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Unit Plan5th Grade Social Studies U2.2 European Slave Trade and Slavery in Colonial America

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Table of Contents

Introduction 2

GLCE U2.2.1 2

GLCE U2.2.2 6

GLCE U2.2.3 10Vocabulary list with definitions 13Vocabulary Quiz 14Fill in the blank Triangular Trade Map 15Venn Diagram-- Free vs. Enslaved 16African to African-American Biography 17Triangular Trade in the Atlantic Ocean 18Economy vs. HumanityExploring the Triangle Trade and The Middle Passage

21

Citation Page 24Rubric 25

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Introduction: This unit is for 5th grade students and is based on GLCE U2.2 which is the European Slave Trade and Slavery in Colonial America. It has three GLCEs that coincide. They are as follows:

U2.2.1 Describe Triangular Trade including-the trade routes-the people and goods that were traded-the Middle Passage-its impact on life in Africa.

U2.2.2 Describe the life of enslaved Africans and free Africans in the American colonies.

U2.2.3 Describe how Africans living in North America drew upon their African past (e.g., sense of family, role of oral tradition) and adapted elements of new cultures to develop a distinct African-American culture.

This unit will include KUDs, assessment ideas, sequence of instruction, resource attachments, and a citation page.

KUDs: The road map:GLCE (coding and wording) and Verb underlined

U2.2.1 Describe Triangular Trade including-the trade routes-the people and goods that were traded-the Middle Passage-its impact on life in Africa (National Geography Standards 9, and 11; pp. 160 and 164 E)Verb(s): Describe (skill)

Knowledge (K) Understand (U) DO:Demonstration of Learning (DOL)

Vocabulary I Can

Goods: a good is a material that satisfies human wants and provides utility, for example, to a consumer making a purchase.

Cash Crops: A cash crop is an agricultural crop which is grown for sale to return a profit. (Plants only.)

Students will understand how the Triangular Trade was an important part of African life.

The student will map out the trade routes and draw pictures of things traded onto the map. The student will also write a paragraph or two about what it’d be like without the

Triangular TradeGoodsMiddle PassageCash CropsRaw Materials

I can describe how the Triangular Trade and the Middle Passage impacted African life and locate the trade routes and know what they traded there.

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Raw Materials: the basic material from which a product is made.

The Triangular Trade operated from the late 16th to early 19th centuries, carrying slaves, cash crops, and manufactured goods between West Africa, Caribbean or American colonies and the European colonial powers, with the northern colonies of British North America. The use of African slaves was fundamental to growing colonial cash crops, which were exported to Europe. European goods, in turn, were used to purchase African slaves.

A classic example would be the trade of sugar from the Caribbean to Europe or New England, where it was distilled into rum. The profits from the sale of sugar were used to purchase manufactured goods, which were then shipped to West Africa, where they were bartered for slaves. The slaves were then brought back to the Caribbean to be sold to sugar planters. The trip itself took five to twelve weeks.

The first leg of the triangle was from a European port to Africa, in which ships carried supplies for sale and trade, such as copper, cloth, trinkets, slave beads, guns and ammunition. When the ship arrived, its cargo would be sold or bartered for slaves. On the second leg, ships made the journey of the Middle Passage from Africa to the New World. Many slaves died of disease in the crowded holds of the slave ships. Once the ship reached the New World, enslaved survivors were

Triangular Trade as an African.

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sold in the Caribbean or the American colonies. The ships were then prepared to get them thoroughly cleaned, drained, and loaded with export goods for a return voyage, the third leg, to their home port, from the West Indies the main export cargoes were sugar, rum, and molasses; from Virginia, tobacco and hemp. The ship then returned to Europe to complete the triangle.

Diagram illustrating the stowage of African slaves on a British slave ship.

Cash crops were transported mainly by a separate fleet which only sailed from Europe to the Americas and back.

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Triangular Trade:

The Middle Passage was the stage of the triangular trade in which millions of people from Africa were shipped to the New World as part of the Atlantic slave trade. Ships departed Europe for African markets with manufactured goods, which were traded for purchased or kidnapped Africans, who were transported across the Atlantic as slaves; the slaves were then sold or traded for raw materials, which would be transported back to Europe to complete the voyage. Voyages on the Middle Passage were a large financial undertaking, and they were generally organized by companies or groups of investors rather than individuals.

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GLCE (coding and wording) and Verb underlined

U2.2.2 Describe the life of enslaved Africans and free Africans in the American colonies. (National Geography Standard 5, p. 152)Verb(s): Describe (skill)

Knowledge (K) Understand (U) DO:Demonstration of Learning (DOL)

Vocabulary I Can

Urban: city life

Plantations: an estate on which crops such as coffee, sugar, and tobacco are cultivated by resident labor.

Slavery existed in every colony. At the dawn of the American Revolution, 20 percent of the population in the thirteen colonies was of African descent. The legalized practice of enslaving blacks occurred in every colony. During the Revolutionary era, more than half of all African Americans lived in Virginia and Maryland. Most blacks lived in the Chesapeake region, where they made up more than 50 to 60 percent of the overall population. The majority, but not all, of these African Americans were

Students will understand the big differences of enslaved Africans and free Africans in the American colonies.

The student will make a Venn Diagram of free and enslaved Africans in the American colonies to describe the differences and any similarities between them.

American coloniesEnslavedFreed SlaveUrbanPlantationsManumission

I can describe the differences of enslaved and free African life in the American colonies.

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slaves. In fact, the first official United States Census taken in 1790 showed that eight percent of the black populace was free.

Slave labor required for farming and tobacco cultivating. The majority of blacks living in the Chesapeake worked on tobacco plantations and large farms. Since the cultivation of tobacco was extremely labor-intensive, African slave labor was used, despite questions of whether slavery was morally right.

Plantation and farm slaves tend crops and livestock. For slaves working on farms, the work was a little less tedious than tobacco cultivation, but no less demanding. The variety of food crops and livestock usually kept slaves busy throughout the year. Despite the difficult labor, there were some minor advantages to working on a plantation or farm

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compared to working in an urban setting or household. Generally, slaves on plantations lived in complete family units, their work dictated by the rising and setting of the sun, and they generally had Sundays off. The disadvantages, however, were stark. Plantation slaves were more likely to be sold or transferred than those in a domestic setting. They were also subject to brutal and severe punishments, because they were regarded as less valuable than household or urban slaves.

Free African Americans were unfortunately rarely treated with the same respect of their white counterparts. There were several ways African Americans could achieve their freedom. Indentured servants could fulfill the terms of their contracts like those brought to Jamestown in 1619. In the early days, when property ownership was

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permitted, skilled slaves could earn enough money to purchase their freedom.

Another way of becoming free was called manumission: the voluntary freeing of a slave by the master. Masters did occasionally free their own slaves. Perhaps it was a reward for good deeds or hard work. At times it was the work of a guilty conscience as masters sometimes freed their slaves in their wills. Children spawned by slaves and masters were more likely to receive this treatment. These acts of kindness were not completely unseen in colonial America, but they were rare.

Free African Americans were likely to live in urban centers. The chance for developing ties to others that were free plus greater economic opportunities made town living sensible. Unfortunately,

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this "freedom" was rather limited. Free African Americans were rarely accepted into white society. Some states applied their slave codes to free African Americans as well. Perhaps the most horrifying prospect was kidnapping. Slave catchers would sometimes abduct free African Americans and force them back into slavery. In a society that does not permit black testimony against whites, there was very little that could be done to stop this wretched practice.

GLCE (coding and wording) and Verb underlined

U2.2.3 Describe how Africans living in North America drew upon their African past (e.g., sense of family, role of oral tradition) and adapted elements of new cultures to develop a distinct African-American culture. (National Geography Standard 10, p. 162)Verb(s): Describe (skill)

Knowledge (K) Understand (U) DO:Demonstration of Learning (DOL)

Vocabulary I Can

African: a person from Africa

African-American: a black American, or an African who is now an American.

Students will understand the changes Africans made to become African-Americans and the differences between the two cultures.

Students will each write their own fictional biographies in the voice of an African adapting to an African-American and the changes that they went through.

AfricanAfrican-AmericanAdaptCultureSegregation

I can describe how Africans living in North America adapted their own culture into a new African-American culture.

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Adapt: make (something) suitable for a new use or purpose; modify.

Culture: the attitudes and behavior characteristic of a particular social group.

Segregation: the action or state of setting someone or something apart from other people or things or being set apart.

African-American history starts in the 16th century, with Africans forcibly taken to Spanish and English colonies in North America as slaves. After the United States came into being, black people continued to be enslaved and treated as inferiors. These circumstances were changed by Reconstruction, development of the black community, participation in the great military conflicts of the United States, the elimination of racial segregation, and the Civil Rights Movement.

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Most African Americans are the descendants of captive Africans held in the United States (or territories that would become the United States) from 1619 to 1865. Blacks from the Caribbean whose ancestors immigrated, or who immigrated to the U.S., also traditionally have been considered African-American, as they share a common history of predominantly West African or Central African roots, the Middle Passage and slavery.

People are known to bring their culture with them when they migrate, regardless whether their move was voluntary or forced.

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Vocabulary List: 13 American colonies- The Thirteen Colonies were the British Colonies on the Atlantic coast of North America founded between 1607 and 1733 that joined together to declare independence in 1776.

Adapt- make (something) suitable for a new use or purpose; modify.

African- a person from Africa.

African-American- a black American.

Cash Crops- a crop produced for its commercial value rather than for use by the grower.

Culture- the arts and other manifestations of human intellectual achievement regarded collectively.

Enslaved- make (someone) a slave.

Freed Slave- A freedman is a former slave who has been released from slavery, usually by legal means. Historically, slaves became freedmen either by manumission or emancipation. A fugitive slave is one who escaped slavery by fleeing.

Goods- In economics, goods and services are the outcome of human efforts to meet the wants and needs of people. Economic output is divided into physical goods and intangible services.

Manumission- Manumission is the act of a slave owner freeing his or her slaves. Different approaches developed, each specific to the time and place of a society's slave system. The motivations of slave owners in manumitting slaves were complex and varied.

Middle Passage- the sea journey undertaken by slave ships from West Africa to the West Indies.

Raw Materials- the basic material from which a product is made.

Segregation- the action or state of setting someone or something apart from other people or things or being set apart.

Triangular Trade- a multilateral system of trading in which a country pays for its imports from one country by its exports to another.

Urban- in, relating to, or characteristic of a city or town.

Plantations- an estate on which crops such as coffee, sugar, and tobacco are cultivated by resident labor.

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Name:_____________________________Quiz

European Slave Trade Vocabulary [16 pts.]

Directions: Put your name on it! Match the correct terms to the definitions below. [Hint: Not all terms will be used and each definition only has one correct term.]

A. Culture B. 13 American colonies

C. Segregation D. Manumission E. Triangular Trade

F. Goods G. Ship H. Urban I. African-American J. RouteK. Cotton L. Freed Slave M. African N. Farming O. Cash CropsP. Adapt Q. Raw Materials R. Enslaved S. Middle Passage T. Plantations

1._____ an estate on which crops such as coffee, sugar, and tobacco are cultivated by resident labor.

2._____ a multilateral system of trading in which a country pays for its imports from one country by its exports to another.

3._____ the basic material from which a product is made.

4._____ the act of a slave owner freeing his or her slaves.

5._____ a former slave who has been released from slavery, usually by legal means.

6._____ the arts and other manifestations of human intellectual achievement regarded collectively.

7._____ a black American.

8._____ make (something) suitable for a new use or purpose; modify.

9._____ British Colonies on the Atlantic coast of North America founded between 1607 and 1733 that joined together to declare independence in 1776.

10._____ a person from Africa.

11._____ a crop produced for its commercial value rather than for use by the grower.

12._____ to make (someone) a slave.

13._____ the outcome of human efforts to meet the wants and needs of people.

14._____ the sea journey undertaken by slave ships from West Africa to the West Indies.

15._____ the action or state of setting someone or something apart from other people or things or being set apart.

16._____ in, relating to, or characteristic of a city or town.

Answer Key:T, E, Q, D, L, A, I, P, B, M, O, R, F, S, C, H

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Name:______________________________Fill in the blank Triangular Trade Map [12pts.]

Answer: 1) Europe to Africa, traded firearms, cloth, salt, etc. 2) Africa to the Americas, traded slaves. 3) Americas to Europe, traded rum and sugar.

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Directions:Label the three directions (from what place to what place?) and also what they traded.

1)Where?_______________________________________________________________________________________________________________________________________

Traded?________________________________________________________________________________________________________________________________________

2)Where?_______________________________________________________________________________________________________________________________________

Traded?________________________________________________________________________________________________________________________________________

3)Where?_______________________________________________________________________________________________________________________________________

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Name:__________________________________________Venn Diagram-- Free vs. Enslaved [13 pts.]

Directions: Compare and Contrast free Africans and Enslaved Africans in the American Colonies. List at least 5 things to contrast and at least 3 things to compare.

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Free Enslaved

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Name:_______________________________African to African-American Biography [10 pts.]

Directions: Write your own short fictional biography in the voice of an African adapting to an African-American and the changes that you went through. You may write on the back if needed.

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Triangular Trade in the Atlantic Ocean

Grade Levels: 3 - 5

INTRODUCTIONIn conjunction with a historical study of slavery, students will learn about triangular trade and use maps and a website calculator to figure distances between ports.SUGGESTED TIME ALLOWANCE:50 minutesOBJECTIVESStudents will: work together in small groups to find data and information about the seventeenth and eighteenth century slave trade identify a popular triangular trade route and the distance from one port to another on a world map further understand the harsh and inhumane treatment of Africans during this time periodMATERIALS copies of a world map for each student: http://education.nationalgeographic.com/education/mapping/outline-map/?ar_a=1 (select "Print" or "Download") world map in front of the classroom, or on an overhead projector paper and pencil for each student ruler or straight-edge for each student website: http://education.nationalgeographic.com/education/mapping/interactive-map/?ar_a=1 website: http://www.infoplease.com/atlas/calculate-distance.html 

PROCEDURES

1. Review the following vocabulary words with students prior to beginning the lesson: slave trade, middle passage, cargo, longitude and  latitude.2. Distribute world maps to students. A good world map that can easily be copied is available

at:http://education.nationalgeographic.com/education/mapping/outline-map/?ar_a=1. Once students have a map, discuss the practice of triangular trade:

From the 1600s to 1800s, large sailing ships, owned by British businessmen, set sail from England en route to the west coast of Africa. There, kidnapped Africans, taken from their villages and families, were forced into extremely overcrowded quarters in the ships and sailed to the Caribbean, North America, and South America – a journey that took from five to twelve weeks. If you look at a map, you can see how this forms a triangle. Between 30 and 60 million Africans made the trip from Africa to America in this way, many of them dying during from the long journey and horrible conditions.

3. Have students read Tom Feelings' book The Middle Passage, including the introduction. For an online version, students can see Feelings' art and read his introductory words at: http://www.juneteenth.com/middlep.htm.

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4. Talk with students about distance. How far is it from the school building to the public library? Perhaps a few miles. How far is it from your town to the state capitol? What about from one side of the country to the next, such as New York City to San Francisco? After students have made some guesses and then you've shared the right answers with them, locate the Ivory Coast and South Carolina on the world map. Ask students to estimate how far this is; write their estimates on the board.

5. Break students into pairs. Ask each pair to find exact locations of these points of the triangle trade: Bristol, England; Ivory Coast, Africa; Charleston, South Carolina. To do this, start at the National Geographic Interactive Map:http://education.nationalgeographic.com/education/mapping/interactive-map/?ar_a=1. Have a volunteer tell in which continent the first location, Bristol, England, is located. After the desired answer of Europe is elicited, have students click on that continent's name on the top of the page. Direct them to select United Kingdom to get the appropriate map for this area. Have students zoom in to find Bristol, England on this map. Then direct them to find the approximate location of Bristol on their paper map and plainly mark it. Do the same for the location of Ivory Coast, Africa (note that this is referred to as "Cote d'Ivoire" on the map; the main port is called Abidjan) and Charleston, South Carolina.

6. Once students have marked all three sites on their maps, have them connect the points, forming a triangle. Tell the students they now need to find three things:

o How far did the ships travel from England to the Ivory Coast? [Bristol, England to Ivory Coast – 2,997 miles/4823 kilometres]o How far did the Africans travel from the Ivory Coast to Charleston? [Ivory Coast to Charleston, S.C. – 5,051 miles/8129 kilometres]o How far did the trips have to travel to return to England? [Charleston, S.C. to Bristol, England – 3,978 miles/6402 kilometres]

Using the "How far is it?" device at this URL, http://www.infoplease.com/atlas/calculate-distance.html, have students figure the three distances from each point to each point of the triangle. Have them type each location and destination into the mileage finder – Bristol to Ivory Coast, Ivory Coast to Charleston, and Charleston to Bristol – and jot down the distance on the paper world map. When students are finished, redirect them to their original estimates on the board; how close were they?

7. Using the approximate average rate of speed of thirty miles traveled per hour, have the students calculate how long each leg of the trip took and round to the nearest hour.

o Bristol, England to Ivory Coast = 100 hourso Ivory Coast to Charleston, S.C. = 168 hourso Charleston, S.C. to Bristol, England = 133 hours

8. Bring the discussion of time and distance back to The Middle Passage and a broader study of slavery by talking with students about what that journey might have been like for a kidnapped person, chained to another person, confused and afraid. Be careful to use the lesson as a way for the students to better understand the time and distance that contributed to an incredibly difficult, traumatic event.

ASSESSMENT Collect and evaluate students' map sheets. Call on students to discuss their reaction to the tutorial they just read.EXTENSION ACTIVITIES Infoplease.com also has a Latitude and Longitude Finder (http://www.infoplease.com/atlas/latitude-longitude.html). Choose other ports in the triangular trade and have students locate their longitudes and latitudes and then locate the distances this way. Also have the students make estimates again to see how close they come. Use maps, the map legend, and pieces of string to calculate various distances. Discuss ways in which the kidnapped Africans might have tried to keep their spirits alive during the journey, such as through singing or storytelling. In several cases, such as with the celebrated Amistead, they tried to mutiny the ship.

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STANDARDS CORRELATION  Understands and applies basic and advanced concepts of statistics and data analysis Understands how the values and institutions of European economic life took root in the colonies and how slavery reshaped European and African life in the Americas

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Economy vs. HumanityExploring the Triangle Trade and The Middle PassageThe Triangle Trade, though morally reprehensible, was integral to the growth of the economies of the United States and Great Britain. The last leg of that trek, known as the Middle Passage, retains the infamy of having been a horrific journey for Africans who had been free in their countries but were being enslaved in the Americas. The Middle Passage is synonymous with intense human suffering, degradation, and mortality. 

Through the video series, FREEDOM: A History of US and the companion Web sitehttp://www.pbs.org/historyofus utilized in this lesson, students will explore the economic importance of the Triangle Trade and the experience of enslaved Africans who were forced to endure the Middle Passage. They will examine primary sources, such as written accounts of slave ship experiences, to understand the experiences of enslaved Africans, slaveholders, and abolitionists.

Students will be able to:

Demonstrate an understanding of the economic factors surrounding slavery in the United States, such as the Triangle Trade. Demonstrate an understanding of the experience of Africans who were brought to this country as a part of the American slave trade. Use primary sources, such as narrative accounts and pictures, to gather information about the Middle Passage and the slave trade in the

United States.  Examine prevailing political, moral, and economic philosophy regarding the slave trade.

National Standards for Historyhttp://www.sscnet.ucla.edu/nchs/standards/

Historical Thinking

5A The student is able to identify issues and problems in the past and analyze the interests, values, perspectives, and points of view of those involved in the situation. 

5B The student is able to marshal evidence of antecedent circumstances and current factors contributing to contemporary problems and alternative courses of action. 

US History

Era 2, Standard 1The student understands how diverse immigrants affected the formation of European colonies. (The student will be able to trace the arrival of Africans in the European colonies in the 17th century and the raid increase of slave importation in the 18th century.)

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Era 2, Standard 3CThe student understands African life under slavery. (The student will be able to: Analyze the forced relocation of Africans to the English colonies in North America and the Caribbean; Explain how varieties of slavery in African societies differed from the chattel racial slavery that developed in the English colonies; Assess the contribution of enslaved and free Africans to economic development in different regions of the American colonies.)

National Standards for Social Studieshttp://www.socialstudies.org/standards/2.10.html

5 Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.

6 Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance.

New York State Social Studies Standardshttp://www.nysatl.nysed.gov/ssstand.html

1 Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. (NYS SS 1)

5 Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation. (NYS SS 5)

Video:

FREEDOM: A History of US #5 "A Fatal Contradiction"This video segment provides the viewer with an abundance of information about the early history of slavery in the United States. It examines the political and economic aspects of slavery up to the election of President Lincoln.

Web sites:

FREEDOM: A History of UShttp://www.pbs.org/historyofusThis is the companion Web site to the FREEDOM: A History of US video series. The sixteen Webisodes reflect the topics in each segment of the video series with additional historical information, sound clips, pop-up biographies, images, timelines, glossary, and many primary source documents.

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Chalkboard, whiteboard, or poster paper Appropriate writing utensil for your writing surface Tape (necessary if you are using poster paper so that you can display the students' work)

Per student:

Pen or pencil Computer with Internet access Student Response Sheets FREEDOM Webisode #5, Segment 2, Page 1,

http://www.pbs.org/wnet/historyofus/web05/segment2.html(photos and documents as indicated in learning activity)

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Citations

Diversity Lesson Triangular Trade. (n.d.). SMCPS. Retrieved April 20, 2014, from

http://www.smcps.org/files/Diversity/Lessons/Lesson_3.pdf

Lesson Plans. (n.d.). Lesson Plans. Retrieved April 5, 2014, from http://www.thirteen.org/edonline/ntti/resources/lessons/h_economy/

Slavery. (n.d.). Teacher Vision. Retrieved April 4, 2014, from https://www.teachervision.com/slavery/lesson-plan/3370.html

Triangular Trade. (n.d.). Huntington. Retrieved April 7, 2014, from

http://www.huntington.org/uploadedfiles/files/pdfs/lhthtriangulartrade.pdf

Triangular Trade. (n.d.). Wikimedia. Retrieved April 5, 2014, from

http://upload.wikimedia.org/wikipedia/commons/a/ac/Triangular_trade.png

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Rubric for UnitElements (130 points possible)

Distinguished Proficient Progressing Unsatisfactory

1 – Grammarand editing (mechanics)

Very few editing (spelling, capitalization, punctuation) or grammar (word choice, syntax, verb agreement, vocabulary) mistakes.(8 – 10 points)

Organization, clarity, editing, or grammar may have some minor concerns.

(5 – 7 points)

Problems with organization, clarity, missing components, and/or editing and grammar are significant enough to interfere with the instructor’s ability to easily interpret the intent of the unit.(2 – 4 points)

Serious problems with organization, clarity, missing components, grammar, and/or editing.

(0-1 points)

2 – Organization

Attachments aligned to lessons and clearly labeled A-Z. All components are in order: Title page, Table of Contents, Unit Overview, Rationale, Introduction, Assessment ideas, Vocabulary lesson, Unit lessons with aligned attachments, Works cited page.(13 – 15 points)

Attachments aligned to lessons, labeled A-Z. Components are mostly in order: Title page, Table of Contents, Unit Overview, Rationale, Introduction, Assessment ideas, Vocabulary lesson, Unit lessons with aligned attachments, Works cited page.(10 – 12 points)

Attachments may be missing or misaligned with lessons and labeled. Components may be out of order: Title page, Table of Contents, Unit Overview, Rationale, Introduction, Assessment ideas, Vocabulary lesson, Unit lessons with aligned attachments,

Attachments for lessons may be missing or mislabeled. Organizational components may be missing.(0 – 6 points)

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Works cited page.(7-9 points)

3 – UnitOverview, Rationale, and Introduction

A clear and well-organized UnitOverview (grade, core content narrative), Rationale (why it’s important to learn this), and Introduction (what students can expect to learn) provides an easy-to- follow entry to the unit.(13 – 15 points)

Unit Overview (grade, core content narrative), Rationale (it’s important to learn this), and Introduction (what students can expect to learn) are covered. Any part may be short or lack the details needed to give a complete picture of the unit.(10 – 12 points)

Unit Overview (grade, core content narrative), Rationale (why this it’s important), or Introduction (what students can expect to learn) are missing. Any part included may be short or lack the details needed to give a complete picture of the unit.(7-9 points)

Unit does not follow the unit plan directions. Poor quality of work on the Unit Overview (grade, core content narrative), Rationale (why it’s important), and Introduction (what students can expect to learn). Missing any of the components.(0 – 6 points)

4 - KUDs, I Cans, Vocabulary

KUDs, I Cans, and Vocabulary closely align to the GLCEs.(13 – 15 points)

KUDs, I Cans, and Vocabulary align to the GLCEs. (10 – 12 points)

KUDs, I Cans, or Vocabulary are not quite aligned to the GLCEs. (7-9 points)

KUDs, I Cans, and /or Vocabulary may be mis-aligned to the GLCEs. (0 – 6 points)

5 – Body of the unit – content and organization.(Instructional strategies: Cooperative learning, QAR,

Unit includes all required components and is well-organized. Procedures are used to allow students to learn the KUDs/I Cans.

Unit may have minor omissions of the required components. Lessons may lack some necessary detail. Possible minor organization

Unit may have significant omissions of the required components. Lessons may lack detail or logical flow. Weak

Candidate’s unit overview is poorly written and contains few of the required components. Lack of organization throughout the

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Think-Pair-Share, 10 x 10, Connect-Extend-Challenge, Artifacts, any we learned in class this semester, etc.)

Using Gradual Release, lessons are detailed and lead toward the understanding of the selected expectations. Fully developed lessons demonstrate accurate knowledge of social studies content expectations, creative use of a variety of instructional methods, technology, and strategies for student engagement, considering the age of the child.(13 – 15 points)

problems. Possible issues with scope and sequence. Lessons demonstrate adequate knowledge of social studies content and state expectations, an acceptable variety of instructional methods, integration of technology, and instructional strategies for student engagement, but may not be on-target with the age of the child.(10 – 12 points)

organization may arise throughout the unit. Limited knowledge of the state expectations and/or social studies content is evident. Some variety in instructional methods, integration of technology in instruction, and/or strategies may be used, but limited. Teacher-based or text-based rather than student-based.(7-9 points)

unit. Lack of knowledge of the state expectations and/or accurate social studies knowledge and content is evident throughout. Lessons are difficult to follow and lack detail. Very little variety of instruction, use of technology. or variety in lesson design. Too much reliance on lectures or textbook instruction.(0 – 6 points)

6 – Materials and resources, including print and electronic technology and integrated literacy components,

Materials and resources needed to teach each lesson in the unit are fully developed and represented in the final project.

Materials and resources needed to teach each lesson in the unit are represented in the final project.(10 – 12 points)

Materials and resources needed to teach each lesson in the unit are lacking depth and number.(7-9 points)

Materials and resources needed to teach each lesson in the unit are missing or not supportive of the unit content.(0 – 6 points)

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trade books, web sites, realia, simulations, and any worksheets

(13 – 15 points)

7 – Vocabulary lesson(completed for 5 of the words in the whole unit)

Effective lessons model all 6 Steps of Marzano’s Vocab instruction for the unit. Each step is well-represented in the lessons, using strategies from the Beck and Marzano texts.(13 – 15 points)

Adequate lessons to teach the vocabulary of the unit include the 6 steps of Marzano. Each step is represented in the lessons, using strategies from the Beck and Marzano texts.(10 – 12 points)

Limited vocabulary lesson may not include all of Marzano’s 6 Steps for Vocab instruction or the steps may not use strategies from the Beck and Marzano texts.(7-9 points)

Minimal or no vocabulary instruction. Steps are missing and not represented in the lessons, not using strategies from the Beck and Marzano texts.(0 – 6 points)

8 –Assessment Each GLCE contains a component of assessment. The idea and structural components for a final summative assessment are included and well-aligned to GLCE. (13 – 15 points)

Each GLCE contains a component of assessment. The idea and structural components for a final summative assessment are included, though not closely aligned to GLCE.(10 – 12 points)

Some GLCEs may be missing the component of assessment and the idea for a final summative assessment may be minimal or missing.(7-9 points)

Most lessons are missing the idea for a final summative assessment.(0 – 6 points)

9 – Variety of Adequate variety Lack of variety or Skimpy (less than

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Murphy

Bibliography, Citation pageSee Purdue Owl for help (URL below).

resources (books, websites, multimedia, etc.) listed using APA format. Ten (10) or more resources cited. All sources used are cited correctly. (13 – 15 points)

and quantity of resources (6-9) . A few minor mistakes with APA format. See Purdue OWL for help.(10 – 12 points)

quantity of resources (3 to 5). Mistakes with APA format. Some missing citation information. See Purdue OWL for help.(7-9 points)

3) and unvaried resource list. APA format not used and/or significant citation information missing. Some missing citations for resources used.(0 – 6 points)

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