Final Lesson Plan 6

EDUCATION 348: STANDARDS AND ESSENTIAL QUESTIONS
COLE ALLISON: GOVERNMENT AND ECONOMICS
KANDACE TERRY: LANGUAGE ARTS
BROOKE WALKER: WORLD HISTORY
CODY LARIMORE: MATH
RYAN POHRTE: GEOGRAPHY
STEPHEN COBLE: MATH

COLE ALLISON SOCIAL STUDIES: GOVERNMENT AND ECONOMICS
STANDARDS: GOVERNMENT
SS.6.2.1 2007
Foundations of Government: Identify and compare major forms of historical and contemporary
governments in Europe and the Americas.
Example: Greek democracies, Roman Republic, Aztec monarchy, parliamentary government,
U.S. Republic and totalitarianism
SS.6.2.2 2007
Foundations of Government: Explain how elements of Greek direct democracy and Roman
representative democracy are present in modern systems of government.
SS.6.2.4 2007
Foundations of Government: Define the term nation-state and describe the rise of nation-states
headed by monarchs in Europe from 1500 to 1700.
SS.6.2.5 2007
Functions of Government: Describe how major forms of government in Europe and the
Americas protect or protected citizens and their civil and human rights.
Example: Use a variety of information resources to compare the constitutional governments of
the United States with that of Canada or the United Kingdom.
SS.6.2.7 2007
Roles of Citizens: Define and compare citizenship and the citizen's role in selected countries of
Europe and the Americas.
Example: Compare methods of voting; participation in voluntary organizations of civil society;
and participation in the government in Great Britain, Russia, Brazil, Mexico and Canada.
STANDARDS: ECONOMICS
SS.6.4.1 2007
Give examples of how trade related to key developments in the history of Europe and the
Americas.
Example: The growth of trading towns and cities in medieval Europe led to money economies,
competition to expand world trade led to European voyages of trade and exploration, and Olmec
trade in Mesoamerica led to colonization and the diffusion of art.
SS.6.4.2 2007
Analyze how countries of Europe and the Americas have been influenced by trade in different
historical periods.
Example: Increased production and consumption and changes in prices in Great Britain, Russia,
Mexico, Canada, and Brazil.
SS.6.4.4 2007
Describe how different economic systems (traditional, command, market and mixed) in Europe
and the Americas answer the basic economic questions on what to produce, how to produce and
for whom to produce.

SS.6.4.9 2007
Identify situations in which the actions of consumers and producers in Europe or the Americas
create helpful spillovers or harmful spillovers to people inside a country who are not directly
involved in the consumption or production of a product.
Example: A helpful spillover might be education. The education an individual person receives is
beneficial to everyone in society. An example of a harmful spillover is pollution put into a
stream. The pollution affects people downstream who do not benefit from the production or
consumption of the product that caused the pollution.
SS.6.4.10 2007
Explain how saving and investing help increase productivity and economic growth and compare
and contrast individual saving and investing options.
Example: Savings accounts, certificates of deposit and stocks
ESSENTIAL QUESTIONS: GOVERNMENT
Generalize the relationship between old world and new world government citing specific
documents and events
Defend which government became the most successful of its era
ESSENTIAL QUESTIONS: ECONOMICS
Identify the key countries and products of “triangle trade”
Describe the major incentives that pushed European expansion

KANDACE TERRY: LANGUAGE ARTS
STANDARDS: LANGUAGE ARTS AND SOCIAL STUDIES
CCSS.ELA-Literacy.RL.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text
CCSS.ELA-Literacy.CCRA.R.7
Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
CCSS.ELA-Literacy.W.7.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1–3 above.)
SS.6.3.1 2007
The World in Spatial Terms: Identify and locate on maps the countries and capitals of Europe
and the Americas such as Great Britain, Russia, Mexico, Canada and Brazil.
CCSS.ELA-Literacy.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
EL.6.2.8 2006
Identify how an author's choice of words, examples, and reasons are used to persuade the reader
of something.
ESSENTIAL QUESTIONS: LANGUAGE ARTS
Define the terms slave and slave trade.
Understand the distance that a letter from the New Americas has to travel to reach the
King and Queen of Spain.
Write a letter in the correct format and voice in response to Christopher Columbus’ letter.
Breakdown the components in which a letter is formatted.
Identify the tone, in which Christopher Columbus wrote his letters to the king. Justify
your answer with examples.
Explain the construction of the Underground Railroad.
Identify the engineer of the Underground Railroad and her mission.

BROOKE WALKER SOCIAL STUDIES: WORLD HISTORY
STANDARDS: WORLD HISTORY
SS.WH.5.1 2007
Explain the causes and conditions of worldwide voyages of exploration and discovery by
expeditions from China, Portugal, Spain, France, England and the Netherlands.
SS.WH.5.2 2007
Explain the origins, developments and consequences of the transatlantic slave trade between
Africa and the Americas. Analyze and compare the ways that slavery and other forms of coerced
labor or social bondage were practiced in East Africa, West Africa, Southwest Asia, Europe and
the Americas from 1450 to 1750.
SS.WH.5.3 2007
Explain the origins, developments, main events and consequences of European overseas
expansion through conquest and colonization in Africa, Asia and the Americas.
SS.WH.5.4 2007
Identify major technological innovations in shipbuilding, navigation, and naval warfare, and
explain how these technological advances were related to voyages of exploration, conquest and
colonization.
ESSENTIAL QUESTIONS: WORLD HISTORY
Where did the Atlantic slave trade originate and what were the consequences of the slave
trade.
Identify 1) the three major explorers from Portugal, Spain, and England and 2) their route
to the New World.
Determine the motives and purpose of exploration during the latter part of the 1400’s and
1500’s.
Compare and Contrast the relationship of the French, Dutch, and English towards the
Native Americans after they established colonies in the Americas.
Evaluate the importance of exploration through the Columbian Exchange.

CODY LARIMORE: MATH
STANDARDS: MATH & SOCIAL STUDIES
7.RP.A
Analyze proportional relationships and use them to solve real-world and mathematical problems.
7.RP.A.1
Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other
quantities measured in like or different units.
7.RP.A.2
Recognize and represent proportional relationships between quantities.
a. Decide whether two quantities are in a proportional relationship, e.g., by testing for
equivalent ratios in a table or graphing on a coordinate plane and observing whether the
graph is a straight line through the origin.
7.G.A
Draw, construct, and describe geometrical figures and describe the relationship between them.
7.G.A.1
Solve problems involving scale drawings of geometric figures, including computing actual
lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
7.G.A.2
Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given
conditions. Focus on constructing triangles from three measures of angles or sides, noticing
when the conditions determine a unique triangle, more than one triangle, or no triangle.
SS.WH.5.2 2007
ESSENTIAL QUESTIONS: MATH
Compute unit rates of distance and area by looking at diagrams and geometric figures.
Use scale drawings of geometric figures to determine the area of the figure drawn at a
larger scale.
Construct geometric figures given the angle measurements or side lengths.
Describe the relationships between geometric figures.
Identify and describe the uniqueness of triangles, number of triangles, and special types
of triangles found within geometric figures.
Explain how the size of the European ship affected the number of slaves brought over
from Africa to the Americas.

RYAN POHRTE SOCIAL STUDIES: GEOGRAPHY
STANDARDS: GEOGRAPHY
SS.GHW.4.1 2007
Explain the causes and conditions of worldwide voyages of exploration, discovery and conquest.
Identify the countries involved. Provide examples of how people modified their view of world
regions as a consequence of these voyages.
Example: Alexander the Great and the development of the Hellenistic Period (350-300
B.C./B.C.E.), Mongol conquests of India and China (711-1300), Spanish and Portuguese
exploration and conquest (1400-1800), English and French exploration and conquest (1400-
1800), exploration of the New World (1400-1800), voyages by Ming Dynasty (1368-1644),
explorers in the early fifteenth century around India to Africa, European view of world regions,
Asia and Africa (1500-1800), Manchu conquest in 1644 of all of
China and Inner Asia
SS.WG.2.1 2007
Name and locate the world's continents, major bodies of water, major mountain ranges, major
river systems, all countries and major cities.
SS.WH.5.1 2007
SS.WH.5.2 2007
SS.WH.5.3 2007
ESSENTIAL QUESTIONS: GEOGRAPHY
Explain the purpose of the Triangle Trade.
Where did the Columbian Exchange begin? Where did it end?
What was the purpose for exploring during the 1400s and 1500s?
Discuss the benefits Portugal, England, and Spain made during each exploration.
How did Columbus and Cortez act as cultural influences along their journeys of
exploration? Justify your answer.
Describe the role that religion played during the Columbian Exchange. What impact did
it make on Portugal, England, and Spain?

STEPHEN COBLE: MATH
STANDARDS: MATH
7.EE.1:
Apply properties of operations as strategies to add, subtract, factor, and expand linear
expressions with rational coefficients.
7.EE.2:
Understand that rewriting an expression in different forms in a problem context can shed light on
the problem and how the quantities in it are related.
7.EE.3:
Solve multi-step real-life and mathematical problems posed with positive and negative rational
numbers in any form, using tools strategically. Apply properties of operations to calculate with
numbers in any form.
7.EE.4:
Use Variables to represent quantities in a real-world or mathematical problem, and construct
simple equations and inequalities to solve problems by reasoning about the quantities.
ESSENTIAL QUESTIONS: MATH
Can the students use the properties of the operations to expand linear expressions with
rational coefficients?
Do the students understand how to rewrite equations in different forms and how the
alternate forms may help them understand the problem better?
Can the students understand and use variables to represent quantities in a real world math
problem?

7th Grade Geography Day 1
Theme: Foundations of Global Relationships
Time: 50 minutes
LessonStandards (C1)
SS.GHW.4.1 2007
Example: Alexander the Great and the development of the Helenistic Period (350-300
SS.WG.2.1 2007
SS.WH.5.1 2007
SS.WH.5.2 2007
SS.WH.5.3 2007
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
LessonObjectives (C1)

The 7th Grade Geography class will label countries, waterways and landforms across Western
Europe and the New World given the World Atlas online textbook with 100% accuracy.
The 7th Grade Geography class will analyze the geographic and demographic regions of France,
Portugal, Italy, and Spain given Mr. Pohrte’s PowerPoint and Digital History without error.
Assessments (A1)
The Geography students will be assessed in pretest by labeling landforms and countries
on a blank map of Western Europe and the New World given 10 blank spots and a word bank. In
this pretest, it will be the start of the lecture because Mr. Pohrte can see what the students have
learned prior to enrollment to the course. This test will have oceans, waterways, rivers,
landforms, and countries that were encountered along the way during exploration towards the
New World. This assessment fits with geography because it will measure the student’s ability to
locate specific areas on a map dealing with exploration. The countries that were explored from
Western Europe towards the New World in the Americas were important because this was the
fundamental basis for what America came to be.
A map pretest was chosen to assess the students because this will allow students to
activate their prior schema and this can begin scaffolding. After seeing where each student
scores, that will provide a basis as to where I would start my lesson in order to guide the lesson.
In Whitney Taylor and Brandon Plewe’s article, “interactive maps help with social science
concepts” (Taylor, 2006). Students can gain a better understanding of the social science aspects
by viewing a map and seeing the progression through exploration measures. The data that is
produced from the assessment can also provide an idea for where student’s interests in
exploration may lie.
Advanced Preparation

Prior to the lesson, Mr. Pohrte will assign a reading from the Digital History Online Textbook in
order to gain background on the context of European expansion. The text will provide students
with a general understanding of the European expansion and how it relates to exploration. Also,
Mr. Pohrte would need to construct a PowerPoint to give the students some background
information on each of the areas covered specifically Western Europe and the Americas. Also,
the students would be given a worksheet and also preview a video about countries and their
physical features in Western Europe such as Italy, Portugal, France, and Spain (Youtube, 2010).
This would lead directly into the next instruction to the progression with Christopher Columbus
for the next lesson.
Procedure
Introduction/Hook (C1): The students will open up the class period by answering a question
written on the board about exploration. What were some cultural traits that were established
along the journey of exploration that began in Western Europe? Students would respond to the
question, then turn to a neighbor and perform a quick think-pair-share.
Step-by-Step Plan
1. Write the hook question on the board for students to answer as they enter the classroom.
a. Gardner’s (E1): Explain some cultural traits that were established along the
journey of exploration that began in Western Europe.
i. Students will then divide into a think-pair-share
1. Comprehension naturalistic.
a. 5 minutes
2. Hand out Map Pretest to students in order to test their schema on Western Europe and the
Americas.

a. Students must label countries, waterways, and physical features across Western
Europe.
1. (C6) Bloom’s: Students will label countries and organize them in
their respective areas.
2. Logical/ Mathematical Knowledge
a. 10 minutes
3. Collect Pretest from the students.
4. After the pretest, Mr. Pohrte will begin the lesson on Western Europe by focusing on
Portugal, France, Spain, and Italy.
a. Mr. Pohrte will discuss a PowerPoint for the students about each area sharing the
cultural traits that associate with each country.
i. After discussing, France and Spain, students will then turn to their
neighbor on the left to discuss their observations thus far.
1. (E1) Gardner’s Students will communicate their ideas to each
other by turning to their partner to discuss each country’s
involvement.
2. (C6) Bloom’s: Discuss the involvement that Portugal, France,
Spain, and England during the beginning years of exploration.
a. Verbal/ Linguistic
b. 10 minutes
5. After concluding the lecture about Portugal, Spain, Italy, France, and providing a brief
overview of notable explorers, ask students to take out their laptops and log in for further
instruction.

a. Students will then access the World Atlas map from their laptops.
6. Pass out the worksheet. Have students answer the questions on the worksheet and look at
the World Atlas source.
a. (E1) Gardner’s: Students will read a map that they find on the World Atlas
source.
i. Visual/ Spatial
1. Hand out the worksheet for the students to complete that went with
the PowerPoint lesson.
ii. If students get done with worksheet, have them hand it in and surf through
the Colonization tab in Digital History. Ask if students have questions.
1. No questions? Move onto the discussion.
iii. (C6) Bloom’s: Compare and contrast the cultures in Portugal, Italy,
France, and Spain? How do they relate? How are they different?
1. Analysis
a. 10 minutes
7. (C6) Bloom’s: How would you summarize the involvement of each of the 4 countries in
exploration towards the New World?
a. Comprehension
b. (E1) Gardner’s: Students will describe their feeling and attitudes about the
involvement of each country. Students will perform a jigsaw with group members
of their choice.
i. A jigsaw would be effective in this situation because students are able to
learn about different ideas from their peers. According to Ghaith, “readers

with positive concepts, will more likely enjoy what they are reading”
(Ghaith, 2013).
1. Intrapersonal
a. Have students describe the involvement of France, Spain,
and Portugal, then bring class together for the discussion.
b. Discuss the importance of trade and travel for each of the
countries.
2. 15 minutes
Closure
This lesson will be closed by answering questions that students might have about what was
lectured about today. Then, Mr. Pohrte will give a preview about what is up next for Day 2,
which is the cultural background behind major explorers such as Cortez and Columbus.
Adaptations/Enrichment
One of the major adaptations that would be created would help the individual who has
autism. For the pretest, the autistic student will be given an exam where they will have only three
answer choices in the multiple choice section instead of four. According to the Massachusetts
General Hospital, School Psychiatry Program and MADI Resource Center, “autistic people get
flustered easily when working under pressure,” so giving the student one less answer choice will
help them with the pretest (Massachusetts General Hospital, School Psychiatry Program and
MADI Resource Center, 2010). The student might feel less flustered and perform well knowing
that they will not have to choose from four different responses on the exam. Also, the autistic
student will perform better by having more time to focus on the free response section.

When it comes to working with a student with ADD, they tend to be hyperactive, so they
must be able to get up and move around, thus this is where group jigsaws will be incorporated.
According to the ADDitude Magazine, “students who are hyperactive need to be have more
involvement and activity,” so activities that will get the student moving around could prove to be
successful (ADDitude Editors, 2013). Students with ADD tend to have short attention spans, so
they might be able to perform activities for short amounts of time before they find another
distraction. One major adaptation that would be made for the student with ADD would be giving
them extended time to work on the exam, but also shortening the exam similar to the autistic
student, so that they can stay energized throughout without dealing with distraction.
Self-Reflection
When teaching this opening lesson, the discussion about the cultural implications in Western
Europe would be a strong, effective activity because the students will be engaging and also
talking to their peers. This discussion with the entire class would be effective because it would
engage all students, but then when they discuss each country in the jigsaw, the students will be
broken down with other students. The jigsaw is an effective way to obtain information based on
what they were able to comprehend. The strengths would lie in the discussion, but it is important
to keep the students on track because that is where the problem may arise. This research could
show how well students learn from their peers when they are discussing cultural backgrounds.
References (E7)
ADDitude Editors (2013). ADHD Hyperactivity at School: Help for ADD Children | ADDitude –

ADHD & LD Adults and Children. Retrieved April 21, 2014, from
http://www.additudemag.com/adhd/article/1031.html
Digital History. (n.d.). Digital History. Retrieved March 4, 2014, from
http://www.digitalhistory.uh.edu/era.cfm?eraID=2&smtID=5
GHAITH, G. M. (2003). RELATIONSHIP BETWEEN READING ATTITUDES,
ACHIEVEMENT, AND LEARNERS PERCEPTIONS OF THEIR JIGSAW II
COOPERATIVE LEARNING EXPERIENCE. Reading Psychology, 24(2), 1.
Geography of Europe. (2010, May 1). YouTube. Retrieved March 5, 2014, from
http://www.youtube.com/watch?v=Z8brpoU_HNI
Interactive Map: Exploration of North America, 1492-1700. (n.d.). Interactive Map: Exploration
of North America, 1492-1700. Retrieved March 4, 2014, from
http://eduplace.com/kids/socsci/books/app
Map of Europe, European Maps, Countries, Landforms, Rivers, and Geography Information-
Worldatlas.com. (n.d.). Map of Europe, European Maps, Countries, Landforms, Rivers,
and Geography Information - Worldatlas.com. Retrieved March 4, 2014, from
http://www.worldatlas.com/webimage/countrys/eulnd.htm
Massachusetts General Hospital, School Psychiatry Program and MADI Resource Center
(2010). Autism spectrum disorders in children and teens. Retrieved April 21, 2014, from
http://www2.massgeneral.org/schoolpsychiatry/info_autism.asp
Online Maps (GeoEye | GeoFUSE N1 v10.0.7). (1999, August 1). Online Maps (GeoEye |
GeoFUSE N1 v10.0.7). Retrieved March 4, 2014, from
Http://geofuse.geoeye.com/maps/Map.aspx
Taylor, W., & Plewe, B. (2006). The Effectiveness of Interactive Maps in Secondary Historical

Geography Education. Cartographic Perspectives, (55), 16-33

Name______________ Date_____________ Period__________
Western Europe Pretest
Countries
1._____________________________
2. _____________________________
3. _____________________________
4._____________________________
5.______________________________
6.______________________________
Lakes, Seas
7. _____________________________
8.______________________________
9. ______________________________
10______________________________
Landforms
11. _______________________
12. _________________________
13. ______________________
14. _________________________

Map Key
Countries
1. Spain
2. Portugal
3. Italy
4. France
5. Germany
6. Austria
Oceans, Seas
7. Atlantic Ocean
8. Mediterranean Sea
9. North Sea
10. Adriatic Sea
Landforms
11. Plains of France
12. Alps
13. North European Plain
14. Balkan Mountains

Name:____________ Date___________ Period__________
Western Europe Worksheet
1. Across France,how many regions is the country divided into?
a. 12
b. 10
c. 27
d. 24
2. Explain why the Pyrenees Mountains are unique and are a popular tourist attraction in France and
Spain? What are some characteristics about the mountains?
3. Compare and Contrast the differences between the culture France and the culture in Spain?
4. The capitol of Portugal is…
a. Lisbon
b. Viseu
c. Braga
d. Vila Real
5. Describe the climate you would experience when living in Spain.
6. Which of the following groups would you find in Spain?
a. Basques
b. Catalans
c. Galicians
d. all of the above
7. True or False: France runs their government as a democracy.
8. What government does Portugal facilitate under?
a. Parliamentary Democracy
b. Monarchy
c. Dictatorship
d. Fascist regime
9. Discuss the differences within the climates of Portugal and France.
10. Explain the role Italy played during exploration.

Worksheet Key
1. C
2. Extends for about 270 miles from the Bay of Biscay to the Mediterranean Sea.
44,942 sq miles; Pre-historic cave paintings, Paleolithic stone circles, folkloric festivals, antique
markets. Skiing and snowboarding are some of the most popular sports.
3. Both are known for fashion and have temperate climates. France and Spain were created out of
different Roman sects. Difference is family values and children gain responsibility at a younger
age in France where in Spain, it's later.
4. A
5. Warm Mediterranean climate, with dry summers and winters with balanced temperatures.
Warmest part of Europe. Along the Pyrenees, heavy rainfall occurs.
6. D
7. False
8. A
9. Cool winters and mild summers, but mild winters and hot summers in France. Mediterranean
climate, with dry summers and winters with balanced temperatures in Spain
10. Dominated the Mediterranean. Italians were also major individuals when it came to trade.
Marco Polo and John Cabot were two influential explorers.

Time: 50 minutes
SS.GHW.4.1 2007
SS.WG.2.1 2007
SS.WH.5.1 2007
The 7th Grade Geography class will compare and contrast the differences between Spanish and
Portuguese cultures given the Portuguese and Spanish country sections of the Digital History
online textbook without error.
Students will design a brochure for Portuguese, and Spanish cities given the World Atlas online
resource website and online research with a 50 point graded rubric.
Assessments (A1)
The 7th Grade Geography students will be assessed during this lesson by designing a
brochure for any Portuguese or Spanish city. This visual assessment would allow students to be

creative with their work and also enjoy creating a project rather than taking a standardized
assessment. This brochure will permit students to select a specific area in Portugal and Spain,
and use their information and creativity. Students will also have the ability to select a city and
learn more about it, then present their research to the class. Students will work with one other
person, then they will present their idea to the class. In this performance assessment, students
will have the ability to be creative with their brochure and also teach other students about the
demographics that appear in cities in Portugal and Spain. Students will have the opportunity to
teach their classmates about a city in Spain or Portugal.
The performance assessment will be graded by a rubric out of 50 points and will measure
a variety of categories. Students should be creative with this assignment because it is a way for
them to expand their learning about different cities and demographics and also develop the
ability to publicly speak in front of a crowd. In the Communication Education journal, Camille
Smith and Paul King performed a study show that “students who are introduced to public
speaking at an early age will perform better and feel more comfortable when talking to larger
crowds” (Smith and King, 2004). Also, students will receive a rubric after they talk about their
brochures, which is helpful because they will see areas where they would need to improve or
areas where they excel. The rubric will be scored from 1-5 with 5 being best the score, then that
would be multiplied by 2 to give the student the overall grade. This idea for the rubric was
created by Rubistar, which is a rubric creator. In the Journal for Educational Research, students
who were given a rubric improved more than students who were not given any feedback at all
(Andrade, Wang, Du, and Akawi, 2009). Students can then utilize the feedback that they had
received and build on their strengths.

Mr. Pohrte will assign a section out of the Digital History Textbook that covers the areas in
Portugal and Spain. Also, the teacher will find credible websites that are have accurate
demographics for the students to use when working on their city brochure. Mr. Pohrte will need
to establish a rubric, so that students can be graded on their performance on their brochure. At
the beginning of class, students will learn about each area by researching the cities in Portugal
and Spain via credible sites that Mr. Pohrte provides on the assignment sheet. In addition to
creating rubrics, assignment sheets, and finding credible web sites to use, Mr. Pohrte will engage
the class in a bell-work discussion based on their reading.
Procedure
Introduction/Hook (C1): When students enter the class, they will respond to the question that
will be on their desk. Discuss the involvement that Portugal, France, Spain, and England during
the beginning years of exploration. After the students answer this question for 5 minutes, the
students will engage in a 5 minute class discussion.
Step-by-Step Plan
1. Hand out the Introduction/ Hook question to the students.
a. (C6) Bloom’s: Discuss the involvement that Portugal, and Spain, during the
beginning years of exploration.
a. 5 minutes
b. (C6) Bloom’s: Students will then summarize the reading in a quick class
discussion to talk about what they read.
1. Comprehension

a. 5 minutes
2. Have students take out laptops to power up.
a. Students then get into groups of two to work on the activity.
3. Hand out directions to the brochure about cities in Portugal and Spain.
a. (E1) Gardner’s: Students will locate cities in Portugal and Spain on a map that
they find on the World Atlas source.
i. Visual/ Spatial
4. Students will select a city in Portugal or Spain and research demographics, events,
characteristics about that area.
a. (C6) Bloom’s: Students will design a brochure given the directions worksheet.
i. Visual/ Spatial
b. (C6) Bloom’s: List the characteristics that make the city of the student’s choice
unique.
i. Knowledge/Naturalist
c. (C6) Bloom’s: Illustrate the data that is presented on the credible website.
i. Application/Spatial
a. 20 minutes
5. After 10 minutes, check on students to see where progress is. Inform them that they will
be presenting their research after 20 minutes.
a. (E1)Gardner’s: Students will communicate their research to their partner to put
into the creative brochure.
b. (E1) Gardner’s: Students will interpret the information that they are researching
about their specific city.

1. Students read the information and then summarize the
research.
ii. Analysis/ Bodily Kinesthetic
c. (C6) Bloom’s: After 20 minutes of students working on the brochure, students
will teach their classmates about the city in Portugal or Spain.
1. This is an effective way of learning because student to student
learning will help classmates comprehend material. Classmates
would pay attention based on their learning behaviors (Segedy,
2014).
a. “Based on the learning behavior, it has been proven that
students will pay attention to the lesson if other students
teach it because they will use different aspects in order to
comprehend the material (Segedy, 2014).
ii. Application/Musical
1. 15 minutes
d. (E1) Gardner’s: Students will present their research about their Portuguese or
Spanish city to their classmates.
i. Interpersonal
6. Collect the brochures from each group.
a. Students will receive brochure back with a rubric and grade attached.
Closure

To conclude this lesson, Mr. Pohrte will remind the students to read the next section on
Digital History for Day 3. Day 3 will cover exploration routes for Triangular Trade system
and create a simulation.
In order to help students with disabilities such as ADHD, they would be placed with an
individual who will keep on task because they will help that person stay focused. One
adaptation that the Mr. Pohrte would make to the assignment is that the students with ADHD
will have extended time to work on the brochure because they might not get all of the work
done during class time. The adaptation would be that they would not have to present their
research, but they would just hand in the assignment to the teacher. Students who have
ADHD might have difficulty speaking in front of a crowd, so in order to aid them, they
would just have to turn in their brochure. In a study done by Zentall and Kuester, learning
groups were beneficial for students who dealt with ADHD (Kuester & Zentall, 2012).
Students who were put into groups had a better learning outcome than those who worked
independently.
Another disability Mr. Pohrte would make modifications for was autism, which the
student would not have to present, and would be given extra time to work out the assignment.
The student with autism will be given an extra day to complete the brochure. The autistic
student will have the option of working with another student in the class or will be given the
opportunity to work with their student aid on the assignment. Middle school students who are
dealing with autism may need some extra time in order to complete an assignment.
According to the Journal Of Developmental & Physical Disabilities, students with autism

might struggle with working under a time limit (Campbell, 2011). By allowing the student to
have more time, the quality of the student’s work might be better.
Self-Reflection
If Mr. Pohrte were to teach this lesson, it would be an effective way for students to work
together and learn about the different cities in Spain and Portugal. Personally, students will get to
learn from their classmates and also this can get them acquainted with one another. A strength
that can come out of this assignment is that students will have the ability to learn from each
other, but a downfall would be that they might get too chatty and sidetracked, so it is important
to keep the students focused on the task and updating with their time. Another possible weakness
is that students would go surfing the internet checking their social media instead of focusing on
the brochure, so that is why Mr. Pohrte will walk around the classroom to check progress. By
having the students present their research, this would be an effective way that student to student
teaching develops. This research can show how well students are able to learn from their peers.

Resources
Andrade, H. L., Wang, X., Du, Y., & Akawi, R. L. (2009). Rubric-Referenced Self-Assessment
and Self-Efficacy for Writing. Journal Of Educational Research, 102(4), 287-302
Campbell, J., Morton, J., Roulston, K., & Barger, B. (2011). A Descriptive Analysis of Middle
School Students' Conceptions of Autism. Journal Of Developmental & Physical Disabilities,
23(5), 377-397. doi:10.1007/s10882-011-9234-4
Digital History. (n.d.). Digital History. Retrieved March 4, 2014, from
http://www.digitalhistory.uh.edu/era.cfm?eraID=2&smtID=5
Kuester, D. A., & Zentall, S. S. (2012). Social Interaction Rules in Cooperative Learning Groups
for Students At Risk for ADHD. Journal Of Experimental Education, 80(1), 69-95.
doi:10.1080/00220973.2011.566589
Map of Europe, European Maps, Countries, Landforms, Rivers, and Geography Information-
Worldatlas.com. (n.d.). Map of Europe, European Maps, Countries, Landforms, Rivers,
and Geography Information - Worldatlas.com. Retrieved March 4, 2014, from
http://www.worldatlas.com/webimage/countrys/eulnd.htm
Rubistar (2007, May 18). Your Rubric. Retrieved March 31, 2014, from
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=1417742&
Segedy, J. R., Biswas, G., & Sulcer, B. (2014). A Model-Based Behavior Analysis Approach for
Open-Ended Environments. Journal Of Educational Technology & Society, 17(1), 272-282.
Smith, C. D., & King, P. E. (2004). Student feedback sensitivity and the efficacy of feedback
interventions in public speaking performance improvement. Communication Education,
53(3), 203-216. doi:10.1080/0363452042000265152

Name______________ Date____________ Period__________
Portugal and Spain Brochure
Directions
You have been hired to work as a travel agent for Portugal and Spain! With your
partner, create a brochure about a city in Portugal or Spain. In this brochure, it should
be enlightening, neat, and persuasive so that your classmates might want to visit this
place. You will be give 25 minutes to work on this project and research your area, so
use your time wisely. After the 25 minutes, each group will present their brochure to the
class.
Concepts that must be included
Name of your city? Where on the map is your city? What country is your city in? List the
demographics of your city (population, language, significant events, etc). Traditions that
your city might partake in.
Presentation
During your presentation, talk about your city and all the aspects that make your city
unique. Present the demographics to your classmates, and persuade them that they
would like to visit the city that you chose. You will be graded on your presentation.
Sources to use
http://www.mapsofworld.com/spain/spain-cities/
http://www.spain.info/en_US/que-quieres/ciudades-pueblos/
http://www.mapsofworld.com/portugal/cities/
http://gospain.about.com/od/Portugal/tp/Top-Cities-In-Portugal.htm
http://www.indexmundi.com/spain/demographics_profile.html
http://www.princeton.edu/~achaney/tmve/wiki100k/docs/Demographics_of_Spain.html
http://www.indexmundi.com/portugal/demographics_profile.html
http://epp.eurostat.ec.europa.eu/statistics_explained/index.php/European_cities_-
_demographic_challenges
How you will be graded
You will be graded on your presentation of your city based on 5 categories. This
assignment is out of a total of 50 points. Make this brochure colorful, neat, and
persuasive. You are also teaching your city to the class, so you will graded on how well
you explain your information to your class.

Name:________________ Points: /50
Presentation Brochure Rubric
Category 5 4 3 2 1 Total
Creativity
The brochure
has a
unique
design
that
is organized.
The brochure
is organized
but
improvement
s can be
made.
The brochure
is plain
and has no
organization.
The brochure
has little
organization
and has no
appeal.
The brochure
is mainly just
pictures or
text. Also,
lacks
organization.
Information
Information
is persuading
and facts are
accurate.
Mostly all
of the facts
are
accurate.
Half of the
facts are
accurate.
Information
is difficult
to
understand
No accurate
facts. Data
is made up.
Presentation
Both group
members
spoke about
the city.
Knew the
information
One group
member
dominated
the
presentation
Group
members
didn’t sound
confident
about
presenting
information
Presentation
contained
fillers like
“like, um”
No
confidence
in material
Presentation
is rushed
and group
members do
not explain
material
Neatness
Content is
appealing
and has a
mix of
pictures and
text.
Content is
strong, but
uneven
amount of
pictures and
text.
More
pictures are
on the
brochure
than words.
Text does
not relate to
the pictures.
Text is
squeezed
into tight
spaces and
difficult to
read
Spelling/
Proofreading
Brochure
contains no
spelling
errors and is
neatly
written
Brochure
contains 1-2
spelling
errors.
Brochure
contains
3-6
spelling
errors.
Brochure
contains
4-8 spelling
errors
Brochure
contains 9+
spelling
errors.
Pointsx2____________

Time: 50 minutes
SS.GHW.4.1 2007
SS.WG.2.1 2007
SS.WH.5.1 2007
SS.WH.5.2 2007
7.RP.A
Analyze proportional relationships and use them to solve real-world and mathematical problems.
7.RP.A.1
Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other
quantities measured in like or different units.
7.RP.A.2

Recognize and represent proportional relationships between quantities.
a. Decide whether two quantities are in a proportional relationship, e.g., by testing for
equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is
a straight line through the origin.
7.G.A
Draw, construct, and describe geometrical figures and describe the relationship between them.
7.G.A.1
Solve problems involving scale drawings of geometric figures, including computing actual
lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
7.G.A.2
Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given
conditions. Focus on constructing triangles from three measures of angles or sides, noticing
when the conditions determine a unique triangle, more than one triangle, or no triangle.
The 7th Grade Geography class will examine the role of members of the Triangle Trade network
between The Americas, Europe, and Africa given the directions on the handout with 100%
involvement.
The 7th Grade class will analyze the Triangular Trade network relations given the in class
simulation by writing a reflection paper without error.
Assessments (A1)
After the 7th Grade Geography class has engaged in the simulation among the three
continents that established the Triangle Trade network, they will then write a reflection paper to
assess their experience and the lesson learned from this exercise. In this bodily/ kinesthetic
assessment, it will allow students to see some of the ways that trade was performed when each
country’s natives went to other continents in order to trade goods or slaves. The reflection paper
would give students a chance to not only apply knowledge that they learned from this
experience, but they can also provide their opinion about the success of the demonstration.
Students will be moving around, so this will also show students how groups did not always stay
in one defined location. In this simulation, students will have the opportunity to trade goods and
also engage in a discussion or negotiation with other continents when attempting to get their

goods. Along the way, certain hazard cards will be tossed in, so students will experience
difficulties where they might lose members due to either diseases or other tragic accidents. This
would all tie into the process of the students learning about the Triangle Trade, thus the students
will be assessed by writing about the experience.
By having the students write about their experience, they will have the ability to work on
their writing skills and analyze aspects of the simulation and relate that to history. According to
the Journal of Geography in Higher Education, students wrote reflections on their past
educational years, but it sparked some changes for each of the individuals (Kite, 2012). When
students reflect on their past, it gives them a chance to work on what they have learned and apply
those concepts of knowledge. In addition to writing a reflection on the simulation, students will
apply the knowledge by discussing some of the countries and groups that were involved in trade.
In a study conducted by Ruth Healey, reflections on geography can help students raise critical
questions and apply methodological thinking (Healey, 2012). Although reflections may have
students will have the ability to relate information on the Triangular Trade to the simulation in
class. Students will be graded based on not only their active engagement in the simulation, but
also their effective writing skills on the reflection.
Mr. Pohrte will design the classroom so that there are small groups of desks in the room to show
the different continents that were involved during the Triangle Trade. The teacher will provide a
worksheet of instructions of the simulation for the students so that they have an idea about how
the activity is going to work. At the beginning of class, the students will be asked to respond to a
free-write about the Triangle Trade, then hand in the sheet of seven facts that they were asked to
find for the class. The simulation will take the full hour, so Mr. Pohrte will pass out the

worksheets as the students enter the class. The teacher will have to print out small slips of paper
for each group to trade. Each country and continent will be given their staple material or crop
that they could trade. The point of the simulation is help students gain an understanding of how
the Triangle Trade system works.
Procedure
Introduction/Hook (C1): Students will be asked to write down seven facts that they found about
the Triangle Trade that they read from the USHistory.org web page that they were given to
research for homework. After each student hands in their facts, ask students to talk about their
research. This will then lead students into the activity.
Step-by-Step Plan
1. Hand out the Introduction/ Hook question to the students.
a. (C6) Bloom’s: List 7 facts that you found as you researched the Triangle Trade
on the USHistory.org page.
ii. 5 minutes
2. Have students number off by 8, so there will 3 groups total.
3. Pass out trading material to each of the groups.
a. (C6) Bloom’s: Students will apply aspects of trading with other countries once
the simulation begins.
i. Bodily-Kinesthetic/Application
4. Begin the simulation by asking 2 people stay at their continent for trade, while the other 6
travels to other continents around the room and begin trading.

a. Display a map of the Triangular Trade route for the students to show them why
the room was arranged in the triangle formation (National Archives United
Kingdom, 2003).
1. In the National Archives document, “the goods that were needed in
Europe went to the Africa, while slaves went to the Americas, then
the Americas gave spices and other materials” (National Archives
United Kingdom, 2003).
2. This gives the students an idea of the goods that each country
needed, so this could formulate a plan for how they want to engage
in commerce with other countries .
ii. This would relate to Mr. Larimore’s Geometry class because the students
will see how the triangular shape formed and received its name. When
working with trading materials, students can trade it rations. This would
also relate to Ms. Walker’s History course because she is doing a similar
simulation with the Columbian Exchange.
b. 15 minutes
i. (E1) Gardner’s: Students will apply information that they were given
about the continent when trading.
1. Logical/Mathematical
ii. (E1) Gardner’s: Students will make an action plan when trading with
other countries.
1. Intrapersonal
5. Pass out hazard cards randomly and tell students not to read them.

6. After 10 minutes, announce the next travel to the next continent.
a. Ask students to flip over hazard card.
i. Members who “died” will sit out in the continent where they received the
hazard card and observe.
1. Simulation methods tend to be a useful way for middle school
students to learn information. This activity is student-centered and
requires full student engagement from every classmate (Podelfsky
and Perkins, 2012).
7. Students can begin trading their goods with that continent.
a. (E1) Gardner’s: Students will work on their communication skills when trading
with their classmates.
i. Interpersonal
ii. 15 minutes
b. (E1) Gardner’s: Student’s will record the changes that occur when trading with
the country.
i. Naturalist/Knowledge
8. Pass out more hazard cards randomly to other students in a different country. The
students who “died” will rejoin their country to show some people who they might have
picked up on the way.
a. (C6) Bloom’s: Students will mime the similar trades as many of the merchants
performed during the Triangular Trade deals.
i. Bodily-Kinesthetic/Application

b. (C6) Bloom’s: Students will interpret the map of the Triangular Trade when
“traveling” to the next continent.
i. Analysis
9. Inform students that they will be making one last “travel” to the continent.
10. Announce last travel and have groups make their final trades.
a. (C6) Bloom’s: Students will predict the outcomes when planning their trades with
other countries.
i. Spatial/Analysis
ii. 10 minutes
11. Bring students back together and inform them of the reflection.
Closure
To conclude the lesson on the Triangular Trade, Mr. Pohrte will review the guidelines for the
reflection and also answer any questions that students might have. Also, the teacher will provide
the alert the students about the lesson for Day 4. Day 4 will cover the Americas and the
geographical background behind it.
Throughout the class, Mr. Pohrte might have students who have autism, so he will help them
benefit when writing the reflection part of the activity. The autistic student will engage in the
simulation with the other students, so that he/she may feel involved in the activity. The
adaptation will be that the student will only have to write a page about their experience with the
simulation where the other students will have to write 3-4 pages. In a study by Alina Schellekes,
she observes an autistic student who improved his understanding of a concept through writing, so
this would be an effective way for the student to learn the material (Schellekes,2006). This

adaptation will allow the student to reflect on his or her experience, and also will give the teacher
an idea of where their writing skills are along with showing the individual’s improvements.
Another disability that an adaptation would be made for is a student that has Asperger’s
Syndrome, which the student might have difficulty becoming engaged with activities. The
student would be placed with students who are engaged and in order for them to feel comfortable
and engaged, they might be the leader of their group one round, and then the next round of
“travel,” they will get the hazard card so they may sit down and relax for a minute. Students with
Asperger’s might experience a high anxiety rate, so sitting the student down for a session might
help them calm down and not feel pressured about decisions of trade with their group. In order to
help a student with Asperger’s, it is recommended that they have time to calm down in an
anxiety-free environment (Sansosti, 2012). By allowing the student with Asperger’s to calm
down, they might become more engaged and calm when they enter back into the activity.
Self-Reflection
When Mr. Pohrte incorporates this lesson, it would be high successful and energizing because
the students would be moving around and learning about the Triangular Trade at the same time.
Also, students would learn about communications skills and how many merchants negotiated to
get the goods that they had desired. When teaching this lesson, the simulation might go well, but
Mr. Pohrte must supervise so that the students remain on task since it is part of their grade to
perform trades. This simulation would be enjoyable for everyone because students do not often
get to move around the room and perform this type of activity, so it is unique for them. Although
this lesson takes the full class period, students will benefit from the doing the activity by
acquiring knowledge about different continents.

Resources
Healey, R. L. (2012). The Power of Debate: Reflections on the Potential of Debates for Engaging
Students in Critical Thinking about Controversial Geographical Topics. Journal Of
Geography In Higher Education, 36(2), 239-257. doi:10.1080/03098265.2011.619522
Huntington Library Art Collections (2005). Triangular Trade. Retrieved April 9, 2014, from
http://www.huntington.org/uploadedfiles/files/pdfs/lhthtriangulartrade.pdf
Independence Hall Association in Philadelphia (2014). "The Middle Passage" [ushistory.org].
Retrieved April 9, 2014, from http://www.ushistory.org/us/6b.asp
Kite, J., Russo, S., Couch, P., & Bell, L. (2012). The Honours Year—A Reflection on the
Experience from Four Former Students. Journal Of Geography In Higher Education, 36(1),
165-177. doi:10.1080/03098265.2011.599368
National Archives United Kingdom (2003). Black presence. Retrieved April 8, 2014, from
http://www.nationalarchives.gov.uk/pathways/blackhistory/africa_caribbean/docs/traderout
es.htm
Podolefsky, N. S., & Perkins, K. K. (2012). Context dependence of teacher practices in middle
school science. AIP Conference Proceedings, 1413(1), 299-302. doi:10.1063/1.3680054
Sansosti, F. J. (2012). Reducing the Threatening and Aggressive Behavior of a Middle School
Student With Asperger's Syndrome. Preventing School Failure, 56(1), 8-18.
doi:10.1080/1045988X.2010.548418
Schellekes, A. (2006). Writing as a Protective Shell: The Analysis of a Young Writer. Modern
Psychoanalysis, 31(2), 251-288.

Name___________________
Triangular Trade Simulation
Directions: For this simulation, you will be divided into three groups to represent the 3
continents involved in the Triangular Trade. One group is the Americas, another is Africa, and
the last group is Europe. You all are merchants for a day and you are going to different trading
ports on these continents in order to acquire the goods and foods that you need in order to
make a successful living. During this process, you will be traveling and negotiating with other
merchants at ports on other continents. The point of this simulation is to get the necessary
goods that your continent needs in order to have a flourishing market (think of what your
continent has a plethora of). Determine what your continent has multiples of and negotiate on
your “travels” in order to receive the necessary goods. There will be 3 travels that your group
will make. Be cautious on your travels as many of your merchants will encounter problems that
are noted on the hazard cards. The hazard cards will be randomly given by the Simulation
Master (Mr. Pohrte). Not all hazard cards are a definite death, yet they might be a gradual death
where you might have to sit out for a short time due to “illness.” Europe has cloth, guns, and
ammunition. The Americas have cotton, sugar, and tobacco. Africa has slaves and few textiles.
Assignment: After completing the simulation, write a 3-4 page reflection on your experience during your
travels and the successes and flaws during your expedition. For the respect of your classmates, please
do not maliciously attack or rudely make comments about your group or other merchants that you
encountered within your paper. This paper should be fun for you. The paper will be double-spaced, 12 pt
font, Times New Roman. Have fun and enjoy!! This paper is due April 11, 2014. No excuses 
Grading: You will be graded based on your reflection and overall involvement in the simulation, so stay
involved. This is worth 50 points total. Your reflection is worth 25 points and your in class simulation
participation is worth the other 25 points, so stay engaged! Check for spelling errors, grammar, sentence
fluency, and proper mechanics.
Enjoy!!!

Hazard Cards
I regret to inform you, but you have contracted pneumonia and have passed away on the voyage. 
I regret to inform you, but you have contracted pneumonia and have passed away on the voyage. 
You have contracted syphilis! You are sick, yet you will survive this travel.
You have contracted syphilis! You are sick, yet you will survive this travel.
You died from poor doctor care.

Time: 50 minutes
SS.GHW.4.1 2007
SS.WG.2.1 2007
SS.WH.5.1 2007
SS.WH.5.2 2007
The 7th Grade Geography students will write about their journey to the Americas in a personal
journal given the information from the simulation of the Triangular Trade without error.
The students will discuss the conditions that were encountered when traveling through the
Americas given the Digital History website about American Exploration with 80% accuracy.
Assessments (A1)

After the 7th Grade Geography class takes notes from the PowerPoint presented by Mr.
Pohrte, they will have an opportunity to engage as in a role play as they write about their
experience when they traveled through the Americas. The students will have the opportunity to
discuss the encounters that occurred as they traveled across either the Pacific or Atlantic Ocean.
This would be considered an intrapersonal assessment because the students will not only get a
chance to have fun with this assignment, but the teacher will have the ability to assess their
writing skills. The information that the student incorporates into their journey will be accurate, so
Mr. Pohrte can check to make sure the student’s facts are accurate. Students will have the ability
to show their creativity, and also display their creative writing skills that might Ms. Terry might
have taught them earlier. Even though this is not a lesson where interdisciplinary teaching is
necessary, it would be an interesting way to incorporate a student’s writing skills and blend it
with their historical observation.
By having a student write about their journey, this will give the teacher the opportunity to
see where each student’s writing skills may be or if there are any improvements being made.
According to a study by Rich Radcliffe and Liz Stephens in Clearing House, they found it
important for students to be creative in their writing because it helped them develop their
creative goals and aspirations (Radcliffe & Stephens, 2009). This assessment would relate to the
role play because it would allow students to creatively think about their dream journey to the
Americas and recollect on some of the major themes and ideas that were discovered. The
students will also be assessed on their writing skills, so this can be a helpful way to show if there
are improvements that need to be made. The student can receive assistance in their writing if
their struggling so this creative writing will help them practice. By allowing students to write
about a location like the Americas, they will benefit by comprehending the information by

creating their own journey. In another Clearing House article by Baker and his clients, they used
the “Write-to-Learn inquiry method,” which the students were learning as they were writing
about the information (Baker et all, 2008). This would allow students to learn while creating
their own journey. Students will be graded on their writing skills in addition to their
comprehension on the information.
Mr. Pohrte will have to create a brief PowerPoint for the students about the Americas. This
PowerPoint will have information about the demographics and conditions that many of the
travelers faced once they arrived on American territory. The information on the slides should
have some review from the simulation so the students can get more of an understanding behind
the activity. In addition to the PowerPoint, Mr. Pohrte will also have to make copies to clarify the
directions for the writing assessment activity where the students will have the ability to write
about their journey to the Americas. Mr. Pohrte shall also have the pretest, worksheets, and
papers graded from the previous days and should hand those back to the class. Confidentiality is
important even though students might share their scores. The teacher will make a small amount
of time to ask for any questions. Students will need to bring their IPads to class as well to star t
on the role-play.
Procedure
Introduction/Hook (C1): Students will write down their feelings about the simulation as a
quick write. Talk about the success from the simulation and some changes that could be made to
the simulation for the future. By having the student’s input, this would create a more effective
simulation in the future because they can explain what aspects went well and what ideas can be
changed. The students can relate to the content by explaining what difficulties their country

might have encountered when traveling to another country to obtain goods. They could have
died, or had poor negotiations where that effected the country’s market.
Step-by-Step Plan
1. Ask students to write down their feelings about the simulation.
i. 5 minutes
b. What were the successes? What were things you would change?
i. (E1) Gardner’s: Students will describe their feelings about the simulation
on Day 3.
1. Intrapersonal
2. Mr. Pohrte will present the PowerPoint on the demographics of the Americas.
i. 15 minutes
b. (E1) Gardner’s: During the presentation, students will share communicate and
share ideas with their partner about the conditions in the Americas.
c. (C6) Bloom’s: Students will summarize information that is given on Mr. Pohrte’s
slides.
i. Comprehension
3. Halfway through the PowerPoint, Mr. Pohrte will ask students divide into groups of 2 to
discuss what the Americas might have been like. (conditions, climate, daily life, etc)
a. (C6) Bloom’s: Students will discuss the conditions and climate within the
Americas.
i. Analysis
b. 10 minutes
4. At the conclusion of the lecture, Mr. Pohrte will pass out the directions to the role-play.

5. Ask students to take out their IPads.
6. Students will begin to work on their paper about their journey to the Americas.
i. 20 minutes
b. (E1) Gardner’s: Students will perform a role-play to create a paper or journal
about their travels across the Americas.
i. Interpersonal/ Intrapersonal
1. Students will have the ability to be creative with their assignment.
Mr. Pohrte is focusing on the students having fun with the
assignment, but also ties in their knowledge on the Americas.
a. According to the Journal Of Adolescent &Adult Literacy,
students are encouraged be creative because that will help
them grow within the classroom (Spires, 2012).
c. (C6) Bloom’s: Students will construct their journey to the Americas and write
about their experience along the way.
i. Synthesis/ Bodily-Kinesthetic
d. (E1) Gardner’s: Students CAN design a map to show the creative route they
took around the Americas.
i. Visual/Spatial
1. This assessment/activity would relate to Ms. Terry’s English class
because students will be able to write and work on sentence
structure as well as be creative.
2. This also would help technologically because students will be
working with their IPads. In a study performed by Haydon and his

clients, he found that students would rather work with technology
than work with a worksheet or paper (Haydon, 2012).
7. Ask students to log their events and be creative with the role-play.
a. Remind students to follow the directions.
b. Students will log their journey across the Americas.
i. Naturalist/Knowledge
Closure
Mr. Pohrte will close the lesson by giving the students an insight for Day 5. The teacher will
remind students to bring questions to review for the post test that will take place. They will be
prepared for the exam if the students come to class with questions. The students will write down
questions that they think could be used on the exam, so then as a class, we can discuss and
clarify information
A student who is suffering from severe speech impairment might need help when it comes to
interpreting the assignment, so it would be crucial to make sure the student understands the
assessment. In order to assist the student, the individual will only have to write 2 pages about
their journey to the Americas while the other students will have to write 3-5 pages. The student
might be given an assistant to work with, so it is important that both parties understand the
assessment. They will also be given an extra day to work on the journey so they can get it done
in a timely manner without feeling rushed. In a study conducted by Skebo and clients, they
learned that by having a student write about an experience, it would allow the student to
pronounce the words that they want to say (Skebo, 2013). The student can pronounce the words
and improve their speech by practicing the words that they wrote.

Another disability that an adaptation would help is with a student who has severe autism.
This student would only have to write 2 pages about their journey to the Americas rather than 3
because they will not have to add extra information where other students will. This adaptation
will help the student because they will also have an extra day to turn in the assignment because
they might feel pressured if they have to turn it in the next day. A study performed by Batchelder
and Associates shows that an autistic student can write about his or her journey and show the
improvements in their penmanship (Batchelder, 2009). The student will have the opportunity to
write by hand or type the paper, but writing it is recommended because it will help the autistic
student practice writing.
Self-Reflection
This would be a successful activity because the students will have the opportunity to be creative
with the journey to the Americas while learning about the environment at the same time.
Although this would be a way for students to engage in the content, Mr. Pohrte must also check
to make sure that students are focusing on their writing skills as well. One drawback from lecture
would be when the students are discussing because they could easily get off track if the teacher is
not paying attention, so it is important to keep students on track. This lesson would be successful
because students would be motivated to learn about the Americas which would later become the
United States. Although some students might not be interested in the topic, it is Mr. Pohrte’s job
to keep the students interested in the content.

Resources
Baker, W. P., Barstack, R., Clark, D., Hull, E., Goodman, B., Kook, J., & ... Lang, M. (2008).
Writing-to-Learn in the Inquiry-Science Classroom: Effective Strategies from Middle School
Science and Writing Teachers. Clearing House, 81(3), 105-108.
Batchelder, A., McLaughlin, T. F., Weber, K. P., Derby, K., & Gow, T. (2009). The Effects of
Hand-Over-Hand and a Dot-to-Dot Tracing Procedure on Teaching an Autistic Student to
Write his Name. Journal Of Developmental & Physical Disabilities, 21(2), 131-138.
doi:10.1007/s10882-009-9131-2
Haydon, T., Hawkins, R., Denune, H., Kimener, L., McCoy, D., & Basham, J. (2012). A
Comparison of iPads and Worksheets on Math Skills of High School Students with
Emotional Disturbance. Behavioral Disorders, 37(4), 232-243.
Radcliffe, R. A., & Stephens, L. C. (2009). Writing Marathons Help Build Middle School
Students’ College Aspirations and Strengthen Their Literacy Skills. Clearing House, 83(1),
20-25.
Skebo, C. M., Lewis, B. A., Freebairn, L. A., Tag, J., Ciesla, A., Stein, C. M., & ... Marinellie, S.
(2013). Reading Skills of Students With Speech Sound Disorders at Three Stages of Literacy
Development. Language, Speech & Hearing Services In Schools, 44(4), 360-373.
doi:10.1044/0161-1461(2013/12-0015)
Spires, H. A., Hervey, L. G., Morris, G., & Stelpflug, C. (2012). Energizing Project-Based
Inquiry: Middle-Grade Students Read, Write, and Create Videos. Journal Of Adolescent
& Adult Literacy, 55(6), 483-493. doi:10.1002/JAAL.00058.

Name_________________
Americas Role Play Activity
Imagine you are a merchant; slave; trader and you are traveling to the Americas for the
first time. Once you have decided your role, write a paper about your observations from
the trip. Along the way, you can discuss the people that you met and the conditions that
you might have had to overcome. Make your paper enjoyable and creative so that
others in the class might want to read it. Who knows, after everyone hands in their
paper, we might spend a day reading about everyone’s journey to the Americas.
Remember the normal paper format. 12 pt font, Times New Roman, Double-spaced, 3-5
pages. 1 in. Margin
This paper is due tomorrow April 17 during class.
If an emergency should arise where you are unable to hand in your paper, please
contact me as soon as possible to set up an acceptable date for the completed
paper.
Grading: You will be graded based on your creativity and effort that you put into this
paper! This paper is a total of 75 points. Check for spelling errors, grammar, sentence
fluency, and proper mechanics.

Time: 50 minutes
SS.GHW.4.1 2007
SS.WG.2.1 2007
SS.WH.5.1 2007
SS.WH.5.2 2007
The 7th Grade Geography class will review the information about the Americas given the class
discussion with full class participation.
The students will analyze the importance of global expansion given the student questions and
worksheets without error.

The 7th Grade class will formulate questions about the Triangular Trade given the class notes and
class discussion with 100% accuracy.
Assessments (A1)
For the final assessment before the post test, the students will be graded by through an
informal discussion in which they will participate in the review. The students will be formulating
20 questions that will help prepare them for the upcoming post test following the conclusion of
the lesson. This would allow students to think about possible questions that could be used for the
exam, but they have the chance to think of important aspects about the unit that were covered.
Although the unit was only a week, a variety of aspects were covered over this time. The
students will have the opportunity to discuss the key concepts with their classmates so that
everyone will have a chance to learn from their peers.
Mr. Pohrte decided to choose this type of informal assessment because it would be a
logical way to test the students before giving them an overall formal exam. Even though the
formal geography exam will contain more questions, students will have chance to learn from
their classmates and create their own questions that will relate to the exam. In the American
Biology Teacher (National Association Of Biology Teachers) article, students will perform better
on the exam if they know the questions that will be asked (Jenson, 2006). By allowing students
construct the questions, they will have a greater understanding of how to prepare the exam and
they will have an enhanced score. Another part of the assessment would be a discussion where
the students will be reviewing the unit to prepare for the lesson. In the study conducted by
Zhihong Zhang and his colleagues, students who had the ability to review for the exam
performed better and had a minimal test anxiety versus the students who did not review (Zhang,
2011). By having the students review, the discussion will guide them in how to prepare for the
exam.

Mr. Pohrte will remind the students to have their books so they may create test questions for the
exam. Before class, the teacher will remind the students by writing on the board so the students
may be prepared for class. Also, Mr. Pohrte will have to makes multiple copies of the exam and
grade the reflection papers to hand back to the students. The students should have all of the
handouts and to study for the exam, so Mr. Pohrte should remind them to bring all of their in
class notes and handouts to study for post test that will take place after Day 5. The teacher will
also have to run off extra copies of the worksheets if the students have forgotten them. Also, the
students will be given a practice map so they can study areas for the exam.
Procedure
Introduction/Hook (C1): Have students write a brief explanation about the expansion of trade
between the Americas, Spain, Europe, and France. This would engage the students in an open
class discussion that will help them review for the post test that will be presented during the next
class period. Also, the students will be put into pairs to prepare a group of test questions that
might be used for the exam. By having the students create the test questions, they will gain an
understanding of what types of questions will be put on the exam. Although not every student’s
questions will be placed on the exam, students will create diverse questions that will cover the
entire lesson.
Step-by-Step Plan
1. Have students get out a piece of paper to answer the Introduction/ Hook question.
a. (C6) Bloom’s: List 8 facts that you learned during the discussion about the
Americas.

ii. 5 minutes
2. Ask students to pair up with a partner. Enforce that there must only be one other person
because the partners will get a grade for creating the questions.
a. Students will share questions towards the middle of the class period.
3. After students have found their partner, they will create 20 logical questions that might
appear on the exam.
a. (E1)Gardner’s: Students will discuss questions with a partner.
i. Interpersonal
b. (E1) Gardner’s: Students will discuss possible ideas that could be used as
questions with another partner sitting closest to them.
i. Intrapersonal
ii. 20 minutes
4. After 20 minutes, students will meet with the next group of students to discuss the
different questions that they came up with.
a. (C6) Bloom’s: Discuss the importance of traveling to other countries to obtain
goods.
i. Analysis/Linguistic
1. 5 minutes
5. Collect the group’s questions.
6. Begin to review with the class for the remainder of the hour.
a. This will lead into an engaged class discussion to review major concepts that
might be

i. (E1) Gardner’s: Students will discuss aspects of global trade to gain a
greater understanding.
1. Verbal Linguistic
a. Engaging students in class discussion has been proven to
help when they are obtaining information (Saunders, 2013).
ii. (E1) Gardner’s: Students will explore their notes and materials to review
for the post test.
1. Bodily/Kinesthetic
iii. (C6) Bloom’s: Characterize the importance of the Triangular Trade.
1. Application
7. Ask students to talk about the importance of global expansion.
a. (C6) Bloom’s: Express your understanding of how the Triangular Trade network
worked.
i. Comprehension
8. Students will transition into discussing how the expansion of trade and travel played a
key role throughout the entire unit to tie everything together to conclude the lesson.
a. (C6) Bloom’s: Reflect on the importance of nations such as Spain, Portugal, and
France.
i. Synthesis
1. 23 minutes
9. Finish the class reminding the students to prepare for the exam that will take place during
the next class meeting.
Closure

After Mr. Pohrte wraps up the discussion at the end of the class, he will remind the students
about the upcoming exam. The exam will have a map, short answer questions, and multiple
choice questions that were all covered throughout the unit. Students can then properly prepare
for the exam. The exam will be worth 62 total points, but they gained 10 points for engaging in
the class discussion and creating possible test questions. In addition to the exam, Mr. Pohrte will
remind the students to bring their books to work on the next lesson after finishing the test.
In order to help a student who may have autism, the student will only have to write a total
of 10 possible test questions that could be used for the exam. This would be beneficial to the
student because they would be doing a substantially controllable amount of work compared to
the rest of the class. By having the autistic student compose 10 logical questions, this would earn
him points on the post test. When creating the exam, the student will only have three answer
choices to choose from rather than the four that the class will have. According to Mary Alta and
Melanie Humphrey Moreno, “autistic students who had less answer choices were able to perform
better in the standardized test that was presented” (Alta and Moreno, 2012). By eliminating
choices, this will benefit the student by giving them a better chance of getting the correct answer.
Another disability that would receive an adaptation would be for a student dealing with
Asperger’s syndrome. The student will also create only 10 logical questions that could be used
on the exam. This would be beneficial because the student will have the time to finish the
assessment without feeling anxiety due to not having enough time. In a study done by
Cottenceau and colleagues, “students who suffer from Asperger’s might get flustered quickly,”
so this would be helpful to give the individual extra time to finish the work (Cottenceau, 2012).
The student will be also be given one less answer choice on the exam, so they can perform at

their maximum potential. This way the student will not feel flustered and they can also perform
at their best skill level given only three answer choices.
Self-Reflection
When performing the review session with the students creating the questions, the teacher must
keep the students focused on the task. The students can get chatty when they are given a partner
to work with, so it is important for the students to remain on task. Although the lesson will
require communication, the students must keep on track engaging in their questions. The strength
during this lesson would be that the students will benefit with knowledge by possibly learning
from their peers, but one weakness could be that the students might get easily distracted. Mr.
Pohrte must keep the students focused and make sure that they are paying full attention to the
assignment.

Resources
Alt, M., & Moreno, M. (2012). The Effect of Test Presentation on Children With Autism
Spectrum Disorders and Neurotypical Peers. Language, Speech & Hearing Services In
Schools, 43(2), 121-131. doi:10.1044/0161-1461(2011/10-0092)
Cottenceau, H., Roux, S., Blanc, R., Lenoir, P., Bonnet-Brilhault, F., & Barthélémy, C. (2012).
Quality of life of adolescents with autism spectrum disorders: comparison to adolescents with
diabetes. European Child & Adolescent Psychiatry, 21(5), 289-296. doi:10.1007/s00787-012-
0263-z.
Jenson, M, Duranczyk, I., Staats, S., Moore, R., Hatch, J., & Somdahl, C. (2006). Using a
Reciprocal Teaching Strategy TO CREATE MULTIPLE-CHOICE EXAM QUESTIONS.
American Biology Teacher (National Association Of Biology Teachers), 68(6), 67-71.
Saunders, J. M., & Ash, G. (2013). Entering the Arena: The Figured Worlds Transition of
Preservice Teachers. Journal Of Adolescent & Adult Literacy, 56(6), 490-499.
doi:10.1002/JAAL.170.
Zhang, Z., Su, H., Peng, Q., Yang, Q., & Cheng, X. (2011). Exam Anxiety Induces Significant
Blood Pressure and Heart Rate Increase in College Students. Clinical & Experimental
Hypertension, 33(5), 281-286. doi:10.3109/10641963.2010.531850.

Name______________ Date______________ Period___________ /62
Unit 6 Test
Countries (1 Point each)
1._____________________________
2. _____________________________
3. _____________________________
4._____________________________
5.______________________________
6.______________________________
Lakes, Seas (1 Point each)
7. _____________________________
8.______________________________
9. ______________________________
10______________________________
Landforms (1 Point each)
11. _______________________
12. _________________________
13. ______________________
14. _________________________

15 Across France,how many regions is the country divided into?
a. 12
b. 10
c. 27
d. 24
16. Explain why the Pyrenees Mountains are unique and are a popular tourist attraction in France and
Spain? What are some characteristics about the mountains? (2 Points)
17. Compare and Contrast the differences between the culture France and the culture in Spain? (2
Points)
18. What is the capitol of Spain
a. Madrid
b. Algete
c. Barcelona
d. Voldemorillo
19. The capitol of Portugal is…
a. Lisbon
b. Viseu
c. Braga
d. Vila Real
20. Describe the climate you would experience when living in Spain.
21. Which of the following groups would you find in Spain?
a. Basques
b. Catalans
c. Galicians
d. all of the above
22. True or False: France runs their government as a democracy.
23. What government does Portugal facilitate under?
a. Parliamentary Democracy
b. Monarchy
c. Dictatorship
d. Fascist regime
Short Answer (5 Points each)
24. Discuss the differences within the climates of Portugal and France.
25. Explain the role Italy played during exploration.

26. What was the Triangular Trade?
27. Explain how the Triangular Trade affected Africa, Europe, and the Americas.
28. Imagine you are a merchant and you were traveling during trade, what would life be like?
Matching
Match the city with the country that it is located in. (2 points each)
30.________Virginia A. Spain
31.________Paris B. Portugal
32. ________Santiago C. France
33._________ Dijon D. Americas
34._________Lisbon
35._________Seville

Final Lesson Plan 6

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