Middle Passage Document Analysis (Direct Instruction)

Teacher: Ms. Estorga Subject: 11th grade American History

ISTE American History Standards:
HSSS-S1C4 PO 4: Revolution and a New Nation: Examine the experiences and perspectives of the following
groups in the new nation:
a. African Americans

*These standards are delivered from general education social studies standards intended for the mainstream
classroom. My mentor instructs IB curriculum, therefore, without direct access to IB curriculum I have
accommodated to my best ability standards from the Arizona Department High School Social Studies Standards.
Objectives (Explicit):
Students will use excerpts from multiple sources and guided reading questions to analyze documents in order to
establish criteria for examining source credibility, bias, and corroboration.

Evidence of Mastery (Measurable):

Students will submit their reading excerpts for their annotations of the text in correspondence to guided reading
answers, examining source and author credibility, and distinguishing vocabulary terms.
Students will submit their guided reading questions
Students will submit their graphic organizers, summarizing and evaluating all sources in correspondence to source
credibility, bias, and corroboration
Sub-objectives, SWBAT (Sequenced from basic to complex):
KNOWLEDGE:
SWBAT effectively annotate their document in order to correctly answer corresponding guided reading questions
and make connections between documents.

RELEVANCE:
SWBAT determine the appropriateness of including the document sources in their bigger research projects due at
the end of the unit.
Key vocabulary: Materials/Technology Resources to be Used:
 Morality  Writing utensil
 Distemper  Highlighter
  White Flux  Document Analysis Packet – including
documents, guided reading questions, and
 Messes
graphic organizer
 Swine
 Noisome
 Guinea Trade
Opening (state objectives, connect to previous learning, and make RELEVENT to real life)
Bell work will be presented to students at the beginning of class (determined and assessed by mentor teacher)
Students will answer questions posed by the teacher in activating prior knowledge related to Triangular Trade.
This will act as a formative check for understanding for the teacher, in order to gauge student understanding to
modify the review lecture to meet student needs.
Teacher Will: Student Will:
Provide a short review lecture of Triangular Trade Follow along with the review lecture
Ask clarifying questions if necessary
Co-Teaching Strategy/Differentiation:
Instructional Input

Teacher will provide pictures with each slide to visually demonstrate the process of Triangular Trade.
Teacher will provide video depictions describing the West Africa Island in which the slaves were sold
and shipped to America through.
Teacher will provide time for students to ask questions of clarification.
Teacher Will: Student Will:
Organize the class into six groups of 4-5 students Remain in assigned group
(preexisting groups)
Read through guided reading questions
Guide students through the Before-During-After corresponding to their document
activity to be completed as students analyze their
Annotate document in order to answer guided
document
reading questions, establish source credibility, and
Assign each group a document to analyze and decode vocabulary words
answer corresponding questions with the document
Consider teacher feedback and make necessary
Walk around the room monitoring progress and accommodations to guided reading questions
answering clarification questions
Nominate one person to share their answers to
Visit each group after students have read through their guided reading questions with the class
their document and have begun to answer guided
Nominated group representative shares answers to
reading questions aligned to their document
guided reading questions with the class
Guided Practice

Ask for a volunteer from each group to share their

Record answers provided by classmates in
answers to their guided reading questions
unassigned sections of guided reading questions
Ask other groups to record their classmate’s answers
Answer additional questions posed by teacher
in the appropriate guided questions section
 Ask students questions to expand upon classmate’s
answers, in order guide students to consider bias,
credibility, and corroboration within each source
Co-Teaching Strategy/Differentiation:
Teacher will assess student understanding through student answers given to guided reading questions.
Teacher will guide each group to critically think and evaluate source bias and corroboration.
Teacher Will: Student Will:
Give instructions on how to complete graphic Complete graphic organizer
organizers
Share final evaluations of each source with group
Allow remaining class time for students to complete members
graphic organizer
Complete graphic organizer as homework, if
Instruct students to finish completing their graphic unfinished, to be turned in the following day
organizers, if unfinished, as homework to be turned
in the following day
Independent Practice

Co-Teaching Strategy/Differentiation:
Teacher will continue to guide and question students to evaluate the appropriateness of including these
document sources in their research sources to be completed at the end of the unit.
Teacher may also provide a brief model of one completed section of the graphic organizer as an example
of how the completed project should flow together.
Closing/Student Reflection/Real-life connections:
Students will share with group members their completed graphic organizer, in order to share evaluations of each
source in concerns to credibility, bias, and corroboration.
Students will submit an exit ticket, explaining the importance of examining sources and why this skill will be
relevant to them in the future.