UNIT 2 PLAN FOR 7TH GRADE CONTENT AREA
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Unit Overview:Quarter X One TMLDirect Two
TMLDirect Three TMLDirect Four / Instructional Time: 4 weeks, 20 days
Course/Grade Level: 7th Grade Social Studies
Unit Theme:
Imperialism and Colonialism (Imperialism/Slave Trade) / Revised Bloom’s Taxonomy: Level 1-6
Unit Summary:
Europeans will turn their gaze outward, looking to spread their influence and beliefs while gaining territory and wealth. Students will analyze the motivations of the explorers and colonizers and evaluate the effects of colonization. Students will contrast European expansion with expansion by empires in the soon to colonized regions of Asia, Africa and South America.
North Carolina Informational Technology Essential Standards:
7.SI.1 Evaluate information resources based on specified criteria.
7.SI.1.1 Evaluate resources for reliability. (Reliability can be determined by currency, credibility, authority, etc. depending on the curriculum topic).
7.SI.1.2 Evaluate content for relevance to the assigned task.
7.SI.1.3 Evaluate resources for point of view, bias, values, or intent of information.
7.TT.1 Use technology and other resources for assigned tasks.
7.TT.1.1 Use appropriate technology tools and other resources to access information.
7.TT.1.2 Use appropriate technology tools and other resources to organize information (e.g. graphic organizers, databases, spreadsheets, and desktop publishing).
NC Essential Standards
7.H.1 Use historical thinking to analyze various modern societies.
H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues over time.
H 1.2 Summarize the literal meaning of historical documents in order to establish context.
H.1.3 Use primary and secondary sources to interpret various historical perspectives.
7.H.2 Understand the implications of global interactions.
H.2.1 Analyze the effects of social, economic, military and political conflict among nations, regions, and groups (e.g. war, genocide, imperialism and colonization).
H.2.4 Analyze the economic, political, and social impacts of disease (e.g. smallpox, malaria, bubonic plague, AIDS and avian flu) in modern societies.
7.G.1 Understand how geography, demographic trends, and environmental conditions shape modern societies and regions.
G.1.1 Explain how environmental conditions and human response to those conditions influence modern societies and regions (e.g. natural barriers, scarcity of resources and factors that influence settlement).
7.G.2 Apply the tools of a geographer to understand modern societies and regions.
G.2.1 Construct maps, charts, and graphs to explain data about geographic phenomena (e.g. migration patterns and population and resource distribution patterns).
G.2.2 Use maps, charts, graphs, geographic data and available technology tools (i.e. GPS and GIS software) to interpret and draw conclusions about social, economic, and environmental issues in modern societies and regions.
7.E.1 Understand the economic activities of modern societies and regions.
E.1.1 Explain how competition for resources affects the economic relationship among nations (e.g. colonialism, imperialism, globalization and interdependence).
E.1.3 Summarize the main characteristics of various economic systems (e.g. capitalism, socialism, communism; market, mixed, command and traditional economies).
7.C&G.1 Understand the development of government in modern societies and regions.
C&G1.1 Summarize the ideas that have shaped political thought in various societies and regions (e.g. Enlightenment and Scientific Revolution, democracy, communism and socialism).
C&G 1.4 Compare the sources of power and governmental authority in various societies (e.g. monarchs, dictators, elected officials, anti-governmental groups and religious, political factions)
7.C.1 Understand how cultural values influence relationships between individuals, groups and political entities in modern societies and regions.
C.1.1 Explain how culture unites and divides modern societies and regions (e.g. enslavement of various peoples, caste system, religious conflict and Social Darwinism).
Essential Question(s):
· How does a transfer of culture take place?
· How are geography and history connected?
· Does cultural diffusion impact cultures?
· How does trade make the world interconnected?
· How does the quest for wealth, products, and ideas drive colonization/imperialism?
· How did native people in the new worlds react to the arrival of Explorers?
· What are the benefits and drawbacks of cultural exchange?
· How can one culture’s ignorance affect another culture?
· What was life like in Africa before the arrival of Europeans?
· How was the TAST different from slavery at other times in history?
· What was life like for enslaved Africans?
· How does the desire for wealth affect human rights?
· What was the global and local impact of the TAST?
· What were the effects of imperialism and colonialism on all areas of Africa?
· How did British Imperialism impact Indian culture?
· How did native people in the New World react to the arrival of Europeans?
· How has colonialism impacted Native countries?
Enduring Understanding(s): resource - NCDPI UNPACKING DOCUMENT
http://www.ncpublicschools.org/docs/acre/standards/support-tools/unpacking/social-studies/7th.pdf
I Can Statement(s):
· I can analyze what life was like in Africa/Asia/the Americas before the arrival of Europeans.
· I can analyze the reaction of natives to the arrival of Europeans
· I can evaluate the positive and negative effects of native contact with Europeans
· I can make connections between events in Africa and my own life
· I can use literature to gain knowledge of how colonialism impacted native citizens.
· I can identify and understand imperialism/ colonialism as well its effects
· I can analyze written materials like poetry in order to understand and evaluate historical events.
· I can manipulate a map in order to understand the extent of imperialism in Africa
· I can compare/contrast British Imperialism in Africa with that of India
· I can evaluate how British dominance affected the people of India.
· I can compare and contrast West African life before and after TAST.
· I can identify the middle passage and describe what it was like.
· I can analyze and evaluate the impact of the TAST
· I can identify cultural diffusion and analyze how it occurs
· I can evaluate the connections between race and culture.
· I can identify a primary source document and use it to make connections about culture.
· I can analyze/explain the motivations of colonization
· I can analyze and evaluate the impact of geography in determining location of European colonies.
· I can determine why Europeans were interested in specific geographic locations for colonization and trade.
· I can evaluate differing opinions on a controversial historical issue and make my own decision about which side I agree with most.
· I can make the connection between the impact of the Age of Exploration and trade and colonization.
· I can evaluate how trade impacted various cultures.
· I can evaluate how societies became dependent on trade.
· I can analyze the impact that colonists had on native cultures.
· I can evaluate the positive and negative effects of trade.
Trade:
Imports
Exports
Mercantilism
Raw Materials
Natural Resources / Imperialism/Colonization:
Imperialism
Colonialism
Colony
Lord Lugard
Sepoy
British Empire
Sepoy Mutiny
Massacre
Scramble for Africa / TAST:
Trans-Atlantic Slave Trade
Middle Passage
Trans-Atlantic Trade
Triangular Trade
Cape of Good Hope
Branding
Shackles
Slave Ship
Slave Fort
Door of No Return
Coffle
Olaudah Equiano
West Coast of Africa
Gulf Stream
Reading and Writing for Literacy and Interdisciplinary Connections
Copper Sun
Sharon M. DraperThis action-packed, multifaceted, character-rich story describes the shocking realities of the slave trade and plantation life while portraying the perseverance, resourcefulness, and triumph of the human spirit. Amari is a 15-year-old Ashanti girl who is happily anticipating her marriage to Besa. Then, slavers arrive in her village, slaughter her family, and shatter her world. Shackled, frightened, and despondent, she is led to the Cape Coast where she is branded and forced onto a boat of death for the infamous Middle Passage to the Carolinas. Chapter’s 1-12 content relates to the Transatlantic Slave Trade. Remainder of the novel deals with plantation life in the Americas and could be read in 8th grade.
Essential Question / I Can Statement / Resources
· Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies / · I can make historical and geographical connections to the novel I am reading. / Teaching Materials: This website offers an abundance of teaching materials, level questioning, book synopsis, and chapter summaries, and a variety of links that relate to content covered within the novel. http://www.webjunction.org/documents/ohio/2009-2010-toolkits/Copper_Sun.html
The Rabbits (Use with Week 2)
by John Marsden, Shaun Tan (Illustrator)The Rabbits is an allegory about colonization, told from the perspective of animals.
Essential Question / I Can Statement / Resources
· Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies / · I can make historical and geographical connections to the novelet I am reading. / Teaching Materials: This website offers the visual experience and commentary on the story.
http://www.shauntan.net/books/the-rabbits.html
YouTube Video Part 1: http://www.youtube.com/watch?v=kTvXe84UqIQ
You Tube Video Part 2: http://www.youtube.com/watch?v=eZaROIWniN8
1. Analysis Lesson: www.carcpd.ab.ca/.../Analysis%20of%20THE%20RABBITS.doc
Evidence of Learning (Formative Assessments):
Warm up journal (daily or weekly)
Teacher observation during classroom activities
Exit Slips
Homework
Daily checks for understanding
Skits
Editorials
Journaling
Debates / Summative Assessment(s):
Teacher made test
Projects
Essays
Glogster
Prezi
Propaganda Posters
Newspapers
Blog
Brochures
Unit Implementation:
United Streaming
Free Maps from d-maps: http://d-maps.com/
Free Games (Geography) sheppardsoftware.com
BBC History for kids: http://www.bbc.co.uk/history/forkids/
Prezi (use to make presentations): www.prezi.com
Glogster (need a paid account): w65ww.glogster.com
Overview of each country: Ciaworldfactbook.gov
Current events
www.cnnstudentnews.com (CNN newscast for students)
http://flocabulary.com/the-week-in-rap/ (Week in Rap)
http://www.bbc.co.uk/cbbc/ (bbc for kids) / RESOURCES for this unit:
· Holt Western World (Blue Book): Chapter 15, pages 376-381 (Trans-Atlantic Slave Trade)
· Holt Western World (Blue Book): Chapter 21, pages 546-550 (Colonialism in India)
· Holt Western World (Blue Book): Chapter 26, pages 399-400 (Colonialism in Africa)
· Holt Western World (Red Book): Variety of chapters, pages 216-217, 210-11, 174-175, 166, 191, 454, 148-149, 256, 194-195 (Colonialism in the Americas)
· Promethean Planet: www.prometheanplanet.com
· Discovery Education: www.unitedstreaming.com
· PBS Learning: http://unctv.pbslearningmedia.org/
· *History on the Net - www.historyonthenet.com
· *Big Era 6 - http://worldhistoryforusall.sdsu.edu/eras/era6.php
· Avalon: Primary Sources http://avalon.law.yale.edu/
· 16th century: http://avalon.law.yale.edu/subject_menus/16th.asp
· 17th century: http://avalon.law.yale.edu/subject_menus/17th.asp
· Social Studies for Kids: http://www.socialstudiesforkids.com/
· Fordham University Sourcebooks: http://www.fordham.edu/halsall/
· Modern: http://www.fordham.edu/Halsall/mod/modsbook.asp
· StudentsFriend.com- Modern (link below) http://studentsfriend.com/aids/curraids/curraids.html#anchor1119530
· Problem Attic (for NYS Regents Questions): http://www.problem-attic.com/login
· The Best of History collection of historical based lesson plans: http://www.besthistorysites.net/index.php/american-history/1900/early-imperialism
· School History, collection of teaching materials: www.SchoolHistory.co.uk
Week One: Trans-Atlantic Slave Trade:
This week should begin with a review of what life was like in Africa before the arrival of Europeans. A review of the Ancient African Kingdoms would be helpful in making the distinction between slavery before and after the TAST. Connections can be made from previous unit with trade and exploration and how it led the way for enslavement of native cultures (specifically focusing on the Trans-Atlantic Slave Trade.) Impact of the slave trade on the native population, the conditions in which slaves were treated, and transported are significant items to cover. Several mapping the TAST lessons are shown below to have the students make connections on how geography played a large role on TAST.
Essential Question / I Can Statement / Resources
· What was life like in Africa before the arrival of Europeans?
· How was the TAST different from slavery at other times in history?
· What was life like for enslaved Africans?
· How does the desire for wealth affect human rights?
· What was the global and local impact of the TAST? / · I can analyze what life was like in Africa before the arrival of Europeans.
· I can analyze the reaction of natives to the arrival of Europeans
· I can evaluate the positive and negative effects of native contact with Europeans
· I can make connections between events in Africa and my own life
· I can use literature to gain knowledge of how colonialism impacted native citizens.
· I can analyze written materials like poetry in order to understand and evaluate historical events.
· I can compare and contrast West African life before and after TAST.
· I can identify the middle passage and describe what it was like.
· I can analyze and evaluate the impact of the TAST
· I can evaluate the connections between race and culture.
· I can identify a primary source document and use it to make connections about culture.
· I can evaluate how trade impacted various cultures.
· I can evaluate how societies became dependent on trade.
· I can evaluate the positive and negative effects of trade.
· I can make the connection between the impact of the Age of Exploration and trade. / Mapping lesson plan on TAST: http://www.inmotionaame.org/education/detail.cfm;jsessionid=f830336561367262369483?bhcp=1
Lesson plans on TAST: http://www.learner.org/courses/amerhistory/pdf/AtlanticSlaveTrade_LOne.pdf
A lesson plan database on several aspects of the TAST: http://www.learner.org/courses/amerhistory/pdf/AtlanticSlaveTrade_LOne.pdf
Lesson plan on voices of the TAST from NC Civic Education Consortium: http://civics.sites.unc.edu/files/2012/04/VoicesTransAtlanticSlaveTrade.pdf
Mortality and the TAST activity: http://www.collegeboard.com/prod_downloads/yes/4297_MODULE_12.pdf
Mapping Lesson on TAST and impact of trade: http://www.teachervision.fen.com/slavery/lesson-plan/3370.html
Week Two: Imperialism and Colonialism in Africa
This week should focus on European colonialism in Africa and its impact on the natives that lived there. Connections from previous week can be made on how TAST impacted the native culture’s population and livelihood. With students read the Rabbits. This is a great opportunity to see colonization from the native perspective. Links to this lesson, book, and videos are given above in the literacy connection section. A great extension activity for this novelet is to have students create a comic strip with 4 scenes from the novelet and 2 scenes they predict of what could happen next. You could also have the students write a parallel story told from the perspective of the Rabbits (Europeans.) Focus should be made on European Scramble for the partitioning of Africa and how that impacted native cultures. Make connections with TAST and The Rabbits.
Essential Question / I Can Statement / Resources