Download Social Studies – Grade 8

Social Studies – World History
Unit of Study: The Middle Ages in Europe
CURRICULUM OVERVIEW
Second Grading Period – Unit 1
Enduring Understandings (Big Ideas)
 The Middle Ages is considered a turning point in history due to the formations of
Feudalistic societies following the collapse of the Roman Empire.
 The importance of the Roman Catholic Church grew during this period of time
politically as well as socially.
 During this period of time Asia, Europe and parts of Africa were greatly affected by
the Bubonic Plague that claimed approximately one-third of Europe’s total population.
Unit Rationale
It is important to understand this era in history so we can better investigate origins of
some of our modern conflicts, political systems of the past and the concept of spatial
diffusion. With the fall of the Roman Empire, there was a vacuum of power in Europe.
In a relatively short amount of time, kingdoms began to emerge with a specific social,
economic and political structure. Also, the Roman Catholic Church had a huge
influence on the events of this era.
Lessons for this Unit

Lesson 1: The Middle Ages in Europe

How would the political, economic and social structures define this era in
history?
How would the political, economic and social structures in Africa and Asia
compare to those in Europe during this period of time?
Essential Questions

How does spatial diffusion affect your life?
Guiding Questions

TEKS (Standards)
TEKS Specificity - Intended Outcome
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 1 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Concepts & Skills
TEKS WG.1 History. The student understands how geographic contexts (the
geography of places in the past) and processes of spatial exchange (diffusion)
influenced events in the past and helped to shape the present.
 WG.1B Trace the spatial diffusion of a phenomenon and describe its effects on
regions of contact such as the spread of bubonic plague.
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.1C. Apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods.
 WH.1D. Explain the significance of the following dates: 1066 and 1215.
TEKS WH.3 History. The student understands how, as a result of the collapse of the
Western Roman Empire, new political, economic, and social systems evolved, creating
a new civilization in Western Europe.
 WH.3A. Compare medieval Europe with previous civilizations.
 WH.3B. Describe the major characteristics of the political system of feudalism, the
economic system of manorialism, and the authority exerted by the Roman Catholic
Church.
 WH.3C. Identify the political, economic, and social impact of the Crusades.
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 the Justinian’s Code of Laws and the Magna Carta.
I can understand points of reference in world history and analyze the political,
economic and social trends and changes that occurred during the Middle Ages in
Europe. (WG1b, 1a, 1b, 1c, 1d, 3a, 3b, 3c, 6a, 6c, 16a, 16b, 19a)
Including, but not limited to:

Identifying the changes that occurred during the Middle Ages.

Apply Relative and Absolute chronology of events that occurred during
this period of time.

Trace he spatial diffusion of the bubonic plague.

Explain the significance of the date 1066 and 1215.

Compare medieval Europe with previous civilizations including the
political system of feudalism, the economic system of manorialism and
the authority of the Roman Catholic Church.

Identify the political, economic and social impact of the Crusades.

Trace the development of democratic-republican government developed
from its Grecian-Roman beginnings through the Enlightenment.

Identify the impact of political and legal ideas in historical documents
such as the Justinian’s Code of Laws and the Magna Carta.

Compare historical origins, central ideas and spread of major religions
and philosophical traditions including Christianity and identify religious
influence on historical events.
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 2 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
TEKS (Standards)
TEKS Specificity - Intended Outcome
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 3 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Concepts & Skills
TEKS WH.19 Culture. The student understands the history and relevance of major
religious and philosophical traditions.
 WH.19A Compare the historical origins, central ideas, and spread of major
religious and philosophical traditions including Buddhism, Christianity,
Confucianism, Hinduism, and Islam.
 WH.19B Identify examples of religious influence in historic world events.
TEKS WH.20 Culture. The student understands the relationship between the arts and
the times during which they were created.
 WH.20A Identify significant examples of art and architecture that demonstrate an
artistic ideal or visual principle from selected cultures.
 WH.20B Analyzes examples of how art, architecture, literature, music, and drama
reflect the history of cultures in which they are produced.
 WH.20C Identify examples of art, music, and literature that transcend the cultures
in which they were created and convey universal themes.
TEKS WH21.Culure. The student understands the roles of women, children, and
families in different historical cultures.
 WH.21A Analyze the specific roles of women, children, and families in different
historical cultures.
 WH.21B Describe the political, economic, and cultural influence of women in
different historic cultures.
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.25I Use appropriate mathematical skills to interpret social studies information
such as maps and graphs.
TEKS WH.26 Social Studies Skills. The student communicates in written, oral, and
visual forms.
 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 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.
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 4 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
ELPS Student Expectations



ELPS C.1a. The student is expected to use prior knowledge and experiences to
understand meanings in English.
ELPS C.2g The student is expected to understand the general meaning, main
points, and important details of spoken language ranging from situations in which
topics, language, and contexts are familiar to unfamiliar.
ELPS C.4j The student is expected to demonstrate English comprehension and
expand reading skills by employing inferential skills such as predicting, making
connections between ideas, drawing inferences and conclusions from text and
graphic sources, and finding supporting text evidence commensurate with content
area needs.
College Readiness Student Expectations
Social Studies





CCRS IB.3 The student is expected to analyze causes and effects of major
political, economic, and social changes in U.S. and world history.
CCRS IC.1 The student is expected to evaluate different governmental systems
and functions.
CCRS IC.2 The student is expected to evaluate changes in the functions and
structures of government across time.
CCRS IIB.5 The student is expected to explain the concepts of socioeconomic
status and stratification.
CCRS ID.1 The student is expected to identify and evaluate the strengths and
weaknesses of different economic systems.
Cross-Curricular

CCRS IB.3 The student is expected to gather evidence to support arguments,
findings, or lines of reasoning.

CCRS IE.1 The student is expected to work independently.

CCRS IE.2 The student is expected to work collaboratively.

CCRS IIA.8 The student is expected to connect reading to historical and current
events and personal interest.
ELPS Specificity - Intended Outcome
I can…

use prior knowledge of governments to understand the structure of feudalism by
creating a social pyramid.

understand the general meaning, main points and details of the social and
political arrangements in Europe that are familiar and unfamiliar by using graphic
organizers and foldables.

demonstrate comprehension of political and social structures of Medieval Europe
by making connections between different levels of European societies and the
power each of the levels had by creating graphical posters using vocabulary and
textual evidence.
College Readiness - Intended Outcome
I can…

analyze the political, economic and social causes and effects of Feudalism on
European society.

evaluate the effectiveness of Feudalistic structure and function during the
Medieval era.

evaluate how Feudalistic society differed from other forms of government that
previously had existed.

explain the socioeconomic statues of people living in a Feudalistic society differed
from each other and how this led to stratification.

identify and evaluate the strengths and weaknesses of Manoralism and
Feudalism.
I can…

gather evidence to an opinion on a historical topic.

work by myself to gather information and draw conclusion.

work and contribute in a group.

connect past issues with modern issues.
Evidence of Learning (Summative Assessment)


Given information on the Middle Ages, the student will evaluate the defining political, economic and social features of this era with 80% accuracy.
Given information on the growing political, social and economic influence of the Roman Catholic Church the student will analyze the influence of the church during the Middle
Ages with 80% accuracy.
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 5 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Social Studies – World History
Lesson 1: The Middle Ages in Europe
Second Grading Period – Unit 1
CURRICULUM GUIDE
Guiding Questions
Essential Pre-requisite Skills
 How would the political, economic and social structures define this era in history?
 Why was the feudal structure so important during this period of time?
 How did the Roman Catholic Church impact the lives of people during this period
of time?
 How did events such as the bubonic plague affect Europe politically,
economically and socially?
 Knowing how governments are structured. (Grade 1 – Grade 9)
 Understanding how to interpret and analyze maps, charts and graphs. (Grade 1 –
Grade 9)
 Comparing different types of religions during different periods of history. (Grade 4 –
Grade 9)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use the textbook, Social Studies website and other materials to…
Hook
 Divide the students into groups of four. Each group is to receive only one of the
interactives describing an aspect of life during the Middle Ages. (WH.1a, WH.1b,
WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
1. Feudal Life
2. Religion
3. Homes
4. Clothing
5. Health
6. Arts & Entertainment
7. Town Life
Guided Practice
 Introduce the vocabulary for the lesson using one of the foldable strategies such
as a mini-book. (WH.26a, WH.26b)
 Outline the overlaying themes for the lesson of study. Demonstrate how to use
timeline. (WH.1c)
 Demonstrate how to create an organizational chart outlining the important
features of Charlemagne’s rule. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b,
WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
 Demonstrate how to create a hierarchal chart visually showing the power and
social structures found in Feudalistic Europe during this era. (WH.1a, WH.1b,
WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
 Outline the technological and social changes during this era. (WH.1a, WH.1b,
WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
So students can….
 In small groups, use the Middle Ages Jigsaw handout to fill in information
about the assigned aspect.
 Illustrate the piece according to the topic.
 When all groups have completed the writing assignment, each group will
give an oral presentation.
 Once each presentation is completed, the group will place their piece in the
correct order forming a large, rectangular poster.
 In pair-share, write a summary paragraph of what life during the Middle
Ages was like.
 Define vocabulary terms in interactive notebook.
 Create an illustrated mini-book using the different vocabulary terms
 In pair-share, create an original timeline demonstrating the major events that
occurred during this era.
 In pair-share create a webbing diagram of the major features and events
that occurred during the reign of Charlemagne.
 With partner, discuss and then create a list of the differences and similarities
between Charlemagne and previous civilizations that have been studied to
date such and Grecian and Roman societies.
 On a blank piece of paper, create a hierarchal chart showing the different
levels of feudal society and the positions of power that each level controlled.
 Write three statements comparing and contrasting the feudal system of
government to the modern government of the United States.
 With a partner, create a newspaper advertisement outlining the economic
changes during this era to include innovations, growth and expansion of
trade, and the “commercial revolution.”
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 6 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
 Discuss the importance of the year 1066 and demonstrate how to create a
chronological graphic organizer to demonstrate the development of the English
monarchy. (WH.1d, WH.22c, WH.25b, WH.25c)
 Create a causal chain graphic organizer to demonstrate the growth of the
monarchy in England during the Middle Ages since 1066.
□ Discuss the importance of the year 1215 and demonstrate how to analyze a
primary source by using selected portions of the Magna Carta as an example.
(WH.1d, WH.16a, WH16.b, WH.22c, WH.25b, WH.25c)
□ Create an organizational chart illustrating the power and influence of the Roman
Catholic Church during the Middle Ages. (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b,
WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
 Using the Magna Carta as a resource, provide an analysis of the changes
that would occur to the monarchy and the government.
 Demonstrate how to do a complex organizational chart demonstrating the various
conflicts between the Roman Catholic Church and the European Monarchs.
(WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.19a, WH.19b, WH.22c, WH.25b,
WH.25c)
 Demonstrate how to use to use a multiple cause and multiple effect chart to
illustrate the Four Crusades from 1096-1204. (WH.1a, WH.1b, WH.1c, WH.3a,
WH.3b, WH.3c, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)
 Give examples of spatial diffusion and on a map demonstrate the spread of the
Bubonic Plague. (WG.1b, WH.22c, WH.25b, WH.25c)
 Demonstrate how to utilize a cause and effect graphic organizer demonstrating
the political, economic, and social effects of the Bubonic Plague. (WG.1b,
WH.22c, WH.25b, WH.25c)
Independent Practice
 Demonstrate how to create complex compare and contrast charts and timelines.
(WH.1a, WH.1b, WH.1c, WH.3a, WH.3b, WH.3c, WH.19a, WH.19b, WH.22c,
WH.25b, WH.25c)
 Review the guiding questions for this lesson.
Vocabulary: (Pertinent to the learning – specific)
Medieval
Justinian’s Code of Laws
Charlemagne
feudalism
vassal
lord
fief
knight
 With a partner, create a complex compare and contrast chart showing the
political, economic and cultural similarities and differences between modern
society and the period of time just studied.
 With a partner, create a timeline demonstrating the most important events
during the Middle Ages.
 Answer the guiding question for this lesson in the interactive notebook.
 See lesson plan for details
Extension
 Conduct the DBQ Project lesson: The Black Death: How Different Were the
Christian and Muslim Responses? (WH.1a, WH.1b, WH.1c, WH.3a, WH.3b,
WH.3c, WH.19a, WH.19b, WH.22c, WH.25b, WH.25c)








 With a partner, create an informative poster demonstrating the different
aspects of the Roman Catholic Church during this era.
 Write three statements evaluating the importance and influence of the
church during this period of time.
 Create an complex organizational chart showing the different conflicts
between the Roman Catholic Church and the European monarchs.
 After the completion of the chart, write an analysis of why these conflicts
occurred and the ramifications of these conflicts.
 Create a multiple cause and multiple effect chart demonstrating the causes
and effects of the Crusades.
 After the completion of the chart, write an analysis of the political, economic
and social ramifications of the Crusades on Europe and Southwest Asia.
 Create a map showing the spread of the Bubonic Plague in Asia, Africa, and
Europe.
 Write a summarization on the concept of spatial diffusion and how it can
apply historically and in modern times.
 Create a graphic organizer demonstrating the multiple causes and multiple
effects of the bubonic plague.
TAKS Vocabulary








Acquiring
Analyze
Answer
Apply
Asking
Defend
Describe
Design








Gather
Generalization
Implement
Infer
Interpret
Prepare
Present
Relate
Resources
Textbook:
 Prentice Hall – World History:
Connections to Today – Chapters
8&9
District Resources
Print Resources
 World Almanac
 Globe
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 7 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.






chivalry
manor
serf
Judeo-Christian ethics
tithe
papal supremacy
Unit: Europe in the Middle Ages #1

Europe in Out World

Europe in the Middle Ages

Europe Heats Up
Unit: Europe in the Middle Ages #2

Why Feudalism

What’s Up with Feudalism

Inside the Manor
Unit: Europe in the Middle Ages #3

Manors vs. Towns

Manors, Towns and Guilds
Unit: Europe in the Middle Ages #4

William the Conqueror

William’s Scrapbook

After William Conquered England
Unit: Europe in the Middle Ages #5

We Three Kings

The Magna Carta

Paving the Way to Modern Law

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


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
Develop
Draw
Explain
Evaluate
Solve
Take Action
Theorize
Trace
Use
Internet Resources
 TEA - SSC
 SAISD – Social Studies
 Internet Medieval Sourcebook
Unit: Europe in the Middle Ages #6

Perspectives on the Plague

The Black Death
Unit: Europe in the Middle Ages #7

France vs. England

The Hundred Years’ War

Joan of Arc
Unit: Europe in the Middle Ages #8

Daily Life in the Middle Ages

European Art in the Middle Ages

Troubadours
Unit: Religion in Medieval Europe #1

Important Christian Figures

Spreading Christianity

European Spread of Christianity
Unit: Religion in Medieval Europe #2

Charlemagne and the Papacy

Kings vs. Popes

Investiture Conflict
Unit: Religion in Medieval Europe #3

Causes of the Crusades

Crusades

Effects of the Crusades
Differentiation
What do you do for students who need more support?
 Use the Discovery Channel’s Lesson: The Middle Ages
 Use EdSiteMent’s The Path of the Black Death
 Witness to Joan of Arc and the Hundred Years War
ELPS Objectives addressed in this lesson:

ELPS C.1a. The student is expected to use prior knowledge and experiences to
understand meanings in English.

ELPS C.2g The student is expected to understand the general meaning, main
points, and important details of spoken language ranging from situations in which
topics, language, and contexts are familiar to unfamiliar.

ELPS C.4j The student is expected to demonstrate English comprehension and
expand reading skills by employing inferential skills such as predicting, making
connections between ideas, drawing inferences and conclusions from text and
graphic sources, and finding supporting text evidence commensurate with content
area needs.
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 8 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
What do you do for students who master the learning quickly?
 Continue work on the National History Day project.
College Readiness objectives addressed in this lesson
Social Studies

CCRS IB.3 The student is expected to analyze causes and effects of major political,
economic, and social changes in U.S. and world history.

CCRS IC.1 The student is expected to evaluate different governmental systems
and functions.

CCRS IC.2 The student is expected to evaluate changes in the functions and
structures of government across time.

CCRS IIB.5 The student is expected to explain the concepts of socioeconomic
status and stratification.

CCRS ID.1 The student is expected to identify and evaluate the strengths and
weaknesses of different economic systems.
Cross-Curricular

CCRS IB.3 The student is expected to gather evidence to support arguments,
findings, or lines of reasoning.

CCRS IE.1 The student is expected to work independently.

CCRS IE.2 The student is expected to work collaboratively.

CCRS IIA.8 The student is expected to connect reading to historical and current
events and personal interest.
Evidence of Learning
Formative Mini Assessments
TAKS
Which of the following was one long-term effect of
the bubonic plague?
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Conduct research on other plagues that have occurred in
world history and create a documentary video.
F Decline of Islam in European countries
G Disruption of the European economy
H Rapid growth of the European population
J Success of the Crusades in the Middle East
Social Studies Dept.
TAKS 10th Grade 2009
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 9 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Social Studies – World History
Unit of Study: Changes in Faith, Art and Thought
CURRICULUM OVERVIEW
Second Grading Period – Unit 1
Enduring Understandings (Big Ideas)

As Europe emerged from the Middle Ages, changes in culture, religion and
science were on the horizon that would have an effect on Europe but Africa,
Asia and the Americas as well.
Unit Rationale
As the Middle Ages was coming to an end, three important cultural “revolutions” were
occurring almost at the same time. Within a very short amount of time, the way that
people viewed religion, science, mathematics, art, music, and architecture would
change dramatically.
Lessons for this Unit

Lesson 1: Renaissance, Reformation and the Scientific Revolution.

What influence would the Renaissance have on Europe as it emerged from
the Middle Ages?
Is the name of the Reformation a true reflection on what happened to religion
during this era?
How would the innovations during this era affect Europe socially and
economically?
Essential Questions


What innovation has revolutionized the way you live?
How far do you think science can advance in your lifetime?
Guiding Questions


Concepts & Skills
TEKS (Standards)
TEKS WH.1 History. The student understands traditional historical points of
reference in world history.
 WH.1A Identify major eras in world history and describe their characteristics.
 WH.1C Apply absolute and relative chronology through the sequencing of
significant individuals, events, and time periods.
TEKS WH.4 History. The student understands the influence of the European
Renaissance and the Reformation eras.
 WH.4A Identify the causes and characteristics of the European Renaissance
and the Reformation eras.
 WH.4B Identify the effects of European Renaissance and Reformation eras.
TEKS WH.20 Culture. The student understands the relationship between the arts and
the times during which they were created.
 WH.20A Identify significant examples of art and architecture that demonstrate
an artistic ideal or visual principle from selected cultures.
 WH.20B Analyzes examples of how art, architecture, literature, music, and
drama reflect the history of cultures in which they are produced.
 WH.20C Identify examples of art, music, and literature that transcend the
cultures in which they were created and convey universal themes.
TEKS WH.23 Science, technology, and society. The student understands how major
scientific and mathematical discoveries and technological innovations have affected
societies throughout history.
 WH.23A Give examples of [major mathematical and scientific discoveries and]
technological innovations that occurred at different periods in history and
describe the changes produced by these discoveries and innovations.
 WH.23D Describe the origins of the scientific revolution in 16th-century Europe
and explain its impact on scientific thinking worldwide.
TEKS Specificity - Intended Outcome
I can understand points of reference in world history and analyze the political, economic
and social trends and changes that occurred during the Renaissance, Reformation and
the Scientific Revolution.
Including, but not limited to:
 Describing the characteristics of the Renaissance, Reformation and the Scientific
Revolution.
 Identifying and analyzing the causes, characteristics and effects of the
Renaissance and Reformation Eras.
 Identifying significant examples of art, music and architecture that demonstrate
the characteristics of certain cultures, convey universal themes and analyzing how
these examples reflect the history of those cultures.
 Give examples of important changes in mathematics, science and technology and
how these changes affected different societies.
 Describe the origins of the Scientific Revolution and explain the effects of the
Scientific Revolution.
 Identify the contributions of scientists such as Copernicus, Galileo, Robert Boyle,
and Sir Isaac Newton.
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 10 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Concepts & Skills
TEKS (Standards)
 WH.23E Identify the contributions of significant scientists such as Copernicus
and Galileo.
TEKS WH.24 Science, technology and society. The student understands connections
between major developments in science and technology and the growth of industrial
economies and societies in the 18th, 19th, and 20th centuries.
 WH.24C Identify the contributions of significant scientists and inventors such
as Robert Boyle and Sir Isaac Newton.
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 causeand-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.
ELPS Student Expectations
TEKS Specificity - Intended Outcome
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.
ELPS Specificity - Intended Outcome
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 11 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.


ELPS C.3c The student is expected to speak using a variety of grammatical
structures, sentence lengths, sentence types, and connecting words with
increasing accuracy and ease as more English is acquired.
ELPS C.4g The student is expected to demonstrate comprehension of
increasingly complex English by participating in shared reading, retelling or
summarizing material, responding to questions, and taking notes commensurate
with content area and grade level needs.
I can…

practice using different type of grammatical structures and connect professional
social studies vocabulary by using word walls and hands-on activities.

demonstrate comprehension of concepts found in this unit by working in small
groups, retelling and summarizing the main ideas.
College Readiness Student Expectations
College Readiness - Intended Outcome
Social Studies
I can…







CCRS IA.3 The student is expected to analyze how physical and cultural
processes have shaped human communities over time.
CCRS IE.1 The student is expected to identify different social groups (e.g., clubs,
religious organizations) and examine how they form and how and why they
sustain themselves.
CCRS IF.2 The student is expected to analyze ethical issues in historical,
cultural, and social contexts.
CCRS IIB.4 The student is expected to evaluate how major philosophical and
intellectual concepts influence human behavior or identity.
CCRS VA.1 The student is expected to use appropriate oral communication
techniques depending on the context or nature of the interaction.



analyze how cultural processes shaped different communities during this era.
identify new and different social groups, how they formed, and why they were
sustainable during this era.
analyze the ethical issues that were controversial during this era.
evaluate how the philosophies and intellectual movements influenced human
behavior and/or identity during this era.
communicate properly using correct techniques during oral discussions and
debates.
Cross-Curricular
I can…






CCRS ID.1 The student is expected to self-monitor learning needs and seek
assistance when needed.
CCRS IE.1 The student is expected to work independently.
CCRS IE.2 The student is expected to work collaboratively.
CCRS IF.4 The student is expected to understand and adhere to ethical codes of
conduct.
CCRS IIC.7 The student is expected to integrate source material.




self-monitor my learning and get help from my peers and/or instructor when
needed.
work by myself when required.
work in a group and contribute to the success of the group.
understand the ethical codes of conduct when researching and working in a
classroom environment.
correctly use and integrate primary and secondary sources into my work.
Evidence of Learning (Summative Assessment)



Given information on the Renaissance, the student will analyze the causes and effects of the Renaissance with 80% accuracy.
Given information on the Reformation, the student will evaluate the causes and effects of the Reformation in Germany, England, and the Vatican with 80% accuracy.
Given information on the Scientific Revolution, the student will analyze the effects of innovations in mathematics, science, and technology with 80% accuracy.
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 12 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Social Studies – World History
Lesson 1: Renaissance, Reformation and the Scientific Revolution
Second Grading Period – Unit 2
CURRICULUM GUIDE
Guiding Questions
Essential Pre-requisite Skills
 What influence would the Renaissance have on Europe as it emerged from the
Middle Ages?
 What was the most important consequence of the printing press?
 Identifying changes in music, architecture, and literature. (4th Grade – 9th Grade)
 Analyzing how music, art and literature can symbolize a culture. (3rd Grade – 9th
Grade)
 Analyzing the effects of rapid communication. (6th Grade – 9th Grade)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
For the Study of the Renaissance: Use the textbook, various online resources and
Google Earth to teach the following.
Hook
 Conduct the online lesson Different Points of View. (WH.1a, WH.1c, WH.4a,
WH.4b, WH.20a, WH.20b, WH.20c)
Guided Practice
Demonstrate how to use a webbing diagram to outline the characteristics of the
Renaissance. Discuss the different aspects of the Renaissance from the beginnings in
Italy to its spread throughout Europe. (WH.1a, WH.1c, WH.4a, WH.4b, WH.20a,
WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b, WH.25c, WH.25l, WH.26a,
WH.26b, WH.26c, WH.26D)
 Conduct the lesson The Geography of the Renaissance. (WH.1a, WH.1c, WH.4a,
WH.4b, WH.20a, WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b,
WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D)
 Model how to utilize a cause and effect graphic organizer and how to apply it to
cultural change. (WH.1a, WH.1c, WH.4a, WH.4b, WH.20a, WH.20b, WH.20c,
WH.11a, WH.11b, WH.12c, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b,
WH.26c, WH.26D)
 Give an example of an organizational chart and how to apply it to show the major
role players of the Renaissance. (WH.1a, WH.1c, WH.4a, WH.4b, WH.20a,
WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b, WH.25c, WH.25l,
WH.26a, WH.26b, WH.26c, WH.26D)
 Outline the development of the printing press and discuss the huge impact of the
printing press on Europe and the rest of the world. (WH.1a, WH.1c, WH.4a,
WH.4b, WH.20a, WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b,
WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D)
Independent Practice
 Conduct the DBQ Project lesson: What was the most Important Consequence of
the Printing Press? (WH.1a, WH.1c, WH.4a, WH.4b, WH.20a, WH.20b, WH.20c,
WH.11a, WH.11b, WH.12c, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b,
WH.26c, WH.26D)
 Review the guiding questions from this lesson. (WH.1a, WH.1c, WH.4a, WH.4b,
So students can….
 See lesson plan for details.
 With a partner, create a webbing diagram that demonstrates the
characteristics of the Renaissance including major role players, places and
events.
 On the back of the diagram, answer the question, “Why did the Renaissance
begin in Italy?
 See lesson plan for details.
 With a partner, create a cause and effect graphic organizer outlining the
causes and effects of the Renaissance.
 On the back of the organizer, write a short essay
 Create an organizational chart naming influential people of the Renaissance
and their contribution to this time period.
 On the back of the chart, answer the following question, “What was so
important about the contributions of the people mentioned in your chart?
 Complete the PES table for the effects of the printing press.
 See lesson plan for details.
 Answer the guiding questions in the interactive notebook.
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 13 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
WH.20a, WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b)
 With a small group, conduct research on an assigned person that was an
Extension
 Demonstrate how to conduct research on the major role players of the
Renaissance. Use the jigsaw strategy and assign small groups a person during
this era to conduct research on. (WH.1a, WH.1c, WH.4a, WH.4b, WH.20a,
WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b, WH.25c, WH.25l,
WH.26a, WH.26b, WH.26c, WH.26D)
Vocabulary: (Pertinent to the learning – specific)




Renaissance
humanism
perspective
printing press
Unit: The Renaissance in Europe #1 Spirit of the Renaissance
 Humanism and the Renaissance
 What’s in a Name: Renaissance
 Big Changes of the Renaissance
influence on the Renaissance.
 Create a 3-D visual demonstrating the contributions of the person the group
was assigned.
 On an assigned day, disseminate your information in a virtual museum.
TAKS Vocabulary

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
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









Resources
Textbook:
 Prentice Hall –World History:
Connections to Today –
Chapter 14: Sections 1-2
Acquiring

Gather
Analyze

Generalization
Answer

Implement
Apply

Infer
District Resources
Asking

Interpret
Assess

List
Print Resources
Attribute

Map
 World Almanac
Choose

Obtain
 Globe
Communicating

Organize
Internet Resources
Compare

Plan
 TEA – SSC
Consider

Predict
 SAISD – Social Studies
Construct

Prepare
Contrast

Present
Defend

Relate
Describe

Solve
Design

Take Action
Develop

Theorize
Draw

Trace
Explain

Use
Evaluate
Unit: The Renaissance in Europe #2 Geography & The Renaissance
 Economics of the Renaissance
 Florence and the Renaissance
 The Spread of the Renaissance
Unit: The Renaissance in Europe #3 Technology in the Renaissance
 Gutenberg’s Movable Metal Type
 New Technology Spreads Ideas
 Effects of the Printing Press
Unit: The Renaissance in Europe #4 Art in the Renaissance
 A New Spirit of Creativity
 Literature of the Renaissance
 Renaissance Man
Differentiation
What do you do for students who need more support?
 Conduct the lesson Invention Timeline to illustrate the changes in communication
over time.
ELPS Objectives addressed in this lesson:

ELPS C.3c The student is expected to speak using a variety of grammatical
structures, sentence lengths, sentence types, and connecting words with increasing
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 14 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
 Use a lesson from Mr. Donn’s World History website to enhance concepts.
What do you do for students who master the learning quickly?
 Conduct research on recent innovations that have had a global impact.
accuracy and ease as more English is acquired.
ELPS C.4g The student is expected to demonstrate comprehension of increasingly
complex English by participating in shared reading, retelling or summarizing
material, responding to questions, and taking notes commensurate with content
area and grade level needs.
College Readiness objectives addressed in this lesson

CCRS ID.1 The student is expected to self-monitor learning needs and seek
assistance when needed.

CCRS IE.1 The student is expected to work independently.

CCRS IE.2 The student is expected to work collaboratively.

Evidence of Learning
Formative Mini Assessments
TAKS
Use your knowledge of social studies to answer the
question.
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Gather examples of Renaissance art and create a
multimedia presentation on the selected works, artists
and your analysis of each of the works of art.
32 The Renaissance artist who painted the Mona Lisa
and contributed to the sciences was
A Leonardo da Vinci.
B Michelangelo.
C Raphael.
D Peter Paul Rubens.
Social Studies Department
2009 10th Grade TAKS
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 15 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Social Studies – World History
Lesson 1: Renaissance, Reformation and the Scientific Revolution
Second Grading Period – Unit 2
CURRICULUM GUIDE
Guiding Questions
Essential Pre-requisite Skills
 Justify whether or not the name The Reformation a true reflection on what
happened to religion in Europe during this period of time.
 What political, economic and social changes were brought on because the
 Understanding the concepts of reform and those who can be considered reformers.
(Grade 5 – Grade 9)
 Analyzing how reforms can affect societies. (Grade 7 – Grade 9)
Reformation?
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
For the Study of the Reformation: Use the textbook, various online resources and
Google Earth to teach the following.
Hook
 Demonstrate how to use visual discovery with the following images: (WH.1a,
WH.1c, WH.4a, WH.4b, WH.20a, WH.20b, WH.20c, WH.25b, WH.25c, WH.25l,
WH.26a, WH.26b, WH.26c, WH.26D)
1. Selling of Indulgences
2. Selling of Indulgences 2
3. Luther at the Door
Guided Practice
Review the major points leading up to the Reformation in Germany. Demonstrate how
to apply this information with a causal chain graphic organizer. (WH.1a, WH.1c,
WH.4a, WH.4b, WH.20a, WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b,
WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D)
So students can….
 For each image, answer the following three questions in the interactive
notebook:
4. Describe what you see in the picture.
5. When and where do you think this picture happened?
6. What do you think is occurring in this image?
 Create a causal chain graphic organizer to show the events leading up to
the Reformation in Germany.
 Underneath the graphic organizer, answer the following question, “Was

Review the major points leading up the Reformation in England. Demonstrate how to
apply this information with a casual chain graphic organizer. (WH.1a, WH.1c, WH.4a,
WH.4b, WH.20a, WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b, WH.25c,
WH.25l, WH.26a, WH.26b, WH.26c, WH.26D)



 Demonstrate how to create a compare and contrast chart that compares the
Reformation in Germany to the Reformation in England. (WH.1a, WH.1c, WH.4a,
WH.4b, WH.20a, WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b,
WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D)
Independent Practice
 Review the main concepts of the Reformation. (WH.1a, WH.1c, WH.4a, WH.4b,
WH.20a, WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b, WH.25c,
WH.25l, WH.26a, WH.26b, WH.26c, WH.26D)
 Review the guiding questions from this lesson. (WH.1a, WH.1c, WH.4a, WH.4b,
WH.20a, WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b, WH.25c

Martin Luther justified in protesting the conduct of the Roman Catholic
Church? Explain fully.”
Answer the question, “What were some of the effects of the Reformation
movement in this area?”
Create a causal chain graphic organizer to show the events leading up to
the Reformation in England.
Underneath the graphic organizer, answer the following question, “Was
Henry VIII justified in forming the Church of England? Explain fully.”
Answer the question, “What were some of the effects of the Reformation
movement in this area?”
Create a 3-tiered compare and contrast chart and/or foldable to explain the
similarities between Lutheran Ideas, Calvinism, and the Church of England.
 With a partner, create a mini-booklet outlining the major people, places and
events surrounding the Reformation. Also include the major effects of the
different movements, thematic maps, and illustrations.
 Answer the guiding questions in the interactive notebook.
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 16 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
WH.25l, WH.26a, WH.26b, WH.26c, WH.26D)
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 17 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
 Find Martin Luther’s 95 Thesis online and select 10 passages that best
Extension
Model how to find primary sources on the Internet. (WH.1a, WH.1c, WH.4a, WH.4b,
WH.20a, WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b, WH.25c, WH.25l,
WH.26a, WH.26b, WH.26c, WH.26D)
Vocabulary: (Pertinent to the learning – specific)











Reformation
Indulgence
95 Thesis
Martin Luther
Protestant
John Calvin
Predestination
Henry VII
The Church of England
Elizabeth I
Council of Trent
Unit: The Reformation #1: Origins of the Reformation

The Catholic Church Weakens

Church Corruption

Everybody Loves Reformation
Unit: The Reformation #2: People of the Reformation

John Calvin

What’s in a Name: Reformation

I Was King Henry VIII
demonstrate Martin Luther’s feelings towards the power of the church.
TAKS Vocabulary
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










Resources
 Textbook: Prentice Hall –World
History: Connections to Today –
Chapter 14: Sections 3-4
Acquiring

Gather
Analyze

Generalization
Answer

Implement
Apply

Infer
Print Resources
Asking

Interpret
 World Almanac
Assess

List
 Globe
Attribute

Map
Choose

Obtain
Internet Resources
Communicating

Organize
 TEA – SSC
Compare

Plan
 SAISD – Social Studies
Consider

Predict
Construct

Prepare
Contrast

Present
Defend

Relate
Describe

Solve
Design

Take Action
Develop

Theorize
Draw

Trace
Explain

Use
Evaluate
Unit: The Reformation #3: Protestantism

Protestant Church Government

Protestant Church Organization

Protestant Churches and Politics
Unit: The Reformation #4: The Counter-Reformation

Reformation: Changing Times

The Reformation: Pro and Con

Counter-Reformation Priorities
Unit: The Reformation #5: Missionaries & Christianity

Spread of Christianity

Christian Missions

Perspectives on Missions
Differentiation
What do you do for students who need more support?
 Create a Portrait foldable for Henry VIII and one for Martin Luther giving details on
how they influenced the Reformation
ELPS Objectives addressed in this lesson

ELPS C.3c The student is expected to speak using a variety of grammatical
structures, sentence lengths, sentence types, and connecting words with increasing
accuracy and ease as more English is acquired.

ELPS C.4g The student is expected to demonstrate comprehension of increasingly
complex English by participating in shared reading, retelling or summarizing
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 18 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
material, responding to questions, and taking notes commensurate with content
area and grade level needs.
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 19 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
College Readiness objectives addressed in this lesson
Social Studies

CCRS IA.3 The student is expected to analyze how physical and cultural processes
have shaped human communities over time.

CCRS IE.1 The student is expected to identify different social groups (e.g., clubs,
religious organizations) and examine how they form and how and why they sustain
themselves.
Cross-Curricular

CCRS ID.1 The student is expected to self-monitor learning needs and seek
assistance when needed.

CCRS IE.1 The student is expected to work independently.

CCRS IE.2 The student is expected to work collaboratively.
What do you do for students who master the learning quickly?
 Continue to work on the history fair project.
Evidence of Learning
Formative Mini Assessments
TAKS
Conduct research on the Reformation in Germany versus
the Reformation in England. Using primary sources from
that time in history, create a newspaper editorial
expressing the viewpoints of people from Germany and
from England on why the church needs to be reformed.
Use the graphic organizer and your knowledge of
social studies to answer the following question.
Religious
Turmoil
and Wars
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Creation of
Protestant
Churches
?
Peasants’
Revolt
Reform of
Catholic
Church
31 What phrase should go in the center circle?
A
Effects of the Enlightenment
B
Effects of the Reformation
C
Effects of the Renaissance
D
Effects of the Scientific Revolution
TAKS 10th Grade 2009
The Social Studies Department
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 20 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Social Studies – World History
Lesson 1: Renaissance, Reformation and the Scientific Revolution
Second Grading Period – Unit 2
CURRICULUM GUIDE
Guiding Questions

Essential Pre-requisite Skills
How would innovations and scientific discoveries that occurred during this era
affect Europe socially and economically?

Understand the changes brought on by innovations, inventions and technological
developments. (Grade 3 – Grade 9)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
For the Teaching of the Scientific Revolution: Use the textbook, online resources
and Google Earth to conduct the following lesson.
Hook
 Ask students to think about the 10 greatest inventions that have ever been
introduced to modern society. (WH.1a, WH.1c, WH.4a, WH.4b, WH.20a, WH.20b,
WH.20c, WH.11a, WH.11b, WH.12c, WH.25b)
Guided Practice
 Demonstrate the changes in scientific though through the introduction of the
scientific process. (WH.1a, WH.1c, WH.4a, WH.4b, WH.20a, WH.20b, WH.20c,
WH.11a, WH.11b, WH.12c, WH.25b)
 Model how to gather information using various sources and conduct the Scientist
of the Year strategy. (WH.1a, WH.1c, WH.4a, WH.4b, WH.20a, WH.20b, WH.20c,
WH.11a, WH.11b, WH.12c, WH.25b)
Independent Practice
 Facilitate and guide students to completing their projects. (WH.1a, WH.1c, WH.4a,
WH.4b, WH.20a, WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b)
 Review the guiding question from this lesson. (WH.1a, WH.1c, WH.4a, WH.4b,
WH.20a, WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b)
 Review the essential questions from this unit. (WH.1c, WH.4a, WH.4b, WH.20a,
WH.20b, WH.20c, WH.11a, WH.11b, WH.12c, WH.25b)
So students can….
 With a partner, create a list of the top 10 inventions ever produced.
 Create a poster showing and explaining why these inventions were so
important to society.
 With a partner, begin researching the various scientists of this time period
using the research notes found here.
 See the Scientist of the Year strategy for details.
 Present your scientist to the rest of the class, giving reasons why your
scientist should receive the honor.
 As a class, vote for the scientist of the year, giving 2 reasons why.
 Answer the guiding questions in the interactive
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 21 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Extension
 Show students how to research topics by using the Internet and other resources.
(WH.1a, WH.1c, WH.4a, WH.4b, WH.20a, WH.20b, WH.20c, WH.11a, WH.11b,
WH.12c, WH.25b)
 Conduct research on an inventor/innovator that has developed an
invention/innovation that made a huge impact on modern society.
 Create a simulated Myhistoryspace.com webpage on that person.
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 22 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Vocabulary: (Pertinent to the learning – specific)

heliocentric

Nicolaus Copernicus

Johannes Kepler

Galileo Galilei
Isaac Newton
Unit: Scientific Revolution in Europe #1: Roots of the Scientific Revolution

The Scientific Revolution

Scientific Revolution: Causes

What Changed in Science
Unit: Scientific Revolution in Europe #2: Copernicus

Copernicus’ Revolution

What on Earth?

Two Planetary Theories
Unit: Scientific Revolution in Europe #3: Galileo

What did Galileo Do?

Earth and Sun

The Church vs. Galileo
TAKS Vocabulary




















Resources
 Textbook: Prentice Hall –World
History: Connections to Today –
Chapter 14: Section 5
Acquiring

Gather
Analyze

Generalization
Answer

Implement
Apply

Infer
Print Resources
Asking

Interpret
 World Almanac
Assess

List
 Globe
Attribute

Map
Choose

Obtain
Internet Resources
Communicating

Organize
 TEA – SSC
Compare

Plan
 SAISD – Social Studies
Consider

Predict
Construct

Prepare
Contrast

Present
Defend

Relate
Describe

Solve
Design

Take Action
Develop

Theorize
Draw

Trace
Explain

Use
Evaluate
Unit: Scientific Revolution in Europe #4: Kepler

Johannes Kepler

Kepler’s Three Laws

The Life of Johannes Kepler
Unit: Scientific Revolution in Europe #5: Newton

The Life of Isaac Newton

Big Newton

Isaac Newton
Unit: Scientific Revolution in Europe #6: Inventions & Discoveries

The Power of Invention

Inventions that Helped Science

Discovering the Body
Unit: Scientific Revolution in Europe #7: Impact of the Scientific Revolution

Bacon, Descartes and Reasoning

Science, A New Way of Thinking

The Spread of Change
Differentiation
What do you do for students who need more support?
 Create word wall vocabulary cards to demonstrate the main role players of this
time period.
 Create visual representation of the innovations that were developed during this
time period.
ELPS Objectives addressed in this lesson

ELPS C.3c The student is expected to speak using a variety of grammatical
structures, sentence lengths, sentence types, and connecting words with increasing
accuracy and ease as more English is acquired.

ELPS C.4g The student is expected to demonstrate comprehension of increasingly
complex English by participating in shared reading, retelling or summarizing
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 23 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
What do you do for students who master the learning quickly?
 Begin final revisions of history fair project.
material, responding to questions, and taking notes commensurate with content
area and grade level needs.
College Readiness objectives addressed in this lesson
Social Studies

CCRS IA.3 The student is expected to analyze how physical and cultural processes
have shaped human communities over time.

CCRS IE.1 The student is expected to identify different social groups (e.g., clubs,
religious organizations) and examine how they form and how and why they sustain
themselves.

CCRS IF.2 The student is expected to analyze ethical issues in historical, cultural,
and social contexts.

CCRS IIB.4 The student is expected to evaluate how major philosophical and
intellectual concepts influence human behavior or identity.

CCRS VA.1 The student is expected to use appropriate oral communication
techniques depending on the context or nature of the interaction.
Cross-Curricular

CCRS ID.1 The student is expected to self-monitor learning needs and seek
assistance when needed.

CCRS IE.1 The student is expected to work independently.

CCRS IE.2 The student is expected to work collaboratively.

CCRS IF.4 The student is expected to understand and adhere to ethical codes of
conduct.

CCRS IIC.7 The student is expected to integrate source material.
Evidence of Learning
Formative Mini Assessments
Which of the following is an outcome due to the Scientific
Revolution?
A
More people were afraid of venturing out of where
they were raised.
B. Kingdoms decided to close their borders to trade.
C. Many nations in Europe began to develop new
methods that would lead to the expansion of
trade.
D. There were no major effects of the Scientific
Revolution.
TAKS
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Conduct research using primary resources from this
period in history. Create a multimedia presentation of the
important inventions, innovations and innovators of this
era and how what they did back then still affect us today.
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 24 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Social Studies – World History
Unit of Study: The Age of Exploration and Conquest
CURRICULUM OVERVIEW
Second Grading Period – Unit 3
Enduring Understandings (Big Ideas)
 As Europe emerged from the Middle Ages, the growing desire to trade valuable
commodities such as spices. Through new developments in technology and
navigation, the Europeans soon extended their influence worldwide.
Unit Rationale
It was the desire to explore, conquer and trade which drove many Europeans to leave
the sanctity of their home shores to explore and colonize other continents. It is
important to understand the people, places and events of this era in order to
understand the effects of cultural diffusion and blending that are characteristic of where
the Europeans reached.
Lessons for this Unit


Lesson 1: Exploration and Conquest
Lesson 2: The Age of Colonization


What were the driving forces behind European exploration?
What conflicts and events would arise as the Europeans tried to expand their
influence?
Were the Europeans justified in colonizing distant lands?
Essential Questions


Why do people explore?
Why would someone move from one place to another?
Guiding Questions

TEKS (Standards)
TEKS Specificity - Intended Outcome
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 25 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Concepts & Skills
TEKS WH.1 History. The student understands traditional historical points of
reference in world history.
 WH.1A Identify major eras in world history and describe their characteristics.
 WH.1B Identify changes that resulted from important turning points in world
history such as the European age of exploration and colonization.
 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: 1492.
TEKS WH.4 History. The student understands the influence of the European
Renaissance and the Reformation eras.
 WH.4B Identify the effects of European Renaissance and Reformation eras.
TEKS WH.5 History. The student understands causes and effects of European
expansion beginning in the 16th century.
 WH.5A Identify causes of European expansion beginning in the 16th century.
 WH.5B Explain the political, economic, cultural, and technological influence of
European expansion on both Europeans and non-Europeans, beginning in the
16th century.
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 British
and French empires.
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.18C Identify examples of political, economic, and social oppression and
violations of human rights throughout history, including slavery.
TEKS (Standards)
I can…
 Apply Relative and Absolute chronology of events that occurred during this period
of time.
 Analyze the spatial diffusion of the Columbian Exchange.
 Explain why the year 1492 is so important in world history.
 Identify, analyze and evaluate the political, social and economic causes and
effects of European exploration and colonization.
 Analyze the growth and international influence of colonial empires such as Spain
and Great Britain.
 Identify and analyze the political, economic and social characteristics and effects
of the triangular trade and slavery.
 Identify and analyze the mathematical, scientific, and technological developments
that made exploration and colonization possible for the Europeans.
TEKS Specificity - Intended Outcome
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 26 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Concepts & Skills
TEKS WH.23 Science, technology and society. The student understands how
major scientific and mathematical discoveries and technological innovations have
affected societies throughout history.
 WH.23A Give examples of [major mathematical and scientific discoveries and]
technological innovations that occurred at different periods in history and
describe the changes produced by these discoveries and innovations.
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.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 causeand-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.
ELPS Student Expectations



ELPS C.1d The student is expected to speak using learning strategies such as
requesting assistance, employing non-verbal cues, and using synonyms and
circumlocution (conveying ideas by defining or describing when exact English
words are not known).
ELPS C.2d The student is expected to monitor understanding of spoken
language during classroom instruction and interactions and seek clarification as
needed
ELPS C.5d The student is expected to edit writing for standard grammar and
usage, including subject-verb agreement, pronoun agreement, and appropriate
verb tenses commensurate with grade-level expectations as more English is
acquired.
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.
ELPS Specificity - Intended Outcome
I can…

participate in discussions on exploration and colonization by using non-verbal cues
and using synonyms .

monitor understanding of exploration and colonization by seeing clarification as
needed.

edit writing for standard grammar and usage by using an interactive notebook for
all writing assignments.
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 27 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
College Readiness Student Expectations
College Readiness - Intended Outcome
Social Studies
I can…







CCRS IA.1 The student is expected to use the tools and concepts of geography
appropriately and accurately.
CCRS IA.4 The student is expected to evaluate the causes and effects of human
migration patterns over time.
CCRS IA.5 The student is expected to analyze how various cultural regions have
changed over time.
CCRS IIIA.3 The student is expected to analyze how and why diverse
communities interact and become dependent on each other.
CCRS IVC.1 The student is expected to understand and interpret presentations
(e.g., speeches, lectures, informal presentations) critically.
CCRS VA.2 The student is expected to use conventions of standard written
English.
Cross-Curricular

CCRS IA.1 The student is expected to engage in scholarly inquiry and dialogue.

CCRS IB.1 The student is expected to consider arguments and conclusions of
self and others.

CCRS IE.1 The student is expected to work independently.

CCRS IE.2 The student is expected to work collaboratively.

CCRS IF.4 The student is expected to understand and adhere to ethical codes of
conduct.

CCRS IIA.1 The student is expected to use effective pre-reading strategies.

CCRS IIA.2 The student is expected to use a variety of strategies to understand
the meanings of new words.

CCRS IIA.8 The student is expected to connect reading to historical and current
events and personal interest.




use the tools and concepts of geography to analyze the movement of people and
the effects of spatial diffusion during this era.
evaluate the causes and effects of migration patterns during this era.
analyze how the cultural regions found in Europe, North America and South
America changed during this era.
understand and interpret presentations given by peers.
use the conventions of standard written English when composing during this unit.
I can…

discuss issues and events regarding this era with peers.

consider arguments for and against colonization as presented by others.

conduct assignments independently.

work collaboratively in groups providing input and help complete assignments on
time.

understand and adhere to ethical codes of conduct.

use effective pre-reading strategies when analyzing primary and secondary
sources.

use different strategies to understand the meanings of new words.

relate historical issues and events to modern issues and events.
Evidence of Learning (Summative Assessment)


Given information on the Age of Exploration, the student will analyze the international economic, political and social impact of European Exploration with 80% accuracy.
Given information on the Age of Colonization, the student will evaluate the international economic, political and social impact of European colonization with 80% accuracy.
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 28 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Social Studies – World History
Lesson 1: Age of Exploration & Conquest
Second Grading Period – Unit 3
CURRICULUM GUIDE
Guiding Questions

Essential Pre-requisite Skills

What the political, economic, and social ramifications of early European
exploration on Asia?


Comprehending and evaluating the impact of developing technologies (Grade 1 –
Grade 9)
Understanding the concept of exploration and colonization. (Grade 4 – Grade 9)
Analyzing the causes and effects of exploration and colonization. (Grade 4 – Grade
9)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use the the textbook, Google Earth, and other resources to teach the following:
Hook
 Conduct the TCI Strategy Claim the Room. (WH.1a, WH.1b, WH.1c, WH.25b,
WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D)
Guided Practice
Using a world map, demonstrate the geographic background and challenges faced
by the Europeans to establish trade with other continents. (WH.1a, WH.1b,
WH.1c, WH.4b, WH.5a, WH.5b, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b,
WH.26c, WH.26D)
Using a world map, model the routes of the early expeditions from Europe detailing
the geographical challenges of the listed explorers. (WH.1a, WH.1b, WH.1c,
WH.1d, WH.4b, WH.5a, WH.5b, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b,
WH.26c, WH.26D)
Independent Practice
 Discuss the establishment of European colonial rule in Southeast Asia, East Asia
and India. (WH.1a, WH.1b, WH.1c, WH.4b, WH.5a, WH.5b, WH.25b, WH.25c,
WH.25l, WH.26a, WH.26b, WH.26c, WH.26D)
 Review the guiding questions from this lesson. (WH.1a, WH.1b, WH.1c, WH.4b,
WH.5a, WH.5b, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D)
So students can….
 See Lesson Plan
 With a partner, create a list of reasons why Europeans would want to leave
the safety of their countries to explore the unknown.
 Complete the 1st graphic organizer for the Explorers.
 Create a mental map of the journeys of the listed explorers on a blank piece
of paper. For each exploration, describe the challenges of the expedition
and the outcome.
 Include the Line of Demarcation
 Complete the second graphic organizer for the Explorers and analyze the
overall impact of exploration on Europe.
 Create an organizational chart that demonstrates the expansion of
European nations in Southeast Asia, East Asia and India.
 At the bottom of the chart, answer the following questions:
o “How would growing European power cause conflict between
European nations?”
o “How would Asia be affected by European conquest?”
o “What cultural changes might occur because of European
conquest?”
 Answer the guiding questions in the interactive notebook.
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 29 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
 In a small group, create a non-linear presentation using PowerPoint to
demonstrate the early European explorers, their expeditions, and the
political, economic and social outcomes of their journeys.
Extension
 Demonstrate how to create a non-linear presentation using PowerPoint. (WH.1a,
WH.1b, WH.1c, WH.4b, WH.5a, WH.5b, WH.25b, WH.25c, WH.25l, WH.26a,
WH.26b, WH.26c, WH.26D)
Vocabulary: (Pertinent to the learning – specific)











Marco Polo
Silk Road
Henry the Navigator
Cartographer
Vasco da Gama
1492
Christopher Columbus
Line of Demarcation
Fernando Magellan
Northwest Passage
Straits of Hormuz
Unit: Exploration and Trade #1: Marco Polo and the Silk Road

The Marco Polo Story

Marco Polo’s Journeys

On the Road with Marco Polo
TAKS Vocabulary




















Resources
Textbook:
 Prentice Hall – World History:
Connections to Today – Chapter
15
Acquiring

Gather
Analyze

Generalization
Answer

Implement
Apply

Infer
District Resources
Asking

Interpret
Assess

List
Print Resources
Attribute

Map
 World Almanac
Choose

Obtain
 Globe
Communicating

Organize
Internet Resources
Compare

Plan
 TEA - SSC
Consider

Predict
 SAISD – Social Studies
Construct

Prepare
Contrast

Present
Defend

Relate
Describe

Solve
Design

Take Action
Develop

Theorize
Draw

Trace
Explain

Use
Evaluate
Unit: Exploration and Trade #2: The Age of Exploration

Uncharted Waters

Routes of the Great Explorers

What Caused the New Discoveries
Unit: Exploration and Trade #3: International Trade

Europe Trades With the World

New Global Trade

The Portuguese Come to Africa
Differentiation
What do you do for students who need more support?
 Use visual biography strategy to demonstrate the explorers and their
accomplishments
ELPS Objectives addressed in this lesson:

ELPS C.1d The student is expected to speak using learning strategies such as
requesting assistance, employing non-verbal cues, and using synonyms and
circumlocution (conveying ideas by defining or describing when exact English
words are not known).
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 30 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.


What do you do for students who master the learning quickly?
 Complete history fair project.
ELPS C.2d The student is expected to monitor understanding of spoken language
during classroom instruction and interactions and seek clarification as needed
ELPS C.5d The student is expected to edit writing for standard grammar and
usage, including subject-verb agreement, pronoun agreement, and appropriate verb
tenses commensurate with grade-level expectations as more English is acquired.
College Readiness objectives addressed in this lesson
Social Studies

CCRS IA.1 The student is expected to use the tools and concepts of geography
appropriately and accurately.

CCRS IA.4 The student is expected to evaluate the causes and effects of human
migration patterns over time.

CCRS IIIA.3 The student is expected to analyze how and why diverse communities
interact and become dependent on each other.
Cross-Curricular

CCRS IA.1 The student is expected to engage in scholarly inquiry and dialogue.

CCRS IB.1 The student is expected to consider arguments and conclusions of self
and others.

CCRS IE.1 The student is expected to work independently.

CCRS IE.2 The student is expected to work collaboratively.

CCRS IF.4 The student is expected to understand and adhere to ethical codes of
conduct.
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CCRS IIA.1 The student is expected to use effective pre-reading strategies.

CCRS IIA.2 The student is expected to use a variety of strategies to understand the
meanings of new words.

CCRS IIA.8 The student is expected to connect reading to historical and current
events and personal interest.
Evidence of Learning
Formative Mini Assessments
Which of the following was influential on the ability for
Europeans to travel great distances following the Middle
Ages?
A. Spices
B. Steam-powered engines
C. New technologies
D. The Heliocentric theory
TAKS
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Conduct research using primary resources from this
period in history. Create a multimedia presentation of the
important explorers of this era and how what they did
back then still affect us today.
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 31 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Social Studies – World History
Lesson 2: Age of Colonization
Second Grading Period – Unit 3
CURRICULUM GUIDE
Guiding Questions
Essential Pre-requisite Skills
 What were the social, economic and political ramifications of European
colonization of the Americas and Africa?
 What was the impact of the Triangular Trade on Africa, the Americas and Europe?
 Understanding the concept and impact of colonization. (Grade 4 – Grade 9)
 Analyzing the effects of slavery on the Americas, Europe and Africa. (Grades 4 – 9)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use the textbook, Google Earth and other various resources to teach the following:
Hook
 Read excerpts from Equiano’s experiences on the Middle Passage. (WH.1a,
WH.1b, WH.1c, WH.4b, WH.5a, WH.5b, WH.7a, WH.11a, WH.11b, WH.18c,
WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D)
Guided Practice
Demonstrate using a map of the Americas the major colonies and/or conquests of
European powers. Provide an overview how the establishment of colonies would
lead to international conflict such as the French and Indian War. (WH.1a, WH.1b,
WH.1c, WH.4b, WH.5a, WH.5b, WH.7a, WH.11a, WH.11b, WH.18c, WH.25b,
WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D)
 Demonstrate using a map of Africa, the major colonies and/or conquests of
European powers. (WH.1a, WH.1b, WH.1c, WH.4b, WH.5a, WH.5b, WH.7a,
WH.11a, WH.11b, WH.18c, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b,
WH.26c, WH.26D)
 Guide discussion on what students know about slavery and the Triangular Trade.
(WH.1a, WH.1b, WH.1c, WH.4b, WH.5a, WH.5b, WH.7a, WH.11a, WH.11b,
WH.18c, WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D)
 Demonstrate how to determine the overall impact politically, economically and
socially on the colonial powers in Europe. (WH.1a, WH.1b, WH.1c, WH.4b,
WH.5a, WH.5b, WH.7a, WH.11a, WH.11b, WH.18c, WH.25b, WH.25c, WH.25l,
WH.26a, WH.26b, WH.26c, WH.26D)
Independent Practice
 Conduct the DBQ Project lesson: What Drove the “Sugar Trade?” (WH.1a,
WH.1b, WH.1c, WH.4b, WH.5a, WH.5b, WH.7a, WH.11a, WH.11b, WH.18c,
WH.25b, WH.25c, WH.25l, WH.26a, WH.26b, WH.26c, WH.26D)
 Review the guiding questions from this lesson. (WH.1a, WH.1b, WH.1c, WH.4b,
WH.5a, WH.5b, WH.7a, WH.11a, WH.11b, WH.18c, WH.25b, WH.25c, WH.25l)
Extension
 Demonstrate how to conduct research on the growth of the slave trade during this
period of time. (WH.1a, WH.1b, WH.1c, WH.4b, WH.5a, WH.5b, WH.7a, WH.11a,
So students can….
 Use I thought… I felt… I think… to reflect on the reading.
 Create a mental map showing the major colonies of the European powers in
Latin America.
Use the Columbian Exchange strategy and complete the graphic organizer.
Begin to fill out the Colonies in the Americas graphic organizer.
Create a mental map showing the major colonies in North America.
Finish filling out the Colonies in the Americas graphic organizer.
 Create a mental map showing the major colonies of the European powers in
Africa.




 Using a blank map of the Atlantic trade, demonstrate the Triangular trade
between Africa, Europe and the Americas.
 Create an organizational chart demonstrating the effects of European
exploration and trade.
o Global Exchange (Food)
o A Commercial Revolution
o Mercantilism
o The “Ordinary People”
 See Lesson Plan
 Answer the guiding questions from this lesson in the interactive notebook.
 Create a multimedia presentation analyzing the growth of the slave trade
and slavery in the new world.
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 32 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
WH.11b, WH.18c, WH.25b, WH.25c, WH.25l, WH.26b, WH.26c, WH.26D)
Vocabulary: (Pertinent to the learning – specific)
 conquistador
 Hernan Cortes
 Francisco Pizarro
 Viceroy
 Encomienda
 Peninsular
 Creole
 Mestizo
 Mulatto
 Cultural blending
 Jamestown
 Capitalism
 Joint stock company
 Mayflower Compact
 French and Indian War
 Triangular trade
 Middle Passage
 Mercantilism
Tariff
TAKS Vocabulary
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


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
Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate

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
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







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Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
Resources
Textbook:
 Prentice Hall – World History:
Connections to Today –
Chapter 15
District Resources
Print Resources
 World Almanac
 Globe
Internet Resources
 TEA - SSC
 SAISD – Social Studies
 Google Earth
Unit: Exploration and Trade #4: European Colonization

Europe’s Colonies

Money, Souls and Soil

Colonization of Asia and Africa
Differentiation
What do you do for students who need more support?

Conduct the lesson Examining the Middle Passage.

Conduct the review lessons for the Ignite Learning Units listed above.
What do you do for students who master the learning quickly?

Revise History Fair project for regional competition.
ELPS Stems and Language Objectives addressed in this lesson

ELPS C.1d The student is expected to speak using learning strategies such as
requesting assistance, employing non-verbal cues, and using synonyms and
circumlocution (conveying ideas by defining or describing when exact English
words are not known).

ELPS C.2d The student is expected to monitor understanding of spoken language
during classroom instruction and interactions and seek clarification as needed

ELPS C.5d The student is expected to edit writing for standard grammar and
usage, including subject-verb agreement, pronoun agreement, and appropriate verb
tenses commensurate with grade-level expectations as more English is acquired.
College Readiness objectives addressed in this lesson
Social Studies

CCRS IA.4 The student is expected to evaluate the causes and effects of human
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 33 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.




migration patterns over time.
CCRS IA.5 The student is expected to analyze how various cultural regions have
changed over time.
CCRS IIIA.3 The student is expected to analyze how and why diverse communities
interact and become dependent on each other.
CCRS IVC.1 The student is expected to understand and interpret presentations
(e.g., speeches, lectures, informal presentations) critically.
CCRS VA.2 The student is expected to use conventions of standard written
English.
Cross-Curricular

CCRS IA.1 The student is expected to engage in scholarly inquiry and dialogue.

CCRS IB.1 The student is expected to consider arguments and conclusions of self
and others.

CCRS IE.1 The student is expected to work independently.

CCRS IE.2 The student is expected to work collaboratively.

CCRS IF.4 The student is expected to understand and adhere to ethical codes of
conduct.

CCRS IIA.1 The student is expected to use effective pre-reading strategies.

CCRS IIA.2 The student is expected to use a variety of strategies to understand the
meanings of new words.

CCRS IIA.8 The student is expected to connect reading to historical and current
events and personal interest.
Evidence of Learning
Formative Mini Assessments
The exchange of goods and humans between Africa,
Europe and the Americas was known as
A. Middle Passage
B. Triangular Trade
C. European Exchange
D. Columbian Passage
TAKS
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Conduct research on the Columbian Exchange using
primary sources from this time period. Create a
presentation demonstrating the food, animals, ideas, and
diseases that were exchanged between the two cultures.
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 34 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Social Studies – World History
Unit of Study: Power and the People
CURRICULUM OVERVIEW
Second Grading Period – Unit 4
Enduring Understandings (Big Ideas)
 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.
Unit Rationale
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




Essential Questions
 Why would the concept of good government change over time?
 How can it be justified for a people to revolt against a government?
TEKS (Standards)
Lesson 1: Age of Absolutism
Lesson 2: The Enlightenment
Lesson 3: The American Revolution
Lesson 4: The Constitution of the United States
Guiding 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 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?
TEKS Specificity - Intended Outcome
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 35 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
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.
TEKS WH.16 Government. The student understands the process by which
democratic-republican government evolved.
Concepts & Skills
H
H
H
H
H
I can use my social studies information to better understand the concepts related to
world revolutions.
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.
H
H
H
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 36 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
TEKS (Standards)
TEKS Specificity - Intended Outcome
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 37 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Concepts & Skills

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.
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.
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-andeffect 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. The student communicates in written, oral, and
visual forms.

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 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.
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 38 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
ELPS Student Expectations




ELPS C.2f The student is expected to listen to and derive meaning from a variety
of media such as audio tape, video, DVD, and CD ROM to build and reinforce
concept and language attainment.
ELPS C.3f The student is expected to ask and give information ranging from
using a very limited bank of high-frequency, high-need, concrete vocabulary,
including key words and expressions needed for basic communication in
academic and social contexts, to using abstract and content-based vocabulary
during extended speaking assignments.
ELPS C.4c The student is expected to develop basic sight vocabulary, derive
meaning of environmental print, and comprehend English vocabulary and
language structures used routinely in written classroom materials.
ELPS C.5f The student is expected to write using a variety of grade-appropriate
sentence lengths, patterns, and connecting words to combine phrases, clauses,
and sentences in increasingly accurate ways as more English is acquired.
ELPS Specificity - Intended Outcome
I can…




listen to and derive meaning of new vocabulary dealing with the changes in
government from a variety of visual and auditory resources.
ask and give information using vocabulary from the word wall to communicate the
reasons for the growth of democracies, the reasons for the American Revolution
and the principals of the U.S. Constitution.
develop sight vocabulary by using self-made posters, vocabulary from the word
wall, and other environmental print regarding the freedoms and protections found
in the Bill of Rights.
write using Sophomore-level sentence structure in increasingly accurate levels
when writing about political changes that occurred during this era.
College Readiness Student Expectations
Social Studies

CCRS IE.4 The student is expected to identify and evaluate the sources and
consequences of social conflict.

CCRS IIB.6 The student is expected to analyze how individual and group
identities are established and change over time.

CCRS IVA.1 The student is expected to identify and analyze the main idea(s)
and point(s)-of-view in sources.

CCRS IVA.2 The student is expected to situate an informational source in its
appropriate contexts (contemporary, historical, cultural).

CCRS IVA.3 The student is expected to evaluate sources from multiple
perspectives.

CCRS IVA.4 The student is expected to understand the differences between a
primary and secondary source and use each appropriately to conduct research
and construct arguments.

CCRS IVA.6 The student is expected to read research data critically.

CCRS IVB.1 The student is expected to use established research methodologies.

CCRS IVB.2 The student is expected to explain how historians and other social
scientists develop new and competing views of past phenomena.

CCRS IVB.3 The student is expected to gather, organize, and display the results
of data and research.

CCRS VB.1 The student is expected to attribute ideas and information to source
materials and author.
College Readiness - Intended Outcome
I can…
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
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





identify and evaluate the sources and consequences of the American Revolution.
analyze how individual and group identities changed from the Age of Absolutism to
the American Revolution.
identify and analyze the points of view regarding the establishment of the U.S.
Constitution.
situate an informational source as being from the Enlightenment.
evaluate sources from multiple perspectives regarding the American Revolution.
understand the differences between primary and secondary resources and use
each appropriately to construct arguments for and against absolute power.
read historical research data critically.
use established research methodologies.
explain how historians develop competing views of the American Revolution.
gather, organize and display the results of personal research regarding the U.S.
Constitution and constitutional issues.
attribute ideas and information to political philosophers when conducting research
on the influences on the Declaration of Independence and the U.S. Constitution.
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 39 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Cross Curricular

CCRS IB.4 The student is expected to support or modify claims based on the
results of an inquiry.

CCRS ID.2 The student is expected to use study habits necessary to manage
academic pursuits and requirements.

CCRS IF.4 The student is expected to understand and adhere to ethical codes of
conduct.

CCRS IIB.3 The student is expected to compose and revise drafts.

CCRS IIC.2 The student is expected to explore a research topic.

CCRS IIC.4 The student is expected to evaluate the validity and reliability of
sources.

CCRS IIC.5 The student is expected to synthesize and organize information
effectively.

CCRS IIC.6 The student is expected to design and present an effective product.

CCRS IIE.1 The student is expected to use technology to gather information.

CCRS IIE.2 The student is expected to use technology to organize, manage, and
analyze information.

CCRS IIE.4 The student is expected to use technology appropriately.
I can…

support personal claims based on research.

use appropriate study habits to master student expectations.

understand and adhere to ethical codes of conduct.

compose and revise drafts.

explore a research topic and evaluate the validity and reliability of resources.

synthesize and organize information effectively.

design and present an effective product.

use technology to gather information and to organize, manage, and analyze
information.

use technology appropriately.
Evidence of Learning (Summative Assessment)
□
□
□
□
□
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.
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 40 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Social Studies – World History
Lesson 1: The Age of Absolutism
Second Grading Period – Unit 4
CURRICULUM GUIDE
Guiding Questions


Essential Pre-requisite Skills
How would the political, economic and social structures define this era in
history?
What are the characteristics of an absolute ruler and how are they different
from modern leaders in the United States?



Knowing how governments are structured. (Grade 1 – Grade 9)
Understanding how to interpret and analyze maps, charts and graphs. (Grade 1
– Grade 9)
Comparing different types of governments during different periods of history.
(Grade 4 – Grade 9)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use the textbook, Social Studies website and other materials to…
Hook

Use the following video presentations from the Chateau de Versailles’
Podcast: (WH.1A, WH.1B, WH.1C, WH.7A. WH.7B, WH.8A, WH.16A,
WH.16B, WH.17A, WH.22C, WH.11A, WH.12C, WH.25A, WH.25B, WH.25C,
WH.26A, WH.26B, WH.26C, WH.26D)
1. Segment 1: "Introduction: Versailles and Louis XIV"
2. Segment 2: "Versailles and the visitors"
3. Segment 3: "The story of a palace"
4. Segment 4: "The Grand Trianon"
Guided Practice

On the board/overhead write the word POWER. (WH.1A, WH.1B, WH.1C,
WH.7A. WH.7B, WH.8A, WH.16A, WH.16B, WH.17A, WH.22C, WH.11A,
WH.12C, WH.25A, WH.25B, WH.25C, WH.26A, WH.26B, WH.26C, WH.26D)

Demonstrate how to use Frayer’s Four Square to define the word “power.”
(WH.1A, WH.1B, WH.1C, WH.7A. WH.7B, WH.8A, WH.16A, WH.16B,
WH.17A, WH.22C, WH.11A, WH.12C, WH.25A, WH.25B, WH.25C, WH.26A,
WH.26B, WH.26C, WH.26D)


So students can….



While watching video presentations, write one impression per
presentation on your impression on how the monarchy lived during this
period of time in France.
With a partner discuss each other’s impressions of how the monarchs
lived.
Write three statements predicting how the general public might have felt
about how the leaders of their nations lived.


Use the Frayer's Four Square strategy to define the word «power»
With a partner, define how power should be distributed and create a list
demonstrating how do people know when power is being abused.
Demonstrate how to outline the characteristics of the major nations during
this period of time: (WH.1A, WH.1B, WH.1C, WH.7A. WH.7B, WH.8A,
WH.16A, WH.16B, WH.17A, WH.22C, WH.11A, WH.12C, WH.25A, WH.25B,
WH.25C, WH.26A, WH.26B, WH.26C, WH.26D)
1. Spain
2. France
3. Austria
4. Prussia
5. Russia

Create a graphical table to demonstrate the characteristics of the
nations listed.
Create a webbing diagram on the concept of «Absolute Monarchy.»
Write three summary statements on the power of the rulers in the five
listed nations.
Demonstrate how to use mapping skills to come to conclusions based on
historical information. (WH.1A, WH.1B, WH.1C, WH.7A. WH.7B, WH.8A,
WH.16A, WH.16B, WH.17A, WH.22C, WH.11A, WH.12C, WH.25A, WH.25B,
WH.25C, WH.26A, WH.26B, WH.26C, WH.26D)




Use a blank outline map of Europe during this era and label major
nations and major geographical features.
Discuss on possible conflicts that might arise between the nations of
Europe based upon geographical information.
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 41 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.



Discuss the government of England and how it is different from the other
nations. (WH.1A, WH.1B, WH.1C, WH.7A. WH.7B, WH.8A, WH.16A,
WH.16B, WH.17A, WH.22C, WH.11A, WH.12C, WH.25A, WH.25B, WH.25C,
WH.26A, WH.26B, WH.26C, WH.26D)

Demonstrate how to create a webbing diagram to show the characteristics of
England’s government. (WH.1A, WH.1B, WH.1C, WH.7A. WH.7B, WH.8A,
WH.16A, WH.16B, WH.17A, WH.22C, WH.11A, WH.12C, WH.25A, WH.25B,
WH.25C, WH.26A, WH.26B, WH.26C, WH.26D)

Guide students in a discussion of the English Bill of Rights and how this
document influenced the freedoms found in the United States today. (WH.1A,
WH.1B, WH.1C, WH.7A. WH.7B, WH.8A, WH.16A, WH.16B, WH.17A,
WH.22C, WH.11A, WH.12C, WH.25A, WH.25B, WH.25C, WH.26A, WH.26B)
Independent Practice

Divide students into groups and assign a kingdom to each group.
Demonstrate how to create visual displays that convey the characteristics of
each of the kingdoms. (WH.1A, WH.1B, WH.1C, WH.7A. WH.7B, WH.8A,
WH.16A, WH.16B, WH.17A, WH.22C, WH.11A, WH.12C, WH.25A, WH.25B,
WH.25C, WH.26A, WH.26B, WH.26C, WH.26D)

Conduct a simulation with all of groups in which each kingdom is applying for
“Monarch of the Millennium.” (WH.1A, WH.1B, WH.1C, WH.7A. WH.7B,
WH.8A, WH.16A, WH.16B, WH.17A, WH.22C, WH.11A, WH.12C, WH.25A)

Review the guiding questions from this lesson. (WH.1A, WH.1B, WH.1C,
WH.7A. WH.7B, WH.8A, WH.16A, WH.16B, WH.17A, WH.22C, WH.11A,
WH.12C, WH.25A, WH.25B, WH.25C, WH.26A, WH.26B, WH.26C, WH.26D)
Extension

Demonstrate how to collect information based on historical concepts. Guide
students on how to determin cultural influences from previous eras and how
these influence bring change over time. (WH.1A, WH.1B, WH.1C, WH.7A.
WH.7B, WH.8A, WH.16A, WH.16B, WH.17A, WH.22C, WH.11A, WH.12C,
WH.25A, WH.25B, WH.25C, WH.26A, WH.26B, WH.26C, WH.26D)
Vocabulary: (Pertinent to the learning – specific)








absolute monarch
divine right of kings
Louis XIV
parliamentary
government
limited monarchy
republicanism
(representative
government)
constitutional monarchy
English Bill of Rights




Create a webbing diagram to outline the government of England.
Write five statements comparing the government of England to the five
previously mentioned statements. Include reasons why England is so
different from the others.
Create a webbing diagram outlining the major characteristics of the
English Bill of Rights.
Highlight the characteristics of the English Bill of Rights that are found
in the United States today,
Write three statements on the impact of the English Bill of Rights on the
people of England.

In small groups, create visual displays of the assigned kingdom. Each
kingdom should display its major political, economic and social
characteristics,
Each kingdom should create a list of reasons why it is better than other
kingdoms and why its particular monarch should be given the title of
«Monarch of the Millennium.»

Answer the guiding questions from this lesson.

Use Internet resources to gather information on the characteristics of
the early modern period in Europe for the PERSIA chart and to create
an electronic slide show on the Renaissance, the Reformation, the
scientific revolution, and the development of democratic government in
early modern period in Europe.
TAKS Vocabulary














Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Describe
Design
Develop














Gather
Generalization
Implement
Infer
Interpret
List
Map
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Resources
Textbook:
Prentice Hall – World History:
Connections to Today – Chapter 17
District Resources
Print Resources
□ World Almanac
□ Globe
□ English Bill of Rights
Internet Resources
□ TEA - SSC
□ SAISD – Social Studies
□ Google Earth
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 42 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.




Draw
Explain
Evaluate
Use
□
□
Palace of Versailles Audio and
Video
Palace of Versailles
Unit: Revolution and Enlightenment #1: Revolution in England

English Revolution (1640-1660)

The Roundhead vs. the Cavalier

The Revolution of 1688
Differentiation
ELPS Stems and Language Objectives addressed in this lesson

ELPS C.2f The student is expected to listen to and derive meaning from a variety of
media such as audio tape, video, DVD, and CD ROM to build and reinforce concept
and language attainment.

ELPS C.5f The student is expected to write using a variety of grade-appropriate
sentence lengths, patterns, and connecting words to combine phrases, clauses,
and sentences in increasingly accurate ways as more English is acquired.
College Readiness objectives addressed in this lesson
What do you do for students who need more support?

Make a foldable that explains the influence of parliamentary government, the
rule of law, and individualism on the early modern period of Europe.

Construct an illustrated time line of key events in the development of
parliamentary and democratic government in England.
What do you do for students who master the learning quickly?

Create a cause-and-effect graphic organizer that explains the influence of
parliamentary government, the rule of law, Judeo-Christian ethics, secularism,
and individualism on the early modern period of Europe.
Social Studies

CCRS IVA.2 The student is expected to situate an informational source in its
appropriate contexts (contemporary, historical, cultural).

CCRS IVA.3 The student is expected to evaluate sources from multiple
perspectives.

CCRS IVA.4 The student is expected to understand the differences between a
primary and secondary source and use each appropriately to conduct research and
construct arguments.
Evidence of Learning
Formative Mini Assessments
TAKS
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 43 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Write an essay that explains the key events in the
development of parliamentary and democratic
government in England.
2003 TAKS TEA
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 44 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Social Studies – World History
Lesson 2: The Enlightenment
Second Grading Period – Unit 4
CURRICULUM GUIDE
Guiding Questions



Essential Pre-requisite Skills
How would the political, economic and social structures define this era in
history?
What social and political philosophies changed how people viewed human
nature and government?
Which political philosophers had the greatest influence on the
Enlightenment?



Knowing how governments are structured. (Grade 1 – Grade 9)
Understanding how to interpret and analyze maps, charts and graphs. (Grade 1
– Grade 9)
Comparing different types of governments during different periods of history.
(Grade 4 – Grade 9)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use the textbook, Social Studies website and other materials to…
Hook

Demonstrate how to use primary sources such as speeches to interpret
historical references and influences. (WH.1A, WH.1B, WH.1C, WH.7A.
WH.7B, WH.8A, WH.16A, WH.16B, WH.17A, WH.22C, WH.11A, WH.12C,
WH.25A, WH.25B, WH.25C, WH.26A, WH.26B, WH.26C, WH.26D)

Highlight excertps from Benjamin Franklin's Address to Congress that
demonstrate his views on the newly formed American government. The views
should be a reflection of common philosophies of the Enlightenment. (WH.1A,
WH.1B, WH.1C, WH.7A. WH.7B, WH.8A, WH.16A, WH.16B, WH.17A,
WH.22C, WH.11A, WH.12C, WH.25A, WH.25B, WH.25C, WH.26A, WH.26B,
WH.26C, WH.26D)
Guided Practice

Demonstrate how to create a biographical graphic organizer that shows the
influence of the following people: (WH.1A, WH.1B, WH.1C, WH.7A. WH.7B,
WH.8A, WH.16A, WH.16B, WH.17A, WH.22C, WH.11A, WH.12C, WH.25A,
WH.25B, WH.25C, WH.26A, WH.26B, WH.26C, WH.26D)
1. Thomas Hobbes
2. John Locke
3. Baron de Montesquieu
4. Voltaire
5. Denis Diderot
6. Jean-Jachques Rousseau
7. Germaine de Stael

Model how to find the influence of each philosopher on modern governments
such as the United States. (WH.1A, WH.1B, WH.1C, WH.7A. WH.7B, WH.8A,
WH.16A, WH.16B, WH.17A, WH.22C, WH.11A, WH.12C, WH.25A, WH.25B,
WH.25C, WH.26A, WH.26B, WH.26C, WH.26D)

Discuss how the Enlightenment affected some of the absolute rulers in
Europe. (WH.1A, WH.1B, WH.1C, WH.7A. WH.7B, WH.8A, WH.16A,
WH.16B, WH.17A, WH.22C, WH.11A, WH.12C, WH.25A, WH.25B, WH.25C,
WH.26A, WH.26B, WH.26C, WH.26D)
So students can….







With a partner, read highlighted excerpts from Benjamin Franklin’s
Address to Congress.
With a partner, write several reflections on what you think Franklin was
trying to say about how a government should be in comparison to how it
has been.
Create a table of the seven political philosophers mentioned during this
time period to include
1. Name of philosopher
2. Political views of philosopher
Create a foldable to demonstrate the political philosophies of all seven
men from the table.
Add another column to the table to include the influence of each
philosopher on the United States
On the foldable, add any information that was discovered on the
influence of each philosopher on the United States.
Revisit the table of the nations from the Age of Absolutism.
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 45 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.

Guide students in creating a cause and effect graphic organizer to help
analyze the effects of the Enlightenment on selected European rulers.
(WH.1A, WH.1B, WH.1C, WH.7A. WH.7B, WH.8A, WH.16A, WH.16B,
WH.17A, WH.22C, WH.11A, WH.12C, WH.25A, WH.25B, WH.25C, WH.26A,
WH.26B, WH.26C, WH.26D)
Independent Practice

Demonstrate how to summarize the main points of the Enlightenment and
how to create an informative poster using historical concepts. (WH.1A,
WH.1B, WH.1C, WH.7A. WH.7B, WH.8A, WH.16A, WH.16B, WH.17A,
WH.22C, WH.11A, WH.12C, WH.25A, WH.25B, WH.25C, WH.26A, WH.26B,
WH.26C, WH.26D)

Review the guiding questions from this lesson. (WH.1A, WH.1B, WH.1C,
WH.7A. WH.7B, WH.8A, WH.16A, WH.16B, WH.17A, WH.22C, WH.11A,
WH.12C, WH.25A, WH.25B, WH.25C, WH.26A, WH.26B, WH.26C, WH.26D)
Extension

Guide students on how to create skits in order to convey historical concepts.
(WH.1A, WH.1B, WH.1C, WH.7A. WH.7B, WH.8A, WH.16A, WH.16B,
WH.17A, WH.22C, WH.11A, WH.12C, WH.25A, WH.25B, WH.25C, WH.26A,
WH.26B, WH.26C, WH.26D)
Vocabulary: (Pertinent to the learning – specific)

The Enlightenment

natural law

social contract

natural rights

physiocrat

laissez faire

censorship
enlightened despot

On the table, add information that relates to how the Enlightenment
influenced or changed each of the nations. Not all nations will be
affected by the Enlightenment at this time.

With a partner, create an advertising poster showing the main concepts
of the Enlightenment and how the Enlightenment can change the lives
of the people for the better. Include historical information such as
philospohers and nations that were already undergoing change at this
time in history.

Answer the guiding questions from this lesson in the interactive
notebook.

Create and present a short skit or a kinesthetic activity that explains the
influence of the Magna Carta, the English Bill of Rights, Lock, Hobbes,
and Rousseau on the changing of political thought.
TAKS Vocabulary




















Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate



















Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
Resources
Textbook:

Prentice Hall – World History:
Connections to Today –
Chapter 18 Sections 1-2
District Resources
Print Resources

World Almanac

Globe
Internet Resources

TEA - SSC

SAISD – Social Studies

Google Earth

Internet Medieval Sourcebook
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 46 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Unit: Revolution and Enlightenment #3: Enlightenment and Government

The Enlightenment and Government

Enlightenment Thinkers

Perspectives on Government
Unit: Revolution and Enlightenment #4: Documents of the Age of Reason

Documents of the Enlightenment

Rousseau’s Social Contract
Unit: Revolution and Enlightenment #2: Origins of the Enlightenment

An Enlightening Conversation

Enlightenment: Causes and Effects

The Enlightenment: New or Old?
Differentiation
What do you do for students who need more support?

Make an illustrated foldable on the contributions of the Enlightenment and
English documents to the American Government.
What do you do for students who master the learning quickly?

Begin research on the American Constitution and how the Constitution creates
a balance of power between the three branches of government.
ELPS Stems and Language Objectives addressed in this lesson

ELPS C.3f The student is expected to ask and give information ranging from using
a very limited bank of high-frequency, high-need, concrete vocabulary, including
key words and expressions needed for basic communication in academic and
social contexts, to using abstract and content-based vocabulary during extended
speaking assignments.

ELPS C.4c The student is expected to develop basic sight vocabulary, derive
meaning of environmental print, and comprehend English vocabulary and language
structures used routinely in written classroom materials.
College Readiness objectives addressed in this lesson
Social Studies

CCRS IE.4 The student is expected to identify and evaluate the sources and
consequences of social conflict.

CCRS IIB.6 The student is expected to analyze how individual and group identities
are established and change over time.

CCRS IVA.1 The student is expected to identify and analyze the main idea(s) and
point(s)-of-view in sources.

CCRS IVA.2 The student is expected to situate an informational source in its
appropriate contexts (contemporary, historical, cultural).
Cross-Curricular

CCRS IIB.3 The student is expected to compose and revise drafts.

CCRS IIC.2 The student is expected to explore a research topic.

CCRS IIC.4 The student is expected to evaluate the validity and reliability of
sources.
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 47 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Evidence of Learning
Formative Mini Assessments
The changes in how governments are formed and how
they should conduct themselves according to the laws of
nature is also known as the
A. Enlightenment.
B. Great Crusade.
C. Great Awakening
D. Natural Revolution
SAISD Social Studies Department
TAKS
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Conduct research on the political philosophers of this era
and create a documentary video.
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 48 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Social Studies – World History
Lesson 3: The American Revolution
Second Grading Period – Unit 4
CURRICULUM GUIDE
Guiding Questions
Essential Pre-requisite Skills
 How did the role of Great Britain change on a global scale during this period of
time?
 What were the political, economic and social causes of the American Revolution?
 Why is the American Declaration of Independence such an influential document
on World History?
 Knowing how governments are structured. (Grade 1 – Grade 9)
 Understanding how to interpret and analyze maps, charts and graphs. (Grade 1 –
Grade 9)
 Analyzing the causes and effects of the American Revolution. (Grades 5 – 8)
 Analyzing the characteristics of the Declaration of Independence. (Grades 5 – 8)
 Analyzing the roles of leaders during the American Revolution. (Grades 5 – 8)
 Comparing different types of governments during different periods of history. (Grade
4 – Grade 9)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use the textbook, Social Studies website and other materials to…
Hook (WH.1A, WH.1B, WH.1C, WH.8A, WH.8B, WH.15B, WH.15C, WH.16A,
WH.16B, WH.17A, WH.17B, WH.18A, WH.22C, WH.12C, WH.25B, WH.25C, WH.25I,
WH.26A, WH.26B, WH.26C, WH.26D)
 Obtain a version of the video The Declaration of Independence and/or make
copies of the PBS Summary of Declaring Independence.
 Demonstrate how to use video sources to determine historical information.
 Use video segmenting to guide students to determine historical references.
Guided Practice
 Demonstrate how to locate the Thirteen English colonies in North America by
using a blank outline map. (WH.11A, WH.11B, WH.12C, WH.25B, WH.25C,
WH.25I, WH.26A, WH.26B, WH.26C, WH.26D)
 Discuss how to determine geographical barriers by using the thirteen colonies as
an example. (WH.11A, WH.11B, WH.12C, WH.25B, WH.25C, WH.25I, WH.26A,
WH.26B, WH.26C, WH.26D)
 Model how to determine social, economic and political issues that would lead to
the American Revolution. (WH.1A, WH.1B, WH.1C, WH.8A, WH.8B, WH.15B,
WH.15C, WH.16A, WH.16B, WH.17A, WH.17B, WH.18A, WH.22C, WH.12C,
WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D)
 Guide students in a discussion of the Declaration of Independence and how to
determine the influences of the Enlightenment on the Declaration. (WH.1A,
WH.1B, WH.1C, WH.8A, WH.8B, WH.15B, WH.15C, WH.16A, WH.16B, WH.17A,
WH.17B, WH.18A, WH.22C, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B,
WH.26C, WH.26D)
 Discuss with students the importance of the following events during the American
Revolution:
1. Saratoga
2. The French alliance
3. Valley Forge
HTU
UTH
HTU
UTH
HTU
UTH
So students can….
 During the video, use the I Heard, I Think strategy to summarize what the
Declaration of Independence is “declaring”.
 Using pair-share, answer the question, “How is the Declaration of
Independence different from any other type of document that has been
studied so far?”
 Using a blank outline map, label the thirteen British colonies and major
geographical features.
 Identify and evaluate the geographical features that create barriers to the
colonists during this period of time.
 Determine on the map what role these barriers would have on the colonists.
 Create a PES table demonstrating the political, economic and social issues
that would cause the American revolution.
 Create a graphic organizer to explain the effects of the philosophical ideas
of the European Enlightenment on the American Revolution.
 Create a foldable that uses excerpts from the Declaration of Independence
to demonstrate the reasons for the American Revolution.
HTU
UTH
 Create an illustrated poster detailing the importance of Declaring
Independence, Saratoga, the French alliance, Valley Forge, and Yorktown.
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 49 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
4.
Yorktown
 Discuss with students the importance of the following leaders during the American
Revolution:
1. Thomas Jefferson
2. George Washington
(WH.1A, WH.1B, WH.1C, WH.8A, WH.8B, WH.15B, WH.15C, WH.16A, WH.16B,
WH.17A, WH.17B, WH.18A, WH.22C, WH.12C, WH.25B, WH.25C, WH.25I, WH.26A,
WH.26B, WH.26C, WH.26D)
 Demonstrate how to determine the impact of the Treat of Paris (1783) (WH.1A,
WH.1B, WH.1C, WH.8A, WH.8B, WH.15B, WH.15C, WH.16A, WH.16B, WH.17A,
WH.17B, WH.18A, WH.22C, WH.12C, WH.25B, WH.25C, WH.25I, WH.26A,
WH.26B, WH.26C, WH.26D)
 Guide students in a discussion of the Articles of Confederation with a focus on
what made up the national government, the powers of the national government
versus the powers of the individual states and the major weaknesses of the
Articles of Confederation. (WH.1A, WH.1B, WH.1C, WH.8A, WH.8B, WH.15B,
WH.15C, WH.16A, WH.16B, WH.17A, WH.17B, WH.18A, WH.22C, WH.12C,
WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D)
Independent Practice
 Guide students in a discussion of determining the overall effects of the American
Revolution on World History. (WH.1A, WH.1B, WH.1C, WH.8A, WH.8B, WH.15B,
WH.15C, WH.16A, WH.16B, WH.17A, WH.17B, WH.18A, WH.22C, WH.12C,
WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D)
 Review the guiding questions from this lesson. (WH.1A, WH.1B, WH.1C, WH.8A,
WH.8B, WH.15B, WH.15C, WH.16A, WH.16B, WH.17A, WH.17B, WH.18A,
WH.22C, WH.12C, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C,
WH.26D)
Extension (WH.1A, WH.1B, WH.1C, WH.8A, WH.8B, WH.15B, WH.15C, WH.16A,
WH.16B, WH.17A, WH.17B, WH.18A, WH.22C, WH.12C, WH.25B, WH.25C, WH.25I,
WH.26A, WH.26B, WH.26C, WH.26D)
 Demonstrate how to conduct research using various repitable online resources.
 Discuss the process of planning out and conducting a multimedia project.
Vocabulary: (Pertinent to the learning – specific)








Constitutional Government
Cabinet
Prime minister
Oligarchy
13 Colonies
George Washington
Thomas Jefferson
Declaration of
Independence
 Popular sovereignty
 Loyalist
 Create biographical webbing diagrams to relate the importance of Thomas
Jefferson and George Washington on the American Revolution.
judgmental
 Add to the illustrated poster the importance of the Treaty of Paris (1783)
 Create a list of national powers and state powers according to the Articles of
Confederation.
 Create a list of the major weaknesses of the Articles of Confederation and
how each of these weaknesses would lead to conflict between the states
and how it might undermine the new national government.
 Answer the following
 Create a cause and effect diagram to demonstrate the effects of the
American Revolution on North America.
 Answer the guiding questions from this lesson in the interactive notebook.
 Create a storyboard of illustrations on the contributions of the Enlightenment
and English documents to the American Revolution.
 Using various media resources, create a multimedia presentation on the
causes and effects of the American Revolution.
TAKS Vocabulary











Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Contrast
Defend
Describe
Design











Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Present
Relate
Solve
Resources
Textbook:
□ Prentice Hall – World History:
Connections to Today – Chapter
18, Sections 3-4
District Resources
Print Resources
□ World Almanac
□ Globe
□ The Treaty of Paris (1783)
Internet Resources
 TEA - SSC
HTU
UTH
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 50 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
 Patriot
 Treaty of Paris (1783)








Develop
Draw
Explain
Evaluate
Take Action
Theorize
Trace
Use
 SAISD – Social Studies
HTU
UTH
Unit: Revolution and Enlightenment: Enlightenment an Government
 The Enlightenment and Government
 Enlightenment Thinkers
 Perspectives on Government
Unit: History of the U.S. and Canada: #2. The American Revolution
 On the Way to Independence
 Events of the Revolution
Differentiation
What do you do for students who need more support?
 Create a foldable outlining the reasons for the American Revolution.
 Create a simplified graphic organizer on the main characteristics of the Declaration
of Independence.
 Create a foldable for George Washington and Thomas Jefferson.
ELPS Stems and Language Objectives addressed in this lesson

ELPS C.3f The student is expected to ask and give information ranging from using
a very limited bank of high-frequency, high-need, concrete vocabulary, including
key words and expressions needed for basic communication in academic and
social contexts, to using abstract and content-based vocabulary during extended
speaking assignments.

ELPS C.4c The student is expected to develop basic sight vocabulary, derive
meaning of environmental print, and comprehend English vocabulary and language
structures used routinely in written classroom materials.

ELPS C.5f The student is expected to write using a variety of grade-appropriate
sentence lengths, patterns, and connecting words to combine phrases, clauses,
and sentences in increasingly accurate ways as more English is acquired.
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 51 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
What do you do for students who master the learning quickly?
 Conduct the American History DBQ (Black Notebook) How Revolutionary was the
American Revolution?
College Readiness objectives addressed in this lesson
Social Studies

CCRS IE.4 The student is expected to identify and evaluate the sources and
consequences of social conflict.

CCRS IIB.6 The student is expected to analyze how individual and group identities
are established and change over time.

CCRS IVA.1 The student is expected to identify and analyze the main idea(s) and
point(s)-of-view in sources.

CCRS IVA.2 The student is expected to situate an informational source in its
appropriate contexts (contemporary, historical, cultural).

CCRS IVA.3 The student is expected to evaluate sources from multiple
perspectives.
Cross-Curricular

CCRS IIC.5 The student is expected to synthesize and organize information
effectively.

CCRS IIC.6 The student is expected to design and present an effective product.

CCRS IIE.1 The student is expected to use technology to gather information.

CCRS IIE.2 The student is expected to use technology to organize, manage, and
analyze information.

CCRS IIE.4 The student is expected to use technology appropriately.
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 52 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Evidence of Learning
Formative Mini Assessments
TAKS
 Conduct research on the Declaration of
Independence and for each reason for revolution
listed in the Declaration, find the historical reference
that the Declaration was referring to.
 Create a website to demonstrate the historical
references found in the Declaration,
The Declaration of Independence was influential in world
history mainly because it was
A.
B.
C.
D.
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
declaring loyalty towards England.
the first strong example of colonies wanting
independence from its “mother” country.
an example of parts of a nation wanting
independence based upon the issue of slavery.
written and endorsed by European monarchs
and Dictators on how to ensure colonial loyalty.
2003 TEA TAKS
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 53 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Social Studies – World History
Lesson 4: The U.S. Constitution
Second Grading Period – Unit 4
CURRICULUM GUIDE
Guiding Questions
□
□
□
Essential Pre-requisite Skills
□
□
□
□
□
How does the U.S. Constitution limit the Federal Government?
Why is it important to protect the civil rights of citizens?
How does the Bill of Rights protect the civil rights of American citizens?
□
Knowing how governments are structured. (Grade 1 – Grade 9)
Understanding and interpreting primary sources. (Grade 1 – Grade 9)
Understanding the influences of the U.S. Constitution. (Grades 8 – 9)
Analyzing the principles of the Constitution. (Grades 5 – 9)
Analyzing the freedoms and rights protected by the Bill of Rights. (Grades 3 – 9)
Comparing different types of governments during different periods of history. (Grade
4 – Grade 9)
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use the textbook, Social Studies website and other materials to…
Hook (WH.1A, WH.1B, WH.1C, WH.8B, WH.15A, WH.15B, WH.15C, WH.16A,
WH.16B, WH.17A, WH.17B, WH.18A, WH.12C, WH.25B, WH.25C, WH.25I, WH.26A,
WH.26B, WH.26C, WH.26D)
□ Run off copies of the Bill of Rights for the students.
□ Review the freedoms and protections found in the Bill of Rights and demonstrate
how to summarize each amendment.
□ Guide students on how to prioritize the freedoms and protections found in the Bill
of Rights according to what they feel are the most important protections.
So students can….
□
□
□
□
□
Review the Bill of Rights with a partner.
Create a chart that contains each of the first ten amendments to the
Constitution and what each amendment protects.
Create a list of the three most important rights and protections and justify
each one on why it is important to you.
Create a list of the three least important rights and protections and justify
each one on why it is not as important to you.
Share the list in a small group setting and make a consensus on what the
group considers to be the three most important and the three least
important.
With a partner, discuss why the Constitution was written in 1787 as found in
the Preamble.
Create a graphical chart to demonstrate the reasons for the Constitution as
found in the Preamble.
Create a chart demonstrating how the grievances from the Declaration of
Independence can be found in the U.S. Constitution.
Guided Practice
□ Model how to read primary sources such as the U.S. Constitution to determine the
reasons for the U.S. Constitution. (Preamble)
□ Review the grievances that were found in the Declaration of Independence and
how these grievances were addressed in the Constitution.
(WH.1A, WH.1B, WH.1C, WH.8B, WH.15A, WH.15B, WH.15C, WH.16A, WH.16B,
WH.17A, WH.17B, WH.18A, WH.12C, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B,
WH.26C, WH.26D)
□ Review documents such as the Magna Carta, philosophers from the
Enlightenment and the English Bill of Rights and demonstrate how to determine
their influence on the U.S. Constitution.
(WH.1A, WH.1B, WH.1C, WH.8B, WH.15A, WH.15B, WH.15C, WH.16A, WH.16B,
WH.17A, WH.17B, WH.18A, WH.12C, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B,
WH.26C, WH.26D)
□
□
Create a chart demonstrating the influences of the Magna Carta,
philosophers from the Enlightenment and the English Bill of Rights.
□
□
□
Create a chart outlining the seven principles of the U.S. Constitution.
Create a foldable demonstrating each of the seven principles and explaining
why each of the principles is an important factor in how the American form
of government operates.
Demonstrate how to describe and analyze the seven principles of the U.S.
Constitution.
(WH.1A, WH.1B, WH.1C, WH.8B, WH.15A, WH.15B, WH.15C, WH.16A, WH.16B,
WH.17A, WH.17B, WH.18A, WH.12C, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B,
WH.26C, WH.26D)
□
□
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 54 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.

Discuss the importance of protecting civil liberties and guide students in creating a
chart demonstrating how the Bill of Rights protects civil liberties.
(WH.1A, WH.1B, WH.1C, WH.8B, WH.15A, WH.15B, WH.15C, WH.16A,
WH.16B, WH.17A, WH.17B, WH.18A, WH.12C, WH.25B, WH.25C, WH.25I,
WH.26A, WH.26B, WH.26C, WH.26D)
□
Independent Practice
 Guide students on how to create manipulatives to demonstrate historical concepts
and knowledge.
(WH.1A, WH.1B, WH.1C, WH.8B, WH.15A, WH.15B, WH.15C, WH.16A, WH.16B,
WH.17A, WH.17B, WH.18A, WH.12C, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B,
WH.26C, WH.26D)
 Review the guiding questions from this lesson. (WH.1A, WH.1B, WH.1C, WH.8B,
WH.15A, WH.15B, WH.15C, WH.16A, WH.16B, WH.17A, WH.17B, WH.18A,
WH.12C, WH.25B, WH.25C, WH.25I, WH.26A, WH.26B, WH.26C, WH.26D)
Extension (WH.1A, WH.1B, WH.1C, WH.8B, WH.15A, WH.15B, WH.15C, WH.16A,
WH.16B, WH.17A, WH.17B, WH.18A, WH.12C, WH.25B, WH.25C, WH.25I, WH.26A,
WH.26B, WH.26C, WH.26D)
 Demonstrate how to use several different types of online resources to determine
historical information.
 Guide students on how to create non-linear presentations to demonstrate
historical information.
□
Vocabulary: (Pertinent to the learning – specific)













Federal Republic
The Constitution
limited government
federalism
separation of powers
checks and balances
popular sovereignty
republicanism
individual rights
freedom of speech
freedom of the press
states’ rights
suffrage
□
Revisit the list of three important and three least important rights protected
by the Bill of Rights.
Create a mini-book that demonstrates each of the freedoms and protections
found in the Bill of Rights. Include the reasons why each of the amendments
were important to the people who wrote them and why they are still
important today.
With a partner, create an original hands-on game that allows players to
learn more about the reasons for the U.S. Constitution, the seven principles
of the U.S. Constitution and the American Bill of Rights.
□
Answer the guiding questions from this lesson in the interactive notebook.
□
Use the Internet resources to gather information on the basic principles of
the U.S. government and the history of the United States to 1877 for the
PERSIA chart and to create an electronic slide show on the basic principles
of the U.S. Constitution and system of government.
TAKS Vocabulary




















Acquiring
Analyze
Answer
Apply
Asking
Assess
Attribute
Choose
Communicating
Compare
Consider
Construct
Contrast
Defend
Describe
Design
Develop
Draw
Explain
Evaluate



















Gather
Generalization
Implement
Infer
Interpret
List
Map
Obtain
Organize
Plan
Predict
Prepare
Present
Relate
Solve
Take Action
Theorize
Trace
Use
Resources
Textbook:
□ Prentice Hall – World History:
Connections to Today – Chapter
18 Section 4
District Resources
Print Resources
□ World Almanac
□ Globe
□ The U.S. Constitution
□ The Bill of Rights
Internet Resources
□ TEA - SSC
□ SAISD – Social Studies
HTU
HTU
UTH
UTH
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 55 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.
Unit: History of the U.S. and Canada: #2 – The American Revolution

Issues of the U.S. Constitution
Differentiation
What do you do for students who need more support?

Use vocabulary and other information from this unit to create illustrated flash
cards. Work in pairs to review concepts from this lesson.
What do you do for students who master the learning quickly?
 Conduct oral histories with community members to discuss how freedoms and
protections have changed over the past fifty years.
ELPS Objectives addressed in this lesson

ELPS C.2f The student is expected to listen to and derive meaning from a variety of
media such as audio tape, video, DVD, and CD ROM to build and reinforce concept
and language attainment.

ELPS C.3f The student is expected to ask and give information ranging from using
a very limited bank of high-frequency, high-need, concrete vocabulary, including
key words and expressions needed for basic communication in academic and
social contexts, to using abstract and content-based vocabulary during extended
speaking assignments.

ELPS C.4c The student is expected to develop basic sight vocabulary, derive
meaning of environmental print, and comprehend English vocabulary and language
structures used routinely in written classroom materials.

ELPS C.5f The student is expected to write using a variety of grade-appropriate
sentence lengths, patterns, and connecting words to combine phrases, clauses,
and sentences in increasingly accurate ways as more English is acquired.
College Readiness objectives addressed in this lesson
Social Studies

CCRS IB.4 The student is expected to support or modify claims based on the
results of an inquiry.

CCRS ID.2 The student is expected to use study habits necessary to manage
academic pursuits and requirements.

CCRS IIB.3 The student is expected to compose and revise drafts.

CCRS IIC.2 The student is expected to explore a research topic.

CCRS IIC.4 The student is expected to evaluate the validity and reliability of
sources.

CCRS IIC.5 The student is expected to synthesize and organize information
effectively.

CCRS IIC.6 The student is expected to design and present an effective product.

CCRS IIE.1 The student is expected to use technology to gather information.
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 56 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.

CCRS IIE.2 The student is expected to use technology to organize, manage, and
analyze information.
CCRS IIE.4 The student is expected to use technology appropriately.
Cross-Curricular

CCRS IVA.6 The student is expected to read research data critically.

CCRS IVB.1 The student is expected to use established research methodologies.

CCRS IVB.2 The student is expected to explain how historians and other social
scientists develop new and competing views of past phenomena.

CCRS IVB.3 The student is expected to gather, organize, and display the results of
data and research.

CCRS VB.1 The student is expected to attribute ideas and information to source
materials and author.
Evidence of Learning
Formative Mini Assessments
TAKS
College-Readiness
Anticipated Skills for SAT/ACT/College Board/Career/Life
Conduct research on challenges to the Constitution
through Supreme Court cases that have caused changes
in law. Create a presentation to demonstrate these cases
and provide analysis on how these cases have changed
how government operates in the United States.
Which of the following British actions was described in
the Declaration of Independence and was the inspiration
for the Third Amendment to the U.S. Constitution?
A Passage of the Sugar Act, which placed a tax
on sugar, textiles, coffee, indigo, and wines
B Dispatching warships to Boston Harbor to
reinforce the authority of customs officials
C Dismissal of the Virginia legislature because of
its opposition to the Townshend Acts
D Ordering colonists to supply British troops
with living space in private residences
2006 TEA 10 th Grade TAKS
P
P
SAISD © 2010-2011 – Second Grading Period
Social Studies – World History
Page 57 of 57
Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments
at each grade level. All student expectations at the High School level are to be considered Power Standards.