Social Science: Spanish Exploration/Conquest of Mexico Date: October Grade Level and Content Area: 7th Social Science



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Social Science: Spanish Exploration/Conquest of Mexico

Date: October Grade Level and Content Area: 7th Social Science Trimester: 1 Number of Weeks: 4






Enduring Understandings (Important ideas/conclusions that have lasting value beyond the classroom years from now):

  • Students will understand and analyze how economic concepts both drive and are influenced by historical events, decisions, and outcomes. (Historical Background)

  • Students will understand and analyze motivations for and outcomes of exploration, colonization, and immigration in early American history and in modern times. (Historical Background)

  • Students will be proficient in writing persuasive essays and arguments by defending their opinions and points of view with logical, relevant, and accurate evidence. (Writing)

  • Students will be proficient in writing routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. (Writing)

  • Students will be proficient in citing specific textual evidence to support analysis of primary sources, secondary sources, historical fiction, historical non-fiction, and other types of sources. (Reading and Source Analysis)

  • Students will be proficient in utilizing reading comprehension strategies such as determining importance, monitoring for meaning, synthesizing, making connections, and drawing inferences to develop deep and lasting understandings of information in primary and secondary historical texts. (Reading and Source Analysis)

  • Students will be proficient in interacting with and evaluating class material through questioning, discussing, writing, and communicating their ideas, arguments, and opinions. (21st Century Skills)

  • Students will understand that they are expected to reach beyond basic mastery of skills within the curriculum to explore and expand their learning opportunities, to gain expertise in the curriculum, and to challenge themselves beyond their academic comfort zone. (21st Century Skills)

  • Transfer Goals: Students will be able to independently use their learning to… On their own students will….

  • Students will be able to independently use their learning to apply historical background knowledge to future study of the social sciences.

  • Students will be able to independently use their learning to plan, draft, and revise persuasive essays.

  • Students will be able to independently use their learning to adjust their writing and planning to accommodate different objectives.

  • Students will be able to independently use their learning to prepare for end of unit tests.

  • Students will be able to analyze complex textual sources and to use evidence from the sources in their own work and ideas.






Big Ideas (concept): [Reading (includes Comprehension Strategy), Writing, Language, Speaking/Listening Skills and K-5

Foundational Skills (where appropriate)]

What is the main emphasis or learning target (not the practice or reinforcement of previously learned material)?

Essential Questions: questions that promote inquiry, understanding and transfer of learning… Students will keep considering…

  • Historical Background

  • Writing

  • Reading and Source Analysis

  • 21st Century Skills



  • Why do people explore new places?

  • How can I make sure I can both comprehend and analyze what I read?

  • Why were the Spanish able to colonize Mesoamerica with such relative ease?

  • How can I adjust my writing to accommodate different assignments?

  • How can I use notes and other materials to prepare for an end of unit test?

  • How can I use evidence to support an argument in my writing?





At the end of this unit, students will Know…
(Facts, Vocabulary, Definitions, Steps to a procedure)

Academic Vocabulary prevalent in complex texts throughout reading, writing listening, speaking instruction (Strategy terms, Tier 2 vocabulary found in all types of complex texts from different disciplines. See Appendix A in CCSS. Also, refer to the nouns and verbs in the standard(s).)



At the end of this unit, students will Understand that…
(Major concepts and sub-concepts, principles, generalizations, essential understandings, key ideas that are transferable to other disciplines, the “point” of the lesson or experience, synthesis of ideas to show the relationship of 2 or more ideas)

At the end of this unit, students will demonstrate knowledge and understanding through the ability to Do
(Skills of independence, skills of the discipline, skills of production, thinking skills (Bloom’s) )

K1

I can identify primary and secondary source documents.



K2

I know what colonization means.



K3

I know why Europeans began to explore new parts of the world in the 15th and 16th centuries.



K4

I can identify key steps of a history/social studies process in a text.



K5

I can identify content specific words or phrases in a history/social studies text.



K6

I can identify and explain different structures used in informational text (sequentially).



K7

I can identify the writing style (argument or informative) that best fits my task, purpose, and audience.



K8

I can recognize that different writing tasks require varied time frames to complete.





U1

I can analyze an author’s words and cite explicit textual evidence to support analysis of both primary and secondary source documents.



U2

I can use specific information from a text to explain a process related to history/social studies.



U3

I can compare and contrast (analyze the similarities and differences) primary and secondary sources on the same topic.



U4

I can support my argument with textual evidence found in credible sources.



U5

I can select a historical event and can identify and gather relevant information (facts, definitions, details, quotations, examples) to share with my audience.



U6

I can determine a writing format/style to fit my task, purpose, and/or audience.



D1

I can read closely and find explicit information in primary and secondary sources.



D2

I can closely read complex grade level texts.



D3

I can use reading strategies to help me understand difficult complex text.



D4

I can present my argument in a formal style that includes an introduction, supporting details with transitions, and a concluding statement/section that supports my argument.



D5

I can present my information objectively in a formal style that includes an introduction that previews what is to follow, supporting details, varied transitions, and a concluding statement/section that supports the information presented.



D6

I can use organizational/formatting structures (graphic organizers) to develop my writing ideas.



D7

I can compose a clear and logical piece of writing that demonstrates my understanding of a specific writing style.



D8

I can use prewriting strategies to formulate ideas (graphic organizers, brainstorming, lists)



D9

I can write for a variety of reasons (to inform, to describe, to persuade, to entertain/convey an experience).




Foundational Skills (where appropriate):

Determine and understand the importance of research skills and how to communicate, organize, and present them.





  • Researchers evaluate and think critically about information.

  • Researchers sort and analyze information to better understand it

  • Researchers make decisions about the quality and usefulness of information.

  • Researchers revise and edit for clarity and accuracy.

  • Researchers check sources for updated copyrights and legitimate reliable sources.















Common Core State Standards

  • Cite specific textual evidence to support analysis of primary and secondary sources.

  • Identify key steps in a text’s description of a process related to history/social studies.

  • Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

  • Analyze the relationship between a primary and secondary source on the same topic.

  • By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.

  • Write arguments focused on discipline-specific content

  1. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

  2. Establish and maintain a formal style.

  3. Provide a concluding statement or section that follows from and supports the argument presented.

  • Write informative/explanatory texts, including the narration of historical events.

  1. Develop the topic with relevant, well-chosen facts, definitions, concrete details, and quotations.

  2. Use precise language and domain-specific vocabulary to inform about or explain the topic.

  3. Establish and maintain a formal style and objective tone.

  • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

  • Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.



Misconceptions students may have

  • How to switch gears when moving from persuasive to informative writing assignments

  • How to write using a formal style

  • How to express the difference between comprehending a text and analyzing a text

  • How to organize and write persuasive essays

  • How to ensure that evidence used to support arguments is accurate, logical, relevant

  • How to prepare for an end of unit test





Demonstrate Understanding: Common Assessments on what students should know and do in this unit.
Performance Tasks


(What evidence will show that students understand? How will we know if they have learned it?) Students will show that they really understand by evidence of...

  • 2 Column Notes and Summaries of Notes on Spanish Exploration, Native American culture, Conquest of Mexico

  • Comprehension and Analysis Questions and Answers on Christopher Columbus

  • Christopher Columbus persuasive essay

  • Columbus Mini-Quiz

  • Star Snake Aztec myth inference activity

  • Spanish/Aztec Venn Diagram

  • Written responses to questions on primary and secondary sources about conquest of Mexico

  • End of Unit Test on Spanish Exploration

  • Informational Aztec Codex writing assignment on conquest of Mexico




Evaluative Criteria or assessment (rubric):

  • Key for Mini-Quiz and Unit Test

  • Writing Rubric for Columbus Essay

  • Writing Rubric for Aztec Codex Assignment

  • Rubrics for smaller written responses

  • Informal assessment during class discussions and student observations

Pre-test &

Other Evidence:

(What other evidence needs to be collected in light of desired results?)

  • Individual student data demonstrating achievement of unit objectives or suggesting necessary interventions to bolster achievement



Support for students

(How and when will we respond when they have not learned it?)

  • Response to Intervention procedures and interventions, based on individual student needs. Occurs throughout the unit.



Enrichment

(How will we extend and enrich?)

  • Extension opportunity during the Columbus persuasive essay to choose the more difficult argument to support.

  • Extension opportunity during the Aztec Codex writing assignment to publish student work.

Student Self-assessment and Reflection:


Instruction and Learning Experiences


Learning Experiences and Activities

(Reading, Writing, Language, Speaking, Listening, and Foundational Skills)



Resources

Text Selection: Literature and Informational Texts

(Consider: Text Complexity and Range and Quality of Texts)

  • Completing mapping activities introducing students to Europe and Latin America

  • Taking notes and writing summarizing statements on the notes to reinforce learning

  • Reading, discussing, and writing about both secondary and primary sources related to Christopher Columbus’ discovery of the New World

  • Demonstrating comprehension and analysis of text

  • Planning for and writing a 5 paragraph persuasive essay on Christopher Columbus’ leadership abilities

  • Taking notes on ancient peoples of Mexico

  • Comparing and contrasting primary and secondary sources about the Spanish conquest of the Aztecs

  • Preparing for an end of unit test on Spanish exploration

  • Planning for, writing, and illustrating an informative narration of the conquest of Mexico in an Aztec Codex

  • A Picturesque Tale of Progress by Oliver Miller (secondary source)

  • Excerpts from Christopher Columbus’ travel journal (primary)

  • Letters written to and by Columbus (primary)

  • Harvard University essay on leadership

  • History Alive Chapters on the Maya and Aztecs

  • Star Snake Aztec myth by Martin Auer

  • The Year of One Reed secondary source (transition from Aztecs to arrival of Spanish)

  • A True History of the Conquest of Mexico by Bernal Diaz (primary source)



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