Collaborative Lesson

Teacher: Daniel & ****** (3rd period

Course: World History
Resource Class)
Unit Title: Eastern Empires
Date: 11-1-2016
AASL: Standards for the 21st Learner
1.1.6: Read, view, and listen for information presented in any format (e.g., textual, visual,
media, digital) in order to make inferences and gather meaning.
1.4.4: Seek appropriate help when it is needed.
3.3.1: Solicit and respect diverse perspectives while searching for information, collaborating
with others, and participating as a member of the community.
3.3.2: Respect the differing interests and experiences of others, and seek a variety of
viewpoints.
3.3.5: Contribute to the exchange of ideas within and beyond the learning community.
3.3.6: Use information and knowledge in the service of democratic values.
3.3.7: Respect the principles of intellectual freedom.
4.3.1: Participate in the social exchange of ideas, both electronically and in person.
4.3.4: Practice safe and ethical behaviors in personal electronic communication and
interaction.
Content Standard(s) and Element(s):
SSWH6 The student will describe the diverse characteristics of early African societies before
1800 CE.
a. Identify the Bantu migration patterns and contribution to settled agriculture.
b. Describe the development and decline of the Sudanic kingdoms (Ghana, Mali, Songhai); include
the roles of Sundiata, and the pilgrimage of Mansa Musa to Mecca.
c. Describe the trading networks by examining trans-Saharan trade in gold, salt, and slaves;
include the Swahili trading cities.
d. Analyze the process of religious syncretism as a blending of traditional African beliefs with new
ideas from Islam and Christianity.
e. Analyze the role of geography and the distribution of resources played in the development of
trans-Saharan trading networks.
Content Learning Target:
I can describe the diverse characteristics of early African societies before 1800 C.E.
Digital Citizenship Learning Target:
I can exchange information ethically through the use of the internet and respect others ideas.
Materials Needed:
ActivBoard / chromebooks / African Learning Task linked in Weebly and additional papers/
Curated Digital Citizenship Resource List linked in Weebly / Padlets
Opening:
BELLRINGER:
get correct chromebook from chromecart, login, and access your student email account.
REVIEW:
students will have a brief popsicle stick review with Mrs. ****** over their content standards
(SSWH6) from yesterday that they will build on today.

ACTIVATING STRATEGY:
The students will be directed by the media specialist (Livia Daniel) to the Digital Citizenship
Google Form Pre-Quiz. After they take this pre-quiz, we will have their responses
(anonymously) on the Activboard to share and discuss. If the media specialists sees a common
misconception in their responses, we will discuss it together.
DIRECT INSTRUCTION:
After discussing these misconceptions, the students will be directed by Mrs. Daniel to the
curated resource list using Thinglink that will have been shared with them through their
student email accounts. They will be told that they need to read at least 4 of the resources and
answer the guided practice questions for all 4 of them. The classroom teacher will set the
appropriate amount of time for students to complete this task. Afterwards, we will discuss their
opinions and ideas on the 4 resources linked. After we have had this discussion, the students
will be directed (email link will be sent) to the Digital Citizenship Padlet. They will answer the
following questions:
What does digital citizenship mean to you?
What are some changes you can make to make your online presence more responsible?
What is the most interesting thing you learned from this mini-lesson on digital citizenship?
Work Session:
1. The classroom teacher will direct the students back to the email with the links and tell
them to click on the World History Weebly link. The classroom teacher will walk
students through their instructions for this assignment. Students have already received
notes on the topics in SSWH6. Students will select a topic from the standard that is
listed in the Weebly. They will read the information on this topic and answer the
question, How did the topic you chose impact Ancient African history? After they
have read the information on their topic, (informational links are provided within the
Weebly) students will share their discussion answer to this question on a padlet created
for the class.
2. The media specialist (Livia Daniel) will explain that they need to remember the
information from their mini-lesson on digital citizenship when composing and sharing
their ideas on the padlet.
3. After students have shared their discussion answer on the padlet, they will be creating
their own Google Slideshow on their chosen topic. Their classroom teacher will
discuss what needs to be included. It is also on the Weebly along with the rubric used
to grade the Google Slideshow presentations.
Closing:
The media specialist will review how to share a Google Slideshow at the end of class. After
she shares this information, students will present their Google Slideshows to the class on their
chosen topics if they would like to.
Assessment:
Student discussion / pre-quiz responses and data / Guided practice questions answered on
digital citizenship / discussion post on digital citizenship on Padlet / SSWH6 learning task
completed / discussion post on Padlet over SSWH6 / completed SSWH6 Google Slideshow /
student presentations
Differentiation/Accommodations:

Selected students will have less written requirements on their Padlet discussions on digital
citizenship and Ancient Africa. Selected students may receive additional assistance by either
the media specialist, the classroom teacher, or the classroom para-pro.
Homework:
Finish any missing work at home. We will have the chromebooks checked out tomorrow in
case some students do not complete their Google Slide Show.