Education Internship – H453/454/455 Lesson plan template: 

Name: Aditya Prathap Cooperating Teacher: Mr. Brown 

Subject: AP World History Date of Lesson: 11/18/19 
 
CLS #1 ​- Learning Targets (CLS/CCS) for lesson: 
(Ask your teacher, if you are unsure. Needs to be written out completely - not just a number.) 
Students will understand change and continuity over time. 
A. Analyzes and evaluates the interaction of multiple causes and/or effects. 
B. Recognizes and describes historical patterns of continuity and change over time. 
C. Recognizes competing models of periodization. 
 
CLS #1​ - Objective: 
(Student centered, measurable, and specific) 
What are the STUDENTS doing? HOW are they doing it? WHY are they doing this specifically? 
The students will...  by..  in order to... 

The students will identify all the  by answering scored questions  in order to develop a deeper 
specific changes and continuities  regarding these changes and  understanding of the extent to which 
stemming from trans-Atlantic  continuities during a Flash Jeopardy  trans-Atlantic interactions were a 
interactions between 1450-1750  game  turning point in global history and 
impacted the modern day. 

Objective: (Combine the 3 boxes above into 1 complete sentence) 

 
The students will identify all the specific changes and continuities stemming from trans-Atlantic interactions 
between 1450-1750 by answering scored questions regarding these changes and continuities during a Flash 
Jeopardy game in order to develop a deeper understanding of the extent to which trans-Atlantic interactions were 
a turning point in global history and impacted the modern day. 
 
CLS #2​ - Introduction (anticipatory set): 
(Related to lesson, grabs students attention, and promotes engagement through interaction) 
To introduce the lesson, I would bring in a variety of products that are now produced in Europe only because the raw 
goods were transported from the Americas, but I wouldn’t tell the students why I chose these items. For example, I 
could bring a small box full of chocolate, a bag of potato chips, and a ketchup packet, which are products 
respectively produced with cacao beans, potatoes, and tomatoes, all goods that originated in the Americas. Then, I 
would ask the class to guess what these foods had in common, and whoever guessed correctly could have all of the 
items. This helps the students visualize how impactful Trans-Atlantic trade was on European diets, and how the 
ramifications of Trans-Atlantic interactions are still evident in today’s global economy. Plus, I know the students would 
enjoy a quick guessing game! 
 
CLS #3​ - Teaching Input:  
(List the steps to teaching this lesson – thoroughly explain/detailed directions – appropriate instructional method - should be longest part of lesson plan) 
1. Bring a plastic bag full of approximately 30 pieces of candy (the type of candy does not matter) 
2. Have the Flash Jeopardy game ready (this should be in your email) 
3. When class starts, wait for the class to quiet down 
4. Select one piece of candy from the plastic bag brought to class and show it to the students 
5. Ask the students, “what historical process during 1450-1750 do you think allowed for this candy to be mass 
produced?” 
6. Wait until students raise their hands to answer, and then select students who have their hands raised until 
one of them answers “the Columbian Exchange” (give that student the piece of candy in your hand) 
7. After telling the class that the Columbian Exchange is the correct answer, explain to them how chocolate was a 
good brought to the Old World from the New World, which allowed for its mass production in Europe  
8. Explain that you will be reviewing the Columbian Exchange in class today using a Jeopardy game 
9. Open up the Jeopardy game on your computer and project it to the screen using AirPlay (select the “screen 
mirroring” button in the upper bar of your screen, select 254A, and type in the number that appears on the 
projector) 
10. Separate the students by groups of 5 (it is okay if there is a Group of 4) and give each group a number (the 
first group will be group 1, the second group will be Group 2, etc.) 
11. Ask each group to turn their desks toward one another so that everyone is facing each other (the groups of 
five should get into circles and any groups of four should get into squares) 
12. Ask each group to take out a sheet of paper for their whole group and to designate a group writer 
13. Ask the group writers to take out pencils and to write their group numbers and their group members’ names 
on the top of their sheet of paper 
14. Write all of the group numbers on the white board with space provided to record their total points 
15. Explain that each group will have a chance to select one question from the Jeopardy board for the whole 
class to answer in their groups, and that each group will collectively write their answers down on their sheet 
of paper 
16. Explain that each group should work collaboratively to answer each question, and that there should not be 
one or two people answering each question 
17. Start with Group 1 
18. Ask the group to choose a question  
19. Once they choose, click on that corresponding box on the Jeopardy game 
20. Read the question out loud 
21. If the question is a 400 or 500 point question, give them 2 minutes to answer. If the question is a 100, 200, or 
300 point question, give them 1 minute to answer  
22. Once the time has elapsed, collect their sheets, reveal the correct answer by clicking the space bar on your 
computer, and check that each group has the correct answer 
23. If a group has the correct answer, add the amount of points that the question was worth to their total points, 
which should be recorded and updated on the white board next to each group number. If a group has the 
incorrect answer, add no points 
24. Explain the answer to the question by reading the answer out loud, specifying the SPEnCET category that the 
question is covering, explaining the meaning of any key terms mentioned in the question, and explaining why 
the answer is an adequate response to the question 
25. Hand the sheets of paper back to the respective groups 
26. Repeat steps 18-25 for the next group (after the last group, cycle back to Group 1) 
27. When there are 2 minutes remaining in the class period, check which group has the highest point total and 
allow each member in that group to select a piece of candy from the plastic bag on their way out of class (if 
 there are multiple groups with the same highest point total, then allow the members of each of the groups to 
select a piece of candy) 
 
CLS #4​ - Checking for Understanding: 
(What method will you use to check that the majority of students “get it” before moving on - explain) 

There will be a Schoology discussion with the description stating “For each SPEnCET category, explain one new fact 
that you learned and one question that you might still have regarding the impact of the Columbian Exchange.” The 
reason why I am asking a question for each category of SPEnCET is because I want to make sure that the students 
thoroughly understand the breadth of the Columbian Exchange. 
 
If I notice that there is a consistent pattern of students that have the same questions for a particular category of 
SPEnCET, then I will make sure that I make time to review the impact of the Columbian Exchange on that category. 
 
CLS #5​ - Follow up/Closure: 
(Review major points – relate back to objective(s) - relate to future application) 
Today, we went over the social, political, environmental, cultural, economic, and technological ramifications of the 
Columbian Exchange. After studying the changes and continuities resulting from the Columbian Exchange, provide an 
example of how the Columbian Exchange facilitated the proliferation of one popular good in the modern day. This 
trend is important to recognize because in future lessons, we will be going over more international processes that 
were made possible by the trans-Atlantic interactions during the Columbian Exchange. 
 
Instructional Materials/Supplies:  
(Detailed list of everything needed – ​includes copies​ of instructional materials, notes, keys, etc.) 
● iPad or computer 
● Internet connection 
● The completed Jeopardy game (should be in your email) 
● Sheets of paper (students) 
● Pencils 
● Candy 
● Projector with AirPlay 
● Dry Erase board 
● Dry Erase marker