Date: 2/15/2023 Teacher Name & CMT: Brendan Barry and Trish Shera Class: History
Grade Level: 5 Unit Name/Topic: Transatlantic Slave Trade Lesson Number: 1 Length: 45 mins
Academic Content Standard(s):
5.1.21 Read and interpret primary and secondary source accounts that pertain to a problem confronting people
during the Founding Era of the United States.
5.1.9 Understand how political, religious, and economic ideas brought about the American Revolution.
5.1.22 Identify and describe the contributions of important early American artists and writers and traditional arts
and crafts to the new nation’s cultural landscape.
5.1.7 Describe the political and social organization of each region. Explain the economic organization of each
region. ● Examples: Slavery, plantations, town meetings, and town markets
Enduring Understandings / Goals (Why): Essential Questions:
Students will understand how slaves were transported to the colonies. Students will keep considering . . .
Students will understand why slaves were transported to the colonies. How did the transatlantic slave trade benefit all sides of the trade?
Students will understand goods being made and traded at this time. How did the number of slaves being transported from Africa affect the
Students will understand the racial implications of these events. colonies? Affect Africans? Affect the economy?
Students will understand the severe conditions that slaves went through. For what reason did Americans turn to shipping slaves from Africa?
Questions to elicit deeper thinking or build upon about the topic...
Resource for Backward Design:
https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/UbD_Whi
tePaper0312.pdf
Student (SMART) Objectives(s):
Outcome(s) students will be able to demonstrate . . .
Students will be able to answer questions such as, What were the conditions for slaves being transported? How many slaves were being transported?
What were the colonists trading in order to get the slaves? What role did Europe have in the transatlantic slave trade? What is the triangle trade route?
How was the economy affected by the slaves? Why weren’t Native Americans used as much as Africans as slaves? How were men and women treated
differently on the transatlantic slave trade?
SMART objectives are:
Specific: Concrete, detailed, and well defined so that you know where you are going and what to expect when you arrive
Measureable: Numbers and quantities provide means of measurement and comparison
Achievable: feasible and easy to put into action
Realistic: Considers constraints such as resources, personnel, cost, and time frame
Time-Bound: A time frame helps to set boundaries around the objective
Performance Task(s) tied to: Other Evidence
Students will show their learning by . . . Formative:
Being attentive and listening to my instructions and the video being
played.
Answering questions on the topic being presented.
Work at stations in an orderly manner.
Complete work at each station with their group.
Summative (if any beyond the performance task):
Evaluative Criteria:
Students success would look like. . .
Taking turns reading out of their textbook and if they are not reading then
they are listening, then paying attention to video being played and
listening to explain video and breakdown diagrams being shown, and
finally completing station work around the classroom within their groups.
Stage 3: Learning Plan
General Methods for Instruction:
(Highlight all that apply)
Group Discussion Guided Practice Question/Answer Teacher Modeling Problem-based Simulation Cooperative Learning Lab Learning
Stations Writing to Learn Inquiry Learning Independent Learning Small Group Direct Instruction Workshop Role Play Game
Other: Video
Where will this lesson take place? General Education Classroom Resource Room or Other:
Targeted Support(s) for Diverse Learners Technology Integration (purpose):
Youtube video: it will further the students understanding on
Specific Support and Who will provide that
the Transatlantic slave trade and inform them on the process
Why? What’s the intention that occurred during this time.
Needed (Special support?
Education Support (support be provided? and/or accommodations
and modifications):
Diagrams of slave ships: These will show the horrible
conditions that the slaves had to endure while being shipped
to the colonies. It will inform the students on how poorly they
were being treated.
Intentional Co-Teaching or Grouping Strategies:
X 1 Teach 1 Observe (gather specific data)
❏ 1 Teach 1 Assist (float to support/engage)
❏ Parallel Teaching (same material/smaller groupings)
❏ Station Teaching (divide content, repeat to groups)
❏ Alternative Teaching (grouping specialized
attention)
❏ Team Teaching (delivering lesson together)
Lesson Agenda with Discipline-Specific Learning Activities
Time: Teacher Will Be (Planned Supports tied to objectives Students Will Be (Learning Tasks connect
& build in checks for understanding) to prior knowledge & assets):
2:10-2:15 Greeting students and prepping them for the class. Getting in their seats and listening to directions.
2:15-2:30 Students will get their textbooks and read the chapter that we Reading a section they are assigned and listening if not.
are discussing as a class.
2:30-2:40 Play youtube video that expands on what we’re learning. Watching the video and connecting it to what they
already know.
2:40-2:45 Showing students diagrams of slave ships. Analyzing the diagrams in their groups and asking
questions.
2:45-2:55 Doing station work around the room in groups that are Performing the given task that I have set out around
assigned. the room and then moving to the next station.
