Domain-Specific Vocabulary Check - Western Hemisphere

Learning Resource Type

Learning Activity

Subject Area

English Language Arts
Social Studies

Grade(s)

5

Overview

Students will consult various reference materials found online and in print to clarify and summarize the meaning of the phrase western hemisphere, noting its technical meaning and its common meaning.  The class will discuss how this domain-specific phrase relates to their study of the history of enslavement.  This learning activity is used as a launching point to transition from the discussion of slavery worldwide to a study of slavery in the Americas, specifically in Alabama.

Phase

Before/Engage
Social Studies (2010) Grade(s): 5

SS10.5.6

Describe colonial economic life and labor systems in the Americas.

UP:SS10.5.6

Vocabulary

  • economic
  • labor system
  • establishment
  • Triangular Trade Route
  • Hemisphere
  • Americas
  • Latin America
  • North America
  • South America
  • island

Knowledge

Students know:
  • Each colony's economic life and labor system was unique and based on the geographic location of the colony.
  • Most slaves came from a variety of countries in Africa and were brought to the Americas by slave traders using the Triangular Trade Route.

Skills

Students are able to:
  • Locate each colony on a physical and political map.
  • Describe and explain the types of labor used in each colony (indentured servitude, slaves, free blacks, merchants, farmers, shipping, fishing/whaling, among others).
  • Trace, examine and evaluate the Triangular Trade Route and its impact on colonial economy and labor systems.

Understanding

Students understand that:
  • Different labor systems were used to build and grow each of the 13 colonies.
  • Slave labor was brought to the Americas by the Northern colonial shipping industry and purchased and used in the Caribbean islands and Southern colonies.
Social Studies (2010) Grade(s): 5

SS10.5.6.1

Recognizing centers of slave trade in the Western Hemisphere and the establishment of the Triangular Trade Route
ELA21.5.42

Learning Objectives

The students will:

consult various reference materials in print and online to clarify and explain the meaning of the phrase western hemisphere.

identify centers of slave trade in the western hemisphere through a class discussion.

Activity Details

The teacher will:

1. Post or project the course of study content standard SS10.5.6.1 and discuss with the class what they already know about this subject matter. Guide the discussion toward identifying centers of the slave trade that students have already learned about.  Point out the phrase western hemisphere and tell the class that this learning activity will require them to look closely at that phrase and clarify its meaning.

2. Share the prepared slides with them.  Instruct them to locate the slide with their name at the top and to follow the instructions provided on the slide.  Assist students with the instructions and tasks as needed.  

3. After everyone has had time to complete their own slide, discuss as a class what western hemisphere means, noting the technical and commonly used meaning.  Offer a chance to project some students’ slides so they can share their responses with the class.  When you feel that everyone understands what the phrase means, ask the students to recall what centers of slave trade they already know about in the Western Hemisphere.  Note that, if you are discussing using the technical meaning, some of the countries in Western Africa and Europe fall into that category, or if you are using the common meaning, the discussion will focus on North and South America and the waters/islands surrounding them only.  If you are continuing with the related learning activities that follow in this learning unit, discuss how you will be shifting your focus to centers of slave trade in North America and how Alabama was involved. 

Assessment Strategies

Monitor students’ verbal responses to check that they  can identify centers of slave trade in the western hemisphere.  

Observe students as they work on their slides and collect their written responses from the slides to check that they consulted various reference materials to clarify and explain the meaning of the phrase western hemisphere.

Acceleration

Allow students to also locate an image of the technical western hemisphere and the commonly used reference to the Americas.

Allow students to consult additional reference sources and to have an additional slide to demonstrate their understanding of the phrase.  

Intervention

Students may work in pairs or small groups to complete a slide and may require extra support from the teacher while they work to complete the instructions and consult the various reference sources.  

Provide large print dictionaries or glossaries.  

Allow students to give a verbal response instead of a written response on the slide.  

Background / Preparation

The students will need to have access to the slides and have basic computer, reading, and writing skills in order to follow the instructions, consult the reference entries, and summarize the information into their own words.  The students will need to be prepared to participate in the class discussion according to established procedures.   Students will need to be familiar with and have access to use at least one AI tool, such as ChatGPT, ClickUp, or GrammarlyGO on their electronic device.   The teacher will need to edit the slides to include a slide with each student’s name, share the slides with the students, and be prepared to project the slideshow during the discussion portion of the learning activity.  The teacher should be familiar with both the technical and commonly implied meanings of the domain-specific phrase western hemisphere.  For example, some western portions of Europe and Africa are technically in the western hemisphere, but typically the term is used to refer to North and South America and the waters and islands surrounding them.  The teacher will provide hard copies of a textbook glossary or dictionary with an entry for western hemisphere. 

Learning Activity (Before)

Domain-Specific Vocabulary Check - Western Hemisphere

Total Duration

16 to 30 Minutes

Learning Activity (During)

Centers of Slave Trade in the Continental U.S.

Learning Activity (After)

Mobile: Arrival Site of Enslaved Africans

Materials and Resources

Students:

Electronic device with internet

Access to an online platform or learning management system that allows them to view the shared slides 

Hard copies of a Social Studies textbook with glossary or a dictionary that has an entry for western hemisphere (enough copies for each student or for small groups to share)

Teacher:

Domain Specific Vocabulary Check-Up: Western Hemisphere slides copied, edited and tailored to the class, and electronically shared with the students

Means to project the slides and the course of study content standard, SS10.5.6.1 Recognizing centers of slave trade in the Western Hemisphere and the establishment of the Triangular Trade Route, to the class

Vocabulary Check - Western Hemisphere - Classroom Slides
https://docs.google.com/presentation/d/1Far636Z4dBwSCak3nIApy1GKhNm8Lkjv24Vt0K2…

Approved Date

Owner (Author)

sjordan
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