Sample One Day Lesson

https://commons.wikimedia.org/wiki/File:Catalan_Atlas_BNF_Sheet_6_Mansa_Musa.jpg

Audience: 9th Grade Group Size: 26 Time: 90 min Equipment: Digital project, Elmo Camera, Document handouts Resources:  PowerPoint Setting: Forward facing rows

Objectives: SWBAT Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. SWBAT Corroborate historical evidence to answer the Central Historical Question: Was Mansa Musa the richest person ever?

Time	Concept to be Learned	What you (teacher) do or show	What learners (students) do	Self-monitoring
EXAMPLE BELOW
5 min.	Visual Do Now	Clipboard cruise to monitor student progress and take attendance.	Analyze the sourcing information of the visual source.	Remember to keep pace with timing.
5 min.	Introduce Topic/Link to Prior Knowledge	Ask students to share some of the richest people they have heard of.	Respond by raising a silent hand	Monitor responses and classroom norms
15 min.	Primer Document: Huffington Post Blog on Richest Man Ever	Cognitive Model sourcing the document. Monitor students as they popcorn read the document and answer the guided questions. “Show Call” student responses	Observe the cognitive model. Popcorn read the document. Think-Pair-Share. Check and Change	Listening, observing, Redirecting as needed. Keep track of time to switch partners and keep lesson moving.
10 min.	Historical Context and Central Historical Question	Present the historical context of Mansa Musa’s Reign and the Mali Empire. Pose the Central Historical Question and the Historical Thinking Skills being used (Corroboration)	Taking notes.	Make sure everyone is on task. Concise points. No question until the end. CFUs
20 min.	Guided Practice: Document B Catalan Atlas	Display Catalan Atlas. Solicit responses as to what the atlas depicts. Prompt students to review sourcing information of document and critically read the inscription for Mansa Musa. Clipboard cruise as students respond to guided questions. Show Call student responses	Respond to teacher responses. Critically read the inscription. Think-Pair-Share guided questions for document	Checking for understanding strategies Redirecting as needed.  Keeping notes on learners’ progress and where additional support/ differentiation is needed.
20 min	Individual Practice: Document C Al-Umari’s Account	Monitor student progress. Circulate around the room. Select student responses to show call and lead discussion.	Critically read Document C. Respond to guided questions. Check and Change	Keeping notes on learners’ progress and where additional support/ differentiation is needed.
15 min	Closing Discussion/Exit Ticket	Remind students of the Unit Essential Question. Monitor students	Think-Pair-Share Reflect on corroboration process and how the sources reflect the development of a historical record.	Redirecting as needed.