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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 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 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 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. 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 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 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… 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.