Beruflich Dokumente
Kultur Dokumente
Students will be able to explain how the following items – Benin Plaques, Pieces of Eight, Mechanical
Galleons, Double-Headed Serpents, and Kakiemon Elephants – support the characteristics of the first modern
economy and the impact it had on the societies involved.
Evidence of Mastery:
Student-created map highlighting trade routes that had to be established for each of the five items examined.
Reading quiz (two questions per artifact/article)
Thesis, outline and five-paragraph plus conclusion essay citing each audio recording/article at least twice in
response to prompt.
Sub-objectives, SWBAT:
Students will be able to explain the continuities and changes in economic systems and labor systems from
1450 to 1750 and make connections between these historical events and the power dynamics (European
dominance) shaped by them.
Explain the economic causes and effects of maritime exploration by the various European states through
the evaluation of five primary source artifacts.
Key vocabulary: Mercantilism, colonization, galleon, Materials: Butcher paper, markers/colored pencils,
manillas, tariffs, balance of trade electronic resources, white board, markers
Opening (state objectives, connect to previous learning, and make relevant to real life)
Before class, write daily objective on the board where IMT places it every day. Change stated objective so that it is
relevant to each day’s content and exercise in historical reasoning.
The establishment of the first global economy, as a result of European exploration and trade in the 15th and 16th
centuries, forever changed the societies of the Americas, Africa, and Asia. This trade led to the following;
The economic system of this first global economy was Mercantilism. Mercantilism is a set of principles that
dominated economic thought in the 1600s. It held that:
Wealth was created through dominance of trade and a favorable balance of trade (export more than is
imported).
Improving infrastructure (roads, canals, bridges)
Establishing tariffs on imported goods.
Strength of a nation is dependent on supply of bullion (silver and gold).
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Colonies must be established as sources of raw materials and new markets for finished goods.
Large populations are key to self-sufficiency and state power.
Introduce topic via lecture and PP Take notes and actively listen during lecture.
presentation introducing topic, key Create a hand-drawn map detailing new trade
actors, and key vocabulary. routes established through mercantilist
Explain requirements of map making economic system.
assignment and provide students Resources can be found here:
materials and guidance to complete o Part 1 - The Mechanical Galleon
assignment fully. https://www.bbc.co.uk/programmes/b00tt49x
Provide to students and have them view o Part 2 - Benin Plaque
Instructional Input
For students needing extra guidance in retaining lecture materials, guided notes will be provided
allowing them to simply fill in key concepts and vocabulary. This should allow them the opportunity to
more actively listen to lecture and not stress about what notes to take and in what degree of detail.
Preferential seating is always provided so that students are allowed to observe lecture from the place
and with the peers who will be most beneficial to their mastery of the content.
Guide students in constructing thesis Develop thesis statement and outline for five-
statements and essay outlines for five paragraph essay detailing connections between
paragraph plus conclusion essay artifact resources and lecture content.
detailing connections made between Complete exit ticket on second day of lesson in a 5-7
artifacts and lecture. sentence paragraph connecting content learned
Provide ample in-class, guided practice through lesson to the economic systems of the world
in developing and executing thesis and today.
outline development in preparation for o Prompt: In 5-7 sentences, explain two ways in
Guided Practice
Timelines can be extended for any students needing additional time in generating elements of essay
or completing essay.
For each of the BBC resources students are required to view, the segments are available as audio
segments from BBC radio or written transcripts for students who prefer to read.
Teacher Will: Student Will:
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Give prompt and useful feedback on essays Write five paragraph plus conclusion essay utilizing
and give students opportunity to re-write thesis statement and outline developed.
Independent Practice
essay for pieces they may have missed. Complete 10-question reading quiz on required
resources consisting of multiple choice and short
answer questions to check for understanding.
Re-write essay with instructor and peer generated
feedback to establish any connections, content, or
elements of thesis they may have missed.
Differentiation Strategy
As stated before, timelines could be manipulated to allow students the opportunity to put the work
necessary into their essays at a pace that is appropriate for their reading and writing and levels.
Preferential seating will be utilized throughout the lesson so that students are allowed to pair up and
assist one another in the completion of assignments as they like.
Closing/Student Reflection/Real-life connections
My IMT Chris Helseth has reiterated to me that there is no magic bullet to making students care about or
relate to the content that you are teaching. The student essays will be my evidence that students have
grasped the concepts I have taught and are drawing real-life connections to the material. I would increase
the efficacy of the feedback given to students from myself and their peers by assuring that the feedback
provided is timely, constructive, and that students are given the opportunity to re-write and incorporate
feedback before a final version of the essay is due.
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Direct Instruction Lesson Plan Agenda
To Do:
Develop rubric for outline/essay writing assignment.
Develop rubric for map assignment.
Write reading quiz (10 questions, multiple choice and short answer)
Write second day exit ticket.
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Presentation Slides and Essay Prompt
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Reading Quiz Broad Insights: