West Virginia State University

College of Professional Studies: Department of Education

LESSON PLAN FORMAT GUIDE (Updated 1/13)
Teacher Candidate: Ashley Setterstrom
Date: April 5, 2016
School: George Washington High School Grade/Subject: 9th Grade / World History
Lesson Topic: Chapter 14: The Beginnings of Our Global Age: Europe, Africa, and Asia, Section
2: Turbulent Centuries in Africa
INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES
Students will be able to:
Describe how the Portuguese established footholds on Africas coast.
Analyze how European actions affected the slave trade.
Analyze how European actions led to the rise of African states.
Explain how the European presence in Africa expanded.

WV CSOs
Cluster 6: Students will demonstrate an understanding of the global political environments of
the sixteenth through nineteenth centuries.
SS.9.H.CL6.1: Students will explain the long-term effects of political changes because of the
emergence of strong monarchial governments.
SS.9.H.CL6.5: Students will compare the political actions of European, Asian and African nations
in the era of imperial expansion.
NATIONAL STANDARDS
Culture Social: Learners can explore and describe similarities and differences in the ways
groups, societies, and cultures address similar human needs and concerns; give examples of
how experiences may be interpreted differently by people from diverse cultural perspectives
and frames of reference.
Time, Continuity, & Change: Learners can demonstrate an understanding that different people
may describe the same event or situation in diverse ways, citing reasons for the differences in
views.
Individuals, Groups, & Institutions: Learners can identify and describe examples of tensions
between and among individuals, groups, or institutions, and how belonging to more than one
group can cause internal conflicts; identify and describe examples of tensions between and

individuals beliefs and government policies and laws; give examples of the role of institutions
in furthering both continuity and change;
Global Connections: Learners can explore ways that language, art, music, belief systems, and
other cultural elements may facilitate global understanding or lead to misunderstanding; give
examples of conflict, cooperation, and interdependence among individuals, groups, and
nations; examine the effects of changing technologies on the global community;
MANAGEMENT FRAMEWORK
Overall Time 50 min. lesson
Time Frame - 10 min. Pledge of Allegiance; teacher intro and demonstration
30 min. lecture via PowerPoint and notetaking
10 min. assignment and closure
STRATEGIES
Teacher led discussion; independent practice; guided instruction; teacher modeling; scaffolding.
DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS
Audio and visual displays of material
PROCEDURES
Introduction/ Lesson Set
How did European voyages of exploration lead to European empires in the Eastern
Hemisphere?
PowerPoint will begin with a brief recap from the previous section and a brief explanation of
what students will be learning during my lesson and tips on notetaking.
Body & Transitions

Lesson will be delivered via PowerPoint

Ask students what they remember from yesterday
Brief recap of Chapter 14 Section 1
Give instructions for notetaking and assignment
Delivery of the Chapter 14 Section 2 lesson with checkpoint questions throughout.
PowerPoint (please see attachments)

Closure

Review of Checkpoint questions with the students and a recap of the highpoints of the lesson.
ASSESSMENT
Diagnostic:
How did Christopher Columbus influence the Treaty of Tordesillas? How did the treaty affect
Portuguese exploration of Africa? These two questions are answered in the Section 1 Recap I
provide before I begin my lesson expressing the relationship between how the Treaty of
Tordesillas permitted the Portuguese the rights to explore lands east of the Line of
Demarcation. The other three questions branch off from this.
Formative:
Four Checkpoint questions are included in my PowerPoint presentation to be answered aloud,
written, and checked. Why did the Portuguese establish a presence mainly along the African
coast? How did the African slave trade expand? What caused some African states to grow?
How did the European presence in Africa expand?
Summative:
Four Checkpoint questions are included in the PowerPoint and student answers are to be
written on a separate sheet of paper and turned in to me at the end of class for grading before
they go into their notebooks for later study. Their answers were to read similar to as follows:
The Portuguese established a presence mainly along the African coast because they lacked
accurate maps for exploration and Africans in the interior wanted to control the gold trade and
resisted such exploration.
The African slave trade expanded because Europeans began to view slaves as the most
important item of African trade. Europeans bought large numbers of slaves to perform labor on
their plantations and to use as household servants.
Causes that led to some African states growing were: exchanges of gold and slaves for firearms;
pitting Europeans against one another to protect themselves; used wealth from the slave trade
to build up impressive armies; continued to gain wealth by trading with European merchants at
the port city of Porto-Novo.
European presence in Africa expanded because as Portuguese power declined, British, Dutch,
and French traders took over their forts. Unlike the Portuguese, they established permanent
footholds throughout the continent. In 1788, the British established the African Association
which sponsored explorers to Africa.
MATERIALS
Paper
Pen/Pencil
Computer

SMARTboard
Flash Drive
PowerPoint
Video (recording)

EXTENTED ACTIVITIES
If Student Finishes Early
Students will be note-taking. If some students finish writing before the others, they will review
their notes or work on their checkpoint questions until the next slide comes up.
If Lesson Finishes Early
If my lesson finishes early, we will review Checkpoint questions and vocabulary through
volunteer answering and group reciting.
If Technology Fails
If technology fails, I have a printed copy of my presentation that I can copy and hand out to the
students and class will continue as planned.
POST-TEACHING
Reflections
Everything went well through the entire lesson. I unfortunately did not get to do the review of
the students checkpoint questions with them because I had not accounted for the Pledge of
Allegiance and school announcements that take place in second period. It slipped my mind. The
students did get finished with their questions. I graded their papers, made notes on them, and
left them with Mr. Anderson to give back to them tomorrow. While I was unable to do the
review with them, they will still have an explanation of the main ideas I was working to get
across to them today.
Data Based Decision Making (If Needed)
N/A

Differentiating Instruction for

Students with Special Needs
Please describe all that apply:
Needs-Based Planning
Learning Differences
Audio and visual displays of material

Sensory Differences
Audio and visual displays of material

Attention Differences

Behavioral Differences

Motivational Differences

Ability Differences

Physical Differences

Cultural Differences

Communication Differences

Enrichment

Multiple intelligence addressed (check all that apply):

X_____ Verbal/linguistic
Naturalist
X
Spatial
Interpersonal
X
Logical/mathematical
X
Intrapersonal
Bodily-kinesthetic
X
Existential
Musical
Others (explain):