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Social Studies – World History
Unit of Study: Age of Revolutions
CURRICULUM OVERVIEW
Third Grading Period – Unit 1
Big Idea
Unit Rationale
Enduring Understandings
 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.
Overarching 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 American Revolution influence future colonial revolutions especially in
Latin America?
 How were the American Revolution and the French Revolution different from each other?
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
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Lesson 1: Absolutism
Lesson 2: The Enlightenment
Lesson 3: American Revolution / Forming a New Nation
Lesson 4: The Constitution of the United States
Lesson 5: French Revolution and Napoleon
Lesson 6: Revolutions in Europe and Latin America
Concepts
TEKS
TEKS Specificity - Intended Outcome
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.

WH.8B Summarize the ideas from the English, American, French, and Russian revolutions concerning
separation of powers, liberty, equality, democracy, popular sovereignty, human rights, constitutionalism,
and nationalism.

WH.8C Evaluate how the American Revolution differed from the French and Russian revolutions,
including its long-term impact on political developments around the world
TEKS WH.15 Government. The student understands the historical antecedents of contemporary political
SAISD © 2008-09 –Third Grading Period (Unit 1)
Social Studies World History
I CAN statements highlighted in yellow should be displayed
for students.
I can
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.
Page 1 of 17
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 End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Skills
systems.

WH.15A Explain the impact of parliamentary and constitutional systems of government on significant
world political developments.

WH.15B Define and give examples of different political systems, past and present.

WH.15C Explain the impact of American political ideas on significant world political developments.
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 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.

WH.17B Describe the different roles of citizens and non-citizens in historical cultures, especially as the
roles pertain to civic participation.
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.18A Trace the historical development of the rule of law and rights and responsibilities, beginning in
the ancient world and continuing to the beginning of the first modern constitutional republics.

WH.18B Summarize the worldwide influence of ideas concerning rights and responsibilities that
originated from Greco-Roman and Judeo-Christian ideals in Western civilization such as equality before
the law.
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.
SAISD © 2008-09 –Third Grading Period (Unit 1)
Social Studies World History
I CAN statements highlighted in yellow should be displayed
for students.
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
Page 2 of 17
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 End of Course (EOC) eligible knowledge and skills are identified as Power Standards.

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-and-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.



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.
Evidence of Learning
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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.
Given information on the French Revolution and the Age of Napoleon, the student will be able to analyze the political, economic and social causes and effects of the French
Revolution and the Age of Napoleon with 90% accuracy.
SAISD © 2008-09 –Third Grading Period (Unit 1)
Social Studies World History
Page 3 of 17
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 End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Lesson 1: Absolutism
Essential Questions
□
□
CURRICULUM GUIDE
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:
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.
 Demonstrate how to use Frayer’s Four Square to define the word “power.”
 Demonstrate how to outline the characteristics of the major nations during this
period of time::
1. Spain
2. France
3. Austria
4. Prussia
5. Russia
 Demonstrate how to use mapping skills to come to conclusions based on
historical information.
 Discuss the government of England and how it is different from the other nations.
 Demonstrate how to create a webbing diagram to show the characteristics of
England’s government.
 Guide students in a discussion of the English Bill of Rights and how this document
influenced the freedoms found in the United States today.
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.
 Conduct a simulation with all of groups in which each kingdom is applying for
“Monarch of the Millennium.”
SAISD © 2008-09 –Third Grading Period (Unit 1)
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.
 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.
 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.
 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.»
Social Studies World History
Page 4 of 17
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 End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
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.
Vocabulary:
 absolute monarch
 divine right of kings
 Louis XIV
 parliamentary government
 limited monarchy
 republicanism (representative government)
 constitutional monarchy
 English Bill of Rights
 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.
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
□ Palace of Versailles Audio and Video
□ Palace of Versailles Official Website
Media Resources
□ PowerMedia Plus
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
What do you do for students who need extra
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.
 Write an essay that explains the key events in the
development of parliamentary and democratic
government in England.
SAISD © 2008-09 –Third Grading Period (Unit 1)
2003 TAKS TEA
Social Studies World History
Page 5 of 17
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 End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Lesson 2: The Enlightenment
Essential Questions
□
□
□
CURRICULUM GUIDE
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.
 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.
Guided Practice
 Demonstrate how to create a biographical graphic organizer that shows the
influence of the following people:
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.
 Discuss how the Enlightenment affected some of the absolute rulers in Europe.
 Guide students in creating a cause and effect graphic organizer to help analyze
the effects of the Enlightenment on selected European rulers.
Independent Practice
 Demonstrate how to summarize the main points of the Enlightenment and how to
create an informative poster using historical concepts.
Extension
 Guide students on how to create skits in order to convey historical concepts.
SAISD © 2008-09 –Third Grading Period (Unit 1)
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.
 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.
 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.
Social Studies World History
Page 6 of 17
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 End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Vocabulary:
 The Enlightenment
 natural law
 social contract
 natural rights
 physiocrat
 laissez faire
 censorship
 enlightened despot
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
Media Resources
□ PowerMedia Plus
Evidence of Learning
Differentiation
What do you do for students who need extra
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.
SAISD © 2008-09 –Third Grading Period (Unit 1)
Interims/TAKS/Benchmarks
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.
B.
C.
D.
College-Readiness
Anticipated Skills for SAT/ACT/College Board
 Conduct research on the political philosophers of this
era and create a documentary video.
Enlightenment.
Great Crusade.
Great Awakening
Natural Revolution
SAISD Social Studies Department
Social Studies World History
Page 7 of 17
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 End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Lesson 3: The American Revolution & Forming a New Nation
CURRICULUM GUIDE
Essential 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?
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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 effective leadership. (Grades 1 – 9)
Analyzing the characteristics of the Declaration of Independence. (Grades 5 – 8)
Analyzing the roles of leaders during the American Revolution.
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
 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 referneces.
Guided Practice
 Demonstrate how to locate the Thirteen English colonies in North America by using a blank
outline map.
 Discuss how to determine geographical barriers by using the thirteen colonies as an
example.
 Model how to determine social, economic and political issues that would lead to the American
Revolution.
 Guide students in a discussion of the Declaration of Independence and how to determine the
influences of the Enlightenment on the Declaration.
 Discuss with students the importance of the following events during the American Revolution:
1. Saratoga
2. The Alliance with the French
3. Valley Forge
4. Yorktown
 Discuss with students the importance of the following leaders during the American
Revolution:
1. Thomas Jefferson
2. George Washington
 Demonstrate how to determine the impact of the Treat of Paris (1783)
 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.
SAISD © 2008-09 –Third Grading Period (Unit 1)
Social Studies World History
So students can…
 During the video, write out summary statements to reflect what the
Declaration of Independence is stating.
 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.
 Create an illustrated poster detailing the importance of Declaring
Independence, Saratoga, the French alliance, Valley Forge, and Yorktown.
 Create biographical webbing diagrams to relate the importance of Thomas
Jefferson and Geogra Washington on the American Revolution.
 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.
Page 8 of 17
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 End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
 Create a diagram to demonstrate the effects of the American Revolution on
North America.
Independent Practice
 Guide students in a discussion of determining the overall effects of the American Revolution
on World History.
Extension
 Demonstrate how to conduct research using various repitable online resources.
 Discuss the process of planning out and conducting a multimedia project.
Vocabulary:
 Constitutional Government
 Cabinet
 Prime minister
 Oligarchy
 13 Colonies
 George Washington
 Thomas Jefferson
 Declaration of Independence
 Popular sovereignty
 Loyalist
 Patriot
 Treaty of Paris (1783)
 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.
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
□ SAISD – Social Studies
□ Google Earth
□ Internet Medieval Sourcebook
Media Resources
□ PowerMedia Plus
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
 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,
What do you do for students who need extra
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.
What do you do for students who master the learning
quickly?
 Create an “oral history” project in which interviews
are conducted on the following people and how they
feel about the American Revolution:
1. Rich New England merchant
SAISD © 2008-09 –Third Grading Period (Unit 1)
College-Readiness
Anticipated Skills for SAT/ACT/College Board
2003 TEA TAKS
Social Studies World History
Page 9 of 17
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 End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
2.
3.
4.
5.
6.
Wealthy plantation owner
Thomas Jefferson
Mill Worker
Farmer from South Carolina
George Washington
SAISD © 2008-09 –Third Grading Period (Unit 1)
Social Studies World History
Page 10 of 17
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 End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Lesson 4: The U.S. Constitution (2 Week Unit)
CURRICULUM GUIDE
Essential Questions
Essential Pre-requisite Skills
□
□
□
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)
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?
The Teaching Plan
Instructional Model & Teacher Directions
The teacher will…
Use the textbook, Social Studies website and other materials to…
Hook
 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.
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.
 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.
 Demonstrate how to describe and analyze the seven principles of the U.S.
Constitution.
 Discuss the importance of protecting civil liberties and guide students in creating a
chart demonstrating how the Bill of Rights protects civil liberties.
Independent Practice
 Guide students on how to create manipulatives to demonstrate historical concepts
and knowledge.
SAISD © 2008-09 –Third Grading Period (Unit 1)
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.
 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.
 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.
Social Studies World History
Page 11 of 17
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 End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Extension
 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:
 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
 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.
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
□ Google Earth
Media Resources
□ PowerMedia Plus
Evidence of Learning
Differentiation
College-Readiness
Interims/TAKS/Benchmarks
Anticipated Skills for SAT/ACT/College Board

What do you do for students who need extra
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 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.
 Conduct oral histories with community members to
discuss how freedoms and protections have
changed over the past fifty years.
2006 TEA 10th Grade TAKS
SAISD © 2008-09 –Third Grading Period (Unit 1)
Social Studies World History
Page 12 of 17
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 End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Lesson 5: The French Revolution and Napoleon
CURRICULUM GUIDE
Essential Questions
Essential Pre-requisite Skills
□
□
□
□
How did the role of the estate system in France lead to discontent of the majority?
What political, economic and social issues and events would lead to the French
Revolution?
What were the similarities and differences between the American and French
Revolutions?
How was Europe affected by the reign of Napoleon during the early 19 th Century?
Knowing how governments are structured. (Grade 1 – Grade 9)
□ Understanding how to interpret and analyze maps, charts and graphs. (Grade 1 –
Grade 9)
□ Understanding how revolutions begin and their effects on local and international
populations. (Grades 5 – 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
 Model how to create a social hierarchy chart to demonstrate the three estates of
France.
 Model how to use demographic data (pg. 469 in textbook) to draw conclusions.
Guided Practice
 Demonstrate how to create a causal chain to highlight the major causes of the
French Revolution.
 Guide students in reading highlights of the Declaration of the Rights of Man and
how to compare it to the Declaration of Independence.
 Discuss the events that took place from 1793-1794 and guide students in drawing
conclusions on how these events affected France economically, politically, and
socially.
 Demonstrate how to create a webbing diagram to describe the characteristics of
Napoleon.
 Using a map, show students the extent of Napoleon’s empire.
 Model how to create a timeline showing events surrounding the rise and fall of
Napoleon’s influence in Europe.
Independent Practice
 Demonstrate how to determine the effects of Napoleon's reign on France and on
Europe.
Extension
 Model how to use primary documents in order to conduct research.
SAISD © 2008-09 –Third Grading Period (Unit 1)
So students can…
 Create a social hierarchy chart that shows the three different estates and who were in
each of the estates of France during this time period.
 Create a pie graph showing the demographic data of each of the three estates.
 Answer the following question below the chart and graph, “How did the role of the
estate system in France lead to discontent of the majority?”
 Create a causal chain demonstrating the different events that would lead to the
French Revolution.
 Create a compare and contrast chart for the Declaration of the Rights of Man and the
American Declaration of Independence.
 Write three summary statements on how the American Declaration of Independences
influenced the French Declaration of the Rights of Man.
 Create a chart demonstrating the major events that occurred from 1793 – 1794 and
whether or not each even affected France politically, economically or socially.
 Create a webbing diagram to show the characteristics of Napoleon and his form of
government while he was the leader of France.
 Using a blank outline map of Europe during this period of time, label the major
countries, major geographical regions, the extent of Napoleon’s empire and areas of
major military conflicts during the Napoleonic era.
 Create a timeline to demonstrate the rise to and fall from power of Napoleon.
 Create a graphical chart to demonstrate the effects of the Napoleonic Era on France
and on Europe.
 Use various Declarations of Independence from other nations and create a
comparative report analyzing how other nations have declared their independence.
Social Studies World History
Page 13 of 17
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 End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Vocabulary:
 The Three Estates
 bourgeoisie
 republic
 equality
 Tennis Court Oath
 Storming of the Bastille (Bastille Day)
 Declaration of the Rights of Man
 Constitution of 1791
 guillotine
 suffrage
 nationalism
 Maximilien Robespierre
 Reign of Terror
 secular
 Napoleon Bonaparte
 Napoleonic Code
 Waterloo
 Congress of Vienna
Resources
Textbook:
□ Prentice Hall – World History: Connections to Today – Chapter 19
District Resources
Print Resources
□ World Almanac
□ Globe
□ Tennis Court Oath
□ Declaration of the Rights of Man
□ Constitution of 1791
Internet Resources
□ TEA - SSC
□ SAISD – Social Studies
□ Google Earth
Media Resources
□ PowerMedia Plus
Evidence of Learning
Differentiation
Interims/TAKS/Benchmarks
College-Readiness
Anticipated Skills for SAT/ACT/College Board
 Use primary sources of this era and create a DBQ
project in small teams.
What do you do for students who need extra
support?
 Create a foldable comparing the American
Revolution to the French Revolution.
 Create an illustrated timeline to highlight the
important events of the French Revolution.
What do you do for students who master the learning
quickly?
 Create a presentation on the effects of the French
Revolution on the development of democraticrepublican government, the rule of law, the rights
and responsibilities of citizens, and equality before
the law.
SAISD © 2008-09 –Third Grading Period (Unit 1)
Social Studies World History
Page 14 of 17
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 End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
SAISD © 2008-09 –Third Grading Period (Unit 1)
Social Studies World History
Page 15 of 17
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 End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Lesson 6: Revolutions in Europe and Latin America
CURRICULUM GUIDE
Essential Questions
Essential Pre-requisite Skills
□
□
What political, economic and social issues and events would lead to revolutions in
Europe and Latin America?
How was Europe affected by the revolutions that occurred during the 19 th
Century?
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
 Pass out copies of the translated version of Sentimientos de la Nación
 Discuss the differences between the Mexican Declaration and the American
Declaration.
Guided Practice
 Guide students in a discussion of the differences in ideologies in Europe during
this period of time.
 Model how to create a chart demonstrating the different independence
movements and revolutions in Europe during this period in time.
1. Serbia
2. Greece
3. Belgium
4. France 1830
5. France 1848
6. Austria
7. Italy
8. German States
 Demonstrate how to create a social and ethnic hierarchy chart for the populations
in Latin America
 Model how to create a chart demonstrating the different independence
movements in Latin America during this period in time.
1. Haiti
2. Mexico
3. Venezuela
4. Brazil
Independent Practice
 Summarize the different revolutions of Europe and Latin America with students.
 Ask the guiding questions from this lesson.
SAISD © 2008-09 –Third Grading Period (Unit 1)
So students can…
 Create a chart demonstrating the differences and similarieties between the American
Declaration of Independence and the Sentiments of the Nation from Mexico.
 Create a compare and contrast chart to demonstrate the ideals and characteristics of
conservatism, liberalism and nationalism.
 Create a chart demonstrating the listed independence movements and revolutions
that occurred in Europe during this time period.
 With a partner, create a foldable book outlining the different revolutions and
independence movements in Europe during this era.
 Write five statements on how these movements were similar and five statements on
how they were different.
 Using demographic data, create a pie graph using social and eithnic heirarchy.
 Based upon the information presented, write the conclusions on the poplutaion of
Latin America.
 Create a chart demonstrating the listed independence movements and revolutions
that occurred in Latin America during this time period.
 With a partner, create a foldable book outlining the different revolutions and
independence movements in Latin America during this era.
 Write five statements on how these movements were similar and five statements on
how they were different.
 With a partner, write five summary statements about the revolutions in Latin America
and Europe.
 Answer the guiding questions from this lesson in detail.
Social Studies World History
Page 16 of 17
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 End of Course (EOC) eligible knowledge and skills are identified as Power Standards.
Vocabulary:
 universal manhood suffrage
 ideology
 conservatism
 liberalism
 nationalism
 autonomy
 Frankfurt Assembly
 Father Miguel Hidalgo
 Augustin I
 Simon Bolivar
Resources
Textbook:
□ Prentice Hall – World History: Connections to Today – Chapter 21
District Resources
Print Resources
□ World Almanac
□ Globe
Internet Resources
□ TEA - SSC
□ SAISD – Social Studies
□ Google Earth
Media Resources
□ PowerMedia Plus
Evidence of Learning
Differentiation
What do you do for students who need extra
support?
 Use the vocabulary, people and events from this
lesson and create flash cards.
 Create a visual flip-book using the European and
Latin American nations studied in this unit.
Interims/TAKS/Benchmarks
The man considered to be the “George Washington” of
Latin America is
A. Augustin I
B. Simon Bolivar
C. Fidel Castro
D. Santa Anna
College-Readiness
Anticipated Skills for SAT/ACT/College Board
 Conduct research on current revolutions and
compare the aims and the goals of them to the
revolutions from this unit.
What do you do for students who master the learning
quickly?
 Create a virtual museum with each group
researching and creating displays on a revolution
from this lesson.
SAISD © 2008-09 –Third Grading Period (Unit 1)
Social Studies World History
Page 17 of 17
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 End of Course (EOC) eligible knowledge and skills are identified as Power Standards.