Primary Source

HIGHER ORDER QUESTIONS for this lesson

Content

Literacy and Numeracy

Why is it important to study

history?

What are some significant

connections in theses texts?

Democracy and
21st Century Skills

How can we change our

society? Why is it important
to continue learning?

How do these primary

sources inform your opinion
of the videos we watched?

Why does something like this

still exist?

LESSON FLOW
This is the actual planning of the lesson activities.
Time

Anticipatory Set Purpose and Relevance

Question of the day, discussion and introduction of qualities of the North
Atlantic Slave trade. KWL, What do you know, what do you want to know,
return to this and say what you learned.

Time

Building Background
Link to Experience: This lesson will be done in two phases, the first is to link
this to the slavery that students have learned about in the past. To try and lull
them into thinking this is the same basic information they are familiar with

Link to Learning: The lesson takes a very dark turn as we move past slavery of
old and look at how it has changed and how it exists in our world today.
Students will first make connections to the foundations of slavery in history,
Encomienda, systemic slavery and subjugation of inferior races (inferior in
the historical European perspective). We will then use those foundations to
understand how slavery exists in our world today

Time

Activity Name Should be creative title for you and the students to associate
with activity.
Slaves to our past

Time

Instructional Input Includes: input, modeling and checking for understanding

Models of Teaching: The lesson begins as a mix of direct instruction and
cooperative learning. Eventually it becomes much more student guided as they
write questions and discuss their thoughts, findings and questions about what
the world is

Checking for Understanding:

For the content portion, students will be asked to write and respond. They will
have the chance to demonstrate their knowledge through interaction with each
other and in the class. When analyzing primary sources, students will write in
their journals and respond to the questions individually, in small groups, and as
a class. Once the videos begin and the latter half of the lesson is dropped,
students will guide some discussions and answer questions.

Time

Accommodations, Modifications, and Student Adjustments

Consider: multiple intelligences, learning styles, cultural and ability diversity,
etc.
If the activity is too advanced or too easy for some, how will you modify
instruction so all students will learn?
What accommodations will be needed and for whom? (IEP, 504, Special
Needs)
Students with study needs will be provided with the presentation so they can
write notes on/in conjunction with is so they do not have to try to keep pace
with/write on the slides.

Time

Review and Assessments of All Objectives How will you and how will the
students know they have achieved the objectives of the lesson?
Content: Students will answer questions, respond to prompts and indicate
through a fist to 5 their understanding of content material. They will also
record all their answers today to be turned in at the end of class including
personal reflections on the material to see how they are grasping/thinking
about it.

Literacy and Numeracy: The analysis of primary and secondary sources will
take place in class and in the form of class, small group and personal discussion.
Answers will be recorded and then in groups elaborated upon. Eventually we
will discuss their findings in the class forum.

Democracy and 21st Century Skills: All learners will be asked to participate in
student driven discussions as well as raise questions and solutions about civic
duty and where we go from here.

Time

Closure
What will you and the students do at the end of the lesson or after a chunk of
learning to synthesize, organize and connect the learning to the essential
question(s)?
Students will be asked to write a private reflection of their learning and feelings
of this class period. The goal is to have them discuss the way that these ideas
challenge them. Students will also be asked to write questions for a Socratic
seminar in the upcoming class period.

Time

Next Step
Socratic seminar discussion of the historical roots of slavery and where we go
from here.

Post-Lesson Reflection ( For the Teacher)

1. To what extent were all objectives achieved?
This was an incredibly powerful and emotional lesson that had a wide variety of
impacts on students. I am incredibly pleased with how this lesson went and I truly
feel that all goals were achieved and achieved well. I would be more than happy to
teach this again and judging by the amount of tears, frustration, anger, and
advocacy I saw, I am happy we had a chance to do this.
2. What changes would you make if you teach the lesson again?

I would like to have more discussion and more expression of ideas. This is the kind of
lesson I am eager to have my own classroom for as I could really sense the
frustration but also the reservation from students. My match-up teacher is a bit
more reserved, I think I would be happy to really let kids express themselves and
their feelings of this if it were my class.
3. What do you envision for the next lesson?
Next lesson is a chance to distress and synthesize the information. It is an
opportunity for students to discuss how we move forward. The goal is to have them
become advocates for change in their society and agents of improving the future.
4. To what extent does this lesson achieve the Mission of the Agenda for Education in
a Democracy? To what extent does this lesson achieve the 21st Century Skills?
If I have had any one lesson that I felt pushed our mission, its this one. This was a
lesson that really led my students to understand the goals of education. One of the
most common solutions raised was that we need to raise awareness and that
education alone can be a huge tool but we should do our best to take this even
further.