HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name : Melissa Stauffer
Subject : Civics
Start Date(s): 9/3/15
Grade Level (s): 7
Building : DEMS
Unit Plan
Unit Title:. Topic 2
Essential Questions:
Why do people move?
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
Grouping
DAILY PLAN
Materials / Resources
Assessment of Objective (s)
Age of Ideas
Timeline
Topic
First
20 days
Renaissance
Objective

Reformation



Students will be able to explain how
political and economic conditions in
Europe contributed to the birth of the
Renaissance.
Students will be able to identify the
major artistic, literary, and
technological contributions of
individuals during the Renaissance.
Students will investigate how
geography played a role in the diffusion
of the ideas from one country to another
in Europe.
Students will investigate the causes and
outcomes of the Reformation.
Essential Questions
Do you think the age of
modern technology can be
considered a second
Renaissance?
PA Standards/PA Core
Standards
CC.1.2.8.A
Determine a central idea
of a text and analyze its
development over the
course of the text,
including its relationship
to supporting ideas;
provide an objective
summary of the text
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.B: Illustrate how
historical documents,
artifacts, and sites are
critical to world history.
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/human
geography
Social organizations
8.4.8.D: Compare conflict
and cooperation among
groups and organizations
which have impacted the
history and development
of the world.
PA ELL Standards
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.
HAZLETON AREA SCHOOL DISTRICT
Social Studies Curriculum
Grade 7
Academic Vocabulary
Printing Press
Humanism
Scientific Method
Vernacular
Cultural Diffusion
Protestant
Catholic
Monarchy
Despotism
Sovereign
Divine Right
Balance of Power
Oligarchy
Autocratic
Social Contract
Philosopher
Laissez-faire
Natural Rights
Suggested Materials/Resource

















Textbook
Various Maps (Physical and
Political)
Graphic organizers
Student created foldable
Projector/overhead
Blank Timeline
Internet access
Student computer access
The Louvre Virtual tours
website: http://www.louvre.
Primary Sources from the
Luminarium; Anthology of
English Literature
http://www.luminarium.or
La Renaissance
http://www.ibiblio.org/wm/p
/glo/renaissance/
Teaching transparency
www.historychannel.com
www.nationalgeographic.co
www.Smithsonianeducation
www.metmuseum.org
Age of Ideas
Timeline
20 days
Topic
Absolutism
Enlightenment
Objective



Students will be able to describe the
events that led to the development of
absolute monarchies in Europe.
Students will explain how the main
ideas of the Enlightenment can be
traced back to the Renaissance,
Reformation, and the Scientific
Revolution.
Students will compare and contrast the
political, economic, and cultural ideas
that emerged during the
Enlightenment and how they spread
throughout Europe.
Essential Questions
Can society truly create a
just government?
PA Standards/PA Core
Standards
CC.1.2.8.A
Determine a central idea
of a text and analyze its
development over the
course of the text,
including its relationship
to supporting ideas;
provide an objective
summary of the text.
CC.8.6.6-8.A. Write
arguments focused on
discipline-specific
content.
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.
PA ELL Standards
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
Academic Vocabulary
Printing Press
Humanism
Scientific Method
Vernacular
Cultural Diffusion
Protestant
Catholic
Monarchy
Despotism
Sovereign
Divine Right
Balance of Power
Oligarchy
Autocratic
Social Contract
Philosopher
Laissez-faire
Natural Rights
Suggested Materials/Resource

See Above