Branden Chambers

Class Title: 8th grade Social Studies

Lesson Title: Slave Trade Review: Grudgeball.
I. BenchMark/Standard:
1. COMMON CORE
1. Integration of Knowledge and Ideas:
1.

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.
2.

CCSS.ELA-LITERACY.RH.6-8.8

Distinguish among fact, opinion, and reasoned judgment in a text.

3.

CCSS.ELA-LITERACY.RH.6-8.9

Analyze the relationship between a primary and secondary source on the same
topic.
2. GLCES
1. U2.1 European Struggle for Control of North America
1. Compare the regional settlement patterns and describe significant
developments in Southern, New England, and the mid-Atlantic colonies. 5
U2.1.1
2. Describe significant developments in the Southern colonies, including
3. patterns of settlement and control including the impact of geography
(landforms and climate) on settlement (National Geography Standard 12,
p. 167)
4. establishment of Jamestown (National Geography Standard 4, p. 150)
5. development of one-crop economies (plantation land use and growing
season for rice in Carolinas and tobacco in Virginia) (National Geography
Standard 11, p. 164)
6. relationships with American Indians (e.g., Powhatan) (National
Geography Standard 10, p. 162)
7. development of colonial representative assemblies (House of Burgesses)
(National Geography Standard 5, p. 152)
8. development of slavery
3. U2.2 European SlaveTrade and Slavery in ColonialAmerica
1. Analyze the development of the slave system in the Americas and its impact
upon the life of Africans.
2. 5 U2.2.1 Describe Triangular Trade including
1. the trade routes
2. the people and goods that were traded
3. the Middle Passage

4. its impact on life in Africa (National Geography Standards 9, and 11; pp.
160 and 164 E)

II. Behavioral Objective:

1. TLW be able to demonstrate their understanding of the slave trade by obtaining at least a
70% on the assessment review
III.Anticipatory Set:
1. Do you think that the social or economic impact of the slave trade was more important?
Why?
IV. Objective/Purpose:
1. Content Objective: I can interpret primary and secondary resources.
2. Language Objective: I can explain how slavery impacted the United States
V. Input
1. Task Analysis:
1. Pass out Review Packet
2. Place students in groups of 4-5
3. Grudge ball
1. Each group starts with 12 x's
2. Each group takes a turn answering a review question.
3. If they are able to successfully answer the question, they get to attempt a basket with
a nerf ball.
1. If they make it they get to erase four x's from among other groups
2. If they do not make it they get to erase two.
3. If a group is knocked out, they need to answer a question correctly and make a
basket to get 4 more x's.
4. The goal is to be the group with the most x's at the end of the review.
2. Thinking Levels:
1. Students will demonstrate analysis by being able to read and organize information from
a primary or secondary source
2. Students will demonstrate comprehension by being able to connect the events of the
slave trade with their economic and social effects on the world.
3. Learning Styles:
1. Variations
4. Methods and Materials
1. Methods:
1. Group Work
2. Individual Review
3. Interactive Games
2. secondary materials:
1. Nerf Ball / Net
2. Review Packets
3. OBE
VI. Modeling
1. Teacher will guide students through the rules of the game and how to answer review packet
questions.
VII.
Checking For Understanding:
1. Teacher will use class discussion to gauge student comprehension of material.
2. Teacher will collect review packets and assess student understanding.

3. Teacher will collect student OBE's in order to see if they are able to evaluate the impact of

the slave trade.

VIII.
Guided Practice
teacher will help students answer questions on review packet as needed.
IX. Independent Practice:
1. students will take review packets home until assessment day in order to study.
X. Closure:
1. Evaluation: Weekly Reflections.