Middle Childhood Education Preservice Planning

Middle Childhood Education Lesson Plan Template

Teacher Candidate Name: Lauren Alberti

Lesson Title/#: Columbian Exchange DBQ
Grade Level: 5th
Lesson Foundations
Content Standards H.5.3 European exploration and colonization
had lasting effects which can be used to understand the Western Hemisphere today.

RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the
perspectives they represent.
Learning Objective(s) 1. Students will be able to understand different Assessment(s) A1: TPS (LO1)
perspectives through the analysis of primary and A2: Columbian Exchange DBQ (LO1
secondary sources. (Evaluate) Include LO and LO2)
2. Students will be able to identify the influence of the being A3: Check for Understanding (LO1
Columbian Exchange on the Indigenous peoples addressed and LO2)
today. (Analyze) A4: Essay (LO1)

Materials & Resources 24 total DBQ packets (dispersed among groups)

24 notecards
Elmo
PowerPoint
YouTube
24 tea stained Exit Tickets (for essays)

Instructional Procedures/Steps
Note when you are addressing a learning objective and when enacting an assessment.

Teacher will Student will

Instructional procedure, questions you will ask,
checks for understanding, transitions, and evidence of
culturally responsive teaching practices.
Opening Opener: Think-Pair-Share (A1, LO1)
10 Minutes
1. Greet students and hand them a notecard as they
walk in. Ask students to pay attention to the song
What will students be doing?
What evidence of learning will students demonstrate?
Student-centered learning/opportunities for practice and
application.
Opener: Think-Pair-Share (A1, LO#1)
1. Students enter, sit, and listen to the song being played
(seats arranged as six groups of four)

playing.
Play:
https://www.youtube.com/watch?v=ae2B9TOBvpM
as they are getting seated.
Who was that song about? (Understand)
What mood does this song set for Christopher
Columbus and why do you think that? (Evaluate)
What are some of the great impacts that Christopher
Columbus had on The Americas? (Evaluate)
2. Have students take notes of the following as they
watch this next video: who is speaking, what he is
speaking about, and how do they know this
(evidence):
https://www.youtube.com/watch?v=_eCERkVpFPM
3. Think-Pair-Share
From whose perspective do you think this poem is
being told and how can you make this inference?
(Understand)
What mood does this poem set for the impact that
Christopher Columbus had on the Native Americans?
(Evaluate)
How does this differ from the song that we listened
to as we entered? (Analyze)
Middle Childhood Education Preservice Planning
Christopher Columbus
Happy because the song was upbeat and it talked about all
of the great things Christopher Columbus did
Christopher Columbus founded the Americas in 1492.
Without him, we wouldnt be here. He brought over and
introduced goods from Europe that the Native Americans
didnt have
2. Students watch clip and write reflections on their
notecards
3. Students finish writing their thoughts, turn and discuss
with neighbor, and share reflections with the class.
This is being told from the perspective of a Native
American
We know this because it says Navajo at the beginning of
the video
We know this because the narrator states this in the
beginning when he is asked how it feels to be a Native
American and a citizen of the United States of America,
which develops into his poem/prayer
This mood is somber and sad because it reveals how the
Native Americans have been ignored and displaced.
This is different from the song that played when we first
entered because it gave the perspective of the Native
American. It also didnt have the upbeat music that the first
video had.

Instruction Columbian Exchange DBQ (A2, LO1, LO2)
35 Minutes Check for Understanding (A3, LO1, LO2)
1. Introduce DBQ activity
How might a historian come to understand the past?
(Understand)
Based on yesterdays discussions, what is a
document? (Remember)
What are the two main document sources that
historians use? (Remember)
What is the importance of considering perspective?
(Evaluate)
Based on our brief discussion of the Columbian
Exchange yesterday, what are two perspectives from
this time? (Remember)
2. Have 6 different groups and an extra overflow
table to avoid congestion. Each group will have one
of the six documents that will be needed to complete
the DBQ packet. Teacher will walk around the groups
to observe each student.
3. Columbian Exchange DBQ (first half)
4. Check for understanding
After students move to three different groups,
teacher will ask:
What do you notice about the questions that you are
answering? (Understand)
What types of documents are provided?
(Understand)
What types of sources are these documents?
(Understand)
How can you differentiate between the primary and
Middle Childhood Education Preservice Planning
They might use pictures, letters, music, or other
documents?
A text, picture, or digital piece that provides evidence of an
event
Primary and secondary sources
The importance of considering perspective is that it
prevents a single story from happening. It also allows us to
put ourselves in someone elses shoes.
Based on our discussion, two perspectives from the
Columbian Exchange could be Europeans and Native
Americans.
2. Students will circulate among groups to piece together
their 6 documents for the DBQ. Students will move however
they please.
3.Students analyze the first three documents and answer
questions
The first couple questions can be found within the
document and then the questions get more difficult
Pictures, maps, articles, and diary entries
Primary and Secondary sources
The primary sources are firsthand accounts of the

secondary sources? (Analyze)
Who is being depicted in these documents?
(Understand)
Based on what you have read and analyzed, do you
think Columbus Day is a holiday worth celebrating?
(Evaluate)
Do the positive lasting impacts about which you have
read thus far outweigh the bad? (Evaluate)
5. Columbian Exchange DBQ (second half)
Teacher continues to walk around to groups and
scaffold where needed
6. DBQ Final Discussion
What voices were heard during this DBQ?
(Understand)
What voices were left out of this DBQ? (Analyze)
How does considering perspective change the way
you may think about the Columbian Exchange?
(Apply)
Based on the DBQ and the second video we watched,
how has this Columbian Exchange impacted the
indigenous people even today? (Evaluate)
Closure Exit Ticket: DBQ Essay (A4, LO1, LO2)
10 Minutes
Middle Childhood Education Preservice Planning
Columbian Exchange experience while the secondary
sources tell and evaluate the story of someone elses
experience.
The Native Americans and Europeans.
No, because Christopher Columbus and the Europeans
really hurt the Native people and had an unfair advantage
over the indigenous people. Or, yes, because with Columbus
landing in the Americas, no one would have the goods that
they do today.
No, because the disease and violence that took place during
the Columbian Exchange hurt a lot of people and took away
the land and freedom from the Native Americans. Or, yes,
because we would not be where we are today without this
exchange.
5. Students finish their DBQ packet
6. Students return to original groups and use packets to
answer questions
The Native Americans and Christopher Columbus and his
explorers
Slaves
Considering different perspectives gives me a broader
scope of who was impacted by this major exchange. It makes
you realize that it wasnt all good and that a lot of people got
hurt or displaced due to this event.
The Native Americans were not only displaced, but their
population dropped dramatically after the spread of disease.
Today, based on the video from the beginning of class, we
know that they are a rather small population and an
oppressed group who were wronged by the Europeans long
ago and are still wronged today.
 Middle Childhood Education Preservice Planning

1. Exit ticket: DBQ Essay 1. Students use tea stained paper provided in the middle of
the tables to write their DBQ essay
Teacher introduces essay for students to complete as Students use DBQ packet to include evidence within their
their exit ticket essays

2. Teacher stands at door and collects essays as they 2. Students turn in essay to teacher as they exit
exit (students who need more time are able to finish
for homework)

Planned Supports 7 IEP Students/1 504 Plan/ Struggling Students:

Visuals: Pictures will be provided for students found within packets and videos are played at the beginning to incite
engagement and packets help students organize evidence for essay. These supports also appeal to visual learners.
Time: Extended time is offered to students for their DBQ essays.
Groups: Circulating around groups help get students moving around who need an energy outlet.
Additional Supports: Check for understanding discussion included to help students synthesize information.