Download Unit 7: Changes Throughout the World

Subject(s)
Grade/Course
Unit of Study
Unit Title
Pacing
WS/FCS
Unit Planning Organizer
Social Studies
9th Grade
Revolutionary Ideas (4.1, 6.1, 6.2)
Unit 7: Changes throughout the World
6 days (block)
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Conceptual Lenses
Change
Conflict
Revolution
Unit Overview
Points of focus in this unit include changes in religion, government, economics, society and culture.
Students will develop a understanding of
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Religious Reform: creation of new religious factions as a result of corruption within the
church; increased interactions between nations due to religious transformation
Philosophical and Scientific Theories: manifest as changes in the political, economic, and
social systems.
Political Upheaval and Revolutions: Conflict between or within societies can develop when
leaders are not able to compromise, which can result in revolution and the development of new
types of government.
Unit Enduring Understanding(s)
1. New ideas, theories, and political thought
often help engineer foundations for changes
in religion, government, economies and
societies.
2. When government does not respond to its
citizen’s concerns, revolutions can occur.
3. Revolution can lead to the establishment of
new types of government and influence
changes around the globe.
Unit Essential Question(s)
1. How did enlightened ideas influence changes
in society?
2. How can the lack of compromise between the
government and its citizens lead to
revolution?
3. How can revolution impact global affairs?
Essential State Standards
Priority Objectives
WH.H.4.1 Explain how interest in classical
Supporting Objectives
WH.H.4.2 Explain the political, social and
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learning and religious reform contributed to
increased global interaction (e.g. Renaissance,
Protestant Reformation, Catholic Reformation,
Printing Revolution, etc.).
economic reasons for the rise of powerful
centralized nation-states and empires (e.g.
Reformation, absolutism, limited monarchy,
empires, etc.).
WH.H.6.1 Explain how new ideas and theories of
the universe altered political thought and affected
economic and social conditions (e.g. Scientific
Revolution, Enlightenment, rationalism,
secularism, humanism, tolerance, empiricism,
natural rights, contractual government, laissezfaire economics, Bacon, Descartes, Galileo,
Newton, Inductive and deductive reasoning,
heliocentric, inquisition, works of Locke,
Montesquieu, Rousseau, Bolivar, Jefferson,
Paine, Adam Smith, etc.).
WH.H.6.2 Analyze political revolutions in terms of
their causes and impact on independence,
governing bodies and church-state relations (e.g.
Glorious Revolution, American Revolution, French
Revolution, Russian Revolution, Haitian, Mexican,
Chinese, etc.).
“Unpacked” Concepts
(students need to know)
WH.H.4.1
• interest in classical learning
• religious reform
• increased global interaction
WH.H.6.1
• ideas and theories of the universe altered
political thought
• economic and social conditions
WH.H.6.2
• political revolutions
• causes and impact on independence,
governing bodies and church-state relations.
“Unpacked” Skills
COGNITION
(students need to be able (RBT Level)
to do)
WH.H.4.1
WH.H.4.1
Explain (contribution)
Understanding
WH.H.6.1
Explain
WH.H.6.1
Understanding
WH.H.6.2
Analyze (cause and
impact)
WH.H.6.2
Analyzing
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Standard(s)
Unit “Chunking” &
Enduring
Understandings
Possible Factual
Content
Suggested
Lesson
Essential
Questions
(Bold Found in
Standards)
Example(s) From
Unpacked
Standard
Printing Press
Protestant
Reformation
Catholic
Reformation
Literacy
Counter
Reformation
Intellectual and
religious
movements can
transform societies
and influence
relationships
among nations.
WH.H.4.1
Explain how
interest in
classical
learning and
religious
reform
contributed to
increased
global
interaction.
Religious Reform
Challenges to
religious institutions
can result in
increased global
interaction and a
transformation of
society.
How does
increased
learning
result in
challenges
to religious
institutions?
WH.H.6.1
Explain how
new ideas and
theories of the
universe
altered
political
thought and
affected
economic and
social
conditions.
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Philosophical and
Scientific Theories
Intellectual
developments often
challenge the
status quo and may
result in societal
changes.
How is
intellectual
development
a catalyst for
change?
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Scientific
Revolution
Enlightenment
Rationalism
Secularism
Humanism
Natural Rights
Laissez-Faire
Bacon
Descartes
Galileo
Newton
Inductive and
Deductive
Reasoning
Heliocentric
Inquisition
Locke
Montesquieu
New ideas, theories
and political thought
help engineer
foundations for
changes in
government,
economics, and
societies.
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Rousseau
Bolivar
Jefferson
Paine
Adam Smith
Liberty
Popular
Sovereignty
Natural Rights
Democracy
Nationalism
Nation-States
Political Upheaval
and Revolutions
WH.H.6.2
Analyze
political
revolutions in
terms of their
causes and
impact on
independence,
governing
bodies and
church-state
relations.
New political ideas
and the demand for
increased
economic
opportunities often
coincide with a
desire for increased
human and civil
rights.
What
factors
result in the
demand for
freedom?
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New political
thought can result
in the
establishment of
new types of
government.
Revolutionary ideas
can spread and
impact global
affairs.
Why do new
forms of
government
develop?
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How can
revolutions
impact
global
affairs?
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Glorious
Revolution
American
Revolution
French
Revolution
Haitian
Revolution
Mexican
Revolution
Russian
Revolution
Chinese
Revolution
Rights
Freedom
Independence
Popular
Sovereignty
Revolution
Democracy
Republic
President
Conflict occurs
when government
and colonial leaders
are not able to
compromise on
important issues.
Changes in
leadership due to
revolution can lead
to the
establishment of
new types of
government.
The American
Revolution was a
catalyst for
revolutions around
the globe.
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HISTORY
Competition
Power
GEOGRAPHY
Resources
Expansion
CIVICS &
GOVERNMENT
Revolution
Challenge
ECONOMICS CULTURE
Economic
Opportunities
Resources
Society
Civil Rights
Language Objective EXAMPLES
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Key Vocabulary LO: SWBAT define and explain the terms urbanization, Popular
sovereignty, Scientific revolution, capital and revolution.
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Language Functions LO: SWBAT explain how the enlightened ideas influence changes in
society.
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Language Skills LO: SWBAT read a passage about one enlightened idea and identify the
causes and effects of this idea. (Reading passages should be chosen/modified in
accordance with the LEP students’ zone of proximal development).
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Grammar and Language LO: SWBAT write a firsthand account of someone living during
these changes and the experiences they encountered. .
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Lesson Tasks LO: SWBAT read and summarize a passage about the Industrial Revolution
and explain this summary to a group.
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Language Learning Strategy LO: SWBAT develop a cause/effect graphic organizer
analyzing and identifying the causes and effects of the Industrial Revolution. (The linguistic
load will vary from LEP student to LEP student. Level 1-2 LEP students may need a word bank
or other supplement to complete this activity using this strategy).
Historical Thinking and Geography Skill Resources
“Straight Ahead”
“Uphill”
“Mountainous”
Historical Thinking
Geography Skills
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General Unit Resources
SAS Curriculum Pathways
• #386 Scientific Revolution: Galileo on Trial
• #885 Enlightenment Philosophers
• #1120 Industrial Revolutions: Inventions
• #596 Industrial Revolution: Debating Adam Smith and Child Labor
Learn 360
• Scientific Revolution
• Enlightenment
• Industrial Revolution
Bridging World History Bridging World History
• Unit 17: Ideas Shape the World
• Unit 19: Global Industrialization
World History for us All World History for Us All
• Unit 7: Industrialization and its Consequences
The Urban Game The Urban Game
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