HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name : Melissa Stauffer
Subject : Civics
Start Date(s): 11/8/15
Grade Level (s): 7
Building : DEMS
Unit Plan
Unit Title:. Topic 3
Essential Questions:
How much power should the government have?
Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)
CC. 1.2.8.A- determine central idea of a text and analyze its development over the course of the text, including the relationship to supporting ideas:
provide objective summary of the text.
CC.8.5.6-8.B: 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.
CC.8.5.6-8.D: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to
history/social studies.
CC.8.6.6-8.C: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CC.8.6.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly
and efficiently.
5.1.8.B: Outline how different systems of government function.
7.1.8.B: Explain and locate places and regions as defined by physical and human features.
6.2.8.E: Compare the state of the current economy with the economy in a different time or place.
8.1.8.B: Compare and contrast a historical event, using multiple points of view from primary and secondary sources.
8.4.8.A: Compare the role groups and individuals played in the social, political, cultural, and economic development throughout world history.
ELP.5.W.6-8.1.1: Label pictures of historical events.
ELP.5.W.6-8.2.1: Write phrases and short sentences about historical events using graphic organizers
ELP.5.W.6-8.3.1: Compare and/or contrast historical events using graphic organizers.
ELP.5.W.6-8.4.1: Generate a written summary of historical events using graphic organizers.
ELP.5.W.6-8.5.1: Author an essay about a historical event using graphic organizers.
ELP.5.L.6-8.5.1: Construct a representation of different types of maps from oral descriptions.
ELP.5.R.6-8.2.1: Classify data based on information from text and charts using a graphic organizer.
ELP.5.R.6-8.3.1: Compare data based on information from text and charts using a graphic organizer.
ELP.5.R.6-8.4.1: Analyze data based on information and charts in small groups.
ELP.5.R.6-8.5.1: Predict future trends based on data gleaned from grade-level text and charts within a small groups
Summative Unit Assessment :
Summative Assessment Objective
Students willDemonstrate proficiency on all work.
Assessment Method (check one)
__X__ Rubric ___ Checklist __ Unit Test ____ Group
__X__ Student Self-Assessment
___ Other (explain) Proficiency will be demonstrated through quizzes,
discussions, group activities, independent work, web quest, and chapter
test.
Day
Objective (s)
DOK
LEVEL
Activities / Teaching Strategies
Grade 7 Quarter 2 (1st 20 days)
Grouping
DAILY PLAN
Materials / Resources
Assessment of Objective (s)
Age of Exploration and Conquest
Timeline
20 days
Topic
Europeans
Explore the
World
Objective


Spainish and
Portuguese
Conquests in
the Americas


Students will investigate reasons why
Europeans began to make voyages of
exploration.
Students will analyze Spanish and
Portuguese exploration and conquests
in the Americas.
Students will be able to explain why
these colonies enabled European
countries to grow wealthy and
powerful.
Students will be able to explain and
assess the encomienda system.
Essential Questions
PA Standards/PA Core
Standards
PA ELL Standards
How does the legacy of
European colonization affect
the cultures of the Americas
today?
CC.8.6.6-8.E.
Use technology, including
the Internet, to produce
and publish writing and
present the relationships
between information and
ideas clearly and
ELP.5.W.6-8.1.1: Label pictures
of historical events.
ELP.5.W.6-8.2.1: Write phrases
and short sentences about
historical events using graphic
organizers
ELP.5.W.6-8.3.1: Compare
and/or contrast historical events
using graphic organizers.
ELP.5.W.6-8.4.1: Generate a
written summary of historical
events using graphic organizers.
ELP.5.W.6-8.5.1: Author an
essay about a historical event
using graphic organizers.
ELP.5.L.6-8.5.1: Construct a
representation of different types of
maps from oral descriptions.
ELP.5.R.6-8.2.1: Classify data
based on information from text
and charts using a graphic
organizer.
ELP.5.R.6-8.3.1: Compare data
based on information from text
and charts using a graphic
organizer.
ELP.5.R.6-8.4.1: Analyze data
based on information and charts in
small groups.
ELP.5.R.6-8.5.1: Predict future
trends based on data gleaned from
grade-level text and charts within
a small groups
ELP.5.L.6-8.5.1: Construct a
representation of different types of
maps from oral descriptions.
ELP.5.R.6-8.2.1: Classify data
based on information from text
and charts using a graphic
organizer.
ELP.5.R.6-8.3.1: Compare data
based on information from text
and charts using a graphic
organizer.
ELP.5.R.6-8.4.1: Analyze data
based on information and charts in
small groups.
ELP.5.R.6-8.5.1: Predict future
trends based on data gleaned from
grade-level text and charts.
efficiently.
CC.1.2.8.F
Analyze the influence of
the words and phrases in a
text including figurative,
connotative, and technical
meanings, and how they
shape meaning and tone.
7.1.8.B: Explain and
locate places and regions
as defined by physical
and human features.
8.4.8.A: Compare the role
groups and individuals
played in the social,
political, cultural, and
economic development
throughout world history.
8.4.8.D: Compare conflict
and cooperation among
groups and organizations
which have impacted the
history and development
of the world.
8.4.8.C: Illustrate how
continuity and change
have impacted world
history.
Belief systems and
religions
Commerce and industry
Technology
Politics and government
Physical and human
geography
Social organizations
HAZLETON AREA SCHOOL DISTRICT
Social Studies Curriculum
Academic Vocabulary
Cartographer
Caravel
Triangle Trade
Plantations
Missionary
Encomienda System
Conquistador
Capitalism
Colombian Exchange
Northwest Passage
French and Indian War
Coat of Arms
Cash Crops
Mercantilism
Suggested Materials/Resource

See Above
Grade 7 Quarter 2 (2nd 20 days)
Age of Exploration and Conquest
Timeline
Topic
20 days
European
colonization
in America
~English
Settlements
~French
and Dutch
Colonies
Objective





Students will examine what motivated
the English, French, and Dutch to
migrate and settle in the New World.
Students will compare and contrast how
European powers differed in their
colonization plans.
Students will examine and be able to
describe the economic policy of
mercantilism.
Students will understand what conflicts
arose over competition for land
acquisition in the New World.
Students will describe the history of the
Atlantic slave trade and its impact on
colonization.
Essential Questions
PA Standards/PA Core
Standards
PA ELL Standards
How does the legacy of
European colonization affect
the cultures of the Americas
today?
CC.1.2.8.B
Cite the textual evidence
that most strongly
supports an analysis of
what the text says
explicitly, as well as
inferences, conclusions,
and/or generalizations
drawn from the text.
CC.1.5.8.A
Engage effectively in a
range of collaborative
discussions, on gradelevel topics, texts, and
issues, building on others’
ideas and expressing their
own clearly.
ELP.5.L.6-8.1.1: Locate places or
geographic features on a map
from oral commands.
ELP.5.L.6-8.2.1: Select
appropriate maps to identify
regions, countries or landforms
from oral statements.
ELP.5.L.6-8.3.1: Select
appropriate maps based on oral
descriptions about regions,
countries, landforms or highways.
ELP.5.L.6-8.4.1: Compare and
contrast different types of maps
from oral descriptions.
ELP.5.L.6-8.5.1: Construct a
representation of different types of
maps from oral descriptions.
ELP.5.S.6-8.1.1: Name historical
figures in photographs and
illustrations.
ELP.5.S.6-8.1.1: Name historical
figures in photographs and
illustrations.
ELP.5.S.6-8.3.1: Role-play
scenes from the lives of historical
figures from photographs,
illustrations or videos.
ELP.5.S.6-8.4.1: Offer
alternatives to the actions of
historical figures based on
multimedia.
ELP.5.S.6-8.5.1: Debate or
defend a decision or action of a
historical figure in teams.
ELP.5.W.6-8.1.1: Label pictures
of historical events.
ELP.5.W.6-8.2.1: Write phrases
and short sentences about
historical events using graphic
organizers
ELP.5.W.6-8.3.1: Compare
and/or contrast historical events
using graphic organizers.
ELP.5.W.6-8.4.1: Generate a
written summary of historical
events using graphic organizers.
ELP.5.W.6-8.5.1: Author an
essay about a historical event
using graphic organizers.
7.1.8.B: Explain and
locate places and regions
as defined by physical
and human features.
8.4.8.A: Compare the role
groups and individuals
played in the social,
political, cultural, and
economic development
throughout world history.
8.1.8.B: Compare and
contrast a historical event,
using multiple points of
view from primary and
secondary sources.
8.4.8.C: Illustrate how
continuity and change
have impacted world
history.
Belief systems and
religions
Commerce and industry
Technology
Politics and government
Physical and human
geography
Social organizations
Academic Vocabulary
Cartographer
Caravel
Triangle Trade
Plantations
Missionary
Encomienda System
Conquistador
Capitalism
Colombian Exchange
Northwest Passage
French and Indian War
Coat of Arms
Cash Crops
Mercantilism
Suggested Materials/Resource

See Above