Branden Chambers

Class Title: 8th grade social studies

Lesson Title: Map Analysis
I. BenchMark/Standard:
1. COMMON CORE
1. Key Ideas and Details:
1.

CCSS.ELA-LITERACY.RH.6-8.1

Cite specific textual evidence to support analysis of primary and secondary sources.
2.

CCSS.ELA-LITERACY.RH.6-8.2

Determine the central ideas or information of a primary or secondary source; provide an

accurate summary of the source distinct from prior knowledge or opinions.
3.

CCSS.ELA-LITERACY.RH.6-8.3

Identify key steps in a text's description of a process related to history/social studies

(e.g., how a bill becomes law, how interest rates are raised or lowered).
2. 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. GLCES
1. U2.2 European SlaveTrade and Slavery in ColonialAmerica
Analyze the development of the slave system in the Americas and its impact
upon the life of Africans.
1. 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 identify when and where Africans were abducted from Africa and
transferred to the colony by analyzing a set of maps.
III.Anticipatory Set:
1. KIMS Vocabulary: Defiant
IV. Objective/Purpose:
1. Content Objective: I can accurately connect information from a map to the events of the
Slave Trade.
2. Language Objective: I can describe the main idea and information displayed on a map.
V. Input
1. Task Analysis:
1. Pass out Regional Origins Worksheet.

2. Thoroughly analyze map with students before answering questions

3. Walk students through each question by having them answer it individually then

discussing as a class.
4. Pass out second map analysis worksheet: Africans in the 13 colonies.
5. Repeat steps 2 and 3 for second worksheet.
2. Thinking Levels:
1. students will demonstrate application by analyzing and applying map reading skills to
answer guided questions.
2. Students will demonstrate evaluation by judging the patterns demonstrated on a map and
using it to predict future trends.
3. Learning Styles:
1. Variations
1. Students with visual impairments can have the maps read aloud to them.
4. Methods and Materials
1. Methods:
1. Map analysis
2. Group Work / Discussion
3. Individual Work
2. secondary materials:
1. Map worksheets.
VI. Modeling
1. Teacher will model how to analyze and organize information from a map.
2.

VII.

Checking For Understanding:

1. Teacher will check student discussion of KIMS vocabulary to assess comprehension and
application of tier 2 vocabulary.
2. Teacher will check student discussion to assess application and analysis of maps.
3. Teacher will check student worksheets to assess application and analysis of maps.
VIII.
Guided Practice
Teacher will address student issues as needed during map analysis.
IX. Closure:
1. Which colonies had the highest concentration of slaves? Why do you think they would
need more slaves than the other colonies?