Lesson Title: The Trial of Christopher Columbus

Terminal Objective: Students will be able to argue in favor of or against Columbuss actions in the Americas, providing three pieces of supporting
evidence.

Content Standard: Strand 2, Concept 1, PO 3.; Strand 2, Concept 1, PO 5., Strand 2, Concept 1, PO 7.; Strand 2, Concept 5, PO 1.

Language Standard: VListening & Speaking, HI 5, 6, & 7; VWriting, HI 7

Time: Regular class period (50 mins.)

Task Analysis Active Student Participation
Time Teaching Strategies
(Sub-Objectives w/ Bloom) (Check for Understanding)
1) Students will be able to describe 1) Bellwork: What were some 1) Each student writes a summary of
at least three consequences of consequences, both positive and events we have covered previously in
Columbuss conquest of the negative, of Spanish conquest of the class.
10
Americas. Americas? Support your answer with 2) Students discuss what they wrote in
mins.
historical details. Write at least five order to review for the trial.
Knowledge sentences.
2) Discuss answers as a class.
1) Students will take a side either in 1) Divide into previously determined 1) Students discuss historical details using
favor of or against Columbuss groups: prosecution, defense, and jury. primary sources.
10 actions in the Americas. 2) Prosecution and defense plan and 2) Attorneys develop historical
mins. discuss the arguments they will make. arguments.
Application The jury reviews historical background
information on Spanish exploration.
1) Students will be able defend 1) The trial begins: Prosecution and 1) Jury listens to opposing arguments as
their point of view on Columbuss defense present their opening they occur.
actions in the Americas using at statements, rebuttals, and closing 2) Attorneys construct counter-arguments
25 least three specific historical facts. statements. as questions to be asked of the
mins. 2) The jury takes notes, asks questions, opposition.
Analysis deliberates, and presents a verdict
based on the arguments they have
heard.
1) Students will be able to explain 1) Students use the remaining time to 1) Students analyze their peers arguments
5 and defend their argument in favor outline a paragraph that answers the following and come to their own conclusions about
mins. of or against Columbuss actions in question: Which of the arguments did you find Columbuss contributions to society.
the Americas. more convincing? Why? How would you
Evaluation respond to the main points of the opposition?
Homework (if applicable): Finish writing a paragraph that justifies your position using at least three details. Respond to and rebut two of the
opposing sides argument.

Materials Needed:

Note-takers for attorneys and jury members

Textbooks for reference

Notes on the Lesson: This lesson is meant to take place at the end of a unit on colonial Latin America. Students will already be familiar with the
Spanish conquest of the Americas. They will have had a brief assignment the night before that sets the stage for this days lesson. This lesson will
reinforce the key concepts the class has covered during this unit while strengthening students reasoning, writing, and argumentation skills.
 Note-Taker

Prosecution Defense
Argument #1: Argument #1:

Your response: Your response:

Argument #2: Argument #2:

Your response: Your response:

Argument #3: Argument #3:

Your response: Your response:

Write one further question you have for each side:

Prosecution:

Defense: