DURHAM PUBLIC SCHOOLS 2013-2014
UNIT 2 PLAN FOR 7TH GRADE CONTENT AREA
Unit Overview:
Instructional Time: 4 weeks, 20 days
Quarter X One
Two
Three
Four
Course/Grade Level: 7th Grade Social Studies
Unit Theme:
Imperialism and Colonialism (Imperialism/Slave Trade)
Unit Summary:
Revised Bloom’s Taxonomy: Level 1-6
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
colonizers and evaluate the effects of colonization. Students will contrast European expansion with expansion by empires in the soon to colonized regions of Asia, Africa and South
America.
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H 1.2 Summarize the literal meaning of historical documents in order to establish context.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
Essential Question(s):
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How does a transfer of culture take place?
How are geography and history connected?
and Social Darwinism).
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Does cultural diffusion impact cultures?
How does trade make the world interconnected?
How does the quest for wealth, products, and ideas drive colonization/imperialism?
How did native people in the new worlds react to the arrival of Explorers?
What are the benefits and drawbacks of cultural exchange?
How can one culture’s ignorance affect another culture?
What was life like in Africa before the arrival of Europeans?
How was the TAST different from slavery at other times in history?
What was life like for enslaved Africans?
How does the desire for wealth affect human rights?
What was the global and local impact of the TAST?
What were the effects of imperialism and colonialism on all areas of Africa?
How did British Imperialism impact Indian culture?
How did native people in the New World react to the arrival of Europeans?
How has colonialism impacted Native countries?
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):
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I can analyze what life was like in Africa/Asia/the Americas before the arrival of Europeans.
I can analyze the reaction of natives to the arrival of Europeans
I can evaluate the positive and negative effects of native contact with Europeans
I can make connections between events in Africa and my own life
I can use literature to gain knowledge of how colonialism impacted native citizens.
I can identify and understand imperialism/ colonialism as well its effects
I can analyze written materials like poetry in order to understand and evaluate historical events.
I can manipulate a map in order to understand the extent of imperialism in Africa
I can compare/contrast British Imperialism in Africa with that of India
I can evaluate how British dominance affected the people of India.
I can compare and contrast West African life before and after TAST.
I can identify the middle passage and describe what it was like.
I can analyze and evaluate the impact of the TAST
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 analyze/explain the motivations of colonization
I can analyze and evaluate the impact of geography in determining location of European colonies.
I can determine why Europeans were interested in specific geographic locations for colonization and trade.
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 the connection between the impact of the Age of Exploration and trade and colonization.
I can evaluate how trade impacted various cultures.
I can evaluate how societies became dependent on trade.
I can analyze the impact that colonists had on native cultures.
I can evaluate the positive and negative effects of trade.
Trade:
Imperialism/Colonization:
TAST:
Imports
Exports
Mercantilism
Raw Materials
Natural Resources
Imperialism
Colonialism
Colony
Lord Lugard
Sepoy
British Empire
Trans-Atlantic Slave Trade
Middle Passage
Trans-Atlantic Trade
Triangular Trade
Cape of Good Hope
Branding
Shackles
Slave Ship
Slave Fort
Door of No Return
Coffle
Olaudah Equiano
West Coast of Africa
Gulf Stream
Sepoy Mutiny
Massacre
Scramble for Africa
Reading and Writing for Literacy and Interdisciplinary Connections
Copper Sun
Sharon M. Draper
This action-packed, multifaceted, character-rich story describes the shocking realities of the slave trade and plantation life while portraying the perseverance, resourcefulness, and triumph of the human
spirit. Amari is a 15-year-old Ashanti girl who is happily anticipating her marriage to Besa. Then, slavers arrive in her village, slaughter her family, and shatter her world. Shackled, frightened, and
despondent, she is led to the Cape Coast where she is branded and forced onto a boat of death for the infamous Middle Passage to the Carolinas. Chapter’s 1-12 content relates to the Transatlantic
Slave Trade. Remainder of the novel deals with plantation life in the Americas and could be read in 8 th grade.
Essential Question
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Determine the meaning of words and phrases
as they are used in a text, including vocabulary
specific to domains related to history/social
studies
I Can Statement
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Resources
Teaching Materials: This website offers an abundance
of teaching materials, level questioning, book synopsis,
and chapter summaries, and a variety of links that relate
to content covered within the novel.
http://www.webjunction.org/documents/ohio/20092010-toolkits/Copper_Sun.html
I can make historical and geographical
connections to the novel I am reading.
The Rabbits (Use with Week 2)
by John Marsden, Shaun Tan (Illustrator)
The Rabbits is an allegory about colonization, told from the perspective of animals.
Essential Question
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Determine the meaning of words and phrases
as they are used in a text, including vocabulary
specific to domains related to history/social
studies
I Can Statement
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Resources
I can make historical and geographical
connections to the novelet I am reading.
1.
Teaching Materials: This website offers the visual
experience and commentary on the story.
http://www.shauntan.net/books/the-rabbits.html
YouTube Video Part 1:
http://www.youtube.com/watch?v=kTvXe84UqIQ
You Tube Video Part 2:
http://www.youtube.com/watch?v=eZaROIWniN8
Analysis Lesson:
www.carcpd.ab.ca/.../Analysis%20of%20THE%20RA
BBITS.doc
Evidence of Learning (Formative Assessments):
Summative Assessment(s):
Warm up journal (daily or weekly)
Teacher observation during classroom activities
Exit Slips
Homework
Daily checks for understanding
Skits
Editorials
Journaling
Debates
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:
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Holt Western World (Blue Book): Chapter 15, pages 376-381 (Trans-Atlantic Slave Trade)
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Holt Western World (Blue Book): Chapter 21, pages 546-550 (Colonialism in India)
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Holt Western World (Blue Book): Chapter 26, pages 399-400 (Colonialism in Africa)
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Holt Western World (Red Book): Variety of chapters, pages 216-217, 210-11, 174-175, 166,
191, 454, 148-149, 256, 194-195 (Colonialism in the Americas)
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Promethean Planet: www.prometheanplanet.com
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Discovery Education: www.unitedstreaming.com
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PBS Learning: http://unctv.pbslearningmedia.org/
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*History on the Net - www.historyonthenet.com
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*Big Era 6 - http://worldhistoryforusall.sdsu.edu/eras/era6.php
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Avalon: Primary Sources http://avalon.law.yale.edu/
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16th century: http://avalon.law.yale.edu/subject_menus/16th.asp
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17th century: http://avalon.law.yale.edu/subject_menus/17th.asp
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Social Studies for Kids: http://www.socialstudiesforkids.com/
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Fordham University Sourcebooks: http://www.fordham.edu/halsall/
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Modern: http://www.fordham.edu/Halsall/mod/modsbook.asp
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StudentsFriend.com- Modern (link below)
http://studentsfriend.com/aids/curraids/curraids.html#anchor1119530
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Problem Attic (for NYS Regents Questions): http://www.problem-attic.com/login
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The Best of History collection of historical based lesson plans:
http://www.besthistorysites.net/index.php/american-history/1900/early-imperialism
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School History, collection of teaching materials: www.SchoolHistory.co.uk
Week One: Trans-Atlantic Slave Trade:
This week should begin with a review of what life was like in Africa before the arrival of Europeans. A review of the Ancient African Kingdoms would be helpful in making the distinction between
slavery before and after the TAST. Connections can be made from previous unit with trade and exploration and how it led the way for enslavement of native cultures (specifically focusing on the TransAtlantic Slave Trade.) Impact of the slave trade on the native population, the conditions in which slaves were treated, and transported are significant items to cover. Several mapping the TAST lessons
are shown below to have the students make connections on how geography played a large role on TAST.
Essential Question
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What was life like in Africa before the arrival of
Europeans?
How was the TAST different from slavery at other
times in history?
What was life like for enslaved Africans?
How does the desire for wealth affect human rights?
What was the global and local impact of the TAST?
I Can Statement
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I can analyze what life was like in Africa before the
arrival of Europeans.
I can analyze the reaction of natives to the arrival of
Europeans
I can evaluate the positive and negative effects of
native contact with Europeans
I can make connections between events in Africa
and my own life
I can use literature to gain knowledge of how
colonialism impacted native citizens.
I can analyze written materials like poetry in order
to understand and evaluate historical events.
I can compare and contrast West African life before
and after TAST.
I can identify the middle passage and describe what
it was like.
I can analyze and evaluate the impact of the TAST
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 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 make the connection between the impact of
the Age of Exploration and trade.
Resources
Mapping lesson plan on TAST:
http://www.inmotionaame.org/education/detail.cfm;jsessionid
=f830336561367262369483?bhcp=1
Lesson plans on TAST:
http://www.learner.org/courses/amerhistory/pdf/AtlanticSlave
Trade_LOne.pdf
A lesson plan database on several aspects of the TAST:
http://www.learner.org/courses/amerhistory/pdf/AtlanticSlave
Trade_LOne.pdf
Lesson plan on voices of the TAST from NC Civic Education
Consortium:
http://civics.sites.unc.edu/files/2012/04/VoicesTransAtlanticS
laveTrade.pdf
Mortality and the TAST activity:
http://www.collegeboard.com/prod_downloads/yes/4297_MO
DULE_12.pdf
Mapping Lesson on TAST and impact of trade:
http://www.teachervision.fen.com/slavery/lessonplan/3370.html
Week Two: Imperialism and Colonialism in Africa
This week should focus on European colonialism in Africa and its impact on the natives that lived there. Connections from previous week can be made on how TAST impacted the native culture’s
population and livelihood. With students read the Rabbits. This is a great opportunity to see colonization from the native perspective. Links to this lesson, book, and videos are given above in the
literacy connection section. A great extension activity for this novelet is to have students create a comic strip with 4 scenes from the novelet and 2 scenes they predict of what could happen next. You
could also have the students write a parallel story told from the perspective of the Rabbits (Europeans.) Focus should be made on European Scramble for the partitioning of Africa and how that impacted
native cultures. Make connections with TAST and The Rabbits.
Essential Question
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What were the effects of imperialism and
colonialism on all areas of Africa?
How does a transfer of culture take place?
How are geography and history connected?
Does cultural diffusion impact cultures?
How does trade make the world interconnected?
How does the quest for wealth, products, and ideas
drive colonization/imperialism?
I Can Statement
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I can analyze the reaction of natives to the arrival of
Europeans
I can evaluate the positive and negative effects of
native contact with Europeans
I can make connections between events in Africa
and my own life
I can use literature to gain knowledge of how
colonialism impacted native citizens.
I can identify and understand imperialism/
Resources
 Collection of images, maps, and artifacts from colonialism
in Africa: http://exhibitions.nypl.org/africanaage/essaycolonization-of-africa.html
 PPT on colonialism in Africa:
http://www.google.com/#hl=en&gs_rn=11&gs_ri=psyab&qe=Y29sb25pYWxpc20gaW4gYQ&qesig=WAxe57tDwixhduzFVaZlg&pkc=AFgZ2tmABPNhgqCuHnoYp
YRbvEpQNcjulVnp2WB_yIcVyNO9otZwEcnzKQkaqdk3-9BriBvaq2wp-uieJUXtHKXLu7LDHa5A&cp=16&gs_id=1n&xhr=t&q=colonialis
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How did native people in the new worlds react to
the arrival of Explorers?
What are the benefits and drawbacks of cultural
exchange?
How can one culture’s ignorance affect another
culture?
How does the desire for wealth affect human rights?
What were the effects of imperialism and
colonialism on all areas of Africa?
How has colonialism impacted Native countries?
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colonialism as well its effects
I can analyze written materials like poetry in order
to understand and evaluate historical events.
I can manipulate a map in order to understand the
extent of imperialism in Africa
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 analyze/explain the motivations of
colonization
I can analyze and evaluate the impact of geography
in determining location of European colonies.
I can determine why Europeans were interested in
specific geographic locations for colonization and
trade.
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 the connection between the impact of
the Age of Exploration and trade and colonization.
I can evaluate how trade impacted various cultures.
I can evaluate how societies became dependent on
trade.
I can analyze the impact that colonists had on native
cultures.
I can evaluate the positive and negative effects of
trade.
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m+in+africa&es_nrs=true&pf=p&sclient=psyab&oq=colonialism+in+a&gs_l=&pbx=1&bav=on.2,or.r_
qf.&bvm=bv.45645796,d.eWU&fp=8d6173dab5152dcb&
biw=1366&bih=520
Video clip on Imperialism in Africa from YouTube:
http://www.youtube.com/watch?v=CM2Xa12YsX0
Experiencing Imperialism simulation:
http://betterlesson.com/lesson/15012/experiencingimperialism-simulation
Week Three: Imperialism and Colonialism in India
This week should focus on European colonialism in India and its impact on the natives that lived there. Connections from previous weeks on how European colonialism made both positive and negative
impacts on the native culture. Special attention should be made on Sepoy Mutiny and Indian rebellion to European imperialism. Using the resources listed below would be a great start to introducing
imperialism by the Europeans on native cultures. The simulation given below enables students to experience what it would have been like for native cultures to have been taken over and then colonized
with no knowledge of their culture or customs whatsoever. This is also a great opportunity to incorporate geography and DBQ’s, a DBQ on Imperialism in India is given below.
Essential Question
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How does a transfer of culture take place?
How are geography and history connected?
Does cultural diffusion impact cultures?
How does trade make the world interconnected?
How does the quest for wealth, products, and ideas
drive colonization/imperialism?
How did native people in the new worlds react to
the arrival of Explorers?
What are the benefits and drawbacks of cultural
exchange?
I Can Statement
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I can evaluate the positive and negative effects of
native contact with Europeans
I can use literature to gain knowledge of how
colonialism impacted native citizens.
I can identify and understand imperialism/
colonialism as well its effects
I can compare/contrast British Imperialism in Africa
with that of India
I can evaluate how British dominance affected the
people of India.
I can identify cultural diffusion and analyze how it
Resources
 PBS lesson on British attitudes towards India:
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http://www.pbs.org/thestoryofindia/teachers/lessons
/6/
Experiencing Imperialism simulation:
http://betterlesson.com/lesson/15012/experiencingimperialism-simulation
DBQ on Imperialism in India:
http://simontechnology.org/ourpages/auto/2012/11/
2/62495296/DBQ-imperialism%20in%20india.pdf
Imperialism lesson with PPT: http://emily-wolfercomp-tools-fall-10.wikispaces.com/Lesson+Plan
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How can one culture’s ignorance affect another
culture?
How does the desire for wealth affect human rights?
How did British Imperialism impact Indian culture?
How has colonialism impacted Native countries?
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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 analyze/explain the motivations of
colonization
I can analyze and evaluate the impact of geography
in determining location of European colonies.
I can determine why Europeans were interested in
specific geographic locations for colonization and
trade.
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 the connection between the impact of
the Age of Exploration and trade and colonization.
I can evaluate how trade impacted various cultures.
I can evaluate how societies became dependent on
trade.
I can analyze the impact that colonists had on native
cultures.
I can evaluate the positive and negative effects of
trade.
Week Four: Imperialism and Colonialism in the Americas, Review, Assessment
This week should focus on European colonialism in the Americas and its impact on the natives that lived there. Connections from previous weeks can be made on how colonialism impacted the culture’s
population and livelihood. Focus should be made on European feuds over land claims and how that impacted native cultures. Students can view video entitled, “Hotel Rwanda” to demonstrate how
imperialism and colonization impacted native cultures and still have an effect on them in the 21 st Century. This video requires parental consent, you will want to send that out at least 2 weeks prior to
showing the video. While watching the video, have students complete a video viewing guide. Following the video, hold a Socratic Seminar to discuss reactions to the video. An extension activity is to
view the video entitled, “Darfur Now.” This is a documentary feature the actors/actresses from Hotel Rwanda. The talk about their experiencing while researching for their role and what they have
done to raise awareness for the region and fundraising efforts to help the victims.
Essential Question
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How does a transfer of culture take place?
How are geography and history connected?
Does cultural diffusion impact cultures?
How does trade make the world interconnected?
How does the quest for wealth, products, and ideas
drive colonization/imperialism?
How did native people in the new worlds react to
the arrival of Explorers?
What are the benefits and drawbacks of cultural
exchange?
How can one culture’s ignorance affect another
culture?
How does the desire for wealth affect human rights?
How did native people in the New World react to
I Can Statement
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I can analyze what life was like in the Americas
before the arrival of Europeans.
I can analyze the reaction of natives to the arrival of
Europeans
I can evaluate the positive and negative effects of
native contact with Europeans
I can use literature to gain knowledge of how
colonialism impacted native citizens.
I can identify and understand imperialism/
colonialism as well its effects
I can analyze written materials in order to
understand and evaluate historical events.
I can identify cultural diffusion and analyze how it
occurs
I can evaluate the connections between race and
Resources
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Numerous lesson plans on Imperialism in the
America’s. This collection offers an array of maps,
graphs, charts, political cartoons, and more:
http://www.bfasta.net/assets/files/departments/social
studies/cmoore/US%20Hist%20234/American%20I
mperialism%20Unit%20Plan.pdf
Small Planet The Age of Imperialism lesson plans:
http://www.smplanet.com/teaching/imperialism/
Lesson Planet, collection of teaching materials,
lesson plans, worksheets ,etc. :
http://www.lessonplanet.com/lessonplans/imperialism-in-latin-america
Lesson Corner, selection of teaching materials,
lesson plans, worksheets, etc.:
http://www.lessoncorner.com/History/US_History/I
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the arrival of Europeans?
How has colonialism impacted Native countries?
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culture.
I can identify a primary source document and use it
to make connections about culture.
I can analyze/explain the motivations of
colonization
I can analyze and evaluate the impact of geography
in determining location of European colonies.
I can determine why Europeans were interested in
specific geographic locations for colonization and
trade.
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 the connection between the impact of
the Age of Exploration and trade and colonization.
I can evaluate how trade impacted various cultures.
I can evaluate how societies became dependent on
trade.
I can analyze the impact that colonists had on native
cultures.
I can evaluate the positive and negative effects of
trade.
mperialism
Supportive Unit Resources: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Scaffolding Option 1:
Intervention
Instructional
Activities:
Student will read primary source (First-hand
account of Olaudah Equiano) and secondary
source documents (Door of No Return poem) on
the Trans-Atlantic Slave Trade and complete
literacy activity to help them process what they
have read
Scaffolding Option 2:
Maintenance
Students will answer constructed response
questions based upon their reading of the
primary and secondary sources on the TransAtlantic Slave Trade
Scaffolding Option 3:
Extension
Students will write a first-person historical
narrative describing what life was like for a
slave during the Middle Passage or students can
create a map illustrating the journey of a slave
from their village to the New World.
Technology Integration: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
SAS Curriculum Pathways lesson on the Slave Trade
the Middle Passage:
Multimedia
Activities:
SAS Curriculum Pathways lesson on the Daily Lives
of Slaves:
http://www.sascurriculumpathways.com/portal/
Launch?id=607&bhcp=1
SAS Curriculum Pathways lesson on the TransAtlantic Slave Trade:
http://www.sascurriculumpathways.com/portal/Laun
ch?id=384
SAS Curriculum Pathways lesson on the Scramble
for Africa:
http://www.sascurriculumpathways.com/portal/Laun
ch?id=932
SAS Curriculum Pathways lesson on White Man’s
Burden:
http://www.sascurriculumpathways.com/portal/Laun
ch?id=598
SAS Curriculum Pathways lesson on Creating Maps
of Imperial Africa and Asia:
http://www.sascurriculumpathways.com/portal/Laun
ch?id=1122
http://www.sascurriculumpathways.com/portal/
Launch?id=203
Multimedia
Activities
(Cont.):
ActivInspire Flipcharts, ActivEngage student response, edublogs.com, Prezi, History Channel, Encyclopedias, Culture Grams, Internet, SmartBoards, Primary Source
Documents (National Archives), Textbooks, Discovery Education, Brain Pop, Quizlet, YouTube, World War Two Newspapers, Sound Clips from BBC School Radio,
PowerPoint Presentations, etc.