Download World History Unit 6/Part1

World History
Unit 6/Part1
Title
Suggested Time Frame
4th Six Weeks
Revolutions
Big Ideas/Enduring Understandings
● Political, economic, and social conflict can change the roles of
citizens and the structures of political systems.
Guiding Questions
● What causes revolution?
● How does revolution change society?
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and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the suggested
resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district
curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material.
Ongoing TEKS
Geography 15AB, Geography 16C, Social Skills 29A-H, 30A-D, 31AB
Knowledge and Skills
with Student
Expectations
(1E)​
. identify major
causes and describe the
District Specificity/ Examples
How did the Enlightenment influence the
American and French Revolution?
CISD 2015-2016 Updated Nov. 2015
Vocabulary
The Scientific
Revolution
Instructional
Strategies
-PowerPoint
-lecture
Suggested Resources
Resources listed and categorized to indicate
suggested uses. Any additional resources
must be aligned with the TEKS.
Activities:
McGrawHill​
Text
major effects of the
following important
turning points in world
history from 1750 to
1914: the Scientific
Revolution, the
Industrial Revolution
and its impact on the
development of
modern economic
systems, European
imperialism, and the
Enlightenment's impact
on political revolutions;
(9)History. The student
understands the causes
and effects of major
political revolutions
between 1750 and
1914
9(A)​
compare the
causes, characteristics,
and consequences of
the American and
French revolutions,
emphasizing the role of
the Enlightenment, the
Glorious Revolution,
and religion:
9(B)​
Explain the impact
of Napoleon Bonaparte
and the Napoleonic
The ideas of natural rights and social
contract encouraged revolt against the
government.
The Industrial
Revolution
Websites:
http://www.pptpalooza.net/
http://www.history.com/
AGE OF REVOLUTIONS FRENCH AND
AMERICAN REVOLUTIONS:
- Compare and contrast the American and
French Revolution.
Specificity: Causes of American revolution
to include taxation.
Causes of French Revolution to include
taxes, social issues, and American
influence. Declaration of Rights of Man and
Citizen.
http://www.prometheanplanet.com/
en-us/Search/resources/language--en
glish/country--united-states/?Keywor
ds=French+Revolution&SortField=rel
evance
http://www.studentsfriend.com/
Compare and contrast the American and
French Revolution.
Specificity: Causes of American revolution
to include taxation. Causes of French
Revolution to include taxes, social issues,
and American influence. Declaration of
Rights of Man and Citizen.
-Introduce political spectrum with the
French Revolution. Explain the change over
time using terms such as conservative,
liberal, and radical.
Causes
Characteristics
Consequences
American
Revolution
French
Revolution
Enlightenment
Glorious
Revolution
Religion
-Napoleon Bonaparte
-Simon Bolivar
separation of
powers
checks and
balances
liberty
equality
democracy
What role did religion play in each
revolution?
CISD 2015-2016 Updated Nov. 2015
-Curriculum
integration with
a writing
assignment
-Primary source
documents
McGrawHill​
Text
History Channel
http://www.history.com/
French Revolution
http://www.prometheanplanet.com/
en-us/Search/resources/language--en
glish/country--united-states/?Keywor
ds=French+Revolution&SortField=rel
evance
9A/9D
Compare and contrast the American
and French Revolutions.
http://www.studentsfriend.com/
War on Europe and
Latin America.
9(C)​
trace the influence
of the American and
French Rev. on Latin
America, including the
role of Simon Bolivar.
9(D) ​
identify the
influence of ideas such
as separation of
powers, checks and
balances, liberty,
equality, democracy,
popular sovereignty,
human rights,
constitutionalism, and
nationalism on political
revolutions
(16) ​
Geography. The
student understands
the impact of
geographic factors on
major historic events
and processes
(A)​
locate places and
regions of historical
significance directly
related to major eras
and turning points in
world history
19(B)​
Identify the
characteristics of
absolute monarchy
/limited monarchy
How did the American and French
revolutions encourage other nations to
revolt?
Specificity: Napoleon and his impact, Latin
revolutions.
Use maps with the introduction of each
unit and refer to the maps throughout.
popular
sovereignty
human rights
constitutionalism
and nationalism
on political
revolution
-geographic
factors
-historical
significance
McGrawHill​
Text
http://www.history.com/
Discoveryeducation
Identify
What are the key tenets of a limited or
constitutional monarchy?
CISD 2015-2016 Updated Nov. 2015
Characteristics of
political systems
Theocracy
Absolute
monarchy
-Compare and
contrast
-partner work
-small group
McGrawHill​
Text
http://www.history.com/
Discoveryeducation
(20)Government. The
student understands
how contemporary
political systems have
developed from earlier
systems of government
20(B)​
identify the
impact of political/
legal ideas contained in
the: Magna Carta,
English Bill of Rights.
20(C)​
explain the
political philosophies of
John Locke, Thomas
Hobbes, Voltaire,
Charles de
Montesquieu,​
Jean
Jacques ​
Rousseau​
,
Thomas ​
Jefferson​
,
William Blackstone
How were economic problems a
contributing cause of the French
Revolution?
(21) Citizenship. The
student understands
the significance of
political choices and
decisions made by
individuals, groups, and
nations throughout
history
Why do you think liberals in France
supported a constitutional monarchy?
Democracy
Republic
Oligarchy
Limited
monarchy
Totalitarianism
Bill of Rights
http://www.studentsfriend.com/
-Primary source
documents
McGrawHill​
Text
http://www.history.com/
Discoveryeducation
Why were the rights of individuals and the
separation of power considered foremost
in the Constitution?
http://www.studentsfriend.com/
Which political philosophies of Thomas
Jefferson were reflected in the
Constitution?
Which principles of the Enlightenment can
be seen in the Bill of Rights?
How did the French Revolution alter the
rights of citizens?
CISD 2015-2016 Updated Nov. 2015
Rights
Responsibilities
Citizens
Noncitizens
Civic
participation
-partner
discussion
McGrawHill​
Text
Discoveryeducation
http://www.studentsfriend.com/
21(A)​
describe how
people have
participated in
supporting or changing
their governments
21(B)​
describe the rights
and responsibilities of
citizens and noncitizens
in civic participation
throughout history
(22) Citizenship. The
student understands
the historical
development of
significant legal and
political concepts
related to the rights
and responsibilities of
citizenship
(A)​
summarize the
development of the
rule of law from
ancient to modern
times.
(29) Social studies skills.
The student applies
critical-thinking skills to
organize and use
information acquired
from a variety of valid
sources, including
electronic technology.
The student is expected
to:
How does a republic differ from a
monarchy?
Which civilization gave rise to the concept
of general assembly?
republic
monarchy
general assembly
-compare and
contrast
McGrawHill​
Text
Discovery education
www.history.com
How did the structure of the Roman
republic influence today’s governing
bodies?
http://www.studentsfriend.com/
What was the French system of
government of 1789? How might this
create an atmosphere ripe for revolution?
McGrawHill​
Text
CISD 2015-2016 Updated Nov. 2015
(B) explain how
historians, when
examining sources,
analyze frame of
reference, historical
context, and point of
view to interpret
historical events; (C)
explain the differences
between primary and
secondary sources and
examine those sources
to analyze frame of
reference, historical
context, and point of
view;
(E) identify bias in
written, oral, and visual
material;
(F) analyze information
by sequencing,
categorizing, identifying
cause-and-effect
relationships,
comparing, contrasting,
finding the main idea,
summarizing, making
generalizations and
predictions, drawing
inferences and
conclusions, and
developing connections
between historical
events over time;
(G) construct a thesis
on a social studies issue
CISD 2015-2016 Updated Nov. 2015
or event supported by
evidence; and
(30) Social studies skills.
The student
communicates in
written, oral, and visual
forms. The student is
expected to:
(A) use social studies
terminology correctly;
CISD 2015-2016 Updated Nov. 2015
McGrawHill​
Text