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Social Studies lesson At Portage Park Elementary, Ms.

McLennons class Lesson plan developed by: Magdalena Gorska

GOALS Common Core State Standards: CC.5I.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. CC. RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. CC.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. CC.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Objectives: Students will interpret primary sources to better understand the slave trade. Students will examine how the Triangular Trade played an important economic role throughout the colonies, Africa, Europe, and the West Indies. Students will identify the exports and imports of the Triangular Trade. Students will complete differentiated activities pertaining to the Triangular Trade and the Slave Trade. MATERIALS Student Handouts: Groups 1-5 Map Handout Import/Export Handout Pen/Colored Pencils/ Paper Paper/Erasers/Pen INSTRUCTION Procedures: 1. Objective: Students will examine the economic factors of the Triangular Trade. 2. As students are sitting in their seats, choose three students to come up in front of the classroom.

3. Provide one student with three erasers, one student with three pens, and another student with three sheets of paper. 4. Inform students that they must all have one of each when it comes to the supplies they were provided. They must figure out to how they will each have one of these items. 5. Observe students, students are expected to switch items and share with one another. 6. Ask students in the classroom to explain what has just happened. Inform students that the three students just demonstrated interdependence. This means that one person cannot complete their job or what is required for them to do by themselves. They must rely on others to get what they need. 7. Provide students with another example such as the interdependence such as teacher, student, principal or surgeon, hospital, patient. 8. Inform students they will be learning about the Triangular Trade. 9. Ask students if they already have some prior knowledge about the Triangular Trade. 10. Have students make predictions about what the Triangular Trade is. 11. Provide students with a blank copy of the world. 12. Ask students to take out colored pencils or pens of different colors. 13. Have students label: North America, South America, Europe, Africa, Caribbean Islands (West Indies), Atlantic Ocean, Caribbean Sea. 14. Ask students to draw a line between Europe to Africa, Africa to the Caribbean Islands (West Indies), Caribbean Islands to Europe using one color. 15. Ask students to draw a line from Europe to Africa, Africa to North America, and North America to Europe using another color. 16. Ask students what shape do the lines create? 17. Inform students that the triangular trade was a historic trade process that took place among three main ports. Each region had goods that other regions did not, by having those goods they were able to trade those goods for goods that they themselves did not have. These goods were also sometimes traded for money; the money then, was traded for more goods. 18. Inform students they are all in groups (Groups specified in attached document), each group is assigned a trade locations. Each group will have information about their location and the goods they have/need. Their job will be to trade with those locations that have the goods they needed by trading with the goods they already have. 19. Each group needs to keep a journal of the goods they have and the goods they traded and obtained from other locations. 20. Students will have ten minutes to complete their trades. 21. Once ten minutes is over, students will share what each location has and what they obtained or did not obtain in time. 22. Once complete, inform students that a big part of the triangular trade was slavery, also known as the Middle Passage. Inform students that goods were shipped from Europe to African Markets and traded for African slaves. The slaves many times kidnapped or purchased were then traded for goods across the Atlantic and then transported back to Europe to finish the voyage.

23. Have students discuss what they already know about slavery and the conditions that the slaves lived in or had to work. 24. Students will end discussion and follow with assessment.

Assessment: Group 1: Students will be presented with images from the Slave Trade. Their job is to analyze the images and make inferences based on the details they see. Students will choose three images they found to be the most interesting and will write a paragraph for each. They will write about the inferences they made, the details they saw and anything else they found interesting or useful about the images. Group 2, 3, 4: Students will imagine that they live during the 1600s in any of the areas that were affected by the triangular trade. Students will need to draw conclusions and decide how their life would be negatively affected by such policies. Their job is to create a news article that focuses on one aspect of the trade that they disagree with. Students will write their news article as a way to protest this policy. Group 5: Students will read an excerpt from The Interesting Narrative of the Life of Olaudah Equiano. Based on what they already know about slavery and indentured servitude, students will draw conclusions from the text and argue whether it was better to be a slave or an indentured servant. Students will need to argue both sides and come up with reasons for both using the text and prior knowledge. All groups will present and share what they have worked on throughout the day.

ADAPTATIONS AND EXTENSIONS Students with an IEP/504 plan will be accommodated accordingly. Students will be provided with extra time to complete required assignments. Students will be placed in a group and will be able to collaborate with peers. Students will be provided extra guidance throughout lesson and will have timely Check-ins to make sure student is staying on task. Students will be provided with visual and auditory instructions.

Lesson Adapted from: