WS/FCS
Unit Planning Organizer
Subject(s)
Grade/Course
Unit of Study
Unit Title
Pacing
Social Studies
7th
Unit 3
Age of Exploration and Global Exchange
17 days
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
Conceptual Lenses
Global Interaction
Competition
Unit Overview
The points of focus in this unit include how increasing global interaction accelerates innovation within
countries and the national and international economic implications of competition among countries.
The time period of 1450 to 1750 brought about increased global interactions that had both positive
and negative effects including the spread of disease.
Motivation for Global interactions: European exploration of Asia, Africa, and the Americas resulted
in the meetings of different cultures. Europeans were excited about the new places, but more
importantly they wanted the riches they could obtain from those places. They realized to get those
riches, they needed to travel directly to the sources so new trade routes began to emerge. Explorers
also wanted to spread Christianity to non-believers in the lands they explored; making that an
important factor in exploration around the world.
Spread of disease: Because of increased global interactions, diseases began to spread to areas
where natives were not immune. This caused populations to decrease and a need for the science to
defend against such diseases. This affected economies, politics, and social aspects around the
world.
Competition between countries: Countries compete to be the best in the world. There is
competition in the sciences for discoveries and competition for land to obtain resources to help
maintain and grow economies. Technology did as well, the innovations in mapping and creation of
tools like the compass helped explorers navigate to new places.
Unit Enduring Understanding(s)
 Increasing global interaction accelerates
innovation.
 Global interaction promotes the spread of
disease.
 Competition for resources affects the
economic relationship among nations.
Unit Essential Question(s)
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

How did the increase in global interaction
accelerate innovation?
How did disease affect the economic,
political, and social aspects colonized
areas?
How did competition for resources affect
the economic relationship among nations?
Essential State Standards
Priority Objectives
Supporting Objectives
7.H.1.1
 Explain the factors that influenced movement
of people, goods and ideas and effects of that
movement
7.G.1.2
 Explain how demographic trends lead to
conflict, negotiation, and compromise in
modern societies and regions.
7.H.1.2
 Summarize the literal meaning of historical
documents in order to establish context.
7.E.1.2
 Explain the implications of economic
decisions in national and international affairs.
7.H.2.3
 Explain how increased global interaction
accelerates the pace of innovation in modern
societies.
7.C.1.1
 Explain how culture unites and divides
modern societies and regions.
7.H.2.4
 Analyze the economic, political, and social
impacts of disease in modern society.
7.E.1.1
 Explain how competition for resources affects
the economic relationship among nations.
“Unpacked” Concepts
“Unpacked” Skills
(students need to know)
(students need to be able to do)
7.H.1.1
7.H.1.1
□ CONSTRUCT
 charts, graphs and historical
□ EXPLAIN
narratives
 particular events or issues over
7.H.1.2
time
□ SUMMARIZE
7.H.1.2
 the literal meaning of historical 7.H.2.3
□ EXPLAIN
documents in order to establish
context.
7.H.2.4
□ ANALYZE
7.H.2.3
 increased global interaction
7.E.1.1
accelerates the pace of
□ EXPLAIN
innovation in modern societies.
7.H.2.4
 the economic, political, and
social impacts of disease in
modern society.
COGNITION
(RBT Level)
7.H.1.1
□ Create
□ Understand
7.H.1.2
□ Understand
7.H.2.3
□ Understand
7.H.2.4
□ Analyze
7.E.1.1
□ Understand
7.E.1.1
 competition for resources
affects the economic
relationship among nations.




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


Essential Vocabulary
innovation
dynasty
revolution
exploration
epidemic
colony
exploit
immunity




Enrichment Vocabulary
capitalism
mercantilism
ethnocentric
encomienda
Enrichment Factual Content


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


Cape of Good Hope
Barthololmeu Dias
Henry Hudson
Vasco Nunez de Balboa
Jacques Cartier
Vites Bering
James Cook
Sir Francis Drake
H
Unit “Chunking”
& Enduring
Understandings
Motivation for
Global
Interactions
Essential
Factual
Content
Portuguese as
first European
explorers.
Prince Henry
The exploration of
the Navigator
other societies can Gold and Slaves
result in increased Vasco da Gama
power.
Marco Polo
Ming Dynasty
Silk Road
Spice Islands
Dutch and
G
Suggested Lesson
Essential Questions
C
&
G
Why would countries
want to explore other
lands?
2.1
1.4
What did monarchs hope
to gain by supporting
exploration?
How did the desire for
wealth and power lead to
the development of
colonies?
1.1
E
C
Exploitation of
people can
increase power
and wealth.
Increasing global
interaction
accelerates
innovation.
British East
India
Companies
Christopher
Columbus
Conquistadores
Hernan Cortes
Francisco
Pizarro
Encomienda
Compass
Marine
chronometer
Treaty of
Tordesillas
(1494)
Triangular Slave
Trade
Spread of
Columbian
Disease
Exchange
Cultural interaction European
can promote the
Disease
spread of disease.
(smallpox,
measles,
malaria)
European
explorers
Columbian
Competition
among countries Exchange
Competition for
New Land
resources affects
the economic
relationship among African
economies
nations.
Exploited
peoples
Colonies in the
Americas
Slave
merchants
Dutch and
British East
India
Companies
Sub Concepts
How did mercantilism
benefit nations that
founded colonies?
1.1
How did religion motivate
European exploration?
1.4
1.4
How did the triangular
trade affect Europe,
Africa and the Americas?
2.1
What technological
innovations helped
promote global
exploration?
2.3
What role did the
Columbian exchange
play in the spread of
disease?
How did the spread of
diseases assist the
Europeans in
conquering native
populations?
In what ways did
countries compete for
power?
Who were the winners
and losers in the
exchange of goods
between Europe and
the Americas?
2.4
1.1
2.1
2.4
2.1
1.1
2.1
1.1
HISTORY
Conquest
Colonization
Exploration
GEOGRAPHY
Movement
Resources
CIVICS & GOVERNMENT
ECONOMICS
CULTURE
Power
Authority
Resources
Trade
Religion
Influence
Technology
Language Objective EXAMPLES

Key Vocabulary LO: SWBAT define and explain the terms innovation, dynasty, revolution,
exploration, epidemic, colony, exploit, and immunity.

Language Functions LO: SWBAT summarize the motivating factors behind exploration.

Language Skills LO: SWBAT read two passages of views about the slave trade 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 outcomes of regions involved in the
Columbian Exchange. Ex. The plantation owners benefited more than the city dwellers from
the slaves that were traded during the Columbian Exchange.

Lesson Tasks LO: SWBAT read and summarize a passage about the impact of disease
during the Columbian Exchange 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 The Columbian Exchange. (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.
 Germs, Guns, and Steel Flow Chart
 Triangle Trade Lesson Plan Economy v.
 An Act for Extending and Improving the
Humanity
Trade to Africa, 1750
 A Slave’s Accounting
 "Aboard a Slave Ship": An Account by The
Rev. Robert Walsh 1829
7.G.2.2 Use maps charts, graphs, geographic

Vasco Da Gama Round Africa to India

Privileges granted to Christopher Columbus
7.H.1.2 Summarize the literal meaning of historical
documents in order to establish context.


An Act for Extending and Improving the
Trade to Africa, 1750
A Slave’s Accounting
7.H.1.3 Use primary and secondary sources to
interpret various historical perspectives.

Political Cartoon half way down the page on
White Man’s Burden illustrating the US and
British interests
data, and technology tools to interpret and draw
conclusions about social, economic, and
environmental issues.




Global Interactions maps, charts, and
more
Columbian Exchange map
Slave Trade
Measles spread in Colonial America,
maps included
General Unit Resources
○ “Straight Ahead”
□“Uphill”
○ * Teacher created handouts for Age of Exploration
∆ “Mountainous”
□ * Effects of European Exploration on Latin America
* Go Social Studies Go Flashbook on Age of Exploration
*
∆
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).
Germs, Guns, and Steel Flow Chart (H1.1)
http://4.bp.blogspot.com/-5j7fGgBxGtE/TxurZ04v5SI/AAAAAAAAASw/z-GLIskmUA/s1600/gunsgermssteel.png
Global Interactions maps, charts, etc. from the time period (G2.2)
http://freeman-pedia.wikispaces.com/Global+Interactions+1450-1750
Political Cartoon half way down the page on White Man’s Burden illustrating the US and British
interests (H1.3)
http://freeman-pedia.wikispaces.com/Industrial+%26+Global+Integration+%281750-1900+CE%29
An Act for Extending and Improving the Trade to Africa, 1750 (H1.1, 1.2)
http://www.sitesalive.com/hl/tg/private/hlrwk3e.htm
A Slave’s Accounting (H1.1, 1.2)
http://www.sitesalive.com/hl/tg/private/hlrwk3d.htm
"Aboard a Slave Ship": An Account by The Rev. Robert Walsh 1829 (H1.1)
http://www.pbs.org/wnet/historyofus/web05/features/source/docs/C04.pdf
Triangle Trade Lesson Plan Economy v. Humanity (G 2.1)
http://www.thirteen.org/edonline/ntti/resources/lessons/h_economy/index.html
Vasco Da Gama Round Africa to India (H 1.1)
http://www.fordham.edu/halsall/mod/1497degama.asp
Privileges granted to Christopher Columbus (H1.1)
http://avalon.law.yale.edu/15th_century/colum.asp
Columbian Exchange map (G2.2)
http://aldworthapworld.wikispaces.com/file/view/4451331.jpg/133431827/4451331.jpg
Slave Trade (G2.2)
http://www.nps.gov/ethnography/aah/aaheritage/histContextsC.htm
Measles spread in Colonial America, maps included. (G2.2)
http://colonialdiseasedigitaltextbook.wikispaces.com/3.2+Measles+in+the+Colonial+Americas
Age of Exploration whole unit lessons (pick through sources). Also good graphic organizers.
http://www.myperfed.com/submat/BZ-4410.pdf
Performance Assessments
Item #
1
Formative
Assessments
Essay Question
Task Description
How did gold, glory, and God lead to exploration and colonization?
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