WS/FCS
Unit Planning Organizer
Subject(s)
Grade/Course
Unit of Study
Unit Title
Pacing
Social Studies
7th
Unit 6
Age of Imperialism (1850-1919)
22 days
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Conceptual Lenses
Human Environmental
Interaction
Competition
Conflict
Unit Overview
The point of focus in this unit is the age of Imperialism spanning from 1850 to 1919. This time period saw
global expansion mainly focusing on European colonialism in Africa and Asia and the human response to
those changes. Competition for resources was a driving force behind colonialism. This time period also
saw the emergence of world powers and growing tensions among them which exploded with the first world
war.
Competition for resources and markets: Europeans saw other lands as an opportunity to expand
their empire, in terms of territory and resources that could come from the land. Those who could
acquire land fastest were seen as the most powerful. Europeans saw other lands (i.e., Africa) as a
great source for resources, both human and material. Countries wanted to have access to as many
resources as possible to build their economies.
Emerging world powers: Once countries gained resources, world powers emerged and they began to
compete with one another for power. Suspicious of one another, countries of Europe began to form
defensive alliances in hopes to maintain what they believed was theirs. Ethnic nationalism begins to
emerge with the goal of nation formation which turns Europe into a powder keg waiting to explode,
leading the world into its first world war.
World War I: This period of time included the years 1914-1919. In the early 1900s, the situation in
Europe was tense because many industrial nations competed for trade, markets, and colonies. The
Triple Alliance (Germany, Austria-Hungary, Italy) and the Triple Entente (Great Britain, France, Russia)
was formed during this period of uncertainty. The immediate cause of WWI was the assassination of
Archduke Francis Ferdinand, which led to Austria declaring war on Serbia, which in turn brought
entangling alliances in to conflict. The lasting impact was the creation of new nations, reparation
payments from Germany, the rise of communism and dictatorships across Europe.
Unit Enduring Understanding(s)
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Human response to their environment
changes society and regions.
Competition for resources affects the
economic relationship between nations.
Culture can unite and divide societies and
regions.
Unit Essential Question(s)
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

How does human response to the environment
influence a society and region?
How does competition for resources affect
economic relationships between nations?
How can culture unite or divide a region and
society?
Essential State Standards
Priority Objectives
Supporting Objectives
7.G. 1.1
 Explain how environmental conditions and
7.H.2.2
 Evaluate the effectiveness of cooperative
human response to those conditions influence
modern societies and regions.
7.E.1.1
 Explain how competition for resources affects
efforts and consensus building among
nations, regions and groups.
7.H.2.4
 Analyze the economic, political, and social
the economic relationship among nations.
7.C.1.1

Explain how culture unites and divides modern
societies and regions.
impacts of disease in modern society.
7.G.1.3
 Explain how natural disasters, preservation
efforts and human modification of the
environment affect modern societies and
regions.
“Unpacked” Concepts
(students need to know)
7.G.1.1
□ environmental conditions and
human response to those
conditions influence modern
societies and regions.
“Unpacked” Skills
(students need to be able to do)
7.G.1.1
□ EXPLAIN
COGNITION
(RBT Level)
7.G.1.1
□ Understand
7.E.1.1
□ EXPLAIN
7.E.1.1
□ Understand
7.E.1.1
□ for resources affects the
economic relationship among
nations.
7.C.1.1
□ EXPLAIN
7.C.1.1
□ Understand
7.C.1.1
□ Culture unites and divides
modern societies and regions.
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Essential Vocabulary
imperialism
colony
resource
cash crop
isolation
alliance
mutiny
racism
unify



Enrichment Vocabulary
assimilation
nationalism
armistice
Enrichment Factual Content
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“White Man’s Burden”
Fashoda Crisis
Henry Stanley
Cecil Rhodes
Pancho Villa
Suez Canal
Panama Canal
“Bloody Sunday” (1905)
Lusitania
H
Unit “Chunking”
& Enduring
Understandings
Essential Factual
Content
Impact of the
Industrial
Revolution
Nationalism
Westernization
Empires colonize
Scramble for Africa
to expand their
Berlin Conference
power and improve British Empire
East India Company
their economies.
Boer War
Zulu
Cash Crops
Racism
Sepoy Mutiny
Competition for
resources and
markets:
Trade relationships
do not always
benefit both
partners equally.
Open Door Policy
Meiji Restoration
Boxer Rebellion
Opium War of 1839
sphere of influence
Emerging World
Powers:
Nationalism
Self-determination
Austria-Hungary
Ottoman Empire
Germany/Italy
unification
Political Alliances
(Triple
Entente/Triple
Alliance)
Countries can be
strengthened
through unifying
factors.
G
Suggested
Lesson Essential
Questions
What are reasons
for imperialism?
How did
imperialism
change the culture
in colonized
territories?
What motivates a
country to join an
alliance?
E
C
&
G
1.1
2.1
2.4
How did European
powers use
human resources
from their colonies
for economic
gain?
How would a
country benefit
from an open door
policy?
How did Western
powers
manipulate trade
relationships that
benefited them?
How can
Nationalism unite a
country?
C
1.1
1.1
2.1
2.2
2.2
2.2
1.1
1.2
1.2
1.1
Alliances can shift
the balance of
power
How did the newly
formed Germany
and Italy change
the balance of
power in eastern
Europe?
How did the
European alliance
systems in cause
conflict?
Cause and Effect
of WWI.
-
Entangling political
alliances can have
unexpected
consequences.
-
Failure to
completely resolve
issues of war can
result in continued
conflict at a later
time.
Improved
technology
changes the
outcome of war.
-
Assassination
of Arch Duke
Franz
Ferdinand
Trench
Warfare/Tactics
of War (No
Man’s Land)
League of
Nations/Woodr
ow
Wilson/Fourtee
n Points
Treaty of
Versailles
Russian
Revolution
(rise of
Bolsheviks)
- Technology
(airplane,
machine gun,
poison gas,
submarines,
tank)
How did political
alliances lead to
war?
Why did the U.S
choose to be
neutral?
1.1
2.2
2.2
2.1
How would you
compare and
contrast the
Eastern and
Western fronts?
How was Russia’s
entry into the war,
its change in
government and its
exit from the war, a
result of its
alliances?
1.2
2.2
Why was the war
fought in trenches
and what new
technology
emerged that
changed warfare?
2.3
How events
brought the war to
an end?
2.1
What were the
consequences
imposed upon
Germany and the
purpose they were
to serve?
2.1
Sub Concepts
HISTORY
GEOGRAPHY
Expansion
Cooperation
Revolution
War
Resources
Boundaries
CIVICS & GOVERNMENT
Nationalism
Power
Taxation
ECONOMICS
CULTURE
Resources
Scarcity
Trade
Religion
Societies
Influence
Technology
Language Objective EXAMPLES

Key Vocabulary LO: SWBAT define and explain the terms imperialism, colony, resource,
cash crop, isolation, alliance, mutiny, racism, and unify.

Language Functions LO: SWBAT explain how imperialism was a way to gain power for a
nation.

Language Skills LO: SWBAT read two passages about African and Indian Imperialism and
identify the similarities and differences between the two. (Reading passages should be
chosen/modified in accordance with the LEP students’ zone of proximal development).

Grammar and Language LO: SWBAT use comparatives in writing assignments (more than,
less than, greater, shorter, longer, etc.) by comparing the reasons for imperialism. Ex.
Regions on the continent of Africa had more resources than could be found in Great Britain. .

Lesson Tasks LO: SWBAT read and summarize the WWI consequences for Germany and
explain this summary to a group.

Language Learning Strategy LO: SWBAT develop a cause/effect graphic organizer
analyzing and identifying the causes and effects of World War I. (The linguistic load will
vary from LEP student to LEP student. Level 1-2 LEP students may need a word bank or other
supplement to complete this activity using this strategy).
Historical Thinking and Geography Skill Resources
○ “Straight Ahead”
□“Uphill”
∆“Mountainous”
Historical Thinking
Geography Skills
7.H.1.1 Construct charts, graphs & historical
7.G.2.1 Explain how and why civilizations have
narratives to explain particular events or issues
used, modified, and adapted to their
over time.
environments.
 Charts
 India Railroad map
 Wilson’s Fourteen Points
 Interactive maps with animation of the
beginning of WWI (A)
 Imperialism Chart
 Interactive maps with animation of the
 Causes of the WWI with charts
beginning of WWI (B)
7.H.1.2 Summarize the literal meaning of historical
 Interactive maps with animation of the
documents in order to establish context.
beginning of WWI (C)
 World War I narratives
 Trench Warfare
7.G.2.2
Use maps charts, graphs, geographic
 Wilson’s Fourteen Points
data, and technology tools to interpret and draw
7.H.1.3 Use primary and secondary sources to
conclusions about social, economic, and
interpret various historical perspectives.
environmental issues.
 Primary Sources to interpret historical
 Map of Europe during WWI and War
perspectives
Fronts
 World War I narratives
 African Imperialism
 Letter to King Leopold from Minister
 Indian Imperialism
Beernaert on the Congo
 Photos of WWI as primary sources
 Trench Foot
.
General Unit Resources
○ “Straight Ahead”
□“Uphill”
∆ “Mountainous”
○
Additional resources will be listed here as unit development continues.
□
Additional resources will be listed here as unit development continues.
∆
Additional resources will be listed here as unit development continues.
Text differentiation symbols: Texts will be categorized in teacher resource documents as Straight
Ahead (less challenging for struggling readers), Uphill (having some challenging words and more
complex sentence structure that is appropriate for on-grade level readers), or Mountainous
(containing challenging vocabulary, complex sentences, and more abstract ideas).
Performance Assessments
Item #
Formative
Assessments
Task Description
1
2
3
Summative Assessment
4
Culminating
Task

Performance Task #1:
Scoring Guide for Performance Task #1
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient

Progressing
Student includes
of
the “Proficient” criteria in
written response.
Beginning
Student includes
of
the “Proficient” criteria in
written response.

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Re-teaching
needed to correct misconceptions or reach understanding.
Performance Task #2:
Scoring Guide for Performance Task #2
Advanced
Student includes all of the
“Proficient” criteria PLUS
Proficient

Progressing
Beginning

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Re-teaching
needed to correct misconceptions or reach understanding.
Performance Task #3:
Scoring Guide for Performance Task #3
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient
Progressing
Student includes
of the
“Proficient” criteria in written
response.
Beginning
Student includes
of
the “Proficient” criteria in
written response.

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
1. Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Reteaching needed to correct misconceptions or reach understanding.
Unit 2 Culminating Performance Task:
Scoring Guide for Culminating Performance Task:
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient

Progressing
Student includes
of the
required “Proficient” items
and has only minor issues
with the quality criteria in
written response.
Beginning
Student includes
the required “Proficient”
items and has multiple
issues with the quality
criteria in written response.
Unit Reflection
What didn’t work well?
What worked well?
Suggestions for Change