Hazleton Area School District s4

HAZLETON AREA SCHOOL DISTRICT

DISTRICT UNIT/LESSON PLAN Teacher Name : Mr. Matt Scarcella Subject : World Studies Proposed Dates: January, February, and March 2016 Grade Level (s) 7th Building : Heights Unit Plan Unit Title: Age of Conquest Three week unit-explores the European conquest and colonization of the Americas and impact upon Native American cultures.

Essential Questions: How did Europeans differ in their plans for colonization? How did European conquests impact Native American cultures?

Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject) CC.1.2.8.B Cite the textual evidence that most strongly supports an analysis of what the text says explicitly, as well as inferences, conclusions, and/or generalizations drawn from the text. CC.1.5.8.A Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly.

7.1.8.B: Explain and locate places and regions as defined by physical and human features. 8.4.8.A: Compare the role groups and individuals played in the social, political, cultural, and economic development throughout world history. 8.1.8.B: Compare and contrast a historical event, using multiple points of view from primary and secondary sources. 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 and human geography Social organizations

Summative Unit Assessment :

Summative Assessment Objective Assessment Method (check one) Students Will-

__x__ Rubric ___ Checklist ____ Unit Test ____ Group __x__ Student Self-Assessment

__x__ Other (explain) DAILY PLAN

G r o u Day Objective (s) Activities / Teaching Strategies Materials / Resources Assessment of Objective (s) p i n g Students will describe the history Introduction to Age of Conquest. Students W • Textbook Formative-thumbs up/down of the Atlantic slave trade and its will work on their notebook introduction I • Various Maps (Physical and -ticket out the door impact on colonization. page. Political) -think-pair-share • Graphic organizers -quick write Introduce Academic vocabulary: -Choral Response Students will compare and • Student created foldable • Colombian Exchange -PDN contrast how European powers • Projector/overhead • Northwest Passage -KWL differed in their colonization • Blank Timeline • French and Indian War -Graphic Organizer plans. • Internet access -Whiteboards • Coat of Arms 1 • Teaching transparency -Doodle it • Cash Crops • www.historychannel.com -Jig Saw • Mercantilism • Triangular Trade Summative- -Vocabulary Quizzes -Map Quizzes -Project/Presentation -Student Portfolio -Written Essays Students will describe the history A look back at the major events from I • Textbook See above of the Atlantic slave trade and its World History (and the first 4 months of • Various Maps impact on colonization. the year) that led to the settling of • Map of Triangular North America. Trade (Physical and 2 Students will compare and Political) and contrast how European powers Age of Conquest part 1. • Graphic organizers 3 differed in their colonization • Teaching plans. Maps-Triangular trade transparencies • colored pencils

Students will describe the history Outlines some of the major causes of the W • Textbook See above of the Atlantic slave trade and its Revolution. , I • Various Maps (Physical impact on colonization. Part #1-The Discovery: (Review) COLUMBUS and Political) •Columbus’ voyage in 1492 marked the • Graphic organizers European discovery of America. 4 Students will compare and colored pencils went partly to spread Catholicism • and contrast how European powers • 5 differed in their colonization But mostly to find resources like spices. • plans. Instead found gold (and plenty of other • shiny things)that greatly interested the Europeans. Students will compare and contrast Age of Conquest notes, part 2. The Ideas: w • Textbook See above how European powers differed in (Review) ,I • Various Maps (Physical their colonization plans. REFORMATION AND ENLIGHTENMENT and Political) •The Reformation gave people the idea that • Graphic organizers Students will describe the history of no man is above another in relation to God. • colored pencils 6,7, the Atlantic slave trade and its •This led to the idea that the same was true 8 impact on colonization. in government (since government is from God.) •Thinkers like Locke and Hobbes began to write and discuss the basic ideas of liberty that eventually became the ideals of America. Students will describe the history Age of Conquest Notes Part#3-The Settlers • History Mystery: See above of the Atlantic slave trade and its •These settlers came mostly for economic Roanoke-What impact on colonization. reasons (like promises of gold). Happened •Most did not expect to have to work. They • Textbook 9,1 would just show up, find some gold sitting 0 Students will compare and • Various Maps (Physical around and be rich. and Political) contrast how European powers •Instead, the work was intense, food was • Graphic organizers differed in their colonization scarce, danger was high and an incredible plans. number of them died. • colored pencils Students will describe the history • Students examine 8 sources to try to • Roanoke History Mystery Dossier questions of the Atlantic slave trade and its determine what happened to the Lost Mystery impact on colonization. Colony of Roanoke. High interest and perfect for Common Core. 11 Students will compare and contrast how European powers differed in their colonization plans. Students will describe why the • Despite the rough start, colonies w • Textbook See above African slave trade expanded. grew. , • Colonization Cards • America provided resources and g Gallery Walk Students will compare and land, and freedom. • Various Maps (Physical contrast : How was the African • The King saw the colonies as a and Political) slave trade before European valuable resource. • Graphic organizers involvement different from the • 13 colonies grew. (Colonization • colored pencils African slave trade after Cards for Stations) European involvement? 12, Ideas: 13, As a result of European exploration and 14 expansion, European traders arrived in Africa and entered the slave trade.

These merchants shipped tens of thousands of enslaved Africans to work on plantations in European colonies in the Americas. Students will be able to identify Map: Give students a map that shows w • Textbook see above steps in a process: How did the triangular trade routes that started in ,g • Various Maps three steps of the triangular the 1500s. • Triangular trade map 15 trade network function? Students will map the trade goods that • (Physical and Political) were exchanged for slaves in North • Graphic organizers America. • colored pencils Students will identify why Readings: CC aligned: i, Readings :Horrors of the Formative-Discussion questions, disease was the leading cause of Enslaved Africans were crammed into a ship g Middle Passage graphic organizers. death of enslaved Africans on the for weeks or months, weakened by the poor Summative- Paragraph summary 16 Middle Passage. conditions and little food. As a result, they were susceptible to disease, which spread of the slave trade quickly through the packed quarters.

Students will explain how the The slave trade brought much wealth to i, • Graphic organizers See above Atlantic slave trade impacted traders in Africa and plantation owners g • Textbook, notebooks West Africa and the Americas. in the Americas. In West Africa, some • colored pencils states and societies were decimated by the abduction and death of many thousands of people. However, other West African kingdoms participated in 17 the slave trade and grew in wealth and power. In the end, millions of Africans were transported to a life of slavery in the Americas. Slavery did not end in the United States until the Civil War in the 1860s. In Brazil, slavery would not be abolished until the late 1800s. Students will understand what • Pocahontas: Did it Happen? - A G Readings, slides. Formative-“Agent” dossier sheet conflicts arose over competition comparison of popular accounts of , sheet for land in the New World. Pocahontas saving John Smith as Summative- 18 shown in The New World and Disney's Pocahontas to primary and secondary accounts of the same Student Self - Assessment-exit event. ticket Students will describe the history Weigh the Evidence: The Boston G • collection of source Formative-discussion of the Atlantic slave trade and its Massacre - A series of 7 sources of , materials questions impact on colonization. information on the Boston Massacre. • worksheets Students analyze and evaluate each • colored pencils Summative- 19 Students will compare and source before deciding if the British contrast how European powers soldiers involved were guilty of murder. differed in their colonization plans.

Students will understand what Comparing the Colonies - Compare, W Articles worksheet See above conflicts arose over competition contrast and categorize the 13 Colonies , I textbook for land in the New World. using these fact cards based on a 20- Students will describe the history number of factors. Helps students see 21 of the Atlantic slave trade and its the importance of grouping and impact on colonization. classifying for historians

Students will describe the history Review for test w PPT See above of the Atlantic slave trade and its , i impact on colonization.

Students will describe the history Age of Conquest test w test Summative: Unit test of the Atlantic slave trade and its ,g 23 impact on colonization. ,i Example for Teachers DAILY PLAN

G r o DOK u Objective (s) Activities / Teaching Strategies Materials / Resources Assessment of Objective (s) LEVEL p i n g Every performance or learning 1 Activities Materials; Resources Formative objective contains at least three 2 What was used during instruction to address skills and W Textbooks, manipulatives, supplies, tools, or is a process used by teachers parts: 3 knowledge (ex. Labs, research projects, interviews, other pertinent supplemental materials that aid and students during Observable Action (task), 4 presentations) S or enhance learning expectations and instruction that provides At Least One Measurable instruction. explicit feedback to adjust Criterion (standard), and Teaching Strategies I ongoing teaching and Conditions of performance. Instructional strategies determine the approach a learning to improve students’ teacher may take to achieve learning objectives. achievement of intended Ex. instructional Students will list three objectives/outcomes. characteristics that make the family medicine physician Summative distinctive from other specialists in are cumulative evaluations the health care system used to measure student growth after instruction and are generally given at the end of a course/unit in order to determine whether long term learning goals have been met.

Student Self - Assessment- DOK Level 1 - Recall - measure, recall, calculate, define, list, identify DOK Level 2 - Skill/Concept - graph, classify, compare, estimate, summarize. DOK Level 3 - Strategic Thinking - assess, investigate, formulate, draw conclusions, construct. DOK Level 4 - Extended Thinking - analyze, critique, create, design, apply concepts

Grouping W – Whole Group; Whole class instruction is when teachers present a lesson to the whole class with little differentiation in either content or assessment for any student's ability. The purpose of whole class instruction is that all students are presented with a series of learning tasks to allow them to acquire and/or practice their learning. The pace of instruction is such that all students can master it. Learning is then assessed using standardized measures such as graded assignments or topic tests. S – Small Group; typically refers to a teacher working with a small group of students on a specific learning objective. These groups consist of 2-4 students and provide these students with a reduced student-teacher ratio. Small group instruction usually follows whole group instruction. It allows teachers to work more closely with each student, reinforce skills learned in the whole group instruction, and check for student understanding. It allows students more of the teacher's attention and gives them a chance to ask specific questions they may have about what they learned. Teachers often use small group instruction to provide struggling students with intervention as well. I – Individual; is an instructional method that personalizes instruction to the needs and learning style of the learner. This is done by varying the pace of instruction, the method of learning employed and the content to be learned. Often this is accomplished within the context of a larger group through the use of high-quality instructional materials and reduced lecture time. Individualized instruction is not the same as one-to-one instruction; it is simply varying the process to meet the needs of each individual learner in the group. DIRECTIONS FOR BUILDING TEACHERS

OBJECTIVE(S)

Objectives are like road maps for both teachers and your students: they help you to focus your instruction on a goal and they help your students understand why they are learning the day's material. Objectives also allow you to decide how you will assess student learning, as they require students to demonstrate what they have learned in some way.

The Three Parts of an Objective Every performance or learning objective contains at least three parts: 1. Observable Action (task)- This describes the observable performance or behavior. An action means a verb must be in the statement, for example “type a letter” or “lift a load.” Each objective covers one behavior, hence, normally only one verb should be present. If there are more than one behaviors or the behaviors are complicated, then the objective should be broken down into one or more enabling learning objectives that supports the main terminal learning objective. 2. At Least One Measurable Criterion (standard)- This states the level of acceptable performance of the task in terms of quantity, quality, time limitations, etc. This will answer any question such as “How many?” “How fast?” or “How well?” For example, “At least 5 will be produced”, “Within 10 minutes”, and “Without error.” There can be more than one measurable criterion. Do not fall into the trap of putting in a time constraint because you think there should be a time limit or you cannot easily find another measurable criterion — use a time limit only if required under normal working standards. 3. Conditions of performance - Describes the actual conditions under which the task will occur or be observed. Also, it identifies the tools, procedures, materials, aids, or facilities to be used in performing the task. This is best expressed with a prepositional phase such as “without reference to a manual” or “by checking a chart.”

DEPTH OF KNOWLEDGE (DOK)

What is the DOK and Why Do We Need It? The Depth-of-knowledge (DOK) was created by Norman Webb from the Wisconsin Center for Education Research.

The Depth of Knowledge is the degree of depth or complexity of knowledge standards and assessments require; this criterion is met if the assessment is as demanding cognitively as the expectations standards are set for students.

Completely aligned standards and assessments requires an assessment system designed to measure in some way the full range of cognitive complexity within each specified content standard. Norman Webb identified four levels for assessing the DOK of content standards and assessment items. The DOK levels are Recall (Level 1), Skill or Concept (Level 2), Strategic Thinking (Level 3) and Extended Thinking (Level 4). Of course to accurately evaluate the DOK level, each level needs to be defined and examples given of types of student behaviors. DOK implies the interaction of how deeply a student needs to understand the content with different ways of responding and interacting with the content. DOK Level 1 - Recall - measure, recall, calculate, define, list, identify. • This category involves basic tasks that require students to recall information and/or reproduce knowledge/skills. This may involve simple procedures or working with facts or terms. Students do not need to figure out this level of DOK they either know the answer or they don't. DOK Level 2 - Skill/Concept - graph, classify, compare, estimate, summarize. • This DOK level requires students to compare and contrast, describe or explain, or convert information. It may involve going beyond describing, to explaining how or why. At this level students may need to infer, estimate, or organize. DOK Level 3 - Strategic Thinking - assess, investigate, formulate, draw conclusions, construct. • At this level students are required to use higher order thinking processes. They may be asked to solve real-world problems, predict outcomes, or analyze something. Students may need to access knowledge from multiple subject areas to reach a solution. DOK Level 4 - Extended Thinking - analyze, critique, create, design, apply concepts. • Higher ordered thinking skills are essential at this level of DOK. Students must employ strategic thinking to solve problems at this level. Students will need to conduct, and synthesize as well as manage at level 4.

ACTIVITIES/TEACHING STRATEGIES Activities: exploratory or reinforcing experiences that help students attain learning expectations.

Teaching Strategies: all approaches that a teacher may take to actively engage students in learning. These strategies drive a teacher's instruction as they work to meet specific learning objectives. Effective instructional strategies meet all learning styles and development needs of the learners.

Types:

Direct Instruction - is highly teacher-directed and is among the most commonly used. This strategy is effective for providing information or developing step-by-step skills. It also works well for introducing other teaching methods, or actively involving students in knowledge construction. Examples - Structured Overview, Lecture, Explicit Teaching, Drill & Practice, Compare & Contrast, Didactic Questions, Demonstrations, Guided & Shared - reading, listening, viewing, thinking Indirect Instruction - indirect instruction is mainly student-centered, although the two strategies can complement each other. Indirect instruction seeks a high level of student involvement in observing, investigating, drawing inferences from data, or forming hypotheses. It takes advantage of students' interest and curiosity, often encouraging them to generate alternatives or solve problems. In indirect instruction, the role of the teacher shifts from lecturer/director to that of facilitator, supporter, and resource person. The teacher arranges the learning environment, provides opportunity for student involvement, and, when appropriate, provides feedback to students while they conduct the inquiry. Examples - Problem Solving, Case Studies, Reading for Meaning, Inquiry, Reflective Discussion, Writing to Inform, Concept Formation, Concept Mapping, Concept Attainment, Cloze Procedure Interactive Instruction - relies heavily on discussion and sharing among participants. Students can learn from peers and teachers to develop social skills and abilities, to organize their thoughts, and to develop rational arguments. It is important for the teacher to outline the topic, the amount of discussion time, the composition and size of the groups, and reporting or sharing techniques. Interactive instruction requires the refinement of observation, listening, interpersonal, and intervention skills and abilities by both teacher and students.

Examples - Debates, Role Playing, Panels, Brainstorming, Peer Partner Learning, Discussion, Laboratory Groups, Think-Pair- Share, Cooperative Learning, Jigsaw, Problem Solving, Structured Controversy, Tutorial Groups, Interviewing, Conferencing

Experiential Instruction - is inductive, learner centered, and activity oriented. Personalized reflection about an experience and the formulation of plans to apply learning to other contexts are critical factors in effective experiential learning. The emphasis in experiential learning is on the process of learning and not on the product. Experiential learning can be viewed as a cycle consisting of five phases, all of which are necessary: • experiencing (an activity occurs); • sharing or publishing (reactions and observations are shared); • analyzing or processing (patterns and dynamics are determined); • inferring or generalizing (principles are derived); and, • applying (plans are made to use learning in new situations). Examples - Field Trips, Narratives, Conducting Experiments, Simulations, Games, Storytelling, Focused Imaging, Field Observations, Role-playing, Model Building, Surveys

Independent Study - refers to the range of instructional methods which are purposefully provided to foster the development of individual student initiative, self-reliance, and self-improvement. While independent study may be initiated by student or teacher, the focus here will be on planned independent study by students under the guidance or supervision of a classroom teacher. \

Examples – Essays, Computer Assisted Instruction, Journals, Learning Logs, Reports, Learning Activity Packages, Correspondence Lessons, Learning Contracts, Homework, Research Projects, Assigned Questions, Learning Centers

GROUPIING

W – Whole Group; Whole class instruction is when teachers present a lesson to the whole class with little differentiation in either content or assessment for any student's ability. The purpose of whole class instruction is that all students are presented with a series of learning tasks to allow them to acquire and/or practice their learning. The pace of instruction is such that all students can master it. Learning is then assessed using standardized measures such as graded assignments or topic tests.

S – Small Group; typically refers to a teacher working with a small group of students on a specific learning objective. These groups consists of 2-4 students and provide these students with a reduced student-teacher ratio. Small group instruction usually follows whole group instruction. It allows teachers to work more closely with each student, reinforce skills learned in the whole group instruction, and check for student understanding. It allows students more of the teacher's attention and gives them a chance to ask specific questions they may have about what they learned. Teachers often use small group instruction to provide struggling students with intervention as well.

I – Individual; is an instructional method that personalizes instruction to the needs and learning style of the learner. This is done by varying the pace of instruction, the method of learning employed and the content to be learned. Often this is accomplished within the context of a larger group through the use of high-quality instructional materials and reduced lecture time. Individualized instruction is not the same as one-to-one instruction; it is simply varying the process to meet the needs of each individual learner in the group. MATERIALS/RESOURCES

Materials: are the physical items used to support the presentation of and interaction with the curriculum content.

Resources: textbooks, manipulatives, supplies, tools, or other pertinent supplemental items that aid or enhance learning expectations and instruction. ASSESSMENT OF OBJECTIVE(S)

Formative - is a process used by teachers and students during instruction that provides explicit feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional objective(s)/outcome(s).

Examples: Observations, Questioning, Discussion, Exit/Admit Slips, Learning/Response Logs, Graphic Organizers, Peer/Self Assessments, Practice Presentations, Visual Representations, Kinesthetic Assessments, Individual Whiteboards, Laundry Day, Four Corners, Constructive Quizzes, Think Pair Share, Appointment Clock, As I See It

Summative - A summative assessment is a more formal method of testing student knowledge about a previously learned concept or unit of study. This type of evaluation is also commonly given at the end of the quarter, during the middle of the year and as a final, cumulative exam. Summative assessments give the instructor an idea of how much content the students have retained and may use the results to determine effective learning and teaching techniques for the class.

Examples: End of unit tests or projects, standardized assessments, portfolios.

Formative Summative Relation to Occurs during instruction Occurs after instruction Instruction Frequency Occurs on an ongoing basis (daily) Occurs at a particular point in time to determine what students know Relation to Not graded – information is used as feedback Graded grading to students and teachers, mastery is not expected when students are first introduced to a concept Students role Active engagement – self assessment Passive engagement in design and monitoring Requirements Clearly defined learning targets that students Well designed assessment blue print that for use understand outlines the learning targets Clearly defined criteria for success that Well designed test items using best practices students understand Use of descriptive versus evaluative feedback Examples Better thought of as a process rather than a State assessments, interim assessments, end of unit thing. assessments, common assessments Examples include observations, interviews, evidence from work samples, paper and pencil tasks Purpose Designed to provide information needed to Designed to provide information about the adjust teaching and learning while they are still amount of learning that has occurred at a occurring particular point Since summative assessments occur after instruction every few weeks, months, or once a year, they to help evaluate the effectiveness of programs, school improvement goals, alignment of curriculum, or student placement in specific Everyday Connection Getting your driver’s license. “A good analogy for this is the road test that is required to receive a driver's license. What if, before getting your driver's license, you received a grade every time you sat behind the wheel to practice driving? What if your final grade for the driving test was the average of all of the grades you received while practicing? Because of the initial low grades you received during the process of learning to drive, your final grade would not accurately reflect your ability to drive a car. In the beginning of learning to drive, how confident or motivated to learn would you feel? Would any of the grades you received provide you with guidance on what you needed to do next to improve your driving skills? Your final driving test, or summative assessment, would be the accountability measure that establishes whether or not you have the driving skills necessary for a driver's license—not a reflection of all the driving practice that leads to it.

Student Self-Assessment: Involving students in the assessment and evaluation process is an essential part of balanced assessment. When students become partners in the learning process, they gain a better sense of themselves as readers, writers, and thinkers. As students reflect on what they have learned and on how they learn, they develop the tools to become more effective learners.

Students need to examine their work and think about what they do well and in which areas they still need help. To guide students in understanding the process of self-evaluation, you may want to have them complete a Self-Reflection/Self-Assessment sheet of your own (teacher developed). Once students have reflected on their learning, they are ready to set new goals for themselves. As they work toward these goals, they should be encouraged to reflect on their learning journey at regular intervals. You might have students record their observations during these periods of self-reflection to help reaffirm their goals and motivate them to move toward meeting each goal. With practice, students who self-assess become more conscious learners, able to apply knowledge of their learning needs and styles to new areas of study. As students become more active participants in the assessment process, they will begin to evaluate their strengths and attitudes, analyze their progress in a particular area, and set goals for future learning.

Examples: writing conferences, discussion (whole-class, small-group, or individual), reflection logs, weekly self-evaluations, self-assessment checklists and inventories, teacher-student interviews