Performance Assessment and Rubric Group Members Names:

Unit Outline
*note: this is the same unit outline used in your summative assessment*

Grade level: ​7th

Unit Topic: ​Renaissance Period & Religious Reformation

Course/Discipline: ​Emergency of the First Global Age ​A.D. 1500-1650/ ​Social Studies

Approximate Time Required: ​3 weeks

Central Focus of the Unit: ​The purpose of this lesson is to ensure that students recognize the
causes of the Emergence of the First Global Age over the periods of the Renaissance and
Reformation. By the end of the unit lesson, students will be able to explain and identify the shifts
in cultural values, traditions, and philosophies that affected multinational ideologies then and
now.

General Standards from NCSCOS:

● 7.H.2 - ​Understand the implications of global interactions.
● 7.G.1 - ​Understand how geography, demographic trends, and environmental conditions
shape modern societies and regions.
● 7.C.1 - ​Understand how cultural values influence relationships between individuals,
groups, and political entities in modern societies and regions.
● 7.G.2 - ​Apply the tools of a geographer to understand modern societies and regions.
● 7.C&G.1 - ​Understand the development of government in modern societies and regions.

Measurable Student Learning Outcomes:

1. Students will be able to ​analyze the effects of social, economic, military, and political
conflict among nations, regions, and groups with the Spanish Inquisition in the New
World. (7.H.2)
2. Students will be able to ​explain how the bubonic plague affected modern societies and
regions. (7.G.1)
3. Students will be able to ​explain how the Religious Reformation influenced modern
societies and regions. (7.C.1)
4. Students will be able to ​construct maps, charts, and/or graphs to explain the Triangle
Trades effect on migration of people. (7.G.2)
5. Students will be able to ​explain how Queen Elizabeth I made Britain a superpower
among European nations. (7.C&G.1)
Performance Assessment and Rubric Group Members Names:

Performance Project [Insert student directions and/or handouts here]

Due Date: 19 March 2018

Standard: 7.G.1 - ​Understand how geography, demographic trends, and environmental

conditions shape modern societies and regions.

❖ Objectives: 7.G.1.1 - ​Students will be able to explain how the bubonic plague

affected modern societies and regions.

Assignment: ​Students will be put into groups and construct a poster of a European

country involved with the bubonic plague. Students will select one of the five European

countries (listed below) and create an annotated illustration depicting how the Black

Death affected that country in the 14th century.

​Directions:

1. Pick a country from the list below.

2. Conduct Internet research (using at least 2 credible sources, ​NOT ​Google or Wikipedia) on

your country and generate six facts that are unique to that country during the bubonic

plague.

3. After gathering six facts from credible sources, create a poster with illustration of your

European country that clearly labels your country and major cities. ​**​Example of approved

credible source:​ ​https://westernreservepublicmedia.org​ **

4. Put your six facts on the poster surrounding your country in at least 2 complete sentences.

5. Be sure when making your poster to display all information with neatness, clarity, and make

sure it is turned in on time.

6. Turn poster into teacher upon being titled and completion of six facts in complete

sentences.
Performance Assessment and Rubric Group Members Names:

7. Each group will present their poster and their findings to the class in a jigsaw style learning

lesson with no more than 6 minutes per group. Each member will explain the fact statement

that they collected for the group project.

Please choose one of the following European countries:

England France Germany

Portugal Italy

Example of annotated illustration handout used for modeling and differentiation:

Mr. Roughton.com:​ ​http://www.mrroughton.com/assignments-new/annotated-illustration

Performance Assessment and Rubric Group Members Names:

Annotated Illustration Example:

https://drive.google.com/file/d/0B_LeBqE6KPRRQkZhVHVJcjVUUG8/view

Bubonic Plague Poster Rubric

Poor Fair Good Excellent

0 pts 1 pts 2 pts 3 pts

Title and No title or Title present, Title present and Title present,
Illustration illustration but does not matches matches
present. match the illustration, but illustration, and
illustrations and spelled spelled
spelled incorrectly. correctly.
incorrectly.

Presentability Poster is Poster is Poster is slightly Poster is

unorganized unorganized unorganized but organized and
and illegible. and difficult to readable. readable.
Information is read. Information is Information is
incorrect. Information is gathered and clearly
gathered, but facts presented and
facts are hard to understandable facts are
understand. understandable

Number of No facts 1-3 facts are 4-5 facts are 6 facts are
facts present with present with present with present with
illustration. illustration. illustration. Need illustration.
Need 6 facts Need 6 facts for 6 facts for full
for full credit. full credit. credit.

Quality of No facts Facts are Facts are correct Facts are

facts present with incorrect. Facts to related topic, correct and 2 or
illustration. maybe in but not in 2 more complete
complete complete sentences.
sentences, but sentences
information is
incorrect.

Sources: Poor sources One source Two sources Two (or more)
Credible or no cited and cited and credible sources
sources (.org, sources. credibility is credibility is cited. Google
.edu, .gov). questionable. questionable. and Wikipedia
Google and Google and are not credible
Performance Assessment and Rubric Group Members Names:

Wikipedia are Wikipedia are sources.

not credible not credible Questionable
sources. sources. sources need to
Questionable Questionable be approved by
sources need to sources need to the teacher
be approved by be approved by before due date.
the teacher the teacher
before due date. before due date.