Download What were the lasting contributions of the Greek city

2009 Pequea Valley SD Curriculum
Social Studies 11
PEQUEA VALLEY SD
Date: May 25, 2010 ET
Curriculum:
Course:
Topic: Greek
Subject(s):
City-States
Days: 10
Grade(s):
Key Learning: Early Greek history and the various forms of government that the ancient Greeks
developed.
Unit Essential Question(s):
What were the lasting contributions of the Greek citystates to Western Civilization?
Concept:
Concept:
Concept:
The effect of Geography.
Religious and governmental
practices.
Athens and Sparta became
strong societies that were able
to prevent revolutions
7.3.12.B, 8.1.12.B
5.1.12.A
Lesson Essential Question(s):
How did geography effect the development
of Greek civilization? (A)
Lesson Essential Question(s):
What were the religious and governmental
practices of the early Greeks? (A)
Lesson Essential Question(s):
How did Athens and Sparta become strong
societies that were able to prevent
revolutions? (A)
Vocabulary:
frescoes, polis, acropolis, agora, minoans,
mycenaeans
Vocabulary:
myths, oracles, aristocracies, hoplite, tyrant,
popular government, democracy, Iliad,
Odyssey, Homer, Olympic Games
Vocabulary:
helots, ephors, metics, archons, direct
democracy, representative democracy,
Draco, Solon, Peisistratus, Cleisthenes
Concept:
Concept:
Daily life in ancient Athens.
Wars against Persia lead to the rise and
ultimate fall of Athens.
5.1.12.C, 5.1.12.E
Lesson Essential Question(s):
How did people live in ancient Athens? (A)
Lesson Essential Question(s):
How did the wars against Persia lead to the rise and ultimate fall of
Athens? (A)
Vocabulary:
Terracing, Import, Export, pedagogue, ethics, rhetoric, Sappho,
Sophists
Vocabulary:
Persian Wars, Battle of Marathon, Battle of Thermopylae,
Themistocles, Pericles, Delian League, Peloponnesian War
Additional Information:
Attached Document(s):
Page 1 of 1
2009 Pequea Valley SD Curriculum
Social Studies 11
Curriculum:
Course:
Vocab Report for Topic:
Subject(s):
Greek City-States
PEQUEA VALLEY SD
Date: May 25, 2010 ET
Days: 10
Grade(s):
Concept:
The effect of Geography.
frescoes polis acropolis agora minoans mycenaeans Concept: Religious and governmental practices.
myths oracles aristocracies hoplite tyrant popular government democracy Iliad Odyssey Homer Olympic Games Concept: Athens and Sparta became strong societies that were able to prevent revolutions
helots ephors metics archons direct democracy representative democracy Draco Solon Peisistratus Cleisthenes Concept: Daily life in ancient Athens.
Terracing Import Export pedagogue ethics rhetoric Sappho Sophists -
Page 1 of 2
2009 Pequea Valley SD Curriculum
Social Studies 11
Curriculum:
Course:
Vocab Report for Topic:
Subject(s):
Greek City-States
PEQUEA VALLEY SD
Date: May 25, 2010 ET
Days: 10
Grade(s):
Concept: Wars against Persia lead to the rise and ultimate fall of Athens.
Persian Wars Battle of Marathon Battle of Thermopylae Themistocles Pericles Delian League Peloponnesian War -
Page 2 of 2
2009 Pequea Valley SD Curriculum
Social Studies 11
PEQUEA VALLEY SD
Date: May 25, 2010 ET
Curriculum:
Course:
Topic: The
Subject(s):
Roman World
Days: 10
Grade(s):
Key Learning: Students will learn about Roman society and how Rome's location and its policies
contributed to the expansion of Roman power.
Unit Essential Question(s):
What were the lasting contributions of the Roman World
to Western Civilization?
Concept:
Concept:
Factors that shaped the
development of the Roman
Republic.
The ways the Romans expand Power struggles within the
the amount of land under their Roman Republic lead to the
control.
creation of the Roman Empire.
7.3.12.E
Concept:
5.2.12.D, 5.3.12.K
5.1.12.A, 5.1.12.J, 5.2.12.D, 5.3.12.K, 8.1.12.D
Lesson Essential Question(s):
Lesson Essential Question(s):
What factors shaped the development of the How did the Romans expand the amount of
Roman Republic? (A)
land under their control? (A)
Lesson Essential Question(s):
How did the power struggles within the
Roman Republic lead to the creation of the
Roman Empire? (A)
Vocabulary:
Vocabulary:
republic, dictator, consuls, veto, checks and equites, Punic Wars, Hannibal, Scipio,
balances, praetors, censors, tribunes,
Spartacus
patricians, plebeians
Vocabulary:
triumvirate, the Gracchi, Gaius Marius,
Sulla, Pompey, Cleopatra, Marc Antony,
Augustus (Octavian), Julio-Claudian
Emperors, Five Good Emperors
Concept:
Concept:
Concept:
The ways Roman cultural
heritage continues to
influence us today.
The rise of Christianity and its The factors that brought about
gradual spread across the
the fall of the Roman Empire.
empire changed the culture of 8.1.12.C, 8.1.12.D
the Romans.
7.3.12.E
7.3.12.E
Lesson Essential Question(s):
In what ways does the Roman cultural
heritage influence us today? (A)
Lesson Essential Question(s):
How did the rise of Christianity and its
gradual spread across the empire change
the culture of the Romans? (A)
Lesson Essential Question(s):
What were the factors that brought about
the fall of the Roman Empire? (A)
Vocabulary:
gladiators, aqueducts, Galen, Ptolemy,
Virgil, Horace, Ovid, Tacitus, Plutarch
Vocabulary:
rabbis, martyrs, bishops, patriarchs, pope,
Jesus of Nazareth
Vocabulary:
Inflation, Diocletian, Constantine, Goths,
Vandals, Huns, Attila
Page 1 of 2
2009 Pequea Valley SD Curriculum
Social Studies 11
Curriculum:
Course:
Topic: The
Subject(s):
Roman World
PEQUEA VALLEY SD
Date: May 25, 2010 ET
Days: 10
Grade(s):
Additional Information:
Attached Document(s):
Page 2 of 2
2009 Pequea Valley SD Curriculum
Social Studies 11
Curriculum:
Course:
Vocab Report for Topic:
Subject(s):
PEQUEA VALLEY SD
Date: May 25, 2010 ET
The Roman World
Days: 10
Grade(s):
Concept:
Factors that shaped the development of the Roman Republic.
republic dictator consuls veto checks and balances praetors censors tribunes patricians plebeians Concept: The ways the Romans expand the amount of land under their control.
equites Punic Wars Hannibal Scipio Spartacus Concept: Power struggles within the Roman Republic lead to the creation of the Roman
Empire.
triumvirate the Gracchi Gaius Marius Sulla Pompey Cleopatra Marc Antony Augustus (Octavian) Julio-Claudian Emperors Five Good Emperors Concept: The ways Roman cultural heritage continues to influence us today.
gladiators aqueducts Galen Ptolemy Virgil Horace Ovid Tacitus Plutarch -
Page 1 of 2
2009 Pequea Valley SD Curriculum
Social Studies 11
Curriculum:
Course:
Vocab Report for Topic:
Subject(s):
The Roman World
PEQUEA VALLEY SD
Date: May 25, 2010 ET
Days: 10
Grade(s):
Concept: The rise of Christianity and its gradual spread across the empire changed the culture
of the Romans.
rabbis martyrs bishops patriarchs pope -
Jesus of Nazareth Concept: The factors that brought about the fall of the Roman Empire.
Inflation Diocletian Constantine Goths Vandals Huns Attila -
Page 2 of 2
2009 Pequea Valley SD Curriculum
Social Studies 11
PEQUEA VALLEY SD
Date: May 25, 2010 ET
Curriculum:
Course:
Topic: The
Subject(s):
Byzantine Empire and Russia
Days: 10
Grade(s):
Key Learning: Byzantine and Russian civilizations and how they gained their power.
Unit Essential Question(s):
How did the Eastern half of the Roman Empire impact the
development of Russia?
Concept:
Concept:
The Byzantine Empire was a
continuation of the Roman
Empire in the Eastern
Mediterranean for 1000 years.
Kievan Russia defined parts of The Mongols indirectly
Russian culture.
brought about the decline of
Kievan Russia and the rise of
Moscow.
Concept:
5.3.12.K
Lesson Essential Question(s):
What was the Byzantine Empire? (A)
Lesson Essential Question(s):
In what ways did Kievan Russia define
Russian culture? (A)
Vocabulary:
Vocabulary:
dowry, icon, iconoclasts, heresy,
steppe, boyars, taiga, Rurik, Rus, Yaroslav
excommunication, mosaic, Justinian,
the Wise, Pravda Russkia, Vladimir I
Justinian Code, Theodora, Belisarius,
"Greek Fire", Iconoclastic Controversy, Cyril
and Methodius, Hagia Sophia, Ottoman
Turks
Lesson Essential Question(s):
How did the Mongols indirectly bring about
the decline of Kievan Russia and the rise of
Moscow? (A)
Vocabulary:
czar, "third Rome", Ivan the Great, Ivan the
Terrible
Additional Information:
Attached Document(s):
Page 1 of 1
2009 Pequea Valley SD Curriculum
Social Studies 11
Curriculum:
Course:
Vocab Report for Topic:
Subject(s):
The Byzantine Empire and Russia
PEQUEA VALLEY SD
Date: May 25, 2010 ET
Days: 10
Grade(s):
Concept:
The Byzantine Empire was a continuation of the Roman Empire in the Eastern Mediterranean
for 1000 years.
dowry icon iconoclasts heresy excommunication mosaic Justinian Justinian Code Theodora Belisarius "Greek Fire" Iconoclastic Controversy Cyril and Methodius Hagia Sophia Ottoman Turks Concept: Kievan Russia defined parts of Russian culture.
steppe boyars taiga Rurik Rus Yaroslav the Wise Pravda Russkia Vladimir I Concept: The Mongols indirectly brought about the decline of Kievan Russia and the rise of
Moscow.
czar "third Rome" Ivan the Great Ivan the Terrible -
Page 1 of 1
2009 Pequea Valley SD Curriculum
Social Studies 11
PEQUEA VALLEY SD
Date: May 25, 2010 ET
Curriculum:
Course:
Topic: The
Subject(s):
Rise of the Middle Ages
Days: 10
Grade(s):
Key Learning: New European societies and cultures arose from the ashes of Rome's collapse.
Unit Essential Question(s):
How did new European societies and cultures arise from
the ashes of Rome's collapse?
Concept:
Concept:
Concept:
Roman and Germanic values
and traditions blended to
create a new civilization.
Feudalism and manorialism
affected European society in
the Middle Ages.
The role of the Roman
Catholic Church in the Middle
Ages.
5.1.12.A, 7.3.12.E
5.3.12.K
5.1.12.A, 5.3.12.K, 8.1.12.A
Lesson Essential Question(s):
Lesson Essential Question(s):
How were Roman and Germanic values and How did feudalism and manorialism effect
traditions blended to create a new
European society in the Middle Ages? (A)
civilization? (A)
Lesson Essential Question(s):
What was the role of the Roman Catholic
Church in the Middle Ages? (A)
Vocabulary:
Vocabulary:
medieval, Middle Ages, Clovis,
feudalism, fief, manorialism, vassal, serfs,
Merovingians, Charles Martel, Carolingians, primogeniture, chivalry
Charlemagne, Louis the Pious, Magyars,
Vikings
Vocabulary:
cardinals, sacraments, monasticism, abbot,
curia, abbess, canon law, interdict, heretics,
tithe, simony, Saint Benedict, Saint Patrick,
Saint Augustine, Inquisition
Concept:
Concept:
Kings were able to gain supreme power over
nobles in England and France.
The causes and the effects of the conflicts
between the medieval popes and German
emperors.
8.1.12.A
5.1.12.I, 5.3.12.K
Lesson Essential Question(s):
How were kings able to gain supreme power over nobles in
England and France? (A)
Lesson Essential Question(s):
What were the causes and the effects of the conflicts between the
medieval popes and German emperors? (A)
Vocabulary:
Shires, common law, Alfred the Great, Edward the Confeesor,
William The Conqueror, Henry II, Thomas Becket, Magna Carta,
Simon de Monfort
Vocabulary:
Otto I, Henry III, Henry IV, Pope Gregory VII, Frederick
Barbarossa, Innocent III
Page 1 of 2
2009 Pequea Valley SD Curriculum
Social Studies 11
Curriculum:
Course:
Topic: The
Subject(s):
Rise of the Middle Ages
PEQUEA VALLEY SD
Date: May 25, 2010 ET
Days: 10
Grade(s):
Additional Information:
Attached Document(s):
Page 2 of 2
2009 Pequea Valley SD Curriculum
Social Studies 11
Curriculum:
Course:
Vocab Report for Topic:
Subject(s):
PEQUEA VALLEY SD
Date: May 25, 2010 ET
The Rise of the Middle Ages
Days: 10
Grade(s):
Concept:
Roman and Germanic values and traditions blended to create a new civilization.
medieval Middle Ages Clovis Merovingians Charles Martel Carolingians Charlemagne Louis the Pious Magyars Vikings Concept: Feudalism and manorialism affected European society in the Middle Ages.
feudalism fief manorialism vassal serfs primogeniture chivalry Concept: The role of the Roman Catholic Church in the Middle Ages.
cardinals sacraments monasticism abbot curia abbess canon law interdict heretics tithe simony Saint Benedict Saint Patrick Saint Augustine Inquisition -
Page 1 of 2
2009 Pequea Valley SD Curriculum
Social Studies 11
Curriculum:
Course:
Vocab Report for Topic:
Subject(s):
PEQUEA VALLEY SD
Date: May 25, 2010 ET
The Rise of the Middle Ages
Days: 10
Grade(s):
Concept: Kings were able to gain supreme power over nobles in England and France.
Shires common law Alfred the Great Edward the Confeesor William The Conqueror Henry II Thomas Becket Magna Carta Simon de Monfort Concept: The causes and the effects of the conflicts between the medieval popes and German
emperors.
Otto I Henry III Henry IV Pope Gregory VII Frederick Barbarossa Innocent III -
Page 2 of 2
2009 Pequea Valley SD Curriculum
Social Studies 11
PEQUEA VALLEY SD
Date: May 25, 2010 ET
Curriculum:
Course:
Topic: The
Subject(s):
High Middle Ages
Days: 10
Grade(s):
Key Learning: Changes occurred in government, economics, culture, and religion during the
later Middle Ages.
Unit Essential Question(s):
How did the new European civilization change during the
High Middle Ages 1000-1500?
Concept:
Concept:
Concept:
European Christians
attempted to end Islamic rule
of Palestine.
The Crusades impacted the
economy of Western Europe.
Trade affected the
development of European
towns.
7.3.12.B
7.3.12.B, 5.2.12.E
7.3.12.B
Lesson Essential Question(s):
Lesson Essential Question(s):
How did European Christians attempt to end What was the impact of the Crusades on
Islamic rule of Palestine? (A)
the economy of Western Europe? (A)
Lesson Essential Question(s):
What were the effects of trade on European
towns? (A)
Vocabulary:
Seljuq Turks, Urban II, Crusades, Saladin,
Children's Crusade
Vocabulary:
barter economy, domestic system, usury,
capital, capital, market economy
Vocabulary:
merchant guilds, craft guilds, apprentice,
journeyman, middle class, Black Death
Concept:
Concept:
Concept:
Medieval European life
centered on the Christian
church and faith.
Monarchs unified nations
under their control in the late
Middle Ages.
The Catholic Church lost some
of its political power during
the late Middle Ages.
5.1.12.A, 5.2.12.E
7.3.12.B
5.1.12.A
Lesson Essential Question(s):
Lesson Essential Question(s):
In what ways did medieval European life
How did strong monarchs unite nations in
center on the Christian church and faith? (A) the late Middle Ages? (A)
Lesson Essential Question(s):
How did the Catholic Church lose some of
its political power during the late Middle
Ages? (A)
Vocabulary:
vernacular languages, troubadors,
scholasticism, Dante Alighieri, Geoffrey
Chaucer, Peter Abelard, Thomas Aquinas,
Gothic
Vocabulary:
Babylonian Captivity, Great Schism, John
Wycliffe, Jan Hus
Vocabulary:
Hundred Year's War, War of the Roses,
Henry Tudor, Joan of Arc, Louis XI,
Ferdinand, Isabella, Habsburg
Page 1 of 2
2009 Pequea Valley SD Curriculum
Social Studies 11
Curriculum:
Course:
Topic: The
Subject(s):
High Middle Ages
PEQUEA VALLEY SD
Date: May 25, 2010 ET
Days: 10
Grade(s):
Additional Information:
Attached Document(s):
Page 2 of 2
2009 Pequea Valley SD Curriculum
Social Studies 11
Curriculum:
Course:
Vocab Report for Topic:
Subject(s):
The High Middle Ages
PEQUEA VALLEY SD
Date: May 25, 2010 ET
Days: 10
Grade(s):
Concept:
European Christians attempted to end Islamic rule of Palestine.
Seljuq Turks Urban II Crusades Saladin Children's Crusade Concept: The Crusades impacted the economy of Western Europe.
barter economy domestic system usury capital capital market economy Concept: Trade affected the development of European towns.
merchant guilds craft guilds apprentice journeyman middle class Black Death Concept:
Medieval European life centered on the Christian church and faith.
vernacular languages troubadors scholasticism Dante Alighieri Geoffrey Chaucer Peter Abelard Thomas Aquinas Gothic -
Page 1 of 2
2009 Pequea Valley SD Curriculum
Social Studies 11
Curriculum:
Course:
Vocab Report for Topic:
Subject(s):
PEQUEA VALLEY SD
Date: May 25, 2010 ET
The High Middle Ages
Days: 10
Grade(s):
Concept: Monarchs unified nations under their control in the late Middle Ages.
Hundred Year's War War of the Roses Henry Tudor Joan of Arc Louis XI Ferdinand Isabella Habsburg Concept: The Catholic Church lost some of its political power during the late Middle Ages.
Babylonian Captivity Great Schism John Wycliffe Jan Hus -
Page 2 of 2
2009 Pequea Valley SD Curriculum
Social Studies 11
PEQUEA VALLEY SD
Date: May 25, 2010 ET
Curriculum:
Course:
Topic: The
Subject(s):
Renaissance and Reformation
Days: 10
Grade(s):
Key Learning: Changes in art, literature, and thought marked a new era in European life. New
ideas in religion challenged the moral authority of the Catholic Church.
Unit Essential Question(s):
What was the Renaissance and how did it affect the
thought and faith of European society?
Concept:
Concept:
Concept:
Renewed interest in Greek and Northern Europe was affected
Roman culture during the
differently by the Renaissance
Renaissance brought about
than Italy.
new ways of thinking.
8.1.12.C
Protests for reform of the
Catholic Church lead to the
creation of several new
churches.
5.2.12.E, 8.1.12.C
5.2.12.E
Lesson Essential Question(s):
How did a renewed interest in Greek and
Roman culture during the Renaissance
bring about new ways of thinking? (A)
Lesson Essential Question(s):
How was northern Europe affected by the
Renaissance? (A)
Lesson Essential Question(s):
How did protests for reform of the Catholic
Church lead to the creation of several new
churches? (A)
Vocabulary:
humanists, perspective, Renaissance,
Isabella d'Este, Francesco Petrarch, Niccolo
Machiavelli, Leonardo da Vinci,
Michelangelo
Vocabulary:
Johannes Gutenberg, Desiderius Erasmus,
Thomas More, William Shakespeare,
Flemish School
Vocabulary:
indulgences, sects, predestination,
theocracy, Reformation, Martin Luther,
Henry VIII, John Calvin, Huguenots
Concept:
Concept:
Catholic Church countered the Reformation to Ordinary people lived differently during the
reform itself.
Renaissance than the wealthy and powerful.
8.4.12.C
8.1.12.D
Lesson Essential Question(s):
How did the Catholic Church counter the Reformation? (A)
Lesson Essential Question(s):
How did ordinary people live during the Renaissance? (A)
Vocabulary:
Counter-Reformation, Council of Trent, Jesuits, Ignatius Loyola
Vocabulary:
broadsides, almanacs, standard of living
Additional Information:
Attached Document(s):
Page 1 of 1
2009 Pequea Valley SD Curriculum
Social Studies 11
Curriculum:
Course:
Vocab Report for Topic:
Subject(s):
PEQUEA VALLEY SD
Date: May 25, 2010 ET
The Renaissance and Reformation
Days: 10
Grade(s):
Concept:
Renewed interest in Greek and Roman culture during the Renaissance brought about new
ways of thinking.
humanists perspective Renaissance Isabella d'Este Francesco Petrarch Niccolo Machiavelli Leonardo da Vinci Michelangelo Concept: Northern Europe was affected differently by the Renaissance than Italy.
Johannes Gutenberg Desiderius Erasmus Thomas More William Shakespeare Flemish School Concept: Protests for reform of the Catholic Church lead to the creation of several new
churches.
indulgences sects predestination theocracy Reformation Martin Luther Henry VIII John Calvin Huguenots Concept: Catholic Church countered the Reformation to reform itself.
Counter-Reformation Council of Trent Jesuits Ignatius Loyola Concept: Ordinary people lived differently during the Renaissance than the wealthy and
powerful.
broadsides almanacs standard of living -
Page 1 of 1
2009 Pequea Valley SD Curriculum
Social Studies 11
PEQUEA VALLEY SD
Date: May 25, 2010 ET
Curriculum:
Course:
Topic: Monarchs
Subject(s):
of Europe
Days: 10
Grade(s):
Key Learning: Monarchs attempted to rise to absolute power in Europe.
Unit Essential Question(s):
How did European changes give way to a great increase
in the power of monarchs?
Concept:
Concept:
The Bourbons were able to
make France into an absolute
monarchy and the leading
power of Europe.
Peter the Great and Catherine The Habsburgs and the
the Great able to make Russia Hohenzollerns competed for
into a powerful and
power in Central Europe.
westernized nation.
8.1.12.C
Concept:
5.3.12.K, 8.1.12.B
5.1.12.A, 5.1.12.J, 5.3.12.K
Lesson Essential Question(s):
How were the Bourbons able to make
France into an absolute monarchy and the
leading power of Europe? (A)
Lesson Essential Question(s):
How were Peter the Great and Catherine
the Great able to make Russia into a
powerful and westernized nation? (A)
Lesson Essential Question(s):
How did the Habsburgs and the
Hohenzollerns compete for power in Central
Europe? (A)
Vocabulary:
intendants, divine right of kings, balance of
power, Henry IV, Cardinal Richelieu, Thirty
Year's War, Louis XIV, Jean-Baptiste
Colbert, War of Spanish Succession
Vocabulary:
Michael Romanov, Peter the Great,
Catherine the Great
Vocabulary:
Maria Theresa, Pragmatic Sanction, Great
Elector, Frederick William I, Frederick the
Great, Diplomatic Revolution, Seven Year's
War
Concept:
Concept:
Parliament was able to prevent absolute rule
in England.
Lesson Essential Question(s):
Lesson Essential Question(s):
How was Parliament able to prevent absolute rule in England? (A) (A)
Vocabulary:
gentry, burgesses, "Bloody Mary", Elizabeth I, Mary Queen of
Scots, Spanish Armada, Puritans, James I
Vocabulary:
Additional Information:
Attached Document(s):
Page 1 of 1
2009 Pequea Valley SD Curriculum
Social Studies 11
Curriculum:
Course:
Vocab Report for Topic:
Subject(s):
PEQUEA VALLEY SD
Date: May 25, 2010 ET
Monarchs of Europe
Days: 10
Grade(s):
Concept:
The Bourbons were able to make France into an absolute monarchy and the leading power of
Europe.
intendants divine right of kings balance of power Henry IV Cardinal Richelieu Thirty Year's War Louis XIV Jean-Baptiste Colbert War of Spanish Succession Concept: Peter the Great and Catherine the Great able to make Russia into a powerful and
westernized nation.
Michael Romanov Peter the Great Catherine the Great Concept: The Habsburgs and the Hohenzollerns competed for power in Central Europe.
Maria Theresa Pragmatic Sanction Great Elector Frederick William I Frederick the Great Diplomatic Revolution Seven Year's War Concept: Parliament was able to prevent absolute rule in England.
gentry burgesses "Bloody Mary" Elizabeth I Mary Queen of Scots Spanish Armada Puritans James I -
Page 1 of 1
2009 Pequea Valley SD Curriculum
Social Studies 11
PEQUEA VALLEY SD
Date: May 25, 2010 ET
Curriculum:
Course:
Topic: Enlightenment
Subject(s):
and Revolution in England
Days: 10
Grade(s):
Key Learning: Revolutionary ideas that brought sweeping political and social change to England
and the world.
Unit Essential Question(s):
What should be the relationship between a government
and its people?
Concept:
Concept:
Concept:
Conflicts between the
English Parliament was able to Enlightenment thinkers
parliament and the Stuarts that gain greater powers than the
challenged traditional views of
led to the English Civil War.
monarchy.
government.
5.1.12.A, 5.2.12.D, 5.1.12.J, 5.1.12.E, 5.3.12.G, 5.3.12.H
5.1.12.A, 5.2.12.D, 5.1.12.J, 5.1.12.E, 5.3.12.G, 5.3.12.H
5.1.12.A, 5.2.12.D, 5.3.12.G
Lesson Essential Question(s):
What were the conflicts between the
parliament and the Stuarts that led to civil
war? (A)
Lesson Essential Question(s):
Lesson Essential Question(s):
How was the Parliament able to gain greater How did Enlightenment thinkers challenge
powers than the monarchy? (A)
traditional views of government? (A)
Vocabulary:
Commonwealth, constitutions, Charles I,
Petition of Right, Long Parliament,
Cavaliers, Roundheads, Oliver Cromwell,
New Model Army, Rump Parliament,
Navigation Act of 1651
Vocabulary:
Habeas Corpus, cabinet, prime minister,
limited constitutional monarchy, Restoration,
Tories, Whigs, James II, William III, Mary II,
Glorious Revolution, Thomas Hobbes, John
Locke, English Bill of Rights, Toleration Act
Vocabulary:
rationalism, philosophes, popular
sovereignty, enlightened despotism,
Enlightenment, The Encyclopedia, ,
Montesquieu, Diderot, Voltaire, Rousseau,
Wollstonecraft
Additional Information:
Attached Document(s):
Page 1 of 1
2009 Pequea Valley SD Curriculum
Social Studies 11
Curriculum:
Course:
Vocab Report for Topic:
Subject(s):
PEQUEA VALLEY SD
Date: May 25, 2010 ET
Enlightenment and Revolution in England
Days: 10
Grade(s):
Concept:
Conflicts between the parliament and the Stuarts that led to the English Civil War.
Commonwealth constitutions Charles I Petition of Right Long Parliament Cavaliers Roundheads Oliver Cromwell New Model Army Rump Parliament Navigation Act of 1651 Concept: English Parliament was able to gain greater powers than the monarchy.
Habeas Corpus cabinet prime minister limited constitutional monarchy Restoration Tories Whigs James II William III Mary II Glorious Revolution Thomas Hobbes John Locke English Bill of Rights Toleration Act Concept: Enlightenment thinkers challenged traditional views of government.
rationalism philosophes popular sovereignty enlightened despotism Enlightenment The Encyclopedia Montesquieu Diderot Voltaire Rousseau Wollstonecraft -
Page 1 of 1
2009 Pequea Valley SD Curriculum
Social Studies 11
PEQUEA VALLEY SD
Date: May 25, 2010 ET
Curriculum:
Course:
Topic: The
Subject(s):
French Revolution and Napoleon
Days: 10
Grade(s):
Key Learning: The success of the American Revolution inspired similar efforts in France, and
how a powerful new empire rose and fell there.
Unit Essential Question(s):
How did the ideals of the Enlightenment and the American
Revolution effect France?
Concept:
Concept:
Concept:
The Causes of the French
Revolution.
The effects of the French
Revolution.
The radical policies of the
French republic created an
environment that allowed
Napoleon to come to power.
5.1.12.J, 5.2.12.D, 5.2.12.E
5.2.12.E
5.2.12.D, 5.2.12.E
Lesson Essential Question(s):
What were the causes of the French
Revolution? (A)
Lesson Essential Question(s):
What were the effects of the French
Revolution? (A)
Lesson Essential Question(s):
How did the radical policies of the French
republic create an environment that allowed
Napoleon to come to power? (A)
Vocabulary:
Vocabulary:
Vocabulary:
Concept:
Concept:
Napoleon was either an honorable or
dishonorable man.
The policies of the reactionaries attempted to
undo liberal change.
5.1.12.J, 5.2.12.D
Lesson Essential Question(s):
Was Napoleon an honorable or dishonorable man? (A)
Lesson Essential Question(s):
What were the policies of the reactionaries? (A)
Vocabulary:
Vocabulary:
Additional Information:
Attached Document(s):
Page 1 of 1
2009 Pequea Valley SD Curriculum
Social Studies 11
PEQUEA VALLEY SD
Date: May 25, 2010 ET
Curriculum:
Course:
Topic: Nationalism
Subject(s):
in Europe and World War I
Days: 10
Grade(s):
Key Learning: Nationalism became a driving force for change in Italy and Germany. Tensions led
to a global war and to great social changes.
Unit Essential Question(s):
How did the factors that caused WWI lead to global war
and create great social changes?
Concept:
Concept:
Nationalism, liberalism, and
realpolitik were used to unify
Italy.
Otto von Bismarck used
There were conflicting
realpolitik and intense
interests in Europe prior to the
nationalism to unify Germany. start of World War I.
Concept:
5.1.12.A, 5.3.12.K, 7.3.12.E
7.3.12.E
Lesson Essential Question(s):
How were nationalism, liberalism, and
realpolitik used to unify Italy? (A)
Lesson Essential Question(s):
How did Otto von Bismarck use realpolitik
and intense nationalism to unify Germany?
(A)
Lesson Essential Question(s):
What were the conflicting interests in
Europe prior to the start of World War I? (A)
Vocabulary:
Vocabulary:
Vocabulary:
Concept:
Concept:
Concept:
There were factors that made Various factors affected the
Treaty of Versailles changed
World War I a bloody four year peace process for World War I. Europe following World War I.
long struggle.
8.3.12.D
8.3.12.C, 8.1.12.C
7.3.12.E
Lesson Essential Question(s):
Why was WWI a bloody four year long
struggle? (A)
Lesson Essential Question(s):
What were the factors that affected the
peace process for WWI? (A)
Lesson Essential Question(s):
How did the Treaty of Versailles change
Europe following WWI? (A)
Vocabulary:
Vocabulary:
Vocabulary:
Additional Information:
Attached Document(s):
Page 1 of 1
2009 Pequea Valley SD Curriculum
Social Studies 11
PEQUEA VALLEY SD
Date: May 25, 2010 ET
Curriculum:
Course:
Topic: Interwar
Subject(s):
years and World War II
Days: 10
Grade(s):
Key Learning: World War I's aftermath led to anxiety, conflict, and, in some parts of Europe, the
rise of totalitarian governments. German, Japanese, and Italian aggression led to
the outbreak of a new world war. The Allies fought this aggression and defeated
the Axis Powers.
Unit Essential Question(s):
How did totalitarian regimes threaten western
democracies?
Concept:
Concept:
Concept:
Totalitarian regimes were able The League of Nations tried to Hitler's aggressions
to come to power in the years manage threats to world peace threatened the world.
between World War I and
prior to the war.
5.3.12.K
World War II.
5.3.12.K, 6.1.12.D, 8.1.12.A, 8.2.12.D, 8.4.12.D
5.3.12.K, 6.1.12.D, 6.5.12.E, 8.3.12.B, 8.3.12.D
Lesson Essential Question(s):
How were totalitarian regimes able to come
to power in the years between World War I
and World War II? (A)
Lesson Essential Question(s):
How did the League of Nations manage
threats to world peace prior to the war? (A)
Lesson Essential Question(s):
How did Hitler's aggressions threaten the
world? (A)
Vocabulary:
Vocabulary:
Vocabulary:
Concept:
The Allies able to win World War II.
5.3.12.K, 8.3.12.A
Lesson Essential Question(s):
How were the Allies able to win World War II? (A)
Vocabulary:
Additional Information:
Attached Document(s):
Page 1 of 1