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Name: Anna Barr Lesson Topic: Intro to Globalization/Context

Content Area: Adv World 2 Grade Level(s): 10th Grade

Lesson Content
Relevant VSOLs/CCSSs – Include only the standards addressed by this particular lesson

WHII.4 The student will demonstrate knowledge of the impact of the European Age of Discovery and
expansion into the Americas, Africa, and Asia by
a) explaining the roles and economic motivations of explorers and conquistadors;
b) describing the influence of religion;

Learning Targets -- Please reference these learning targets throughout your lesson plan.
As a result of this lesson, students will…

Understands: Commented [MOU1]: Understand goals have been

1. A person’s perspective is shaped by their context and biases. simplified and made more focused in alignment with
Principle One.
Know: Deleted: <#>When technology, ideas, and people
1. After the fall of Constantinople, European nations went looking for maritime trade routes. As European move between societies, it creates change in those
economies expanded, new and bigger markets grew between civilizations. societies, the degree to which is defined as the place
3 Europeans were motivated by the both the pursuit of wealth through trade, and the desire to spread of responds.¶
Christianity to the rest of the world.
Deleted: <#>culture, context, and biases, which they
in turn shape…
Dos:
1. Identify between the first European explorers who traveled the world
2. Describe European motivations for exploring the world
3. Apply contextual details to understand a historical event Commented [MOU2]: This is our first time trying this
skill – which is why it’s a pretty top-down lesson. It’s sort
Assessments: – of the I-Do of the I-Do/We-Do/You-Do scaffolding
structure. In the next class, students will be doing
Pre-Assessment: In our discussion of the warm-up, I’ll get a low-stakes sense of how students think about the idea something very similar to what we’re doing today (same
of interconnectedness – the vocabulary that they use in the snowball discussion can give me an idea of what graphic organizer, different content) but they will be
language I should use in the unit, and same with any examples that they use – I can refer to them when explaining drawing their own conclusions – the We-Do
other content in the unit Commented [MOU3]: It’s important to informally assess
where students are in the beginning of a unit or lesson
Formative : As we discuss and define context, I’ll make that part of class very open to discussion too – again, with reference to important unit content. By opening up
looking for if students can define the word on their own already, and if they can give examples for me to use later. the warm up to discussion, I can get a sense of how to
As we go through the graphic organizer notes, I’m looking for students to make connections between the last unit’s discuss globalization examples going further in a way
content and this one. It’s important for the K goals of this unit that students have a strong foundation of the last unit that is mindful and respectful of their prior conceptions
in order to “describe motivations for exploration.” and knowledge. Same in the formative context discussion.
Commented [MOU4]: In terms of K-goals, students need
Procedures/Steps in the Lesson: -- Bullet Points or Numbered List to be remembering relevant content from last time. This
is sort of a review of that so that we can apply it – as
Step One: Distribute Warm Up (5 min) context – to this unit. So it’s introducing the new
• Students take the first few minutes to reflect on what globalization is and begin to get a sense of what the concept/skill of contextualization with familiar content.
unit’s big theme will be.
• They should pick this up as they come in, work on it independently as we get settled. Tell students to put it
away for the next part of class.

Step Two: Lecture on Unit Updates (15 min)

• This was class specific – this was the first day of the first unit that I was taking over completely, and there
were some new procedures that students needed to understand about the structure of the unit that were
specific to this class and context.
Step Three: Snowball on Warm Up (20 min)
• Students take their warm up half sheets, crumple them up, and throw them across the room for about one
minute of (organized) chaos. If one falls near you, you throw it again. This gives students a chance to get
up out of their seats, get some energy out, and scramble up the warm ups.
• After a few minutes, students should pick one of the “snowballs” off the ground and return to their seats.
• I will use name-calling popsicle sticks to ask students to read aloud what their new paper says. Students
will not have put their name on their warm up and the snowballing scrambles it – we’re sharing
anonymously.
• As students share the classes understandings of globalization in this method, I use their definitions or
guesses to elaborate on the concept of globalization as a guiding theme of the unit.

Step Four: Lecture on Context (Graphic Organizer) (30 min)

• Distribute the context notes graphic on page four of this document. I have a teacher version with all of the
notes that students need. I pull a blank version of this up on the Smartboard and I go through each piece
and students take notes.
• First we define context in general
• Much of what we are filling out here is review from the last unit. It’s stuff we already have talked about, but
now we’re discussing it in the context of exploration. We’re using the concept of context to review old
material and set the stage for the new unit.

Step Five: Distribute Homework (Scans of History Alive! and Graphic Organizer) (Rest of Class)
• For homework, students have a short reading and a graphic organizer to fill out to help with content
acquisition about specific explorers that the SOLs deem necessary to know
• Get started during class if time
• Students will have an open notes quiz on this material in the next class

Materials/ Supplies/ Sources/ Digital and Interactive Instructional Technology (if appropriate): – What do you
need to make sure you’re prepared?

• Warm up on half sheets, color paper if possible, for all students

• Context graphic organizer for all students
• Digital copy of context GO for note taking
• Techer copy of context GO with notes for my reference
• SMART Board and Projector
• Homework graphic organizer and copies of reading from History Alive
 Warm Up – Oct 5
Do NOT put your name on this page!!!!!!!!! DO write in pen.
What does “Globalization” mean? Have you ever heard it before? And if so, where? What are
examples of globalization? If you don’t know what it means, do you have any guesses based
on what the word looks like? Why might we call our new unit – about European exploration
and colonization – “The First Globalization”?
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Warm Up – Oct 5
Do NOT put your name on this page!!!!!!!!! DO write in pen.
What does “Globalization” mean? Have you ever heard it before? Where? What are examples
of globalization? If you don’t know what it means, do you have any guesses based on what the
word looks like? Why might we call our new unit – about European exploration and
colonization – “The First Globalization”?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Com
we le
It rem
ones
at ha
them
explo
 European Explorers Graphic Organizer
Name_____________________________ Date_________________ Period________________
Year Sailed Where from? Where to? What happened?
Vasco da
Gama

Christopher
Columbus

Hernando
Cortez

Francisco
Pizarro
Ferdinand
Magellan

Francis Drake

Jacques Carter