DPS Unit Map
7th Grade SS Unit 2: Imperialism and Colonization
5 Weeks
Stage 1: Examine and Unpack Standards
These unpacked standards are expected in every Durham Public Schools classroom.
UNIT FOCUS STANDARDS
Transfer
Social Studies
Students will be able to independently use their learning to…
7.H.2.1 - Analyze the effects of social, economic,
 Understand how European imperialism impacted different parts of the world
military and political conflict among nations,
Making Meaning
regions, and groups.
UNDERSTANDINGS
ESSENTIAL QUESTIONS
7.G.1.2 - Explain how demographic trends (e.g.
Students will understand that…
population growth and decline) lead to conflict,
1. Colonization, conquest, and imperialism may alter a 1. How has imperialism altered people’s way of
negotiation, and compromise in modern
people’s way of life in positive and negative ways.
life throughout history?
societies and regions.
2. Changing demographic trends may cause conflict
2. How did European imperialism cause conflicts
7.G.2.1 - Construct maps, charts, and graphs to
among a nation’s population.
in various nations in the beginning of the
explain data about geographic phenomena.
3. Competition for resources impacts economic
global age?
7.E.1.1 - Explain how competition for resources
relationships between people and nations.
3. How has competition for resources impacted
affects the economic relationship among
economic relationships between people and
nations.
nations?
7.C.1.1- Explain how culture unites and divides
Acquisition
modern societies and regions (e.g. enslavement
KNOWLEDGE
SKILLS
of various peoples, caste system, religious
Students will know…
Students will be able to…
conflict and Social Darwinism).
1. Different types of charts and graphs and how to
1. Explain how European imperialism impacted
appropriately select them to effectively display
different parts of the world.
data.
2. Create their own maps, charts and/or graphs
Common Core/Literacy
2. The factors that explain population growth and
to explain preexisting data.
RH.6-8.1 - Cite specific textual evidence to
decline (i.e. war and environmental conditions).
3. Cite textual evidence to support analysis of
support analysis of primary and secondary
3. The economic motives for imperialism and
primary sources.
sources.
colonization.
4. Determine the meaning of words and phrases
RH.6-8.4 - Determine the meaning of words and
in a primary source.
phrases as they are used in a text, including
5. Support claims with logical reasoning and
vocabulary specific to domains\ related to
relevant data that demonstrate an
history/social studies.
understanding of the topic.
WHST.6-8.1.B - Support claim(s) with logical
reasoning and relevant, accurate data and
evidence that demonstrate an understanding of
the topic or text, using credible sources.
Curriculum, Instruction and Assessment
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DPS Unit Map
7th Grade SS Unit 2: Imperialism and Colonization
5 Weeks
Key Vocabulary
Tier 3 Vocabulary Words
Mercantilism, Columbian Exchange, Colonialism, Imperialism, Globalization, Scarcity, Trans-Atlantic Slave Trade, Middle Passage, slavery, indentured servitude
Tier 2 Vocabulary Words
Exploration, natural resources, demographics, empire
Stage 2: Calibrate Rigor and Design Assessment
Evaluative Criteria for Assessment District Provided Assessment Tasks
Criteria
1
Addressing
the prompt
The
presentation
does not
address the
goal of the
performance
task.
Cite
Evidence
(from text –
primary
or
secondary
sources)
There is no
evidence to
support the
answer.
Explain
No attempts
to explain how
the evidence
addresses the
prompt have
been made.
Conventions
Many
grammatical
errors exist
that obscure
meaning.
Curriculum, Instruction and Assessment
2
The
presentation
partially
addresses the
goal of the
performance
task.
The
presentation
includes
evidence that
loosely
supports the
answer.
The attempts to
explain how the
evidence
addresses the
prompt are
unclear or
insufficient.
Some
grammatical
errors exist, but
do not obscure
meaning.
3
The
presentation
addresses the
goal of the
performance
task.
The
presentation
includes
evidence that
fully supports
the answer.
The
explanation of
the evidence is
clear and
insightful.
No
grammatical
errors exist.
Performance Task: STUDENT CHOICE GRASP
*Students will choose ONE row to complete to demonstrate their understanding of the unit concepts.
Goal
Role
Audience
Situation
Product
Create a
protest poster
that you will
take with you
to a march.
Indian or
African
living
under
colonial
rule
The people
of your
country
and
imperial
powers
Describe what
happened
during a
historic event.
Indian or
African
Reporter
Newspaper
Reader
Create a
political
cartoon that
displays the
impact of
imperialism
on Africa or
India
Yourself
Your
teacher
and peers
You are an African or Indian living under
colonialism. You remember the freedoms
you and your people had before the
Europeans arrived in your land. You are
extremely frustrated and decide to attend a
march organized by community leaders.
Create a poster that displays your
frustration, which includes the problem
(colonialism & imperialism) and your
demands (what do you want to happen?)
During the late 1800s -1919 European
nations established colonies all over Africa
and Asia. You are a village reporter in India
or Africa assigned with researching and
writing a newspaper article about key events
(Pick one: Sepoy Mutiny/Rebellion, Amritsar
Massacre, the Berlin Conference, life in the
Congo after King Leopold’s men arrive.
During this unit you have learned about the
Age of Imperialism and Colonization and its
impact on Africa and Asia. Demonstrate your
knowledge of this topic by creating a poster
or political cartoon that reflects the goal.
Protest
Poster
Newspaper
Article
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Political
Cartoon
DPS Unit Map
7th Grade SS Unit 2: Imperialism and Colonization
5 Weeks
Other Evidence –Embedded Stage 3 Learning Events
Teacher designed
Teacher designed
DPS 6-8 RACER & ACES + C Rubric
PLC designed
Professional Resources
Resources for Unit Concepts:
Minute by Minute Assessments
Speech, Debate or Socratic Seminar
Text-Dependent Constructed Response Questions
PLC-Created Text or Concept Specific Common Formative Assessments
Stage 3: Plan and Deliver Instruction
This instructional pacing and sequencing represents one best practice option.
Instructional Resources
Imperialism Resources
InspirEd Education (has a host of resources that can be ordered for a reasonable price $30) Inspirededucators.com
Teachers to Watch & Read:
Imperialism Crash Course:
https://www.youtube.com/watch?v=alJaltUmr
Go
Excellent Book on Imperialism & Colonialism of
Africa “King Leopold’s Ghost by Adam
Hochschild
Excellent Book on the African Diaspora
“Reversing Sail: A history of the African
Diaspora by Michael Gomez
Discovery Education: European Imperialism in Africa video clip and Eureka the India File: India the Struggle for
Freedom
White Man’s Burden Poem by Rudyard Kipling: http://historymatters.gmu.edu/d/5478
Black Man’s Burden Poem a response to Kipling’s White Man’s Burden Written by H.T. Johnson
http://historymatters.gmu.edu/d/5476
Flocabulary (paid website) has wonderful resources on imperialism and colonialism
Flocabulary.com
Slavery Resources
Ivan Van Sertima, “They Came Before Columbus:
The African Presence in Ancient America
Discovery Education: Understanding Life in Bondage & Globe Trekker: Transatlantic Slave trade video
PBS series: Slavery & the Making of America (4
volumes) PBS also has a book to compliment
the documentaries
International Slavery Museum: http://www.liverpoolmuseums.org.uk/ism/slavery/triangle.aspx
The Trans-Atlantic Slave Trade Database: http://slavevoyages.org/tast/index.faces
The Schomburg Center of research in Black Culture’s in Motion
Website (includes lessons on the site) http://www.inmotionaame.org/home.cfm
UNESCO Transatlantic Slave Trade: http://www.unesco.org/new/en/culture/themes/dialogue/the-slaveroute/transatlantic-slave-trade/ - http://www.unesco.org/new/en/culture/themes/dialogue/the-slaveroute/transatlantic-slave-trade/
Curriculum, Instruction and Assessment
Page 3 of 5
DPS Unit Map
7th Grade SS Unit 2: Imperialism and Colonization
5 Weeks
Virtual Visit to Gorée Island: http://webworld.unesco.org/goree/en/index.shtml
Slave Narratives: To Be a Slave by Julius Lester, Harriet Jacobs, Frederick Douglass
Learn NC: http://www.learnnc.org/lp/projects/history/
Good Historical Fictions on slavery: Copper Sun by Sharon Draper
1
# of
Days
5-7
Focus of Lesson
Trans-Atlantic Slave Trade
PBS Slavery and the Making of America: http://www.pbs.org/wnet/slavery/memories/index_flash.html
Summary of Key Learning Events, Opportunities, and Instruction
Standard(s)
Support
7.G.2.1
The Trans-Atlantic Slave Trade Database is an excellent source, which provides lessons, primary
sources, charts, maps, essays, images and data on over 35,000 actual voyages during the TransAtlantic Slave trade. Under the educational materials you will find several lesson plans, which include
countries involved in the slave trade, database scavenger hunt and a slave trade memorial.
The Trans-Atlantic Slave Trade Database: http://slavevoyages.org/tast/index.faces
The International Slavery Museum has excellent online resources that would be great for students to
explore in order to gain an understanding of Africa before the Trans-Atlantic Slave trade, why Africans
were enslaved, European traders, capture and sale of the enslaved, life on the ship, arrival in the
Americas and Archaeology (in relation to Slavery), and Olaudah Equiano’s autobiographic excerpt from
1789.
International Slavery Museum: http://www.liverpoolmuseums.org.uk/ism/slavery/triangle.aspx
International Slavery Museum Enslaved Africans Stories
http://www.liverpoolmuseums.org.uk/ism/slavery/slave-stories/index.aspx
The Schomburg Center of research in Black Culture’s in Motion
This website has an excellent timeline of the Trans Atlantic Slave Trade:
http://www.inmotionaame.org/timeline.cfm
Streams of Time Lesson Plan: Visually Organizing the History of the Atlantic Slave Trade - Students
should use this lesson plan with The Transatlantic Slave Trade, focusing on the segments "Capture and
Enslavement," "Development of a Trade," and "Suppression of Slave Trade." Students will create a
visual organizer in the form of a color coded triple-timeline to help them understand the chronological
streams that flow through the essay; this activity should be conducted either in preparation with or in
conjunction with reading the essay rather than as a follow-up.”
Curriculum, Instruction and Assessment
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DPS Unit Map
7th Grade SS Unit 2: Imperialism and Colonization
5 Weeks
People, Not Numbers Lesson Plan: Bringing 12 Million into Personal Terms: “This lesson plan is
designed to be used with the overview component of the narrative, The Transatlantic Slave
Trade, or with the overview segment of the narrative, The Domestic Slave Trade. It is most effective
as an introductory lesson in the study of slavery in the Americas.”
http://www.inmotionaame.org/education/lesson.cfm?migration=1&id=1_001LP
Website (includes lessons, maps, narratives on the site) http://www.inmotionaame.org/home.cfm
Triangular trade, slave narratives, slave resistance, slave punishment, daily life virtual field trip to
Gorée Island
2
5-7
Imperialism and colonization in
the Americas
7.H.2.1,
7.G.1.2
3
7-9
Imperialism Expands – Africa
and Asia
7.E.1.1
Imperialism arguments for and against; Classroom Imperialism Simulation of another adult in the
building taking over your class (This simulation works best when administration joins in as the imperial
power).
Students can create a map of the partition of Africa where they color the country and the colonial
ruler the same color. Students can then write summaries of the nature of the relationship between
the colonial ruler and the colonized country.
Students can analyze the poem the White Man’s Burden by Rudyard Kipling in order to understand
how racism and Social Darwinism shaped this movement of imperialism in Africa and Asia. Students
can also include the poem the Black Man’s Burden by H.T. Johnson; which was written in response to
the white man’s Burden.
African resistance to imperialism: Lesson about Shaka Zulu and Zulu warrior resistance to European
rule. Other lesson ideas could include the conquest the Belgian Congo by King Leopold and his men &
Cecil Rhodes and “Rhodesia”.
Have students analyze Political Cartoons on Imperialism in Africa and India then have students create
their own.
4-5
3
Review and assessment
Curriculum, Instruction and Assessment
All
Have students explore the events of Sepoy Mutiny in India and the Amritsar Massacre. The story of
India website has lesson plans, readings, discussion questions and video clips about colonial rule in
India. http://www.pbs.org/thestoryofindia/gallery/photos/21.html
Complete Performance Task listed above
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