Social Studies – World History Unit of Study: Age of Revolutions Third Grading Period – Unit 1 curriculum overview



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Social Studies – World History

Unit of Study: Age of Revolutions

Third Grading Period – Unit 1 CURRICULUM OVERVIEW

Big Idea

Unit Rationale

Enduring Understandings

  • The Age of Revolutions is marked by the slow shifting of power from an individual to the citizens of a nation.

  • European thinkers and writers inspired the philosophy behind the new American government.

  • The American Revolution had a huge impact on following colonial revolutions especially in Latin America.

Overarching Questions

  • How would the political, economic and social structures define this era in history?

  • Why would the Age of Absolutism be one of the causes of revolutions and internal social upheaval?

  • How would the American Revolution influence future colonial revolutions especially in Latin America?

  • How were the American Revolution and the French Revolution different from each other?

It is important to understand this era in history so we can better investigate origins of some of our modern democracies and understand modern social problems in former colonial territories. It is also important that students are able to trace the political, economic, and social changes that occurred during various types of revolutions. Finally, it is very important that student understand the reasons for the American Revolution and the inner workings of the U.S. Constitution.

Lessons for this Unit

  • Lesson 1: Absolutism

  • Lesson 2: The Enlightenment

  • Lesson 3: American Revolution / Forming a New Nation

  • Lesson 4: The Constitution of the United States

  • Lesson 5: French Revolution and Napoleon

  • Lesson 6: Revolutions in Europe and Latin America

TEKS

TEKS Specificity - Intended Outcome

Concepts

TEKS WH.1 History. The student understands traditional historical points of reference in world history.

  • WH.1A. Identify the major eras in world history and describe their defining characteristics.

  • WH.1B Identify changes that resulted from important turning points in world history such as the political revolutions of the 18th, 19th, and 20th centuries.

  • WH.1C. Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.

  • WH.1D. Explain the significance of the following date: 1789.

TEKS WH.7 History. The student understands the impact of political and economic imperialism throughout history.

  • WH.7A Analyze examples of major empires of the world such as the Aztec, British, Chinese, French, Japanese, Mongol, and Ottoman empires.

  • WH.7B Summarize effects of imperialism on selected societies.

TEKS WH.8 History. The student understands causes and effects of major political revolutions since the 17th century.

  • WH.8A Identify causes and evaluate effects of major political revolutions since the 17th century, including the English, American, French, and Russian revolutions.

I CAN statements highlighted in yellow should be displayed for students.

I can


Including, but not limited to:

  • understand the rise of absolute monarchs and analyze the effects of absolutism.

  • understand and relate the characteristics of absolute rulers.

  • Analyze examples of world empires such as the empires of Europe during this time period and how these empires affected other societies.

  • trace the reasons for the American Revolution.

  • analyze the foundations of the United States government and relate the importance of the year 1789.

  • relate the political, economic, and social ramifications of the American Revolution on other nations.




  • WH.8B Summarize the ideas from the English, American, French, and Russian revolutions concerning separation of powers, liberty, equality, democracy, popular sovereignty, human rights, constitutionalism, and nationalism.

  • WH.8C Evaluate how the American Revolution differed from the French and Russian revolutions, including its long-term impact on political developments around the world

TEKS WH.15 Government. The student understands the historical antecedents of contemporary political systems.

  • WH.15A Explain the impact of parliamentary and constitutional systems of government on significant world political developments.

  • WH.15B Define and give examples of different political systems, past and present.

  • WH.15C Explain the impact of American political ideas on significant world political developments.

TEKS WH.16 Government. The student understands the process by which democratic-republican government evolved.

  • WH.16A Trace the process by which democratic-republican government evolved from its beginnings in classical Greece and Rome, through developments in England, and continuing with the Enlightenment.

  • WH.16B Identify the impact of political and legal ideas contained in significant historic documents, including John Locke's Two Treatises of Government, and the Declaration of Independence.

TEKS WH.17 Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history.

  • WH.17A Evaluate political choices and decisions that individuals, groups, and nations have made in the past, taking into account historical context, and apply this knowledge to the analysis of choices and decisions faced by contemporary societies.

  • WH.17B Describe the different roles of citizens and non-citizens in historical cultures, especially as the roles pertain to civic participation.

TEKS WH.18 Citizenship. The student understands the historical development of significant legal and political concepts, including ideas about rights , republicanism, constitutionalism, and democracy.

  • WH.18A Trace the historical development of the rule of law and rights and responsibilities, beginning in the ancient world and continuing to the beginning of the first modern constitutional republics.

  • WH.18B Summarize the worldwide influence of ideas concerning rights and responsibilities that originated from Greco-Roman and Judeo-Christian ideals in Western civilization such as equality before the law.

TEKS WH.22 Culture. The student understands how the development of ideas has influenced institutions and societies.

  • WH.22C Analyze how ideas such as Judeo-Christian ethics and the rise of secularism and individualism in Western civilization, beginning with the Enlightenment, have influenced institutions and societies.






Skills



TEKS WH.11.Geography. The student uses geographic skills and tools to collect, analyze, and interpret data.

  • WH.11A Create thematic maps, graphs, charts, models, and databases representing various aspects of world history.

  • WH.11B [Pose and] answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases.

TEKS WH.12 Geography. The student understands the economic importance of, and issues related to, the location and management of key natural resources.

  • WH.12C Interpret historical and contemporary maps to identify and explain geographic factors that have influenced people and events in the past.

TEKS WH.25.Social Studies Skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology.

  • WH.25B [Locate and] use primary and secondary sources [such as computer software, databases, media and news services, biographies, interviews, and artifacts] to acquire information.

  • WH.25C Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations [and predictions], and drawing inferences and conclusions.

  • WH.25I Use appropriate mathematical skills to interpret social studies information such as maps and graphs.

TEKS WH.26 Social Studies Skills.

  • WH.26A Use social studies terminology correctly.

  • WH.26B Use standard grammar, spelling, sentence structure, and punctuation.

  • WH.26C Interprets [and create databases, research outlines, bibliographies, and] visuals including graphs, charts, timelines, and maps.

  • WH.26D Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.




I CAN statements highlighted in yellow should be displayed for students.
I can use my social studies skills to collect, analyze and interpret information from a variety of sources in world history.

Including, but not limited to:

  • Create thematic maps, charts, models and databases.

  • Pose and answer questions about geographic distributions and patterns shown on maps, graphs, models, and databases.

  • Interpret historical and contemporary maps to explain geographical influence on historical events.

  • Use primary and secondary sources to interpret historical information.

  • Use reading, writing and math skills to interpret historical information.

Evidence of Learning

  • Given information on absolutism, the student will be able to trace the reasons for changes in the European monarchy with 90% accuracy.

  • Given information on the Enlightenment, the student will be able to evaluate the influence of Hobbes, Locke, and Rousseau on the American government with 90% accuracy.

  • Given information on the American Revolution, the student will be able to analyze the political, economic and social causes and effects of the American Revolution with 90% accuracy.

  • Given information on the American Constitution, the student will be able to analyze the effectiveness of the American form of government with 90% accuracy.

  • Given information on the American Bill of Rights, the student will be able to evaluate the protections protected by the Bill of Rights with 90% accuracy.

  • Given information on the French Revolution and the Age of Napoleon, the student will be able to analyze the political, economic and social causes and effects of the French Revolution and the Age of Napoleon with 90% accuracy.



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