Download Rigorous Curriculum Design

WS/FCS
Unit Planning Organizer
Subject(s)
Grade/Course
Unit of Study
Unit Title
Pacing
Social Studies
9th Grade
Revolutionary Ideas (6.1, 6.2, 6.3, 6.4)
Unit 8: Changes throughout the World
11 days (block)

Conceptual Lenses
Changes
Unit Overview
Points of focus in this unit include changes in government, economics, society and culture.
 Philosophical and Scientific theories: manifest as changes in the political, economic, and
social systems.
 Political upheaval/revolutions: the transformation of governmental systems as a result of
changes in ideas and expectations.
 Geographic and technological advantages: tied to the rise of industrialism and subsequent
environmental consequences.
 Social and Economic Reforms: as a result of the Industrial Revolution
Unit Enduring Understanding(s)
Unit Essential Question(s)
1. New ideas, theories and political thought often
help engineer foundations for changes in
government, economies and societies
2. Changes due to revolution can lead to the
establishment of new types of government
3. Technology often leads to the desire for
additional resources
4. New economic patterns often result in the
need for social and economic reforms
1. How did enlightened ideas influence changes
in society?
2. How do revolutions inspire new political
systems?
3. How does technology lead to the desire for
additional resources?
4. What are the social and political effects of
new economic opportunities?
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Essential State Standards
Priority Objectives
Supporting Objectives
WH.H.6.1 Explain how new ideas and theories of
the universe altered political thought and affected
economic and social conditions
WH.H.6.2 Analyze political revolutions in terms of
their causes and impact on independence,
governing bodies and church-state relations.
WH.H.6.3 Explain how physical geography and
natural resources influenced industrialism and
changes in the environment
WH.H.6.4 Analyze the effects of industrialism and
urbanization on social and economic reform
“Unpacked” Concepts
(students need to know)
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
(students need to be
able to do)
WH.H.6.1
Explain
WH.H.6.2
Analyze (cause and
impact)
WH.H.6.3
 physical geography and natural resources
 industrialism and changes in the environment
WH.H.6.3
Explain (the influence)
WH.H.6.4
 industrialism and urbanization
 social and economic reform
WH.H.6.4
Analyze (effects of)
COGNITION
(RBT Level)
WH.H.6.1
Understand
WH.H.6.2
Analyze
WH.H.6.3
Understand
WH.H.6.4
Analyze
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Unit “Chunking” & Enduring
Understandings
Philosophical and Scientific
theories
Intellectual developments often
challenge the status quo and
may result in societal changes
Political upheaval/revolutions
The demand for human and
civil rights often increases as
the demand for economic
opportunities increase.
Geographic and technological
advantages:
As technology improves
societies often become more
urban, demand more
commercial goods and labor
saving devices.
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Social and Economic Reforms
States increase their spheres
of influence often to compete
for resources and power
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Essential Factual
Content
Suggested Lesson
Essential Questions
Scientific
Revolution
Enlightenment
Nation-states
How is intellectual
development a catalyst
for change?
X
X X
Rights
Freedom
Independence
Popular
sovereignty
Revolution
Urbanization
Industrialization
Mass production
Markets
Factories
Population
growth
Technological
and agricultural
changes
Capital (money)
Investments
Economic
systems
Sphere of
influence
Resources
Colonization
Imperialism
Socialism
Communism
Capitalism
What factors result in the
demand for freedom?
X
X
X
X X X
X X
X X
How did technological
improvements change
societies?
What are the geopolitical
causes of land
expansion?
H G C E C
&
G
X
Sub Concepts
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HISTORY
GEOGRAPHY
Competition
Power
Resources
Expansion
CIVICS &
GOVERNMENT
Revolution
Challenge
ECONOMICS CULTURE
Economic
Opportunities
Resources
Technological
improvements
Society
Civil Rights
Language Objective EXAMPLES

Key Vocabulary LO: SWBAT define and explain the terms urbanization, Popular
sovereignty, Scientific revolution, capital and revolution.

Language Functions LO: SWBAT explain how the enlightened ideas influence changes in
society.

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).

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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