Map Writing with Design in Mind Exercise
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1 Map Writing with Design in Mind Exercise Map Type: World History Curriculum Map UNIT NAME: Age of Revolution Course: 7 th Social Studies Teacher Name(s): A. DeBerry, India Martin Content Skills Assessments Defined Noun (Evaluation: ) Activities/ Strategies Standard s A. Scientific Revolution -Revolution & Astronomy -Breakthroughs in medicine & chemistry -Descartes & reason -The Scientific Method -Scientists of this period and their impact on society (Boyle, Harvey, Bacon, Newton, Vesalius) -Women of this period (Cavendish, Winkelmann) RESOURCES: -various text pulled from supplemental books purchased by the teacher -World History text -History for Us All site lesson A1. Construct a graphic organizer to organize significant facts in various fields during the Scientific Revolution. A2. Research intellectuals of the Scientific Revolution and describe their contribution in writing. A1-A2. Teacher made assessment; teacher A1-2. exit tickets; teacher A2. completion of graphic organizers; rubistar rubric/teacher made rubric A2. research chart; rubric from teacher A1-2. cooperative learning activities; rubistar rubric. A. A1. Foldable B. A2. Internet research on an intellectual of the revolution. A. A.7.C&G.1.1
2 UNIT NAME: Age of Revolution Content Skills Assessments Defined Noun (Evaluation: ) Activities/ Strategies Standard s B. Enlightenment -Mary Wollstonecraft -Revolution of Ideas: rationality, progress, freedom of thought, humanitarianism -Enlightenment Thinkers: Hobbes, Locke, Franklin, Jefferson, Voltaire RESOURCES: -History for Us All site -World History text B1. Construct a foldable to explain using various methods definitions of Enlightenment vocabulary. B2. Describe the changing ideas of the Enlightenment in writing. B3. Compare using a chart the ideas and influence of twelve Enlightenment thinkers. B1-B3. Teacher made assessment; teacher B1-B3. Reflections-rubric given at beg. of year on how those are assessed. B1-B3.exit tickets; teacher B3. cooperative learning activity; rubric given B2. Adaptation of Mary Wollstonecraft reading, video bio. B3. Project quotes by famous Enlightenment thinkers and have students tell which idea is reflected in the quote and to justify their answer. B. 7.C.1.1 B3. Enlightenment Thinker packets to complete graphic organizer. C. French Revolution -Causes & major events surrounding the French Rev. -terms -3 estates -Bourbon Kings & Marie Antoinette -Napoleon RESOURCES: -information pulled from supplemental texts C1. Define the terms of the French Revolution by playing voc. game. C2. Use a problem solving process to identify a problem, gather information, list and consider options, consider advantages/disadvantages, choose and implement a solution, and evaluate the effectiveness in writing. C3. Compare the contributions of the Bourbon Kings and Marie Antoinette in writing. C4. Analyze what led the king and queen to be sent to the guillotine in writing. C1. Teacher check game results C2. Journal entries; rubric given C1-C7-. Teacher made assessments; teacher C6. Cooperative learning assignment; rubric given C1. Voc. game C3. Graphic organizers of the three estates. C2-C7. Guided notes C6. Construction of timelines C7. Video of Napoleon. C. 7.H.2.1, 2.3, 7.C&G.1.1-4, 7.C.1.1-2
3 UNIT NAME: Age of Revolution Content Skills Assessments Defined Noun (Evaluation: ) Activities/ Strategies Standard s purchased by teacher. C5. Voice their opinions in writing about the king and queen. C6. Construct a timeline of events for the Reign of Terror. C7. Describe in writing the influence of Napoleon. D. Industrial Revolution -Cause and effect of inventions on the textile industry -Inventions (flying shuttle, cotton gin, water frame, assembly line, Morse code, steam engine, telegraph, power loom, phonograph, etc.) -Mills; Mill Owners; Slater and Lowell -Urban vs. Rural lifestyle; past vs. present -Corruption Boss Tweed -Problems in the factory system. -Child labor past vs. present -Unions/strikes RESOURCES: -Read-write-think site -video clips from web D1. Reflect in writing and using a map discuss why industries first developed in Great Britain. D2. Describe in writing the importance of the early inventions. D3. Identify causes and effects of those inventions. D4. Make manipulative to understand the textile industry during the Industrial Revolution. D5. Research inventions of the Industrial revolution. D6. Describe in writing how and why those inventions were important. D7. Identify the various inventions by participating in a gallery walk. D8. Generate a list in writing of how and why industries came to America. D9. Compare and contrast using a Venn diagram Samuel Slater and Francis Lowell. D10. Construct a circle map on farm life during the IR and modern. D11. Determine in writing the benefits and hardships of city life. D12. Generate the effects of the Great Fire D1-20. Teacher made assessments; teacher D1-20. Daily reflections; rubric given at beginning of the year. D7, 14,16,17,19. Cooperative learning activities; rubric given D20. Technology project; rubistar rubric. D1. Use maps to discuss industries D1-3. Cause and effect chart on textile industry D4. Assembly Line Simulation D5-7. Research inventions D8-9. Venn diagrams of Slater/Lowell D10. Circle map of modern farm life/farm life during IR. D Compare city life past/present D1. 4Analyze political cartoons of Boss Tweed D13. Create wanted poster for Boss Tweed D. 7.H.2.1, 2.3,7.G1.2-3, 7.H.1.1-3
4 UNIT NAME: Age of Revolution Content Skills Assessments Defined Noun (Evaluation: ) Activities/ Strategies Standard s -supplemental books purchased by teacher. of 1871 and how that affected the Chicago area both short term and long term. D13. Create a wanted poster of Boss Tweed. D14. Describe in writing the hindrance of having corrupt/dishonest politicians. D15. Generate a list of problems within the factory systems during the IR. D16. Determine in writing the hardships of workers in the factory system. D17. Study photographs to gather facts, make inferences, generate questions, and evaluate bias on child labor. D18. Construct a graphic organizer to compare two different child laborers. D19. Draw and explain in writing the differences b/t girl child workers and boy child workers. D20. Construct a power point on labor union topic. mentioning his crimes on the poster. D Create lists as to why parents, factory owners, and the government allow child labor to exist. D17. Analyzing a photographic document (child labor photos). D18. Read Scope magazine and examine video on Child Labor topic. D19. Point of View cards. D20. Research labor union topics (Cesar Chavez, Sam Gompers, Wobblies) to construct a power point to share with class. Don t forget intra-alignment coding Map Writing with Design in Mind Exercise
5 Map Type: World History: Curriculum Map UNIT NAME: Age of Revolution Course: 7 th Social Studies Teacher Name(s): A. DeBerry, India Martin Enduring Understandings (Big Ideas) A. Scientific Revolution B. Enlightenment C. French Revolution D. Industrial Revolution Stage 1 Desired Results Essential Question(s) / Supporting Question(s): A. What were some of the effects of the new scientific theories and discoveries? A. What important discoveries were made during the Scientific Revolution? A. What obstacles did women scientists face in the Scientific Revolution? B. Do you agree that Enlightenment was needed? Why/why not? B. What influence do you think ideas of the Enlightenment thinks have on society and government today? C. What are the pros and cons of the three estates? C. How did the Bourbon Kings and Marie Antoinette impact their country? C. Were the Third Estates members justified in revolting? Why/why not? C. Was it right for the king and queen to be led to the guillotine? C. How can bad leadership be changed? C. What causes people to lose sight of their purpose when trying to gain something whether good/bad? D. Why was England an envied nation? D. Why was the Industrial Revolution inevitable? D. What was a major impact of going from the farm to the factory? D. Which invention do you feel had the most impact on society and why? D. What led to the development of the mills? D. How have the benefits and hardships of city life changed today?
6 D. How have times of crisis affected society? D. How does Boss Tweed compare to politicians today? D. How did factory conditions impact the population of workers? D. How does life differ today as a child vs. back during the IR? D. What sort of injustices do we still see today with child labor? D. How has child labor evolved? D. How do labor unions benefit and hinder the people they support? Content (Students will know...) A. Scientific Revolution -Revolution & Astronomy -Breakthroughs in medicine & chemistry -Descartes & reason -The Scientific Method -Scientists of this period and their impact on society (Boyle, Harvey, Bacon, Newton, Vesalius) -Women of this period (Cavendish, Winkelmann) B. Enlightenment -Mary Wollstonecraft -Revolution of Ideas: rationality, progress, freedom of thought, humanitarianism -Enlightenment Thinkers: Hobbes, Locke, Franklin, Jefferson, Voltaire C. French Revolution -Causes & major events surrounding the French Rev. -terms -3 estates -Bourbon Kings & Marie Antoinette -Napoleon D. Industrial Revolution -Cause and effect of inventions on the textile industry -Inventions (flying shuttle, cotton gin, water frame, Skills (Students will be able to do) A1. Construct a graphic organizer to organize significant facts in various fields during the Scientific Revolution. A2. Research intellectuals of the Scientific Revolution and describe their contribution in writing. B1. Construct a foldable to explain using various methods definitions of Enlightenment vocabulary. B2. Describe the changing ideas of the Enlightenment in writing. B3. Compare using a chart the ideas and influence of twelve Enlightenment thinkers. C1. Define the terms of the French Revolution by playing voc. game. C2. Use a problem solving process to identify a problem, gather information, list and consider options, consider advantages/disadvantages, choose and implement a solution, and evaluate the effectiveness in writing. C3. Compare the contributions of the Bourbon Kings and Marie Antoinette in writing. C4. Analyze what led the king and queen to be sent to the guillotine in writing. C5. Voice their opinions in writing about the king and queen. C6. Construct a timeline of events for the Reign of Terror. C7. Describe in writing the influence of Napoleon. D1. Reflect in writing and using a map discuss why industries first developed in Great Britain.
7 assembly line, Morse code, steam engine, telegraph, power loom, phonograph, etc.) -Mills; Mill Owners; Slater and Lowell -Urban vs. Rural lifestyle; past vs. present -Corruption Boss Tweed -Problems in the factory system. -Child labor past vs. present -Unions/strikes D2. Describe in writing the importance of the early inventions. D3. Identify causes and effects of those inventions. D4. Make manipulative to understand the textile industry during the Industrial Revolution. D5. Research inventions of the Industrial revolution. D6. Describe in writing how and why those inventions were important. D7. Identify the various inventions by participating in a gallery walk. D8. Generate a list in writing of how and why industries came to America. D9. Compare and contrast using a Venn diagram Samuel Slater and Francis Lowell. D10. Construct a circle map on farm life during the IR and modern. D11. Determine in writing the benefits and hardships of city life. D12. Generate the effects of the Great Fire of 1871 and how that affected the Chicago area both short term and long term. D13. Create a wanted poster of Boss Tweed. D14. Describe in writing the hindrance of having corrupt/dishonest politicians. D15. Generate a list of problems within the factory systems during the IR. D16. Determine in writing the hardships of workers in the factory system. D17. Study photographs to gather facts, make inferences, generate questions, and evaluate bias on child labor. D18. Construct a graphic organizer to compare two different child laborers. D19. Draw and explain in writing the differences b/t girl child workers and boy child workers. D20. Construct a power point on labor union topic. Standards: 7.C&G.1.1, 7.H.2.1, 2.3,7.G1.2-3, 7.H.1.1-3, 7.C.1.1, 7.H.2.1, 2.3, 7.C&G.1.1-4, 7.C.1.1-2
8 Assessment Evidence Performance Task(s) Defined Noun (Evaluation: ) Teacher made tests (mc, short answer), exit tickets, research assignments; teacher and rubric given for research assignment. Stage 2 Acceptable Evidence Assessment Evidence (Other Evidence) Defined Noun (Evaluation: ) Interactive notebook reflections, cooperative learning assignments, oral discussion; rubrics given Activities/Strategies A1. Foldable A2. Internet research on an intellectual of the revolution. B2. Adaptation of Mary Wollstonecraft reading, video bio. B3. Project quotes by famous Enlightenment thinkers and have students tell which idea is reflected in the quote and to justify their answer. B3. Enlightenment Thinker packets to complete graphic organizer. C1. Voc. game C3. Graphic organizers of the three estates. C2-C7. Guided notes C6. Construction of timelines C7. Video of Napoleon. D1. Use maps to discuss industries D1-3. Cause and effect chart on textile industry D4. Assembly Line Simulation D5-7. Research inventions D8-9. Venn diagrams of Slater/Lowell D10. Circle map of modern farm life/farm life during IR. D Compare city life past/present D1. 4Analyze political cartoons of Boss Tweed D13. Create wanted poster for Boss Tweed mentioning his crimes on the poster. D Create lists as to why parents, factory owners, and the government allow child labor to exist. D17. Analyzing a photographic document (child labor Stage 3 Plan Learning Experiences and Instruction Resources A. World History text A. computer lab B. World History text B. History for us all lesson packet on thinkers. C. Notes pulled together on the French Revolution C. Internet resources D. Books from library on topic D. Read, Write, Think website D. internet D. Computer lab
9 photos). D18. Read Scope magazine and examine video on Child Labor topic. D19. Point of View cards. D20. Research labor union topics (Cesar Chavez, Sam Gompers, Wobblies) to construct a power point to share with class. Don t forget intra-alignment coding
French Revolution [10th grade]
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