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Name: Grade: Date:

Kristen Jackson 9th World History 4/1/13 8.1.9 B - Analyze and interpret historical sources. 8.4.12 A - Evaluate the significance of individuals and groups who made major political and cultural contributions to world history since 1450. 8.4.12 B - Evaluate historical documents, material artifacts and historic sites important to world history since 1450. 8.4.12 C - Evaluate how continuity and change throughout history has impacted belief systems and religions, commerce and industry, innovations, settlement patterns, social organization, transportation and roles of women since 1450. Students will be able to explain the Age of Exploration and how Europeans were viewed by the indigenous peoples the eventually conquered. Students will also be able to refute the myths about Christopher Columbus. Include the enduring understandings that youre seeking to instill here.

PA Academic Standard: (Description)

Lesson Objective: (confirm measurability) Introduction (What will be your Do Now or Warm Up activity to start the class? What expectations will you set? What will you say/do to engage and motivate students? How will you introduce the lesson objective and agenda?)

Do now: write down anything you know about Christopher Columbus. Students will be asked to write down anything they remember about Christopher Columbus. This will serve as an introduction to our unit on the Age of Exploration. Students will be pushed to examine the reasons behind Europes exploration, where they explored, and what the results were. This activity will serve as an introduction to the meat of the lesson.

Direct Instruction: (Describe how you are able to model process, product and thinking)

Guided Practice: (Describe what

We will alternate between several activities. First, students will complete an anticipation guide to determine what they currently know or think about Christopher Columbus and exploration. We will then begin taking notes on the Age of Exploration, examining where they explored and why. We will supplement the note taking with a reading activity that has students examine a map of the voyages taken by European explorers, and they will read about Hernan Cortes. Within the presentation, students will evaluate paintings that portray Columbus, analyze whos perspective it is from, and discuss what indicators they think are wrong or misleading in the paintings. A superb idea! How will you transition smoothly to the next activity? 1. Students will be given a list of foods that were exchanged and brought to Europe through exploration. They will be asked to make a dinner menu of

you will be doing and what the students will be doing) Independent Practice: (Describe what the students will be doing and how you will confirm student understanding.) Exit Assessment: (Describe how you will confirm success in meeting lesson objective)

three food items that arrived through exploration. They will be asked to draw it, write how it got there, and how it is a product of exploration. 2. Students will be given a set of sources to analyze that depict what the Europeans thoughts of the indigenous peoples and vice versa. They will complete a graphic organizer with their findings to serve as a research log. Students will be asked to write an article about what happened in the Americas when Europeans arrived. They can take any standpoint they want, but they will be guided through writing an article about the events that took place. They will be asked to discuss the who, what, where, when, why, and how it impacted the people involved. Students will be given the freedom to take their articles in any direction they choose.

What is one myth about Christopher Columbus and whats the truth behind that myth? Your lesson includes diverse skill-building activities and introduces content in a cohesive way. Requiring the students to reflect personally, think analytically, and respond creatively in writing will help to encourage depth of engagement.

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