Grade Level: 7th Grade

 

Subject: Social Studies 

 

Content Standards:

 

7.H.2 Understand the implications of global interactions.

7.G.1 Understand how geography, demographic trends, and environmental conditions shape modern societies and regions.

7.E.1 Understand the economic activities of modern societies and regions.

7.C.1 Understand how cultural values influence relationships between individuals, groups and political entities in modern societies and regions.

 

Technology Standards:

 

1) Empowered Learner

   1a. Students articulate and set personal learning goals, develop strategies leveraging technology

         to achieve them and reflect on the learning process itself to improve learning outcomes.

   1b. Students build networks and customize their learning environments in ways that support the   

         learning process.

 

2) Digital Citizen

    2b. Students engage in positive, safe, legal and ethical behavior when using technology,         

          including social interactions online or when using networked devices.

    2c. Students demonstrate an understanding of and respect for the rights and obligations of using            and sharing intellectual property.

    2d. Students manage their personal data to maintain digital privacy and security and are aware            of data-collection technology used to track their navigation online.

 

3) Knowledge Constructor

    3a. Students plan and employ effective research strategies to locate information and other     

          resources for their intellectual or creative pursuits.

    3b. Students evaluate the accuracy, perspective, credibility and relevance of information, media,

          data or other resources.

    3c. Students curate information from digital resources using a variety of tools and methods to 

          create collections of artifacts that demonstrate meaningful connections or conclusions.

    3d. Students build knowledge by actively exploring real-world issues and problems, developing i 

          ideas and theories and pursuing answers and solutions.

 

4) Innovative Designer

   4a. Students know and use a deliberate design process for generating ideas, testing theories,   

         creating innovative artifacts or solving authentic problems.

 

6) Creative Communicator

   6a. Students choose the appropriate platforms and tools for meeting the desired objectives of their

         creation or communication.

   6b. Students create original works or responsibly repurpose or remix digital resources into new 

         creations.

   6c. Students communicate complex ideas clearly and effectively by creating or using a variety     

         of digital objects such as visualizations, models or simulations.

   6d. Students publish or present content that customizes the message and medium for their

         intended audiences.

 

Objectives: 

 

Students will be able to associate the migration of their own family and the hardships that were faced in their family history. Students will express their thoughts about the life of a slave's migration, and the circumstances they lived in. Students will deconstruct and classify the agreement between the slave and his owner in 1865. They will examine the various types of living conditions that the slaves lived in, such as the way their lives were affected due to seasons change, the master-slave relationship, living through the reconstruction phase, and analyzing Thomas Jefferson's relationship with a slave he owned. After examining and studying the hardships that slaves faced, students will design their own Glogster to express what they have learned. Furthermore, students will present to their class their findings, and identify various types of circumstances the slaves encountered. They will then design a short story about a life of a slave by making a paper slide presentations for the class using all the constructed knowledge about the way slaves have migrated and lived under difficult conditions. 

 

Description of Technologies:

 

Glogster: A multimedia interactive poster online (cloud-based) that students can add images, audio, graphics, text, video, web, and more! They can choose various templates to start with their poster and use it in various ways (such as telling a story or experience, presenting a project, and taking notes) 

FlipGrid: A way to use videos to record students discussions, and it helps in making meaningful open-discussions through voice and video.  

Paper Slide Presentations: A storyboard presentation using white paper, markers, and an iPad to ignite their creativity with technology and hands-on experience. 

iMovie: A software to edit movies in a simple, easy, and fun way. 

SmartBoard: An interactive whiteboard that is simple to use and is mainly accessed through touch detection. It's a way to make learning more technology-based, and it makes an environment that is fun and engaging for them to learn. 

 

Resources and Materials:

 

• White Paper

• Scissors 

• Markers

• Pencils

• iPads

 

Lesson(s):

 

Day 1:

 

1) Students will be introduced to the topic of the Atlantic slave trade. They will answer the following questions on a piece of paper (10 minutes):

       a) Where did your family originally come from?

       b) How did your family make the journey to here?

       c) Did they face any hardships coming here? If so, can you provide an example?

 

2) Afterwards, navigate the discussion into the African-American migration as slaves to America. Show the students the map of the Atlantic Slave Trade on the SmartBoard (5 minutes).