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Standards Addressed in Lesson: 5 – U1.3.2 Describe the life and cultural development of people living
in western Africa before the 16th century with respect to economic (the ways people made a living) and
family structures, and the growth of states, towns, and trade.
5 – U1.4.1 Describe the convergence of Europeans, American Indians and Africans in North America
after 1492 from the perspective of these three groups
5 – U2.2.1 Describe Triangular Trade including: the trade routes, the people and goods that were traded,
the Middle Passage, its impact on life in Africa.
5 – U2.2.2 Describe the life of enslaved Africans and free Africans in the American colonies.
5 – U2.2.3 Describe how Africans living in North America drew upon their African past (e.g., sense of
family, role of oral tradition) and adapted elements of new cultures to develop a distinct African-
American culture.
5 – U2.3.4 Describe the development of the emerging labor force in the colonies (e.g., cash crop
farming, slavery, indentured servants)
Instructional Resources: TCI Social Studies Alive, text book, notes sheets, review guide, VIA, world map
Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement,
Representation, Action & Expression) & principles of differentiation. If appropriate, identify individual
accommodations you will make in response to needs or interests of students.
PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the
learning.
Students are able to work around the classroom- rug, back table, desk groups, middle room
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro: [Think creatively about how to recruit learning.]
Students will watch 2/3 minute video clips about each of the dilemmas to get a better understanding of
what it would be like to be a West African in that position.
Development: [It may help to number your steps with corresponding times.]
Students receive the review guide and instructions for completion:
You may work in groups of two or three to fill out the review guide. If you cannot work well with
a group of your choosing you will work alone at your desk.
Closure:
When students have completed the review guide the class will gather back together to go over any
questions their group was confused about or would like help answering.
The teacher will introduce the Storyboard assignment and have students look at the rubric.
You will be creating three pages of a storybook using your vocabulary words and what you have
learned about each of the three dilemmas. Each page will be in one of the three locations of the
dilemmas.