Grade Subject Date

SS 12/6
8th
NJ Common Core State Standard/NGSS
 Common Core: 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.

Learning Objective

SWBAT understand the concept of Modern day slavery by analyzing the slave trade in Libya through various
images, videos and pictures.
Essential Question(s)

Why does slavery still exist?

Materials: TIMER <Teacher Script>

 

Do Now
(task/exemplar Quote on injustice anywhere is a threat to justice everywhere.
response)
Reflection on Trimester 1 and goals for trimester 2

Introduction to new Today we will talking about modern day slavery by looking at the
material current situation in Libya. Africans are currently being sold as slaves in
Libya. Over the past few weeks, social media has been on an uproar
about the issue of modern day slavery and how black people are still
being dehumanizing.
Model
(I Do)  T will say:
Before we get into the reading for Africans being sold in Libya, I want
us to visually understanding what this slave trade actually looks like in
Libya.

 T will explain:

You are going to view a series of images that demonstrates the current
situation in Libya. As you are viewing these images I want you to think
of the following questions:
 Why is the slave trade going on?
Why is no one doing anything to stop/prevent the slave trade?
What is my role? What do I do?
 T will model:

As the images are playing MJ’s song They don’t really care about
us will be playing the background.

Habits of Discussion 1. Why is the slave trade going on?

Questions
2. Why is no one doing anything to stop/prevent the slave trade?
(Bloom’s Taxonomy)
3. What is my role? What do I do?

Guided Practice
(We Do) After viewing the images, students will have three minute reflection
time. Students will be reflecting on the images and answering the
guided questions.

After students have written their reflection, we will come as a class and
share our viewpoints.

As a class, we will read the Libya slave trade article together. As we

are reading/ annotating, students will practice the art of questioning. As
students are reading they will be required to note any questions they
have about the article on the margins. These questions should spark
conversation and various opinions from other classmates.

Anticipated  (misconception)
Misconceptions
Students won’t know where the location of Libya is.
&
Strategies to Address
 (strategy)

Students will see a map of Libya.

Independent Practice
(You Do) After we have read the article, students will be required to answer
questions on their own.

Exit Ticket Based on the information given today, how do you feel about the slave
trade in Libya? Explain your answer.