Updated January 2023

Name: _________Megan Hoppe ___________ Date of lesson (for field): ________9/28/2023_______

Content Area: Social Studies
Course Title & Grade Level: American History, 8th grade
Standards:

SS.8.21. Analyze connections among early American historical events and developments in broader historical
contexts.

Objectives:

Content Objective— Students will be able to correctly explain in 2-3 sentences the colonies’ economic relationship with Europe
on an exit ticket at the end of class.

Student-friendly Objective—I can correctly explain in 2-3 sentences the colonies’ economic relationship with Europe on
an exit ticket at the end of class.

Assessment:

Exit Ticket – At the end of class students will write and turn in an exit ticket where they write a 2-3 sentence
response to the question explain the colonies economic relationship with Europe. This data will help
determine which students met the days objectives and which did not. If less than 75% (21 students) do not
met the days’ objective, then I will have to have students do a partner based discussion on the exit ticket
question halfway through the class to so they can check their understanding with a partner. Formative
assessment.

Group Discussion – The students will discuss in small and large groups answers to several discussion
questions. The teacher will listen to their discussion and will look for correct answers based off of what was
taught in class, as well as, for depth in the students’ answers that show their thinking. I will look for every
student to participate in the discussions. If more than 60% (17 students) do not participate, next time I will
have students do a quick write to answer questions before having group discussions. Formative assessment.

Review Game- The students will play a review game where they have to correctly put objects into piles of
where they were traded from and to based on what was learned during class. The teacher will be able to see
how well students remember which goods were traded to where and from where. The teacher will also be
able to see which objects were missed more often than others. If after three rounds any groups have difficulty
putting the objects in the correct piles, I will have to reexplain the lecture slides and will have students take
notes in a different format so they will better be able to remember it. Formative assessment.

Proactive Management:

Students will be told their voice level expectations before a new task starts. When the teacher is talking their
voice level will be a 0. When they are talking with a partner their voice level is a 1. When they talk for the
whole class to hear it is at a level 2. The teacher will also move a magnet on the “CHAMPS wall” to visually
show what the voice level expectations are.

Students will be told what specific tasks they should be working on at all times.

Students will be expected to remain seated during direct instruction time. The teacher will tell students when
they should get up and move around the room, such as when they need to turn in their sticky notes to the front
of the classroom and when they need to move and group up to play the review game.
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The teacher will tell students they need to keep their hand to themselves and be respectful of all other
students before they play the review game.

The teacher will warn students how much time they have left in discussion, so students will be ready to stop
talking when discussion time is up.

Wait time (2.4)- At many times during the class, the teacher will wait after she has asked a question or said
important information for students to think of a response before, she calls on a student to answer.

Visually and Auditorily Displaying Information (1.2, 1.3) – All planned questions will be displayed on the
PowerPoint in addition to being said out loud to the class.

Instructional Strategies:

Quick Write (3.1)– At the beginning of class students will be given the question prompts Explain, where does
your stuff come from? Infer, where was it at before the store? Identify, what countries are your things made
in? Explain, how did your stuff get to you? and will be told to write for 2 minutes about any and all of the
questions. This is a literacy strategy.

Provocative Picture (6.3)- The students will be shown a political cartoon. First, they will be told to write what
they notice about the cartoon, next they will write what they wonder about the cartoon and finally they will
write what they think is the meaning of the cartoon. Students will share what they wrote with small groups
and the whole class. This is a literacy strategy.

Exit ticket (9.3)- At the end of the class, the students will write and turn in a 2-3 sentence exit ticket that
answers the question explain the colonies economic relationship with Europe. This is a literacy strategy.

Elbow Partner Discussion (8.3) – At various times in the class, students will discuss answers to questions said
out loud and written on the board with the person sitting next to them. The teacher will give clear instructions
on how the discussion should go.

Guided Note Sheet (3.3) – During direct instruction students will have a guided note sheet that will follow
along with the slides. Students will fill in the blank on their note sheet by looking at the teachers slide show
and listening to the teacher as she says it out loud and seeing which words are missing.

Note Taking Strategy: Guided Note Sheet

Students will use a Guided Note Sheet, that has most of the notes already written down, but has blanks for
student to fill in throughout class. The teacher will explain that as she leads direct instruction, students should
be following along on their note sheet and will write down what belongs in the blank. The answer will be said
out loud and will also be written on the PowerPoint.

Questions:
Explain, where does your stuff come from? Possible Answer: Most of my things come from a factory in
another country. Divergent. Analyzing. Asked individually and students will write down their answers then
discussed in whole group.

Infer, where was your stuff at before the store? Possible Answer: Before they were at the store they had to be
made, probably in a different country. Divergent. Understanding. Asked individually and students will write
down their answers then discussed in whole group.
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Identify, what countries are your things made in? Possible Answers: China, India, Vietnam, Japan, and many
other possible places. Convergent. Remember. Asked individually and students will write down their answers
then discussed in whole group.

Explain, how did your stuff get to you? Possible Answer: It had to be traded from another country to
America, before I could buy it. Divergent. Analyzing. Asked individually and students will write down their
answers then discussed in whole group.

Hypothesize, what if we couldn’t trade with anyone? Possible Answer: If we could not trade with anyone we
could not have anything that was made overseas and would have to make everything ourself. Divergent.
Evaluating. Asked in a partner setting.

Infer, what things would you not be able to have if we could not trade? Possible Answer: We would not be
able to have cellphones because most of the materials in them are found it other countries and not in the U.S.
Divergent. Understanding. Asked in a partner setting.

Predict, would economies suffer if we could not trade? Why? Possible Answer: Yes, economies would suffer
because fewer people would be able to buy the goods that a country makes. Divergent. Evaluating. Asked in a
partner setting.

Recall, where were the three places’ goods were traded from? Answer: Europe, Africa and the Americas.
Convergent. Remembering. Asked in a partner setting.

Remember, who dominated the trade? Answer: Europe dominated trade. Convergent. Remembering. Asked
in a partner setting.

Explain, what does it mean to export something? Answer: Export means sending a good out of your country.
Convergent. Analyzing. Asked in a partner setting.

Recall, what goods were traded out of Europe? Possible Answer: Manufactured goods, such as clothes and
metalware. Convergent. Remembering. Asked in a partner setting.

Beginning of the lesson:

I DO Preview (1 min)

The teacher will preview the lesson. The teacher will say, “Now we are starting our new unit and are going to
learn more about the colonies’ relationship with Europe. Today we will be learning about their economic
relationships. Our objective for today is I can correctly explain in 2-3 sentences the colonies’ economic
relationship with Europe on an exit ticket at the end of class.”

YOU DO Quick write Review (2 min)

The teacher will say, “I want you to write for 2 minutes, answer any or all of the questions Explain, where
does your stuff come from? Infer, where was it at before the store? Identify, what countries are your things
made in? Explain, how did your stuff get to you? You should be writing the whole time.”

Students will write for 2 minutes. The questions will also be written on the board.

WE DO Whole Group Discussion about the Quick Write, Review (2 min).

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The teach will have several students share what they wrote during their quick write. If no students volunteer
the teacher will call on students to share.

YOU DO TOGETHER Elbow Partner Discussion Hook (2 min)

The teacher will tell students to discuss with their elbow partners the answer to the questions Hypothesize
what if we couldn’t trade with anyone? Infer, what things would you not be able to have? Predict, would
economies suffer?

The teacher will wait 20 seconds and then will say, “The person on the left side of the classroom can share
their thoughts first then move on to the person on the right side.”

The teacher will warn student when there are 10 seconds left.

The teacher will say, “The 1700s effected trade as we know it today and we might not have all the stuff we
have today without it!”

The Lesson:

The lesson follows along with this PowerPoint Presentation3.pptx

I DO Preview (1 min)

The teacher will preview the lesson. The teacher will say, “Now we are starting our new unit and are going to
learn more about the colonies’ relationship with Europe. Today we will be learning about their economic
relationships. Our objective for today is I can correctly explain in 2-3 sentences the colonies’ economic
relationship with Europe on an exit ticket at the end of class.

YOU DO Quick Write Review (2 min)

The teacher will say, “I want you to write for 2 minutes answer any or all of the questions Explain, where
does your stuff come from? Infer, where was it at before the store? Identify, what countries are your things
made in? Explain, how did your stuff get to you? You should be writing the whole time.”

Students will write for 2 minutes. The questions will also be written on the board.

WE DO Whole Group Discussion about the Quick Write, Review (2 min).

The teach will have several student share what they wrote during their quick write. If no students volunteer
the teacher will call on students by name to share.

YOU DO TOGETHER Elbow Partner Discussion Hook (2 min)

The teacher will tell students to discuss with their elbow partners the answer to the questions Hypothesis,
what if we couldn’t trade with anyone? Infer, what things would you not be able to have? Predict, would
economies suffer? The person on the left side of the classroom can share their thoughts first then move on the
person on the right side.

The teacher will warn student when there are 10 seconds left.
 Updated January 2023
The teacher will say, “The 1700s effected trade as we know it today and we might not have all the stuff we
have today without it!”

I DO Direct instruction (2 min)

The teacher briefly leads direct instruction about how trade today was effected by trade in the 1700s.

YOU DO Provocative picture (3 min)

The teacher will show a picture of a political cartoon. The teacher will say, “On your blue sticky note, I want
you to write down anything that you notice about the picture. For example, one thing I noticed is that the
woman sitting down looks very rich.

You will have one minute.”

With 15 seconds left the teacher will warn the students that time is almost up.

The teacher will now say, “On your yellow sticky note I want you to right down what you wonder about this
cartoon.

I wonder why the woman is receiving all of these goods?”

The teacher will warn students when there are only 15 seconds left.

YOU DO TOGETHER Elbow Partner Discussions (2 min)

The teacher will say, “now I want you to share with you elbow partner what you wrote down on either of
your sticky notes. I want the person on the left side of the classroom to start first.”

Students will share with each other what they wrote as the teacher walks around and listens.

The teacher will warn the students when there are 10 seconds left.

WE DO Group discussion (2 min)

The teacher will tell every student to bring up 1 of the 2 sticky notes they wrote and stick them on the white
board. The teacher will then read a few of the sticky notes, and will ask a few questions.

YOU DO (1 min)

The teacher will show the political cartoon again and will say, “Now I want you to write down on your purple
sticky note what you think this cartoon is trying to say.”

The students will write down on their sticky notes.

“When you are finished come up to the front of the classroom and stick your sticky note to the board.”

WE DO Whole group discussion. (3 min).

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The teacher will pick sticky notes off of the board and will read them out aloud and then will ask follow up
questions by calling on students.

I DO Lecture on Mercantilism (6 min)

The teacher will pass out a guided note sheet and will explain that students need to fill in the blanks based off
of the slide show.

The teacher will give direct instruction about what Mercantilism is while referencing the slide show.

Then, the teacher will give direct instruction on what triangular trade in the 1700s is.

The teacher will provide 30 seconds of wait time in-between slides.

WE DO – Exports and Imports Actions. (2 min).

The teacher will explain the definitions of export and import.

The teacher will then teach the students actions to do with each word.

For exports the action is to make an X with your arms and then push your arms outward to show that exports
go out of the country.

For imports the action is pulling your arms into your body, to show that imports go into your country.

The students will then practice the action at least 3 times.

I DO Direct instruction (3 min)

The teacher will lead direct instruction about what got traded where.

The teacher will provide 30 seconds of wait time before moving on.

YOU DO TOGETHER Elbow partner discussion (3 min).

The teacher will say, “Now you will discuss with your elbow partner the answers to the questions recall,
where were three places goods were traded from? Remember, who dominated the trade? Explain, what does
it mean to export something? Recall, what goods were traded out of Europe?”

Students will discuss with partners as the teacher walks around and listens to their discussion.

WE DO Review game (4 min)

The teacher will explain the rules of the game:

1. That everyone needs to keep their hands to themselves and needs to be respectful of each other at all
times during the game.

2. Students will randomly be divided in to 3 groups.

3. Each group will be given several papers with the names of a good that were traded on it.
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4. Students will work together to put the object on their note card in the pile that is labeled where the
object was from.

5. Students my talk with each other during the game but they need to use a calm level one voice and not
yell.

6. The team that correctly does it the fastest wins.

Students will then do the review game.

I DO The teacher will look at the results of the review game and will clear up any points of confusion. (2
min)

WE DO- Review game again (3 min)

The rules for the game will remain the same.

1. That everyone needs to keep their hand to themselves and needs to be respectful of each other at all
times during the game.

2. Students will randomly be divided in to 3 groups.

3. Each group will be given several papers with the names of a good that were traded on it.

4. They will work together to put the object on their note card in the pile that is labeled where the object
went to.

5. Students may talk with each other during the game but they need to us a calm level one voice and not
yell.

6. The team that correctly does it the fastest wins.

But the difference this time is that they will put where the object went to.

I DO The teacher will go over the results from the review game and will then clear up any points of
confusion. (2 min)

If time allows the review game can be played multiple times.

YOU DO Exit ticket. (2 min)

Students will fill out an exit ticket. They will write 2-3 sentences explaining the colonies economic
relationship with Europe.

I DO – Closure

Procedural— The teacher will say, “Now please pass your exit ticket to the front of the classroom and make
sure that your desks are lined up on their dots like they should be. Have a good night.”
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Content Summary— Today we learned about the colonies’ economic relationship to Europe. You just filled
out your exit ticket explaining what you learned. It is important that we learn about trade in the 1700s because
it helped lay the foundation for trade today, which effects almost all of the goods we have today.

Closure:
Procedural— The teacher will say, “Now please pass your exit ticket to the front of the classroom and make
sure that your desks are lined up on their dots like they should be. Have a good night.”

Content Summary— Today we learned about the colony’s economic relationship to Europe. You just filled
out your exit ticket explaining what you learned. It is important that we learn about trade in the 1700s because
it helped lay the foundation for trade today, which effects almost all of the goods we have today.
References:

Dorf, P. (n.d.-a). Our Early Heritage: Ancient and Medieval History. Oxford Book Company.

Hengsterman. (n.d.). The Triangular Trade. Pbworks. Retrieved September 26, 2023, from
http://apushcanvas.pbworks.com/w/page/53613630/Economy%20of%20Slavery.

Lesson Plan Reflection (required):

1) Highlight Culturally Responsive Teaching (CRT) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned CRT components of your lesson. How did you
leverage student assets, thinking, language and cultural backgrounds to make learning relevant while demonstrating high
expectations for all students?

At the start of the lesson, I had my students think about trade in the world today which allowed them all to use knowledge
they already have about the world they live in. Then, I made the connection that trade today was significantly impacted by
trade in the 1700s, this helps students understand why learning about trade in the 1700s is important and relevant to their
lives. Throughout, the lesson I have students work in partners to answer questions, so that every student gets to share their
voice and so that students can learn to learn form each other.

2) Italicize Universal Design for Learning (UDL) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned UDL components (representation, action &
expression, engagement) of your lesson. What strategies did you use to meet the needs of ALL learners?

For the engagement component, I included lots of whole group and partner discussion so that all my students can build
community (8.3) and learn from each other and be comfortable asking each other for help. For the action and expression
component, I included a provocative picture with answers written on different colored sticky notes so that students can keep
track of (6.3) and visualize what they notice, wonder, and think the meaning of the picture is. I planned to have all important
information and questions said out loud and written on the board (1.2, 1.3), this helps students understand the information in
the way they process it the best.