UNIT 1 PLAN FOR 7TH GRADE CONTENT AREA
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Unit Overview:Quarter X One TMLDirect Two
TMLDirect Three TMLDirect Four / Instructional Time: 5 weeks, 25 days
Course/Grade Level: 7th Grade Social Studies
Unit Theme:
Age of Exploration (Exploration, Explorers, Scientific Advancements) / Revised Bloom’s Taxonomy: Level 1-6
Unit Summary:
Capitalizing on the advantages of the Renaissance and Scientific Revolution and coming to terms with the conflict brought about by the Reformation, 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 their impact on newly discovered locations.
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H 1.2 Summarize the literal meaning of historical documents in order to establish context.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):
· Why is culture important?
· What are the benefits and challenges of global connections?
· How do other cultures impact our culture?
· How do we learn to respect other people’s cultures?
· How does Culture influence society?
· How does a transfer of culture take place?
· What are the Five Themes of Geography?
· How are geography and history connected?
· How does cultural diffusion occur?
· Does cultural diffusion impact cultures?
· How do innovations in science lead to historical changes?
· What are the connections between the Renaissance, Scientific Revolution and the Age of Exploration?
· What was the significance of the Age of Exploration?
· How does exploration benefit or hinder societal expansion/development/advancements, etc.
· How does trade make the world interconnected?
· How does the quest for wealth, products, and ideas drive Exploration?
· How did native people in the new worlds react to the arrival of Explorers?
· What are the positive and negative effects of trade?
· What are the benefits and drawbacks of cultural exchange?
· How can one culture’s ignorance affect another culture?
· Why do misconceptions about other cultures occur and how are they dispelled?
· What is a pandemic?
· What is an Epidemic?
· How does a Pandemic or Epidemic affect society?
· What is globalization?
· How does globalization impact world cultures?
· How does trade make the world interconnected?
· How does manufacturing affect multiple countries?
· Why did European leaders want to explore and conquer?
· What was the impact of these encounters on other regions?
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 define culture.
· I can make connections between world cultures and my own culture.
· I can identify the features of culture
· I can evaluate the impact of culture.
· 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 identify the different types of culture
· I can analyze/explain the motivations of colonization
· I can identify the Five Themes of Geography
· I can apply the Five Themes of Geography to help create my own country
· I can analyze and evaluate the impact of geography on all aspects of society.
· I can identify various Scientists of the Scientific Revolution as well as their achievements
· I can analyze and evaluate the impact of scientific achievements on societies.
· 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 connections between the scientific revolution and the Age of Exploration.
· I can evaluate how the spread of ideas led to expansion of societies.
· I can analyze the impact of the Age of Exploration.
· I can identify the significant explorers of the Age of Exploration.
· I can make connections between technological advancements and exploration of new worlds.
· I can evaluate how trade impacted various cultures.
· I can evaluate how societies became dependent on trade.
· I can analyze the impact that explorers had on native cultures.
· I can compare and contrast Pandemic/s and Epidemics.
· I can analyze how a pandemic or epidemic could devastate a culture.
· I can analyze the impact of the Age of Exploration.
· 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 explain the impact of globalization on people and places.
· I can analyze the global efforts needed to design, manufacture, and distribute a particular product.
· I can trace the roots of modern globalization to the Age of Exploration
Vocabulary:
Geo & Culture:
5 Themes of Geography (Movement, Human Environment Interaction, Place, Location, Regions)
Cultural Diffusion
Trade & Globalization:
Columbian Exchange
Imports
Exports
Mercantilism
Pandemic/Epidemic
Small pox / Scientific Revolution & Exploration
New World
Circumnavigate
Scientific Revolution
Scientists (Galileo, Nicholas Copernicus, Sir Isaac Newton)
Caravel
Queen Isabella
Moveable Type
Printing Press
British Empire
Triangular Trade
Ming China
Aztec
Moctezuma
Papal Line of Demarcation (Treaty of Tordesillas)
Conquistador
Aztecs
Incas
Mercantilism
Trade surplus
Explorers (Columbus, Raleigh, Hudson, Magellan, Vasco da Gama, Marquette, Bartholomeu Dias, Prince Henry the Navigator, John Cabot)
Cape of Good Hope
Reading and Writing for Literacy and Interdisciplinary Connections
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies
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 (Red Book): Chapter 14, pages 350-357
· Promethean Planet: www.prometheanplanet.com
· Discovery Education: www.unitedstreaming.com
· PBS Learning: http://unctv.pbslearningmedia.org/
· School History, collection of teaching materials: www.SchoolHistory.co.uk
· *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
Week One: Geography and Culture
This week it’s important to review the 5 themes of geography and culture. This sets the basis for European exploration that will begin next week. For the 5 themes of geography a great idea is to have the students work in groups to create their own country ensuring they include aspects from the 5 themes in their country (see link below.) As the Europeans encounter new civilizations new cultures are experienced and trade begins to occur in the form of goods, services, and culture (also known as cultural diffusion.) In order for students to have a baseline from which to draw from it’s important to spend some time learning about culture and cultural diffusion. A great activity for cultural diffusion is to have all the students in the room stand up, as a teacher stand in one corner of the room and spray air freshener for 10 seconds. Ask the students to sit down once they smell it. This will lead the way to a great conversation on why some smelled it sooner than others and while some never smelled it at all. The kids make great connections to the activity and how culture spreads throughout the world.
Essential Question / I Can Statement / Resources
· Why is culture important?
· What are the benefits and challenges of global connections?
· How do other cultures impact our culture?
· How do we learn to respect other people’s cultures?
· How does Culture influence society?
· How does a transfer of culture take place?
· What are the Five Themes of Geography?
· How are geography and history connected? / · I can define culture.
· I can make connections between world cultures and my own culture.
· I can identify the features of culture
· I can evaluate the impact of culture.
· 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 identify the different types of culture
· I can analyze/explain the motivations of colonization
· I can identify the Five Themes of Geography
· I can apply the Five Themes of Geography to help create my own country
· I can analyze and evaluate the impact of geography on all aspects of society. / · Collection of teaching culture lesson plans from Peace Corps: http://wws.peacecorps.gov/wws/educators/lessonplans/lesson.cfm?lpid=346
· Collection of lesson plans on teaching culture and cultural perspective: http://lessonplancentral.com/lessons/Geography/World_Culture/
· Culture in the Cupboard Lesson on cultural diffusion from national geographic: http://education.nationalgeographic.com/archive/xpeditions/lessons/10/g68/culture.html?ar_a=1
· Teaching the 5 Themes of Geography Activities: http://www.educationworld.com/a_lesson/lesson/lesson071.shtml
· 5 Themes of Geography lessons, PPTs, activities, worksheets, etc. http://www.educationworld.com/a_lesson/lesson/lesson071.shtml
· Games to reinforce the 5 Themes of Geography: http://www.wartgames.com/themes/geography/5themes.html
Week Two: Spread of Ideas, Scientific Revolution, Advancements in Travel
This week should focus on the scientific revolution, advancements in travel, and famous scientists whose inventions aided travel and exploration. A great way to lead the students into exploration and scientific advancements is a video series entitled, “Kingdom of Mocha” link is below. In this video, the civilization of Mocha has some inventions and spread of ideas that aided in exploration and leads to trade. Later during the unit, there is another video series entitled, “Return to Mocha” which deals with International trade and cultural diffusion (thus making connections to the first, second, third, and fourth week’s content.)
Essential Question / I Can Statement / Resources
· How do innovations in science lead to historical changes?
· What are the connections between the Renaissance, Scientific Revolution and the Age of Exploration?
· What was the significance of the Age of Exploration?
· How does cultural diffusion occur?
· Does cultural diffusion impact cultures? / · I can identify various Scientists of the Scientific Revolution as well as their achievements
· I can analyze and evaluate the impact of scientific achievements on societies.
· 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 connections between the scientific revolution and the Age of Exploration.
· I can evaluate how the spread of ideas led to expansion of societies. / · An assortment of lesson on the Scientific Revolution: http://score.rims.k12.ca.us/lessons/grades/?u=94