Task 3 Overview: The grade level in my classroom is 9th grade. The content area of this class is Social Studies.

The class is a World History class. There are sixteen students in my classroom. One of the students never comes to school. Two of the students never do their work. They always sleep and lack motivation to do anything. There are two students in the classroom that have an IEP. Both of the students have to have oral administration of tests and assignments. The students must be given three extra days to complete the assignment. One must be given verbal prompts to stay on task. Both have to have supplemental notes to the ones given in class. Three students in the classroom take medicine for ADHD. There are two groups that form in this class and neither of them gets along. They have to be separated or they will argue with each other. This is a very low income school. Therefore, most of the students have parents who do not care about education. One of the students who sleeps in class, works fifty hours a week. Two of the students in the classroom, stays in trouble both at school and with law enforcement. One student in the class never comes to class. She also lacks proper hygiene and misses class weeks at a time. 3.1.1 The learning theory associated with this lesson plan is allowing students to learn through oral instruction, visual representations, and cooperative learning. In this lesson plan, students will take notes on an outline given to them by the instructor as the instructor teaches through a PowerPoint that includes images found online. The students will also read a biography from their textbooks and complete three different primary source activities. At the end, students will use the information they have obtained through the activities and the PowerPoint to draw on a map the slave trade as well as the Columbian Exchange. Students will list the goods that flowed during each exchange on the map as well to give them a visual representation of the exchanges. The learning objective for this lesson was: After taking notes on a PowerPoint lecture, looking at a biography, and two primary sources activities on the slave trade in Africa and the Columbian Exchange, students will be able to fill in an outline of the information as well as make a map of the Columbian Exchange and the Trans-Atlantic Slave Trade. The standards that aligned with this learning objective were: NCSS Standard (9) Global Connections. Students will understand how America, Africa, and Europe connect through the Columbian Exchange and the TransAtlantic Slave Trade. The State Standards covered in this lesson were: MWH-1: The student will demonstrate an understanding of the major factors that facilitated exchanges among groups of people and how exchanges influenced those people in the fourteenth and the fifteenth centuries. MWH-2: The student will demonstrate an understanding of the benefits and costs of the growth of kingdoms into empires from the fourteenth through the sixteenth centuries. MWH-4: The student will demonstrate an understanding of the conflicts of the seventeenth and the eighteenth centuries in Europe, America, Africa, and Asia. The indicators that align with the standards are as follows: MWH-1.1: Describe the diffusion of people and goods between Europe, Asia, and Africa during the fourteenth and the fifteenth centuries to show the networks of economic interdependence and cultural interactions. MWH-2.6: Describe the impact of the

competition among European countries on the various kingdoms of the Americas and Africa, including the Columbian Exchange and the slave trade. MWH-4.7: Explain the disruption within West African kingdoms as a result of the competition between European countries over slave trade. The standards associated with this lesson call for students to understand what is going on in Europe and Africa as a result of the slave trade and the Columbian Exchange. In order for students to understand this, they have to know why Africans are being taken out of Africa and sent to the Americas. Students need to know what Europeans are getting in exchange for this as well. By teaching the students about the slave trade, they understand why African kingdoms were fighting. They will also understand how the three continents are connected through the Columbian Exchange. Students will learn that as more settlers came to America, there was need for more farming so that the raw materials could be sent to Europe. In order to get the labor needed, the Europeans turned to Africa for slaves. The primary source activities with this lesson include written accounts of what it was like for slaves on the Middle Passage. We also looked at a biography on Affonso I of Kongo who resisted the slave trade in Africa. Students understood that they was some resistance to slavery but in the end, the system proved too strong for one man to stop. The content of this lesson focused on the slave trade from Africa to America to Europe and the Columbian Exchange. The slave trade dealt with slaves, raw materials, and manufactured goods while the Columbian Exchange began with Christopher Columbus and it was the connections of America to Europe with the exchange of people, animals, foods, plants, technology, and diseases. It is important for students to understand that all of the countries are connected through trade and exchange of goods and that it began with Columbus. Previous content that the students have ran into before will include the institution of slavery. All of the students know about slavery in the United States however; some did not know why we had slavery. Some thought we simply had slavery just to be mean. They did not understand why the Americas needed slaves for labor. This lesson focuses on the need for slavery. We also discussed the conditions that the Africans faced on the Middle Passage. Students also understood why slaves were needed to keep America, Africa, and Europe connected. Some difficulties that might be encountered with this lesson, is the fact that students think that it was the Europeans who went into Africa and brought the Africans to the ports from the interiors. It may be a hard concept to grasp that it was the Africans who brought other Africans to be sold. Another problem that will be encountered will be the fact that the students think in presentism. When talking about slavery, students have a tendency to simply think about it in todays terms. They all will see slavery as immoral and wrong and will not understand why slavery was actually needed. They also may not know that the diseases, animals, and plants that were in America were not necessarily in Europe as well. They may have a difficult time understanding why the Columbian Exchange was important. 3.1.2 Two different instructional strategies that I plan on using during this lesson include: lecture and cooperative learning. I plan on using lecture in order to give the students a base line

for the information being presented. The lecture will be accompanied by a PowerPoint and students will use an outline to be filled in while the lecture is taking place. The students tend to get off of task when I simply tell them to listen and take notes. From previous experience with this class, I have learned that the students need an outline to follow when taking notes in order to keep them on task. The learning goals for this lesson are: Students will understand which continents were involved in the Columbian Exchange and the Trans-Atlantic Slave Trade; and students will understand which goods were exchange during the Columbian Exchange and the Trans-Atlantic Slave Trade. The instructional strategy aligns with the learning goal because the instructional strategies will facilitate student learning towards the learning goal. The lecture will focus solely on information that aligns with the learning goal. I decided to use cooperative learning, allowing the students to work with partners to finish their map assessment because the students tend to work well together. I feel as though, if you can teach someone the information or at least steer them in the right direction, then you have learned the information. By allowing the students to work together, they are helping each other come up with answers to their questions without having to ask the instructor. They are helping each other achieve their own goals to do the best they can on the activity. 3.1.3 In this lesson, the learning activities that will be implemented during this lesson include the use of primary sources and maps. The students will look at a biography of Affonso I to see why he resisted slavery in Africa. The students will also read quotes from a former slave and one from a doctor who was onboard a slave ship during the Middle Passage. Students will read each of these and answer questions pertaining to each. This will help facilitate learning and help them understand what the conditions were like during the Middle Passage. The students will also fill in a map at the end of the lesson to show that they know where the slave trade and the Columbian Exchange took place. They will also have to list the goods that passed through each. This will give the instructor an assessment to see if the students met the learning goal. The map allows students to use their own creativity to show that they know the information. The students had the choice to make their maps colorful or not. There were no other rules as long as the information that was in the instructions was included on the map. The map also gives the students a visual representation of the slave trade and the Columbian exchange that can be used to study for the test. Instead of the students have to read through their notes and find what each was, the students can take a glance at the map and remember the information that was presented. By allowing the students to apply the information learned, it will help them retain the information which is important. The class has sixteen students, which makes small grouping easier. The students work well together as long as I put them into groups in which they get along with. There are two distinct groups in the classroom and they do not get along. However, the students work well together in their own groups. So, I allow them to pick their own partners when working on group assignments. As long as they stay on task and are doing the work, I do not mind who their partner is. Small grouping is beneficial to the students as well

as the instructor. The students are able to help each other if they have questions and I am able to come around to the two groups asking if there is any questions. It works well in this class. Also, if the small groups get out of control, I can split the class up. Because there are only sixteen students, the class is easily controllable. 3.1.4 The materials used to support this lesson were: the map on the board, crayons, a Youtube video, the history textbook, PowerPoint, the Promethean Board, and a notes outline. These were all used in order to keep the students on task and in order to facilitate learning. I used PowerPoint as the technology for this lesson because it gave the students a visual aid in which to take notes from as we went through the material. The Youtube video was used to facilitate learning on the Middle Passage. The video was short at three minutes, and the instructor asked questions at the end of the video to ensure that the students were listening and took away information on the Middle Passage. 3.2.1 Focus Student 1s lesson plan can be found here. Focus Student 1s IEP states that he has a hard time staying on task. He must be told to stay on task if he wonders from the assignment. I have learned that if you give him an outline in which to take his notes, he is more likely to pay attention and stay on task because he does not want to miss something. In order to keep him focused on a task, I sit him at the front of the room away from distractions. When he is working with a partner, I still keep him at the front of the room and I watch him closely to make sure he stays on task. When a whole group is working together however, this becomes difficult such as with the map activity. In order to maintain his focus, I have him work mostly with one other person, instead of the whole group. In order to help him meet the learning goal, I highlighted the Columbian Exchange and the Trans-Atlantic Slave Trade on the outline. I simply had the students fill in the blanks on the Columbian Exchange in their outline. I wanted to make sure that he got the information he needed in order to meet the learning goal. To make sure he has met the learning goal, I will take up the assignment and grade his map based on the rubric that was given to each student in class. I will grade the map and give the graded map with the rubric attached back to him. We will go over it as a class and I will make sure he does not have any questions before we move on to the test. Focus Student 2s lesson plan can be found here. Focus Student 2s IEP states that she has to be given 3 extra days to complete class assignments. Even though the rest of the students can finish in 2, she has to be 3 additional days to complete the assignment. In order to meet this need, this assignment will be given on a Thursday and she will have all weekend to complete the activity. I will give the class the option of taking home the map activity as well to make sure they have completed all of the necessary components I am looking for. The strengths of this individual, is that she pays attention in class and takes notes. However, Focus Student 2 has a tendency to be lazy. She never likes to take the additional time and make her assignment good. She tries to get finished with the assignment as soon as possible. To make sure she has met the learning goal, I will take up the

assignment and grade his map based on the rubric that was given to each student in class. I will grade the map and give the graded map with the rubric attached back to him. We will go over it as a class and I will make sure he does not have any questions before we move on to the test. 3.3.1 Student Bs work can be found here. The lesson facilitated learning because three -fourth of the students in the class passed the map assessment. Eight of the students made a 100. Four of the students failed but 2 of those students slept through the assessment and refused to do it. Based on the rubric created, and the work handed in that was graded, the students grasp the information pertaining to the Trans-Atlantic Slave Trade and the Columbian Exchange. The students who passed accurately drew a line from Africa to America and labeled it slaves then drew a line from America to Europe and labeled it raw materials and finally, they drew the last line from Europe to Africa and labeled it manufactured goods. In the key, they labeled that the three lines in blue indicated the Trans-Atlantic Slave Trade. Next they took a different color, and labeled a line from America to Europe with pumpkins, potatoes, peppers, and corn and then labeled a line from Europe to America with donkeys, cattle, pigs indicating that they knew which goods were exchanged in the Columbian Exchange. In the key, they indicated that the red line indicated the Columbian Exchange. After giving them the assignment and asking them to label North America, South America, Europe, Asia, and Africa on the map, I realized they had no idea where the continents were. As soon as the directions were read, I was immediately asked where each of these was. In order to facilitate knowledge of where the continents were located, I pulled up a map of the world on Google and explained it to them. I also drew my own map on the board for the Trans-Atlantic Slave Trade to help them while making their own maps. Students were allowed to work in groups or with a partner to fill in their maps. They were able to help each other remember the goods that flowed between the two. The instructor walked around the room while they were working on the assignment and answered any questions that they may have. If both groups had the same question, I stopped the activity and had the class look at the front while I explained it to them. This happened once when both teams forgot the difference between the slave trade and the Columbian Exchange. On the board, I created my own map and drew the lines with the class so that they could see what I was asking them to do. This worked out well for the students. If the students had any questions, I answered them for them. I took up the assignment at the end of the day and graded it according to the rubric. A few students asked me to check their maps to make sure they were correct before they turned it in. I did so and I gave them feedback according to what I think they could have done differently. All of these students made a 100. 3.3.2 Focus Student 1s work sample. Focus Student 1 made a 70 on the assignment. He accurately labeled the continents as well as the Trans-Atlantic Slave Trade and the Columbian Exchange. However, he failed to label the goods that went across the Atlantic. When I asked him why he didnt label the goods on the route, he simply stated he did not want to. So, judging

whether or not the strategy worked is hard. It is obvious that the strategy worked because he knew where the routes were however, I do not know whether or not he understands where the goods went. I checked his notes, and he has them in his notes so he obviously just failed to or refused to put it on his map. I do believe allowing him to work with a partner helped him with labeling the continents correctly. Focus Student 2s work sample can be found here. Focus Student 2 failed the assignment with a 50. Focus Student 2 was allowed to take her map home with her over the weekend to complete it however, she turned it in and refused to continue working on it. She accurately labeled the continents however she failed to label either of the routes. The two lines that she drew were from Europe to Greenland and we did not discuss Greenland in this lesson. I believe that if she would have taken the assignment home with her, she would have done well on it. Next time, I will check her notes for accuracy to make sure she knew the material. It is hard to say whether or not she knew the material because she turned her assignment in half complete. 3.4.1 For the students who did not achieve the learning goal, I will give them a bellringer question the next day that will be taken up. I will have them do this individually and then I will know whether or not they know what each of the routes were and what goods were exchanged. I will also give them another chance to complete their map. If they can complete their maps accurately by the next day then it will prove to me that they know the material. In the future, I will have Focus Student 2 take the extra time. As for the other three that did not meet the learning objective, I will provide an example before the assignment is given. I believe giving them an example will help them to understand what exactly I am looking for. 3.4.2 Next time, I will have the students complete the assignment with partners only. I will also make sure that the work is complete before I allow them to turn it in for a grade. By working with just one partner, Focus Student 1 will be able to stay more focused on the assignment. By making Focus Student 2 take the additional time to complete her assignment, I will then get an accurate assignment in which I can grade whether or not she has met the learning objective. In the future, I will continue to provide outlines for the students and I will continue to provide a PowerPoint to act as a visual representation of the notes they need to be taking.