UNIT PLAN. Big Idea/Theme: In the seventeenth and eighteenth centuries, European expansion impacted societies worldwide.

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1 UNIT PLAN Grade Level: Unit # 1 Unit Name: Colonial Expansion 7 th Big Idea/Theme: In the seventeenth and eighteenth centuries, European expansion impacted societies worldwide. Culminating Assessment: The following assessments can be found on the O drive and/or link below: Culminating Assessment A ( ); approximately 2 weeks including instruction (see below) Culminating Assessment B ( ); approximately 2 weeks including instruction (see below) Culminating Assessment C ( ); approximately 2 weeks including instruction (see link) O:\Social Studies curriculum and lesson plans for District Two\7th Grade\Unit 1 - Colonial Expansion Unit Understanding(s) Students will understand that Colonial expansion of European powers entered various parts of the world. Technological & scientific advances affected colonial expansion. European nations exercised political and economic influences differently, including trading posts, plantation, and settler colonies. The European colonial powers affected the society and culture of African countries. The Triangular Trade affected three continents and the trading of Africans and goods. The European colonial powers affected the society and cultures of Asian countries, specifically global trade patterns and the spread of various religions. Unit Essential Question(s): What European nations explored and colonized? What areas of the world experienced European colonization? How did the technological and scientific advances lead to colonial expansion? How did European nations influence the world politically, socially, and economically? What was the importance of colonial expansion on the world? How are the three types of colonies different? What were the effects of the Triangular Trade on Europe, Africa, and the Americas? How did most Africans resist European domination, while others participated in the slave trade? How did European expansion affect Asian countries? How did trade patterns effect 1

2 European and Asian interactions? How did the emergence of capitalism affect worldwide trade? How did the middle class develop? Students will know / Students will be able to Use maps Identify major European nations involved in exploration. Identify major European explorers and their accomplishments. Identify key technologies and advances. Identify key characteristics of trading posts, plantation, and settler colonies. Summarize the effects of the slave trade on African and European societies. Summarize the effects of the global trading patterns on Asian and European societies. Create a timeline showing important events during the Age of Exploration. Interpret historical world maps. Essential Vocabulary Exploration Mercantilism Capitalism Market economy Triangular Trade Middle Passage Oceania Atlantic Ocean Astrolabe Caravel Trading-post empires Plantation colonies Settler colonies Middle class Age of Exploration (Discovery) South Carolina Academic Standards: Use a map or series of maps to identify the colonial expansion of European powers in Africa, Asia, Oceania, and the Americas through (G, H, P) Explain how technological and scientific advances, including navigational advances and the use of gunpowder, affected various parts of the world politically, socially, and economically and contributed to the power of European nations. (H, G, P, E) Compare how European nations exercised political and economic influence differently in the Americas, including trading-post empires, plantation colonies, and settler colonies. (H, G, P, E) Summarize the characteristics of European colonial power and explain its effects on the society and culture of African nations, including instances of participation in and resistance to the slave trade. (H, G, P, E) Summarize the characteristics of European colonial powers in Asia and their effects on the society and culture of Asia, including global trade patterns and the 2

3 spread of various religions. (H, G, P, E) Explain the emergence of capitalism, including the significance of mercantilism, a developing market economy, an expanding international trade, and the rise of the middle class. (E, H, P) Interim Assessment (formative) Tests/Quizzes Discussion/Questioning Journals Class participation Partner/group work Exit/Entry slips Models Vocabulary tests KWL Activities Graphic Organizers Thinking Maps Interim Assessment (formative, SAMPLE) European Expansion Influence Chart see below 3

4 FORMATIVE ASSESSMENT Compare European impact in Asia, in the New World, and Africa Tier 3 Treatment of natives Asia New World Africa Land area controlled Types of colonies European Influence *students will work independently, using their notes to complete 4

5 Compare European impact in Asia, in the New World, and Africa Tier 2 Treatment of natives Asia New World Africa Inferior Land area controlled None Types of colonies Trading post European Influence Changed econimically, politically, socially *students will work with partner and notes to complete with teacher assistance as needed 5

6 Compare European impact in Asia, in the New World, and Africa Tier 1 Treatment of natives Asia New World Africa Inferior Land area controlled None Types of colonies Trading post European Influence Changed econimically, politically, socially *teacher will provide word bank for Tier 1 group and guide them through assignment 6

7 CULMINATING ASSESSMENT A COLONIAL EXPANSION NEWSPAPER PROJECT SC Standard 7-1 Unit 1 S. Danielle Thomas, CMS To finish our unit on European Exploration, we will complete a project. This project will be a review of the European nations involved the areas they explored and settled, and the important advancements that aided the explorers. It should demonstrate your knowledge and understanding of the topic. You will use your notes and additional resources to aid you on your project. You will create a newspaper, highlighting all of these things. Your newspaper should focus on ONE of the European nations involved in exploration. Your newspaper must include the following components: 1. Title and date (make your date fit the time period) 2. Create a MAP highlighting a route(s) taken by an explorer from your nation. Include a caption explaining what is shown on the map. (i.e. Draw a map showing Columbus s route leaving Spain, headed to Hispaniola, and back to Spain) 3. Complete a BIOGRAPHY of one famous explorer from your nation (born there or commissioned by government to explore for them). Be sure to include information on advancements studied in class and how these aided the explorer. You have options here: you can write a traditional biography OR you can include journal or diary entries from an explorer or his crew. Additional links and resources will be provided in class and on schoolnotes. 4. Create an ADVERTISEMENT for one of the three types of colonies (trading post, settlement, plantation). Include in your advertisement where your colony is located, how to get there, and why anyone should come. (I.e. A reason someone may want to come to a settler colony would be to escape religious persecution in their home country.) This project can be completed individually or in groups of 3 or less. We will complete most of the work in class, but some of it may have to be completed at home. All projects will be due, when they will be presented to the class. See rubric on back for grading criteria. Return rubric with project. 7

8 Colonial Expansion Project (newspaper) Name: Date: Period: Criteria 4 (Exemplary) Knowledge Student(s) can Gained accurately answer all questions related to a) biography, map, and advertisement in the newspaper and b) technical processes used to create the newspaper. Accuracy All historical information appeared to be accurate and in chronological order. Requirements (Title, Date, Map, Biography, Advertisement) Grammar Attractiveness & Organization Use of Time All of the required content was present. No grammatical or spelling errors. The newspaper is exceptionally attractive and well-organized. Used all time in class wisely 3 (Above Average) Student(s) can accurately answer most questions related to a) biography, map, and advertisement in the newspaper and b) technical processes used to create the newspaper. Almost all historical information appeared to be accurate and in chronological order. Almost all the required content was present. Almost no grammatical or spelling errors. The newspaper is attractive and well-organized. Used most of their class time wisely 2 (Average) Student(s) can accurately answer some questions related to a) biography, map, and advertisement and b) technical processes used to create the newspaper. Most of the historical information was accurate and in chronological order. Most of the required content was present. A few grammatical or spelling errors. The newspaper is somewhat attractive and organized. Some of class time was used appropriately 1 (Below Average) Student(s) appears to have little knowledge about the facts and the technical processes used for the newspaper. Very little of the historical information was accurate and/or in chronological order. Little of the required content was present. Many grammatical and/or spelling errors. The newspaper is unorganized and confusing to the reader. Little or no class time was used to work on project Comments: 8

9 CULMINATING ASSESSMENT B Pretend you are an explorer (Henry Hudson, Vasco de Gama, etc.). Create map of your exploration and a journal based on areas explored. Your journal should include a description of tools used to aid your exploration endeavors. Key Criteria (to meet the standard/rubric) Title JOURNAL ACTIVITY CATEGORY Map Legend/Key Labels - Accuracy Title tells the purpose/conte nt of the map, is clearly distinguishable as the title (e.g. larger letters, underlined, etc), and is printed at the top of the map. Legend is easy-to-find and contains a complete set of symbols, including a compass rose. At least 90% of the items are labeled and located Title tells the purpose/conte nt of the map and is printed at the top of the map. Legend contains a complete set of symbols, including a compass rose % of the items are labeled and located Title tells the purpose/conte nt of the map, but is not located at the top of the map. Legend contains an almost complete set of symbols, including a compass rose % of the items are labeled and located Purpose/conte nt of the map is not clear from the title. Legend is absent or lacks several symbols. Less than 70% of the items are labeled and located Neatness of Color and Lines All straight lines are rulerdrawn, all errors have been neatly corrected and all features are colored completely. All straight lines are rulerdrawn, most errors have been neatly corrected and most features are colored completely. Most straight lines are rulerdrawn, most errors have been neatly corrected and most features are colored completely. Many lines, corrections of errors, and/or features are not neatly done. 9

10 Spelling/Capitalizati on % of words on the map are spelled and capitalized Journal % chronicles daily life during exploration, highlighting specifically final destinations % of the words on the map are spelled and capitalized 94-85% chronicles daily life during exploration, highlighting specifically final destinations % of the words on the map are spelled and capitalized 84-75% chronicles daily life during exploration, highlighting specifically final destinations. Less than 75% of the words on the map are spelled and/or capitalized Less than 75% chronicles daily life during exploration, highlighting specifically final destinations. 10