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EVALUATION OF PROFESSIONAL DEVELOPMENT SEMINARS
RUBRIC FOR LESSON PLANS
ANNUAL EXIT INTERVIEW
REFLECTIVE
JOURNAL: COLLOQUIUM II
LESSON PLAN TEMPLATE: COLLOQUIUM
II
Lesson Plan Template: Colloquium II
“Native Americans, Africans, and Europeans in the
New World”
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UNIT IN WHICH THE LESSON WILL BE INCLUDED:
MISSISSIPPI CURRICULUM FRAMEWORK COMPETENCY:
ESSENTIAL QUESTIONS
(Please feel free to come up with your own questions!
Have at least one essential question for each lesson plan that you
write.)
How does historical evidence explain:
-
how and why Native Americans’ way of life changed with the
coming of the Spanish, French, and British?
-
how and why the Spanish, French, and British colonists developed
unique ways of life that both resembled and differed from their
mother countries?
-
how and why the Thirteen Colonies developed governments and lifestyles
which differed profoundly from those in New Spain and New France?
-
how Africans in the New World coped with slavery and separation
from their homeland, and how they interacted with both Native Americans
and Europeans?
- how
European conflicts affected the politics and people of the New World?
Essential
question/s for this lesson:
HISTORICAL
CONTENT OF LESSON
People:
Events:
Places:
Key terms, dates, etc.:
HISTORICAL CONCEPTS AND THEMES:
Include at least one theme or concept for each lesson. These could
include:
6.
civilization, cultural diffusion, and innovation;
7. human interaction with the environment;
8. values, beliefs, political ideas, and institutions;
9. conflict and cooperation;
10. comparative history of major developments in the past;
11. patterns of social and political interaction.
(You may find “Vital Unifying Themes and Narratives of Human
Experience” in Building a History Curriculum to be helpful
or you may wish to come up with themes and concepts of your own!)
Historical
concepts/themes for this lesson:
HISTORICAL
SKILLS/PROCESS
(Focus on one or more historical skills in each lesson.)
Examples could include: finding and analyzing primary sources; detecting
bias;
interpreting historical maps; developing empathy for people in the past;
relating past to present; understanding chronology; explaining cause
and effect; appreciating the importance of the irrational and accidental
in history and human affairs; understanding the relationship between
geography and history; framing useful questions about the past; analyzing
visual sources such as photographs and artwork, evaluating primary sources
from Internet sources. (See History’s Habits of Mind for more
ideas.)
Historical
skills/processes for this lesson:
TEACHER RESOURCES
Web
sites:
Some suggestions include:
The Library of Congress Learning PageColonial WilliamsburgAfricans
in America
http://www.pbs.org/wgbh/aia/
National History Day (click on “Educators” and then
“Links” for museums, archives, universities, and countless
other sources for primary sources)
Edsitement
(Click on History/Social Studies for tons of lesson plans and Web
sites. Be sure to go to the calendar for lesson plans on Native
Americans and conquistadors.
U.S. National Archives and Records Administration (Go to the Digital
Classroom!)
Eyewitness Home Page
Jamestown Settlement and Yorktown Victory Center (Go to Education
Programs.)
Web
sites used for this lesson:
Books/Periodicals:
A few possibilities:
-
Olaudah Equiano, The Interesting Narrative and Other Writings
-
Bernal Diaz, The Conquest of New Spain
-
Thomas A. Bailey and David M. Kennedy, The American Pageant:
A History of the Republic
-
The Organization of American Historians’ Magazine
of History
Books/periodicals
used for this lesson:
Media/Technology:
Oral History Resources:
Historic Places:
Other:
STUDENT RESOURCES:
Web
sites:
Some suggestions:
The Library of Congress Learning Page
Colonial Williamsburg
Africans in America
National History Day (click on “Educators” and then “Links”
for museums, archives, universities, and countless other sources for
primary sources)
Books/Periodicals:
Media/Technology:
Other:
INSTRUCTIONAL ACTIVITIES
Describe how you will teach this lesson.
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