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LESSON PLAN TEMPLATE FOR THE AGENDA FOR EDUCATION IN A DEMOCRACY

Name:____Chris Glatfelter____________Date:_____________2/2/2015__________________
Unit Essential Question:__ What is globalization? How does the age of exploration create a
global and interconnected world?________
Lesson Topic:___Columbian Exchange___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?
Enculturation will be a theme in this lesson as it deals with the international trading and
exchanging of things. In this exercise, students will seek to understand more about the world
by connecting crops, animals, and diseases from the Columbian exchange, with places that
were/are greatly influenced by the exchange. The more we understand about our world, the
more connected we become to one another.
STANDARDS (www.cde.state.co)
Content:
SS 1.2 Analyze the key concepts
of continuity and change, cause
and effect, complexity, unity
and diversity over time

Literacy and Numeracy:


Write clearly and coherently
for a variety of purposes and
audiences

Democracy and
21st Century Skills:
Develop new connections
where none previously
existed

Literacy and Numeracy:


Use mapping skills as a
means for expressing ideas
and charting information

Democracy and
21st Century Skills:
Take new information and
apply it to understanding the
interconnected nature of the
world for the purpose of
developing new connections

OBJECTIVES
Content:
Understand the significance
of the Columbian exchange
and represent its significance
visually on a map.

where none previously


existed
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 have to
produce an accurate map
that represents the material
supplied and accurately
displays the content.
Students will also be asked to
synthesize this information
into a connection we can
understand in the world we
live in today.

Literacy and Numeracy:


Utilizing the map as a means
for expressing their ideas and
organizing information in a
clear and coherent way.

Democracy and
21st Century Skills:
Connecting crops with
different locations in the
world. Making connections
between people and objects,
and then synthesizing that
information into an
argument that might help
them to understand the
world we live in.

Literacy and Numeracy


Illustrate

Democracy and
21st Century Skills
Staple

KEY VOCABULARY
Content
Columbian Exchange
Old World
New World

HIGHER ORDER QUESTIONS for this lesson


Content

Literacy and Numeracy

What might our world look


like without the Columbian
exchange? Can you imagine
how your life might be
different without some of
these things?

Why were these (resources)


never spread prior to the
Columbian exchange?

Democracy and
21st Century Skills
Why is it important to
understand the necessities of
our own countries as well as
others?

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

Time

Anticipatory Set Purpose and Relevance


Question of the day: How often is Punxsutawney Phil correct in his predictions?

Time

Pre-Assessment
Review from session prior: discuss the importance of inventions and technology
that made oceanic sailing and navigation possible.

Time

Building Background
Link to Experience: Discuss in brief the Columbian Exchange, explain some of the
things that it produced or resulted from it. Refer to the fact that the food and
crops we have here in the US are a result of this exchange, as well as our whole
population of people and sadly, our lack of Native Americans.

Link to Learning: Use this brief introduction as a way to link to the video we will
watch that explains in silly detail, a number of facts and nuances about the
Columbian Exchange.

Time

Activity Name Should be creative title for you and the students to associate
with activity. Columbian Exchange of ideas
Anticipatory Set The hook to grab students attention. These are actions and
statements by the teacher (or students) to relate the experiences of the
objectives of the lesson, to put students into a receptive frame of mind.
Watch the video that will serve as an introduction

Time

Instructional Input Includes: Review with the class some of the themes from
the video
Introduce the exercise for the day and display a small map that expresses the
desired result.
Models of Teaching:

Cooperative learning
Guided Practice: Work with students and circulate the room as they work to
make sure they are on task and following directions
Checking for Understanding: I will strive to check for understanding multiple
times throughout the lesson and will ask for students to express their
knowledge and understanding of concepts from the previous class, as well as
from the video we just watched.
Questioning Strategies: Utilizing Blooms Taxonomy questions should
progress from the lowest to the highest of the levels of the cognitive domain
(knowledge, comprehension, application, analysis, synthesis, evaluation and
creativity).

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)
This activity is fairly appropriate for all levels of education and the changes I will
make will be on a personal level. Helping to modify the list or requirements, or
the level for which I demonstrate my expectations.

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: SWBAT explain the global significance of the Columbian exchange.

Literacy and Numeracy: Students will produce a clear and informative map of
goods that influence regions of the world

Democracy and 21st Century Skills: Students will display and explain the
significance of global relationships through the historical lens.

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)?
Answer the following questions on the back of the map
1) What might our world look like without the Columbian exchange? Can you
imagine how your life might be different without some of these things?
2) Why is it important to understand the necessities of our own countries as
well as others?

Time

Next Step
Discuss the movement of people and the dynamics of the changing globe

Post-Lesson Reflection ( For the Teacher)


1. To what extent were all objectives achieved?
This lesson was an interesting little time crunch for my students. I am quite pleased
with how things went, and I fell that the objectives were achieved, but I find myself
wishing that this lesson was expanded for a full day. I am pleased that this lesson
allowed students to incorporate a number of history and geography skills, but I think
next time Ill want it to go further.
2. What changes would you make if you teach the lesson again?

This is a lesson I will likely try to re-tool in the future and see that it is expanded for a
full 90 minute session. I think it is an important topic and I think the understanding
of globalization and global economy is too significant of an idea to cover in such a
short time. I was happy with the learning that students took from this, I simply see it
as something that could have gone much further. In addition, I would make sure to
model what I have expected for this lesson so when I set students loose to work on
it, there are fewer questions and more clearly stated goals.
3. What do you envision for the next lesson?
The next lesson will be looking at mercantilism and the global economy, it is the
latter half of this lesson and will focus students toward understanding the economic
motivations for creating a global empire.
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?
It is hard to tell how well students get this from the significance of global impact. I
can see the gears turning that the idea of global cultural significance, but I am
unsure if thats academic learning or social learning in this case. When reflecting on
it, students seem to respond well, but I think overall they are focusing on the
academic impact rather than the social.

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