TGC Fellow Unit TeTGC Fellow Unit Template mplate *

Prepared by: Wendy Morales                                             School/Location:  Bayshore Middle School, Middletown Twp., NJ

Subject: Social Studies                Grade: 7     Unit Title: Inequalities of the Past and Present            Time Needed: 3 weeks

Unit Summary: Students compare and contrast religious intolerance, treatment of women, and public education in 17th century Puritan America with present-day countries around the globe that continue to struggle with these issues.

Stage 1 Stage 1 Desired ResultsDesired Results


Common Core Standards:

CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.

CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

CCSS.ELA-Literacy.WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

CCSS.ELA-Literacy.WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

CCSS.ELA-Literacy.WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

CCSS.ELA-Literacy.WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.

CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

CCSS.ELA-LITERACY.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

New Jersey Social Studies Standards:

6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

6.1.12.A.1.b Analyze how gender, property ownership, religion, and legal status affected political rights.

6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.

6.2.12.D.1.f Analyze the political, cultural, and moral role of Catholic and Protestant Christianity in the European colonies.

6.2.12.D.5.d Analyze how feminist movements and social conditions have affected the lives of women in different parts of the world, and evaluate women’s progress toward social equality, economic equality, and political equality in various countries.

6.2.12.A.6.c Analyze why terrorist movements have proliferated, and evaluate their impact on governments, individuals, and societies.

6.2.12.C.6.a Evaluate efforts of governmental, nongovernmental, and international organizations to address economic imbalances and social inequalities.

6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.

6.3.8.A.3  Collaborate with international students to deliberate about and address issues of gender equality, child mortality, or education.

6.3.12.A.2 Compare current case studies involving slavery, child labor, or other unfair labor practices in the United States with those of other nations, and evaluate the extent to which such problems are universal.

6.3.12.D.1 Analyze the impact of current governmental practices and laws affecting national security and/or individual civil rights/ privacy.


Investigate the World

Recognize Perspectives

Communicate Ideas


“A History of US: Making 13 Colonies” by Joy Hakim (Class text)

Women in India Current Events:

Women in Afghanistan Current Event:

Women in Iran Current Event:

Education in Northern Ireland Current Event:

Education in Kenya Current Event:

Modern Witch Hunts:

School Databases/Subscriptions:

  • Worldbook Online
  • Britannica Online
  • Discovery Ed Videos (“Puritan Intolerance,” “Daughters of Afghanistan,”)
  • Newsela


Students will be able to independently use their learning to…(real world purpose)        

T1.  Investigate the world beyond their immediate environment

T2.  Communicate their ideas effectively with diverse audiences



Students will understand that…

U1. The Puritans’ strong religious views and intolerance for opposing views led to banishments, harsh punishments and even deaths of many colonists in the 17th century.

U2. Areas of the world today continue to struggle with extremist religious groups and/or governments where freedom of religion is not yet a reality.

U3. The Puritans’ belief that women should be “seen and not heard” led to punishments such as the “scold’s bridle” and the “ducking stool,” which ensured a woman’s inferior place in the community.

U4. Areas of the world today, especially parts of Africa and the Middle East, continue to enforce laws that ensure a woman’s inferior status, while other countries have been even more successful than the U.S. in promoting sexual equality.

U5. The Puritans believed all children, regardless of sex or economic status, should have a public school education funded by all members of the community.

U6. Some areas of the world today struggle with providing equitable education to all, while others have created successful systems that are considered superior to the U.S. education system.

U7. Religious extremism and sexism led to events like the Salem Witch Trial. “Witch hunts” still occur in some areas of the world today.


E1. What factors affect religious intolerance, gender discrimination, and education (economic, political, etc.?)

E2. How did our country’s Puritan history affect the development of our public school and university systems?

E3. How does our country compare to others in terms of religious tolerance, treatment of women, and public education?

E4. How can we improve awareness of these national and global challenges?



Students will know… (Content)


1) Terms such as sexism, discrimination, inequity, religious extremism, and socioeconomic status.

2) Geographic features of countries selected to investigate (physical place, climate etc.) and how a country’s geography affects these issues.

3) Important people who have made significant changes or brought awareness to these issues (Roger Williams, Malala, etc.)

4) Facts and statistics, including past and current laws and punishments, related to women’s rights, public education, and religious intolerance in at least 3 countries/areas of the world including the U.S.

Students will be able to… (Skills)        

1) Research historical and current information and statistics using multiple, reliable sources.

2) Collaborate with peers in gathering and analyzing this information.

3) Use technology to research, blog, and create a campaign to raise awareness of these global issues.

4) Write and record an informational, persuasive script summarizing their research findings

5) Discuss research findings and opinions via online forum (class blog and Google Hangout) and in-class discussion (Socratic Seminar)

6) Create an interactive map (Google Maps) highlighting information about their chosen areas of the world

7) Create an infographic highlighting the most important facts/statistics about an issue from one of their chosen countries.

Stage 2 - EvideStage 2 - Evidencence


Evaluation Criteria (Learning Target or Student Will Be Able To)

Assessments FOR Learning: (ex: kwl chart,  exit ticket, observation, draft, rehearsal)

-Padlet for initial brainstorming/KWL

-Research organizer on Puritans and at least 3 modern day countries/areas including US

-Research using reliable and varied texts (class textbook, online databases, news articles, videos and websites listed above)

-Daily exit ticket using Google Classroom “Question” feature or Google Form

-Draft of podcast script

-Draft of infographic

-Draft of Map identifying selected locations

-Observation of collaborative group work

-Regular blog posts to share and discuss findings with peers

-Class discussions/debates on each topic using Socratic Seminar and

-Collaboration with organization or school outside of U.S. via Skype or Google Hangout

1. Demonstrate growth of knowledge on Research Organizer (colonial and modern-day)

2. Show effective research, collaboration, and communication skills

3. Demonstrate knowledge of geographical areas where issues are most pressing

4. Use technology tools to show evidence of learning/growth (Padlet, Google Classroom, Blogger, Todaysmeet, Google Maps, Google Draw, and Mic Note, etc.)

5. Edit work after peer and teacher feedback

6. Participate in online and in-class discussions

Assessment OF Learning: (ex: performance task, project, final paper)

1) On a page of student eportfolio (Google Site) entitled “Inequalities of the Past and Present,” students will embed the following items:

-Audio podcast highlighting research findings and a plan for action (using Mic Note or Twisted Wave Chrome Apps)

-Infographic (Using Google Draw,,, etc.)

-Google Map

2) Final reflection on Google Classroom

1. Podcast is 2-3 minutes (Rubric HERE-Audio Podcast)-Group Assignment

2. Script includes historical and present-day information on at least 3 countries/areas including U.S. related to women’s rights, access to public education and religious intolerance

3. Script contains correct grammar and spelling

4. Infographic designed on Google Draw or infographic tool of student’s choice and includes 5+ facts/statistics about one of the issues in one of the chosen countries/areas-Individual Assignment

5. Student-created Google Map highlighting 3 countries/areas with short summary of challenges in each area.-Group Assignment

6. Podcast, infographic and Map embedded correctly into students’ eportfolios (Google Sites)

7. Final reflection question on Google Classroom asking students to make connections between our past and present.

Stage 3 – Stage 3 – Learning PlanLearning Plan

This plan is based on an A/B Block Schedule (80 minutes per block)

Week One (Three 80-minute periods): Students will research extreme religious beliefs, role/treatment of women, and access to public education in 17th century Puritan New England using class text, reliable sites, videos and school databases/subscriptions. Students will then choose three countries, including the U.S, and complete the research organizer, focusing on the same three topics. Research will be collaborative and good resources will be shared by students with students via Google Classroom. Discussions encouraged through Todaysmeet and Socratic Seminar. If time permits, some students may begin drafting their podcast scripts.

Week Two (Two 80-minute periods): Students will draft their scripts for podcasts using collaborative Google Docs. They will revise and edit after peer and teacher feedback. Students will record their podcasts using a Voice Recording App like MicNote or TwistedWave. Teacher will share podcasts via school website and Twitter.

Week Three (Three-80 minute periods): Students will focus on one issue in one country and create an infographic using Google Draw, or another online program, highlighting important facts and statistics related to  their chosen topic. Infographics will be hung around the school for other students/teachers to see. Students will also create a Google Map, marking the location of their three chosen countries, including at least at least one fact per topic for each country. Podcasts, infographics and maps will all be embedded into student eportfolios. Finally, students will post a reflection on Google Classroom, making connections between past and present.

*adapted from Understanding by Design Model

TGC FELLOWS UBD Lesson Template

Lesson Title: Inequalities of the Past and Present            Subject: Social Studies-7           Prepared by: Wendy Morales

Materials Needed: Chromebooks, access to wifi.

Global Competency: 

Investigate the World

Recognize Perspectives

Communicate Ideas

Where is the lesson going?

(Learning Target or SWBAT)

SWBAT identify religious extremism, gender discrimination and education inequality in three countries/regions of the world through online research and collaboration.



Tailored Differentiation:

As students walk in these images will be projected on Smartboard.

Students will use to write their observations and what they predict the images are showing.

-Provide resources of various reading levels

-Provide video clips for audio/visual learners

-Instruct students to use a Speech to Text Chrome extension to have more difficult articles read to them

-Use Chrome keyboard shortcut Control F to find keywords in a longer article for more effective research

-Meet with small groups to discuss topics and guide students through the research process


Students will use teacher-selected websites, school databases, and video clips to fill in a research organizer of their chosen countries/regions. (Puritan information will have been filled in the day before.) Students will work collaboratively and post additional resources they find on Google Classroom.

Research Organizer and Links:

Rethink and revise:

Students will participate in a 5-7 minute “silent chat” on Today’s Meet where they will discuss their findings and share additional resources/information. Students can use this information to add additional facts to their research organizers.


Exit Ticket-Student will complete a Google Form, sharing an interesting fact he/she learned today, and rate his/her understanding of the material so far on a scale of 1-5. Students may also request extra help time on this form.


This is Day 2 of Unit Plan (80 minute class period.) Research organizer will be completed during Day 3, with additional time for collaboration and discussion.


-Images projected as students walk in

-Research organizer assigned on Google Classroom

-Google Form created and shared on Classroom

-Todaysmeet chat room created and link posted on Classroom