NYC DOE Magnet Program
Districts 25 and 28
School : MS 217
Grade: 7TH GRADE
Teacher: DELIO COLLADO
COURSE / 7th grade Social StudiesUNIT / European Pillage and Exploration
TITLE / Exploration: Our Blessing and Our Curse
ESSENTIAL QUESTION / How can humans balance their natural urge to explore with their ethical obligations to others and to the environment?
SUGGESTED TIME FRAME / Four to five weeks
THEME / We need to be just in our human endeavors
Essential Question
How can humans balance their natural urge to explore with their ethical obligations to others and to the environment?
Unit Name / European Pillage and Exploration
Mini-unit Titles / Cultures and Civilizations of the Americas
The Age of European Pillage and Exploration
The Clashing Cultures
500 Years After Columbus (Reservations)
Unit’s Culminating Project (Brief Description)
Students take roles as poets, cartoonists…to organize a campaign that attracts people to help bring some measure of environmental and social justice to the situation faced by Native Americans in reservations 500 years after Columbus.
Stage 1- Desired Results
Standards-Based Learning Goals :
CCS STANDARDS: 6-8 STRAND # 2. Determine the central ideas or information of a primary or secondary source, provide an accurate summary of the source distinct from prior knowledge or opinions.
NYC Scope & Sequence:
– Interpret information and ideas by defining,
classifying, and inferring
– Cite all sources used
– Use information to create original and
creative products
– Recognize the author’s point of view;
consider alternatives
– Identify purpose of reading a text
– Seek information from diverse sources
to get balanced view / – Participate in discussions and listen well
– Encourage team members to share ideas
and opinions
– Design, publish, and present products that
effectively communicate
– Identify themes that connect past and current
events
Magnet Standard:
Sustainability—Students explore ways to balance human needs with nature’s laws
Students investigate how to develop comfortable lives in the present, while preserving resources for future generations.
Inquiry --Students explore meaning by drawing conclusions
Concepts
Big Ideas for this Unit:
CONCEPTS: Exploration, Environmental and social justice, Conflict / Magnet School Theme: SUSTAINABILITY, ACTIVISM
SENSE OF PLACE
Relevant/Connected Big Idea: Researching the First American’s relationship to the environment to emulate their sustainable way of life.
Enduring Understandings:
Students will understand that exploration is not progress, unless we bring a sense of social and environmental justice.
“In nature there’s no waste” / Overarching Essential Question(s):
How can humans balance their natural urge to explore with their ethical obligations to others and to the environment?
Content and Skills
Content (nouns)
Students will know…
Vocabulary
The impact of European Pillage and Exploration on Americas’ land and
people?
Native American cultures and civilizations and the main reasons for European exploration.
• European migration to Americas
1.3d, 1.4c, 1.4d, 2.2c
• Religious and political reasons
2,1a, 5.1a, 5.1c
• Economic and geographical reasons
3.1a, 3.1c, 3.1d, 4.1a, 4.1f
Rivalry
The development of New England,
New France, New Netherland and
New Spain
• Political Objectives 1.2c
• Economic Objectives 3.1c, 3.1d
• Social Considerations 1.3a
Enslaved Africans and the
development of the Americas
1.3d, 4.1c, 4.1f, 4.2c, 4.2d
European settlement in the
Americas 1.2b, 1.2c
• Interaction among indigenous
cultures 1.3c
• European settlers and enslaved
peoples 1.4b
• Conflicts between indigenous
peoples and European settlers; The positive and negative effects of exploration. 1.4c
Social and cultural contributions
• Africans in the Americas 1.3a, 1.3b
• Native American influence on
Western culture 1.3a, 1.3b
· Chief Seattle’s view on environmental justice
· Conditions in today’s Reservations / Skills (verbs)
Students will be able to…
-DETERMINE THE central ideas of excerpt from Columbus’ log, and Las Casas History of the Indies
DISCUSS the Reasons for Exploration
DRAW CONCLUSIONS about the potential negative and positive effects Exploration
COMPARE AND CONTRAST Native Americans’ view of nature to that of the Europeans
DEFINE key terms
PREDICT the consequences of using certain parameters
IDENTIFY the CAUSES and EFFECTS of European Exploration
– Ask authentic questions
– State and verify what is known about a
problem or question
– Form tentative thesis about main idea
based on prediction
– Refine questions to gather different types
of information
– Incorporate technology resources to locate
information
– Implement keyword search strategies
– Select variety of sources for information
– Evaluate and select information based
on usefulness and accuracy
– Use both facts and opinions
– Interpret information and ideas by defining,
classifying, and inferring
– Form opinions and judgments backed up by
supporting evidence
– Use writing process to express new
understandings
– Decide presentation form based on audience
and purpose
Stage 2- Summative Assessment Evidence
If students understand, know and are able to do the items in Stage 1, they should be able to show their understanding by completing an authentic task found in the world beyond the classroom.
Design the Culminating/Summative Project:
G- (goal): / Your job is to create a public relations campaign to inform the U. S. Secretary of the Interior about the present conditions of Native Americans on U. S. Indian Reservations. You will make historical connections to the Age of Exploration, and create a tool or method to exemplify the conditions. Your work will include a call that environmental and social justice be brought to situations faced by Native Americans, more than 500 years after Columbus.
R- (role): / Writer, poet, cartoonist, advertiser (posters), song writer, public relations director…based on students interest
A- (audience): / U. S. Secretary of the Interior, school community, neighborhood, classmates, politicians…
S- (situation): / The challenge is to persuade the Secretary of the Interior that it is historically, ethically, and in everyone’s self-interest to remedy some the wrongs done to Native Americans. We will be promoting sustainable practices, as well as practicing the democratic ideals of this country that “all men are created equal.”
P- (purpose and product): / Your purpose is to create a public relations campaign: poster, cartoon, song, advertisement, poem, public service announcement (PSA), iMovie. You must educate your audience on the abuses and consequences of exploration. You will propose remedies for the social and environmental injustices experienced by Native Americans. You will include what we have to learn from their former lifestyles and their harmonious relation with the environment.
S- (standards for performance): / CCS STANDARDS: 6-8 STAND # 2. Determine the central ideas or information of a primary or secondary source, provide an accurate summary of the source distinct from prior knowledge or opinions.
Magnet Standards:
Sustainability—Students explore ways to balance human needs with nature’s laws.
Students investigate how to develop comfortable lives in the present, while preserving resources for future generations.
Inquiry--Students explore meaning by drawing conclusions
Culminating Project
Student Task
You have been chosen to spend the next FIVE weeks as AN ACTIVIST for THE GREEN MAGNET SCHOOL. You will be using the talent that you enjoy the most to create a public relations campaign to inform the U. S. Secretary of the Interior about the present conditions of Native Americans on U. S. Indian Reservations. You will make historical connections to the Age of Exploration, and create a tool or method to exemplify the conditions. Your work will include a call that environmental and social justice be brought to situations faced by Native Americans, more than 500 years after Columbus.
You are invited to become a writer, a poet, a cartoonist, an advertiser (posters) a song writer, a public relations director...at our GREEN MAGNET ACADEMY.
To better fulfill your promise to us, please remember the audience you will be trying to reach. (The U. S. Secretary of the Interior, as well as the school community, neighborhood, classmates, politicians…)
The challenge is to persuade as many people as possible that it is a historical and ethical necessity that we make the effort to put into practice the democratic foundation of this country and the believe that “all men were created equal” to remedy some of the wrongs done to Native Americans
Your purpose is to create a public relations campaign: poster, cartoon, song, advertisement, poem, public service announcement (PSA), iMovie, etc. (depending on the job you chose). You must educate your audience on the abuses and consequences of exploration. You will propose remedies for the social and environmental injustices experienced by Native Americans. You will include what we have to learn from their former lifestyles and their harmonious relation with the environment.
I look forward to seeing your work.
Sincerely,
D. Collado, Your colleague and facilitator
Rubric for Culminating Project
4 / 3 / 2 / 1Understanding / The project (poem, poster, song, cartoon…) showcases your sophisticated understanding of the harmonious connection to nature most Native Americans groups had and of the abusive methods of the explorers. / The project (poem, poster, song, cartoon…) showcases your solid understanding of the harmonious connection to nature most Native Americans groups had and of the abusive methods of the explorers. / The project show minimal understanding. / The project shows misunderstanding.
Content / Your facts and arguments are irrefutable and convince your audience of the need to remedy the wrongs done to Native Americans for more than 500 years. Your numerous facts are accurate, relevant, and persuasive. / Your facts and arguments are mostly convincing. They are mostly accurate and relevant. / Your facts and arguments are somewhat convincing, but some are inaccurate, irrelevant and distracting. / Your facts and arguments are irrelevant and unconvincing.
Presentation
Mini-Unit Title / Big Ideas of the mini-unit/ Concept Statement / Knowledge
Important content to know about mini-unit (nouns) / Skills
What should students be able to do?
(verbs) / Connection to Magnet Theme / Possible Topical Essential/ Focus Questions / Mini-Unit
Assessment / Benchmarks, Scaffolding Towards Culminating Project
Cultures and civilizations of the Americas / Culture, civilization / Vocabulary: Culture, Civilization, environment
Ethical
Sustainability
Native American cultures and civilizations
Chief Seattle’s view on environmental justice
Chief Luther Standing Bear’s contrast of Europeans and Sioux’s view of nature / -DETERMINE THE central ideas of excerpt from Columbus’ log, and Las Casas History of the Indies
Define words culture, civilization, ethical and environment
Analyze Chiefs Seattle and others Native Americans view of “men” relationship with nature
Identify several Native American cultures and Civilizations
Locate the geographical places where these cultures and civilizations thrived / SUSTAINABILITY—most Native American cultures lived in a manner that avoided the depletion of natural resources, / How can a better understanding of the cultures of Native Americans help us put in perspective our ethical obligations to others and to the environment? / The daily questions and summaries of the Cornell Note-Taking System.
A test (15 multiple choice and fill in the blank questions
Weekly journal (essay form) analyzing what has been learned during the week
Students draw any 4 visual aids from chapter ? and write an essay explaining each helps them to better understand the cultures and civilizations of Native Americans / The concepts, readings, activities and exercises in this mini-unit provides the students with the historical basis to present Native Americans as an ethical historical force towards environmental justice
The summaries in the Cornell Note-taking System, the weekly journal and the text book activities equip the students with analytical writings that form the basis for a key component of the culminating project and with sufficient models of visuals for their projects
Age of European Pillage and Exploration / Exploration, conflict, social justice, / Vocabulary
Eastern & Western Hemisphere
Exploration
Conflict
Social Justice
Discover
Reconcile
The main reasons for exploration.
The positive and negative effects of exploration as evidenced in Las Casas’ and Columbus’ writing
The key places “discovered” (stolen) by Europeans from native Americans / Define the key terms:
Eastern & Western Hemisphere
Exploration
Conflict
Social Justice
Discover
Reconcile
-DETERMINE THE central ideas of excerpt from Columbus’ log, and Las Casas History of the Indies
IDENTIFY the Reasons for Exploration and the key places “discovered “ by European Explorers
MAKE INFERENCES about the potential negative and positive effects Exploration using the Europeans’ goals in the explorations / SENSE OF PLACE—
Students will observe how geography shaped both Native Americans and European cultural attitude towards the environment / How did Bartholomew De Las Casas attempt to reconcile his ethical obligations with his witnessing of the ravage unleashed by the European Exploration? / The daily questions and summaries of the Cornell Note-Taking System.
A test (15 multiple choice and fill in the blank questions)
Weekly journal (essay form) analyzing what has been learned during the week
Students draw any 4 visual aids from corresponding textbook chapter on and write an essay explaining how each helps them to better understand the causes and effects of European Exploration / The concepts, readings, activities and exercises in this mini-unit provides the students with the historical basis to convince their audiences about social injustice that emanated from the lack of ethical guidelines in the European Exploration
The summaries in the Cornell Note-taking System, the weekly journal and the text book activities equip the students with analytical writings that form the basis for a key component of the culminating project and with sufficient models of visuals for their projects
The Clashing Cultures / Exploration, conflict, social justice, / Vocabulary
Discover
Empire
Conquistadors
Colonize
Ethical
Incas
Aztecs
Mayas
The positive and negative effects of exploration. / Define the words:
Discover
Empire
Conquistadors
Colonize
Ethical
EXPLAIN the conquest of the Aztecs and the Incas
-DETERMINE THE central ideas of excerpt from Columbus’ log, and Las Casas History of the Indies
REVIEW the Reasons for Exploration
DRAW CONCLUSIONS about how the methods and goals of European Explorers were bound to generate both conflicts and social injustices. / SUSTAINABILITY, --
Students will observe how the European Explorers carelessly destroyed human and natural resources. / Why did the conquest of the Aztec and the Incan empires by European explorers generate so much social injustice? / The daily questions and summaries of the Cornell Note-Taking System.
A test (15 multiple choice and fill in the blank questions
Weekly journal (essay form) analyzing what has been learned during the week
Students draw any 4 visual aids from the corresponding textbook chapter and write an essay explaining how each helps them to better understand the conflicts engendered by colonization and the building of an empire / The concepts, readings, activities and exercises in this mini-unit provides the students with the historical basis to convince their audiences about social injustice that emanated from the lack of ethical guidelines in the European Exploration
The summaries in the Cornell Note-taking System, the weekly journal and the text book activities equip the students with analytical writings that form the basis for a key component of the culminating project and with sufficient models of visuals for their projects
500 years after Columbus (Reservations) / conflict, social justice, culture, civilization / Vocabulary
Ethical
Reservation
Conditions in today’s Reservations / Define the words:
Ethical
Reservation
EVALUATE consequences of unethical exploration
Apply their knowledge to design a socially just remedy to the problems created by centuries of abuse to the Native Americans in the reservations / ACTIVISM
Students will evaluate the need to take action that can make a difference as to how this society treats Native Americans
/ How can so many bright freedom loving people ignore more than 500 years of social and environmental injustice? / The daily questions and summaries of the Cornell Note-Taking System.
A test (15 multiple choice and fill in the blank questions
Weekly journal (essay form) analyzing what has been learned during the week
Students prepare a collage of images of Native American in reservations today / The concepts, readings, activities and exercises in this mini-unit provides the students with the historical basis to convince their audiences about the repressive conditions under which Native Americans still live 500 hundred years later
The summaries in the Cornell Note-taking System, the weekly journal and the internet research for images of the Native Americans in today’s reservations equip the students with analytical writings that form the basis for a key component of the culminating project and with sufficient models of visuals for their projects
A Week at a Glance – Week 1