World History 2, Quarter 1, Unit 1 of 3 Age of Revolution: Causes and Consequences Political Revolution. Overview. (1 day = minutes)

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "World History 2, Quarter 1, Unit 1 of 3 Age of Revolution: Causes and Consequences Political Revolution. Overview. (1 day = 50-55 minutes)"

Transcription

1 World History 2, Quarter 1, Unit 1 of 3 Consequences Political Revolution Overall days: 14 (1 day = minutes) Overview Purpose In this unit, students investigate the popular revolutionary movements of the late eighteenth and early nineteenth centuries that dramatically reshaped ideas about government and political power, first in countries around the rim of the Atlantic Ocean and, eventually, throughout the world. The unit first explores how the American and French revolutions offered to the world the potent ideas of popular sovereignty, inalienable rights, and nationalism. Students then consider the constitutional and nationalist ideals that inspired independence movements in Haiti and throughout Latin America. The unit also considers the political and social groups that tried to limit or undermine democratic governments. Content to be learned Understand the origins and key events of the French Revolution. Understand the leading ideas of the French Revolution in comparison with those of the American Revolution. Describe the fundamental features and outcomes of the Haitian and South American rebellions. Explain why the South American and Haitian movements succeeded. Processes to be used Compare and contrast differing movements, institutions, and ideas related to the American and French revolutions. Investigate historical data on social equality, democracy, human rights, constitutionalism, and nationalism in these revolutionary movements. Examine multiple causations to explain factors in the outbreak of revolutionary movements in Haiti and in Central and South America. Collect evidence of antecedent circumstances to investigate the political roles of Creole elites, the Catholic Church, and mestizo, mulatto, and Indian populations in the independence movements. Essential questions students should be able to answer by end of unit What were the principal similarities and differences between the political revolutions in Europe and those in the Americas of the late 18th and early 19th centuries? How did revolutions and revolutionary ideologies contribute to both political and social transformations in Europe and in the Americas in the late 18th and early 19th centuries? In the broad context of world history, how did the revolutions of the late 18th and early 19th centuries change fundamental ideas about the exercise of political power and authority in states? Providence Public Schools, in collaboration with the D-1

2 World History 2, Quarter 1, Unit 1 Version 2 Consequences Political Revolution (14 days) Written Curriculum Grade-Span Expectations C&G 1: People create and change structures of power, authority, and governance in order to accomplish common goals. C&G 1 (9-12) 2 Students demonstrate an understanding of sources of authority and use of power, and how they are/can be changed, by a. identifying how actions of a government affect relationships involving the individual, society and the government (e.g., Homeland Security) C&G 3: In a democratic society, all people have certain rights and responsibilities. C&G 3 (9-12) 1 Students demonstrate an understanding of citizens rights and responsibilities by b. comparing and contrasting human rights provided for in various seminal documents or materials (e.g., Declaration of the Rights of Man, Universal Declaration of Rights, International Convention on the Rights of the Child, and other international documents) National Standards for History (World History, Grades 5 12) Era 7: An Age of Revolutions, Standard 1: The causes and consequences of political revolutions in the late 18th and early 19th centuries. 1A The student understands how the French Revolution contributed to transformations in Europe and the world. Therefore, the student is able to Compare the causes, character, and consequences of the American and French revolutions. [Compare and contrast differing movements, institutions, and ideas] Analyze leading ideas of the revolution concerning social equality, democracy, human rights, constitutionalism, and nationalism and assess the importance of these ideas for democratic thought and institutions in the 20th century. [Interrogate historical data] 1B The student understands how Latin American countries achieved independence in the early 19th century. Therefore, the student is able to Analyze the influence of the American, French, and Haitian revolutions, as well as late 18th-century South American rebellions, on the development of independence movements in Latin America. [Analyze multiple causation] Analyze the political and ideological objectives of the independence movements between 1808 and 1830 and explain why these movements succeeded. [Interrogate historical data] Compare the political roles of Creole elites, the Catholic Church, and mestizo, mulatto, and Indian populations in the independence movements. [Marshal evidence of antecedent circumstances] Common Core State Standards for Literacy in History/Social Studies Text Types and Purposes WHST Write arguments focused on discipline-specific content. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing D-2 Providence Public Schools, in collaboration with the

3 World History 2, Quarter 1, Unit 1 Consequences Political Revolution (14 days) Version 2 claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Production and Distribution of Writing WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Notes, Clarifications, and Prerequisites Ideals of democracy, social equality, human rights, constitutionalism, and nationalism are introduced here, but they will be addressed throughout the year. Exploring citizens rights and responsibilities through the lens of comparing and contrasting human rights based on primary documents is new to the grade span. Instruction should include these documents. Also new to the grade span is the study of the effect of governmental action on the individual and society. Instruction should include this cause effect relationship during the unit. Providence Public Schools, in collaboration with the D-3

4 World History 2, Quarter 1, Unit 1 Version 2 Consequences Political Revolution (14 days) Taught Curriculum Learning Objectives Students will be able to: Compare the causes, character, and consequences of the American, French, Haitian, and Latin American revolutions, including analysis of ways in which societies were transformed. (8 days) Explain basic principles of revolutionary ideologies of this era, including popular sovereignty, constitutionalism, inalienable rights, and nationalism. (6 days) Resources Modern World History, Pearson, 2010 Chapter 18 (pp ) Chapter 20 (pp ) Chapter 20, Section 1 Transparency 144A Transparency 119 Transparency 123 Assessment Rubrics (p. 6) World History for Us All Big Era 7, Panorama Teaching Unit Big Era 7, Landscape Teaching Unit 7.2 (The Atlantic Revolutions as a World Event) Facing History and Ourselves Jigsaw Developing Community and Disseminating Knowledge, strategies/jigsaw-developing-community-d Instructional Considerations Key Vocabulary aristocracy bourgeoisie constitution divine right nationalism popular sovereignty revolution secularism Planning and Instructional Delivery Considerations This unit addresses revolutionary movements in France and in the Americas in the late 18th and early 19th centuries. Students will be able to compare and contrast differing sets of ideas, draw comparisons across various regions, obtain historical data from a variety of sources, draw upon data in historical maps, and analyze cause-and effect-relationships. The strategies listed below represent a menu of choices and possibilities to support each learning objective. Use the chapters in the Pearson text and the transparencies listed in the Resources section to support students throughout this unit. D-4 Providence Public Schools, in collaboration with the

5 World History 2, Quarter 1, Unit 1 Consequences Political Revolution (14 days) Version 2 The following teaching strategies are aligned to the order of the Learning Objectives. To ensure that students will be able to compare the causes, character, and consequences of the American, French, Haitian, and Latin American revolutions, including analysis of ways in which societies were transformed (8 days): Teach Lesson 1 (The Atlantic Revolutions) in the Panorama Teaching Unit (The Modern Revolution) in Big Era 7 in World History for Us All. Standard 3: Historical analysis and interpretation To ensure that students will be able to explain basic principles of revolutionary ideologies of this era, including popular sovereignty, constitutionalism, inalienable rights, and nationalism (6 days): Teach Lessons 1 (Definitions of Liberty), 2 (The Contagion of Revolution), and 3 (Leaders Views of Liberty) in Landscape Teaching Unit 7.2 (The Atlantic Revolutions as a World Event) in Big Era 7 in World History for Us All. Standard 2: Historical comprehension Additional Teaching Strategies Re-create the meeting of the Estates-General by assigning students as representatives of the First, Second, and Third estates. Have groups write a position paper for each estate that states which classes it represents, the rights and privileges of each, and what it expects to achieve at the meeting Have students create a political spectrum chart showing the ideological positions of radicals, liberals, moderates, conservatives, and reactionaries during the French Revolution. Have students provide an example of the actions of an individual or of an event that is characteristic of each position Have students assume the role of different groups in Haiti, such as plantation owners, free blacks, and slaves. From these perspectives, students will construct an account of the fears, demands, and actions of each group in the Haitian Revolution. Standard 3: Historical analysis and interpretation Have students construct and compare maps of Latin America in 1790 and in Identify and label the key colonial powers in 1790 and the new independent countries in Lead a discussion that explains the fundamental reasons that the map was so drastically changed. Using information from the textbook, have students construct Venn diagrams that compare (a) the French and Haitians revolutions, (b) the Haitian Revolution and the Mexican War of Independence, and (c) the social and political conditions in Latin America before and after independence. Jigsaw activity: Form four groups, each group representing one of the following historical groups in Latin America: Creoles, Mestizos, Native Americans, and African slaves. Each group will write a manifesto in favor of or opposed to the rebellion. The manifesto should include injustices each group faced in society, a path to solving injustices, the ideology that would work best for each group, and why. Select primary and secondary sources from the textbook and provide supplemental materials that will support students investigation of this topic. This strategy asks a group of students to become experts on this issue. Each group will present their manifesto and supporting evidence to the class. (See the Facing History website s Jigsaw page for more information about this teaching strategy.) Standard 4: Historical research Have students create a report card for historical figures from the French, Haitian, or Latin American revolutions (e.g., Toussaint L Ouverture, Louis XVI, Marie Antoinette, Olympe de Gouges, Father Miguel Hidalgo, Father José Morelos, José de San Martín, Simón Bolívar, etc.). Each figure will be graded on the following criteria: leadership, planning/organization, treatment of others, fulfillment of expectations, and contributions to history. Students should provide an explanation to define the grades and criteria. Standard 3: Historical analysis and interpretation Providence Public Schools, in collaboration with the D-5

6 World History 2, Quarter 1, Unit 1 Version 2 Consequences Political Revolution (14 days) Assessed Curriculum Formative Assessments Provide feedback to students through daily monitoring of student understanding using a variety of methods. For example, use exit cards. Have students answer questions on paper before they leave the class. Keep the activity prompt specific and brief to check for understanding of the day s concepts. For instance, to check students comprehension of the similarities among various revolutions, ask students to respond to the following prompt: From what social/economic class(es) did many of the revolutionary leaders come? To assess the progress of understanding: how to compare the causes, character, and consequences of the American, French, Haitian, and Latin American revolutions including analysis of ways in which societies were transformed, give students the following assignment: Prepare a four-column chart comparing a Latin American independence movement with the American, French, and Haitian revolutions. The headings for the four columns should be Latin American, French, Haitian, and American. Each column should contain answers to the following questions: How were pre-independence social conditions the same in each country? How were pre-independence political conditions the same? How were pre-independence social conditions different? How were pre-independence political conditions different? What regimes and policies did each movement oppose? How did revolutions justify their independence claims? To what extent did the revolutionaries represent their particular class? Each column must have one answer for each question. how to explain basic principles of revolutionary ideologies of this era, including popular sovereignty, constitutionalism, inalienable rights, and nationalism, have students write a short analysis of the extent to which the concepts of popular sovereignty, inalienable rights, and nationalism are represented in the following excerpted documents: the American Declaration of Independence, the French Declaration of the Rights of Man, the Haitian Act of Independence, and Simón Bolívar s Message to the Congress of Angostura. Standard 2: Historical comprehension Summative Assessment To address the Essential Questions, students are to write a persuasive essay that establishes which of the Atlantic revolutions was, in fact, most revolutionary. Student claims and arguments are to be substantiated with historical evidence. Use the Rubric for Assessing Writing (Assessment Rubrics, p. 6) to provide a common means to score the essays. When students are working on this summative assessment, take the opportunity to implement writing standards for literacy in history/social studies WHST and WHST D-6 Providence Public Schools, in collaboration with the

7 World History 2, Quarter 1, Unit 1 Consequences Political Revolution (14 days) Version 2 Notes Providence Public Schools, in collaboration with the D-7

8 World History 2, Quarter 1, Unit 1 Version 2 Consequences Political Revolution (14 days) D-8 Providence Public Schools, in collaboration with the

World History 2, Quarter 1, Unit 2 of 3 Age of Revolution: Causes and Consequences The Industrial Revolution, 1700 1850. Overview

World History 2, Quarter 1, Unit 2 of 3 Age of Revolution: Causes and Consequences The Industrial Revolution, 1700 1850. Overview World History 2, Quarter 1, Unit 2 of 3 Age of Revolution: Causes and Consequences The Industrial Revolution, 1700 1850 Overall days: 13 (1 day = 50-55 minutes) Overview Purpose This unit introduces students

More information

Grade 7 U.S. History, Quarter 3, Unit 2 of 3 The Declaration of Independence. Overview

Grade 7 U.S. History, Quarter 3, Unit 2 of 3 The Declaration of Independence. Overview Grade 7 U.S. History, Quarter 3, Unit 2 of 3 The Declaration of Independence Overall days: 11 (1 day = 50-55 minutes) Purpose Overview The purpose of this unit is to introduce students to the Declaration

More information

World History 2, Quarter 3, Unit 1 of 3 The Great Depression and Its Impact. Overview

World History 2, Quarter 3, Unit 1 of 3 The Great Depression and Its Impact. Overview World History 2, Quarter 3, Unit 1 of 3 The Great Depression and Its Impact Overview Overall days: 15 (1 day = 50-55 minutes) Purpose In this unit, students first examine the causes and consequences of

More information

Grade 7 U.S. History, Quarter 3, Unit 1 of 3 Road to Revolution. Overview

Grade 7 U.S. History, Quarter 3, Unit 1 of 3 Road to Revolution. Overview Grade 7 U.S. History, Quarter 3, Unit 1 of 3 Road to Revolution Overall days: 11 (1 day = 50-55 minutes) Purpose Overview This unit addresses the causes of the American Revolution, beginning with the sources

More information

Grade 6 World History, Quarter 2, Unit 1 of 3 Early River Valley Civilizations. Overview. (1 day = 55 minutes)

Grade 6 World History, Quarter 2, Unit 1 of 3 Early River Valley Civilizations. Overview. (1 day = 55 minutes) Grade 6 World History, Quarter 2, Unit 1 of 3 Early River Valley Civilizations Overall days: 11 (1 day = 55 minutes) Overview Purpose Between about 4500 and 2000 BCE, complex agricultural societies emerged

More information

Unit 3: Revolutions and Reaction

Unit 3: Revolutions and Reaction Modern World History Curriculum Source: This image from http://en.wikipedia.org/wiki/file:francois-louis-joseph_watteau_001.jpg has been licensed for use through the GNU Free Documentation License Agreement.

More information

The French Revolution Begins Close Read

The French Revolution Begins Close Read The French Revolution Begins Close Read Standards Alignment Text with Close Read instructions for students Intended to be the initial read in which students annotate the text as they read. Students may

More information

American Literature, Quarter 1, Unit 3 of 3 Revolutionary Nonfiction. Overview

American Literature, Quarter 1, Unit 3 of 3 Revolutionary Nonfiction. Overview American Literature, Quarter 1, Unit 3 of 3 Revolutionary Nonfiction Overview Overall days: 12 (1 day = 50-55 minutes) Purpose The focus of this unit is nonfiction from the period of the American Revolution

More information

Grade 6 World History, Quarter 1, Unit 2 of 3 Migration of Early Humans. Overview

Grade 6 World History, Quarter 1, Unit 2 of 3 Migration of Early Humans. Overview Grade 6 World History, Quarter 1, Unit 2 of 3 Migration of Early Humans Overall days: 8 (1 day = 50-55 minutes) Purpose Overview In this unit, students investigate the peopling of the world, the first

More information

SOCIAL STUDIES GRADE 9. Curriculum Map and Standards MODERN WORLD HISTORY. Office of Teaching and Learning Curriculum Division

SOCIAL STUDIES GRADE 9. Curriculum Map and Standards MODERN WORLD HISTORY. Office of Teaching and Learning Curriculum Division SOCIAL STUDIES MODERN WORLD HISTORY GRADE 9 Curriculum Map and Standards 2015-2016 Aligned with Ohio s Learning Standards for Social Studies and the Common Core State Standards for Literacy in History/Social

More information

American Literature, Quarter 1, Unit 2 of 3 The Puritan Tradition and The Crucible. Overview. (1 day = 50-55 minutes)

American Literature, Quarter 1, Unit 2 of 3 The Puritan Tradition and The Crucible. Overview. (1 day = 50-55 minutes) American Literature, Quarter 1, Unit 2 of 3 The Puritan Tradition and The Crucible Overall days: 16 (1 day = 50-55 minutes) Overview Purpose This unit will focus on the beliefs of early American Puritans

More information

Desertification: Cause and Effect Students learn about the causes and effects of desertification threatening the African Sahel.

Desertification: Cause and Effect Students learn about the causes and effects of desertification threatening the African Sahel. Students learn about the causes and effects of desertification threatening the African Sahel. Author Grade Level Duration Barbara Stout 6-8 and 4-5 class periods National Geography Standards ELEMENT TWO:

More information

French Revolution [10th grade]

French Revolution [10th grade] Trinity University Digital Commons @ Trinity Understanding by Design: Complete Collection Understanding by Design 6-15-2006 French Revolution [10th grade] Jenna Smith Trinity University Follow this and

More information

Images of the French Revolution and Napoleon. Review A little information about Napoleon Map Work and the Congress of Vienna Reading

Images of the French Revolution and Napoleon. Review A little information about Napoleon Map Work and the Congress of Vienna Reading Images of the French Revolution and Napoleon Review A little information about Napoleon Map Work and the Congress of Vienna Reading Who are these people? What do these images represent? What in the World

More information

World Geography Social Studies Georgia Performance Standards

World Geography Social Studies Georgia Performance Standards World Geography The World Geography course provides students with an introduction to both physical and cultural geography. After an introduction to geography, students study each major region of the world.

More information

American Government/Civics

American Government/Civics American Government/Civics The government course provides students with a background in the philosophy, functions, and structure of the United States government. Students examine the philosophical foundations

More information

eday Lessons KAP Political Science

eday Lessons KAP Political Science KAP Political Science Standards Topic: Basic Principles of the U.S. Constitution Principles related to representative democracy are reflected in the articles and amendments of the U.S. Constitution and

More information

Academic Standards for Writing in History and Social Studies*

Academic Standards for Writing in History and Social Studies* Academic Standards for Writing in History and Social Studies* Grades 6 12 August 6, 2012 Pennsylvania Department of Education *Note: Draft version of the PA Common Core Standards, pending approval by the

More information

Unit 10: The 1950s and the Cold War

Unit 10: The 1950s and the Cold War Unit 10: The 1950s and the Cold War Chapters: 26-27 Essential Questions 1) How are domestic policies affected by foreign policy concerns? 2) How did the idea of the American Dream evolve along with the

More information

UNIT PLAN. Big Idea/Theme: During the Age of Revolutions, numerous political, social, and economic revolts occurred throughout the world.

UNIT PLAN. Big Idea/Theme: During the Age of Revolutions, numerous political, social, and economic revolts occurred throughout the world. UNIT PLAN Grade Level: Unit #: 3 Unit Name: Age of Revolutions 7 th Big Idea/Theme: During the Age of Revolutions, numerous political, social, and economic revolts occurred throughout the world. Culminating

More information

U.S. History (1890 Present), Quarter 1, Unit 4 of 4 The 1920s. Overview. (1 day = minutes)

U.S. History (1890 Present), Quarter 1, Unit 4 of 4 The 1920s. Overview. (1 day = minutes) U.S. History (1890 Present), Quarter 1, Unit 4 of 4 The 1920s Overall days: 9 (1 day = 50-55 minutes) Overview Purpose This unit discusses the brief period from the end of World War I to the eve of the

More information

Calamities and Recoveries in Afroeurasia,

Calamities and Recoveries in Afroeurasia, World History 1, Quarter 3, Unit 2 of 3 Calamities and Recoveries in Afroeurasia, 1300 1450 Overview Overall days: 14 (1 day = 50-55 minutes) Purpose This unit focuses on understanding the calamities that

More information

Final Exam Study Guide. HEY this doesn t look like my normal study guide!!!

Final Exam Study Guide. HEY this doesn t look like my normal study guide!!! Name: Date: Final Exam Study Guide HEY this doesn t look like my normal study guide!!! This is not your normal study guide and it will not be completed as such. We will be dividing the review up among

More information

Science, and Technical Subjects. History/Social Studies, Literacy in STANDARDS FOR

Science, and Technical Subjects. History/Social Studies, Literacy in STANDARDS FOR STANDARDS FOR Literacy in History/Social Studies, Science, and Technical Subjects 6 12 College and Career Readiness Anchor Standards for Reading The grades 6 12 standards on the following pages define

More information

Social Studies Grade 9: World Studies

Social Studies Grade 9: World Studies : World Studies Ninth Grade World Studies engages students in the study of development and evolution of the historic, economic, geographic, political and social structure of the cultural regions of the

More information

Sunday, September 22, 13

Sunday, September 22, 13 Objective: What were the causes and effects of the French Revolution? Warm-Up: Choose one. 1. Write about a time when you or someone you know had to stand up for what was right. 2. What do you think you

More information

STANDARDS FOR. Literacy in History/Social Studies. Grades 11/12

STANDARDS FOR. Literacy in History/Social Studies. Grades 11/12 STANDARDS FOR Literacy in History/Social Studies Grades 11/12 Introduction to the Common Core State Standards for Literacy in History/Social Studies Preparing Oregon s Students When Oregon adopted the

More information

World Literature, Quarter 1, Unit 2 of 3 Greek Drama. Overview. (1 day = 50-55 minutes)

World Literature, Quarter 1, Unit 2 of 3 Greek Drama. Overview. (1 day = 50-55 minutes) World Literature, Quarter 1, Unit 2 of 3 Greek Drama Overall days: 15 (1 day = 50-55 minutes) Overview Purpose The purpose of this unit is for students to read and analyze the traditional Greek drama Oedipus

More information

New York State Common Core 9 12 Social Studies Framework INTRODUCTION

New York State Common Core 9 12 Social Studies Framework INTRODUCTION New York State Common Core 9 12 Social Studies Framework INTRODUCTION Social Studies Education in the 21 st Century: Rationale In the interconnected world of the 21 st century, it is necessary to revise

More information

Liberación!: Independence in Latin America

Liberación!: Independence in Latin America Liberación!: Independence in Latin America Grade Level: Grade 6 Presented by: Terri Littlejohn, Washington Elementary, Rochester, MN Length of Unit: 15 days I. ABSTRACT The revolutions in the United States

More information

The Declaration of the Rights of Man and its Impact on the Nation of Haiti

The Declaration of the Rights of Man and its Impact on the Nation of Haiti Department of History Xavier University Essay Contest 2011 The Declaration of the Rights of Man and its Impact on the Nation of Haiti American citizens live in a world that continuously discusses the need

More information

Unit 9: World War II. Chapters: 24-25

Unit 9: World War II. Chapters: 24-25 Unit 9: World War II Chapters: 24-25 Essential Questions 1) What political ideas are appealing to people during times of crisis and uncertainty? Why? 2) How do world conflicts and political changes impact

More information

United States History Civil War to the Present 2012

United States History Civil War to the Present 2012 Correlation to the Common Core State, Literacy in History/Social Studies, Grades 6-8 United States History Civil War to the Present 2012 Houghton Mifflin Harcourt Publishing Company. All rights reserved.

More information

Plan 1: The Politics of Revolution. Subject Areas: World History, Political Science, Current Events, and Social Studies

Plan 1: The Politics of Revolution. Subject Areas: World History, Political Science, Current Events, and Social Studies Plan 1: The Politics of Revolution Introduction: In this lesson, students will focus on learning about the political issues that ultimately led to the French Revolution. They will also learn about the

More information

Lesson Plan. New York in the American Revolution by Daniel R. Faust, Print or Interactive ebook

Lesson Plan. New York in the American Revolution by Daniel R. Faust, Print or Interactive ebook Preparation Build a word wall. Introduce vocabulary of the discipline or allow students to build this during their learning adventure. Prepare vocabulary bookmarks to be handed out after the word wall

More information

Competencies for Teachers of Physical Education/Health, Grades K-12

Competencies for Teachers of Physical Education/Health, Grades K-12 In addition to the Arkansas Teaching Standards, the teacher of Physical Education/Health, grades K-12, shall demonstrate knowledge and competencies in the following areas: 1. Scientific and Theoretical

More information

Lesson Title: Argumentative Writing (Writing a Critical Review)

Lesson Title: Argumentative Writing (Writing a Critical Review) Lesson Title: Argumentative Writing (Writing a Critical Review) Author: Carl Myers, DeeAnne Simonson Subject Area(s): Type an X in the box to the left of the subject area(s) addressed in this lesson: Subject

More information

Versailles, Symbol of Royal Power Read about it and look at the pictures. Most of the major treaties in the future will be signed here.

Versailles, Symbol of Royal Power Read about it and look at the pictures. Most of the major treaties in the future will be signed here. Name Chapter 17 Reading Guide The Age of Absolutism Section 1 Extending Spanish Power Philip II and Divine Right Why was Spain a major power in Europe? What does centralized royal power mean? Absolute

More information

Who Was the Greatest American Revolutionary?

Who Was the Greatest American Revolutionary? Who Was the Greatest American Revolutionary? CONTENT FOCUS: The focus of this unit is primarily United States History, with aspects of reading and writing included. GRADE LEVEL: Although this panel discussion

More information

Common Core State Standards for Literacy in History/Social Studies

Common Core State Standards for Literacy in History/Social Studies for Literacy in History/Social Studies Grades 6 8 INSIDE Levels A - E CCSS for Literacy in History/SS Grades 6 8 INSIDE Levels A & B for Literacy in History/Social Studies INSIDE Levels A and B Reading

More information

Brunswick School Department: Grades 9-12

Brunswick School Department: Grades 9-12 Understandings Questions Social Studies Students will investigate the rise of monarchial power from the deterioration of the feudal system to the exemplar of absolutism Louis XIV. Students will anticipate

More information

Honors History of Western Civilizations The Empire & Christianity

Honors History of Western Civilizations The Empire & Christianity Honors History of Western Civilizations The Empire & Christianity Chapter: 5 Essential Questions 1) How can the years of the Pax Romana be attributed to an effective government, a well-functioning corps

More information

Rise of the Revolution Grade Nine

Rise of the Revolution Grade Nine Ohio Standards Connection: Citizenship Rights and Responsibilities Benchmark A Analyze ways people achieve governmental change, including political action, social protest, and revolution. Indicator 1 Analyze

More information

Annotated Unit Plan - American Revolution

Annotated Unit Plan - American Revolution Annotated Unit Plan - American Revolution Part I Desired Results Established Goals: CCSS.ELA- LITERACY.RH.6-8.7 - Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with

More information

Maryland Common Core State Curriculum Framework Standards for Writing Standards in Science and Technical Subjects. Grades 9-12

Maryland Common Core State Curriculum Framework Standards for Writing Standards in Science and Technical Subjects. Grades 9-12 Cluster: Text Types and Purposes CCR Anchor Standard #1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. WHST.11-12.1

More information

STANDARDS FOR. Literacy in History/Social Studies. Grades 6-8

STANDARDS FOR. Literacy in History/Social Studies. Grades 6-8 STANDARDS FOR Literacy in History/Social Studies Grades 6-8 Introduction to the Common Core State Standards for Literacy in History/Social Studies Preparing Oregon s Students When Oregon adopted the Common

More information

Chapter 17 Outline revolutionary for the society that had already emerged, not for the revolution itself

Chapter 17 Outline revolutionary for the society that had already emerged, not for the revolution itself Chapter 17 Outline I. Comparing Atlantic Revolutions A. The revolutions of North America, Europe, Haiti, and Latin America influenced each other. 1. they also shared a set of common ideas 2. grew out of

More information

Economics Social Studies Georgia Performance Standards. Economics

Economics Social Studies Georgia Performance Standards. Economics Economics The economics course provides students with a basic foundation in the field of economics. The course has five sections: fundamental concepts, microeconomics, macroeconomics, international economics,

More information

Stage 1 Desired Results

Stage 1 Desired Results Course Title World Cultures Implement start year 2014-2015 Revision Committee Members, email, extension Michelle Kaighn [mkaighn@lrhsd.org x8553], Erich Wiltsee [ewiltsee@lrhsd.org x8921], Eric O Neill

More information

Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Writing Standards

Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Writing Standards Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner Writing Standards AASL Standards 1. Inquire, think critically, and gain knowledge. 1.1 Skills 1.1.1 Follow an inquiry-based

More information

Declaration of Independence Lesson Plan. Central Historical Question: Why did the Founders write the Declaration of Independence?

Declaration of Independence Lesson Plan. Central Historical Question: Why did the Founders write the Declaration of Independence? Lesson Plan Central Historical Question: Why did the Founders write the? Materials: Copies of Two Historians Interpretations Copies of Declaration Preamble worksheet Copies of Declaration of Independece

More information

United States History: Beginnings to 1877 2012

United States History: Beginnings to 1877 2012 Correlation to the Common Core State, Literacy in History/Social Studies, Grades 6-8 United States History: Beginnings to 1877 2012 Houghton Mifflin Harcourt Publishing Company. All rights reserved. Printed

More information

Common Core State Standards Grades 9-10 ELA/History/Social Studies

Common Core State Standards Grades 9-10 ELA/History/Social Studies Common Core State Standards Grades 9-10 ELA/History/Social Studies ELA 9-10 1 Responsibility Requires Action. Responsibility is the active side of morality: doing what I should do, what I said I would

More information

THE STORY OF RUBY BRIDGES By Robert Coles. Teacher s Guide By Barbara Ashby

THE STORY OF RUBY BRIDGES By Robert Coles. Teacher s Guide By Barbara Ashby z SCHOOL VIOLENCE PREVENTION DEMONSTRATION PROGRAM THE STORY OF RUBY BRIDGES By Robert Coles Teacher s Guide By Barbara Ashby Lesson Overview The lesson is designed to integrate the concepts of civic education

More information

Revolutions 2 Glorious Revolution 2 American Revolution 2 French Revolution 2 The Great Charter 4 Magna Carta 4 The Glorious Revolution 5 English

Revolutions 2 Glorious Revolution 2 American Revolution 2 French Revolution 2 The Great Charter 4 Magna Carta 4 The Glorious Revolution 5 English Revolutions 2 Glorious Revolution 2 American Revolution 2 French Revolution 2 The Great Charter 4 Magna Carta 4 The Glorious Revolution 5 English Bill of Rights 5 The American Revolution 6 The Declaration

More information

Common Core Standards

Common Core Standards NM UNIT 8: Rome Benchmark 1-A. New Mexico: explore and explain how people and events have influenced the development of New Mexico up to the present day: the relationships among ancient civilizations of

More information

MIDDLE TOWNSHIP PUBLIC SCHOOLS CAPE MAY COURT HOUSE, NJ 08210 CURRICULUM GUIDE 2012/2013 DISCIPLINE: Social Studies GRADE LEVEL: 6-8

MIDDLE TOWNSHIP PUBLIC SCHOOLS CAPE MAY COURT HOUSE, NJ 08210 CURRICULUM GUIDE 2012/2013 DISCIPLINE: Social Studies GRADE LEVEL: 6-8 8.A.3.a A. Civics Were the ideals of the Declaration of Independence fulfilled for women, African- Americans and Native Americans? 1 Day 1. Divide class into three groups, one supports they were fulfilled,

More information

DRAFT SYLLABUS some details may change

DRAFT SYLLABUS some details may change DRAFT SYLLABUS some details may change History 510:333 France, Old Regime and Revolution Professor Jennifer M. Jones Spring 2016 Monday and Thursday, 11:30-12:50 Scott Hall 120 College Ave Campus Rutgers

More information

The Holocaust Close Read

The Holocaust Close Read The Holocaust Close Read Standards Alignment Text with Close Read instructions for students Intended to be the initial read in which students annotate the text as they read. Students may want to circle

More information

Addendum: American History I: The Founding Principles

Addendum: American History I: The Founding Principles Addendum: American History I: The Founding Principles On June 23, 2011, the North Carolina General Assembly passed The Founding (SL 2011-273). This act calls for local boards of education to require, as

More information

Delaware Recommended Curriculum Teaching Civics with Primary Sources Grant Project

Delaware Recommended Curriculum Teaching Civics with Primary Sources Grant Project Delaware Recommended Curriculum Teaching Civics with Primary Sources Grant Project This lesson has been created as an exemplary model for teachers in (re)design of course curricula. An exemplary model

More information

Was the Civil Rights Movement a success?

Was the Civil Rights Movement a success? Content Claims Unit Connection Supporting Questions Tasks Featured Sources Was the Civil Rights Movement a success? This instructional task engages students in content related to the following grade-level

More information

RESOURCES FOR ON-DEMAND WRITING

RESOURCES FOR ON-DEMAND WRITING RESOURCES FOR ON-DEMAND WRITING SPEAKING THE LANGUAGE K-PREP ASSESSMENT BASICS Mode: Kentucky uses mode to refer to the three text types found in the writing standards argumentative, informative/explanatory

More information

Common Core Standards for Literacy in Science and Technical Subjects

Common Core Standards for Literacy in Science and Technical Subjects A Correlation of Miller & Levine Biology To the Common Core Standards for Literacy in Science and Technical Subjects INTRODUCTION This document demonstrates how meets the Common Core Standards for Literacy

More information

2010 Alabama Course of Study for Social Studies - Economics & Common Core Standards for Literacy in History/Social Studies

2010 Alabama Course of Study for Social Studies - Economics & Common Core Standards for Literacy in History/Social Studies Two Correlations Economics Alabama Edition 2015 To the 2010 Alabama Course of Study for Social Studies - Economics & Common Core Standards for Literacy in History/Social Studies Table of Contents Alabama

More information

SAMPLE APUSH ESSAY TOPICS

SAMPLE APUSH ESSAY TOPICS Colonial & Revolutionary Periods SAMPLE APUSH ESSAY TOPICS 1) Analyze the cultural and economic responses of TWO of the following groups to the Indians of North America before 1750. British French Spanish

More information

New York State K-12 Social Studies Framework Introduction

New York State K-12 Social Studies Framework Introduction The State Education Department The University of the State of New York New York State K-12 Social Studies Framework Introduction Revised November 2014 Contents Introduction... 2 Overview... 2 New York

More information

Assessments For North American Colonization Chris Thomas EPSY 605, Dr. Powers

Assessments For North American Colonization Chris Thomas EPSY 605, Dr. Powers Assessments For North American Colonization Chris Thomas EPSY 605, Dr. Powers Chris Thomas 2 Grade Level: 11 th grade Content: U.S. History and Government Unit: The British Colonies of North America (1650-1760)

More information

Modern World History Study Guide

Modern World History Study Guide Curriculum, Instruction & Professional Development Curriculum Leader, History/Social Science 997-8000, Ext. 2956 Modern World History Study Guide 10.1 Students relate the moral and ethical principles in

More information

Criminal Justice Curriculum

Criminal Justice Curriculum Criminal Justice Curriculum Fall of 2013 Submitted by: Gerard V. Ross Belleville High School Law Related Education Program May 2013 Belleville High School Law Related Education Program Criminal Justice

More information

Sample Set Boston Tea Party Grade 4

Sample Set Boston Tea Party Grade 4 Sample Set Boston Tea Party Grade 4 Standard 7 Government and Political Systems Students explain the structure and purposes of government and the foundations of the United States democratic system using

More information

Chesterhouse Key Stage 3 History

Chesterhouse Key Stage 3 History Syllabus Chesterhouse Key Stage 3 History If you don t know history, you don t know anything. You are a leaf that doesn t know it is part of a tree. Professor Johnston (paraphrased) Grades 7, 8 and 9 2

More information

Effects of the Enlightenment Grade Nine

Effects of the Enlightenment Grade Nine History Ohio Standards Connection: Benchmark A Explain connections between the ideas of the Enlightenment and changes in the relationships between citizens and their governments. Indicator 1 Explain how

More information

Unit 4: Nationalism, Industrialism, and Imperialism

Unit 4: Nationalism, Industrialism, and Imperialism Modern World History Curriculum Source: This image from http://commons.wikimedia.org/wiki/file:view_of_bradford.jpg is in the public domain because its copyright has expired. Unit 4: Nationalism, Industrialism,

More information

New York State Common Core Social Studies Framework K-12 Introduction

New York State Common Core Social Studies Framework K-12 Introduction The State Education Department The University of the State of New York New York State Common Core Social Studies Framework K-12 Introduction Revised December 2013 INTRODUCTION Social Studies is the integrated

More information

The Haitian Revolution What was the Haitian Revolution? Who was Toussaint L'Ouverture? What role did race play in the Revolution?

The Haitian Revolution What was the Haitian Revolution? Who was Toussaint L'Ouverture? What role did race play in the Revolution? The Haitian Revolution What was the Haitian Revolution? Who was Toussaint L'Ouverture? What role did race play in the Revolution? What was the Haitian Revolution?! The Haitian Revolution was a political

More information

To Be or Not to Be Democratic Grade Seven

To Be or Not to Be Democratic Grade Seven Ohio Standards Connection: Government Benchmark C Compare the defining characteristics of democracies, monarchies and dictatorships. Indicator 1 Compare direct and representative democracy using examples

More information

ESSENTIAL QUESTION/ PERFORMANCE TASK

ESSENTIAL QUESTION/ PERFORMANCE TASK LAUSD HISTORY-SOCIAL SCIENCE STANDARD: 6.7.2 Describe the government of the Roman Republic and its significance (e.g. written constitution and tripartite government, checks and balances, and civic duty).

More information

Lesson 5: Savvy Savers

Lesson 5: Savvy Savers KaChing! Lesson 5: Savvy Savers Standards and Benchmarks (see page B-56) Lesson Description Students calculate compound interest to identify benefits of saving in interest-bearing accounts. They learn

More information

Standards Addressed by The Choices Program

Standards Addressed by The Choices Program Standards Addressed by The Choices Program National Standards for the Social Studies National Standards for Social Studies are available online at cnets.iste.org/currstands. Strand I: Culture and Cultural

More information

And refer to thipeopl. into. Class/grade: 5th Age group: School: Sabin World Elementary School code: 7515

And refer to thipeopl. into. Class/grade: 5th Age group: School: Sabin World Elementary School code: 7515 Class/grade: 5th Age group: 10-11 Planning the inquiry And refer to thipeopl. 1. What is our purpose/ overall goal? ( UbD Stage 1) To inquire into the following: transdisciplinary theme: How we Organize

More information

Eleventh Grade: World History and Geography. Unit 4: Era 6 - An Age of Global Revolutions. Century to 1914

Eleventh Grade: World History and Geography. Unit 4: Era 6 - An Age of Global Revolutions. Century to 1914 Eleventh Grade: World History and Geography Unit 4: Era 6 - An Age of Global Revolutions Big Picture Graphic Overarching Question: How did global networks of exchange and revolutions lead to worldwide

More information

2016.17 World History and Geography, Quarter 1

2016.17 World History and Geography, Quarter 1 2016.17 World History and Geography, Quarter 1 Age of Revolution, Industrial Revolution, and Unification: Students compare and contrast the Glorious Revolution of England, the American Revolution, the

More information

The Literature of the Revolution. The American Testament

The Literature of the Revolution. The American Testament The Literature of the Revolution The American Testament The American Testament What is America? Every nation has its saga of its origin The settlers of Jamestown and Plymouth; the War of Independence;

More information

Everett Public Schools Framework: Digital Video Production VI

Everett Public Schools Framework: Digital Video Production VI Course: CIP Code: 100202 Career Cluster: Video ProductionTechnology/Technician Everett Public Schools Framework: Digital Video Production VI Arts, Audio/Video Technology & Communications Total Framework

More information

Alexander Hamilton Background Information: View of the nature of human beings:

Alexander Hamilton Background Information: View of the nature of human beings: Alexander Hamilton Background Information: Alexander Hamilton was born in the British West Indies in 1755, the son of James Hamilton and Rachel Lavine, who were not yet married. Hamilton s father abandoned

More information

1. Knowledge of the principles expressed in documents shaping constitutional democracy in the United States

1. Knowledge of the principles expressed in documents shaping constitutional democracy in the United States Social Studies Grades 9-12 Ohio Missouri United States GOVERNMENT 2006 STANDARDS Principles of Constitutional Democracy 1. Knowledge of the principles expressed in documents shaping constitutional democracy

More information

Civil Disobedience During the Civil Rights Movement Grade 10

Civil Disobedience During the Civil Rights Movement Grade 10 Ohio Standards Connection: Citizenship Rights and Responsibilities Benchmark A Analyze ways people achieve governmental change, including political action, social protest and revolution. Indicator 2 Explain

More information

Rubrics for AP Histories. + Historical Thinking Skills

Rubrics for AP Histories. + Historical Thinking Skills Rubrics for AP Histories + Historical Thinking Skills Effective Fall 2015 AP History Document-Based Question and Long Essay Rubrics AP History Document-Based Question and Long Essay Rubrics The rubrics

More information

UNIT 1: THE NEED TO READ

UNIT 1: THE NEED TO READ Literacy Advantage This course traces the nation's history from the pre-colonial period to the end of the American Civil War. It emphasizes the colonial period and the creation of a new nation and examines

More information

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS

CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS/BENCHMARKS SUBJECT: French GRADE LEVEL: 6-8 COURSE TITLE: M/J French, Beginning COURSE CODE: 701000 SUBMISSION TITLE: Bien Dit 2013, Level 1A BID ID: 2776 PUBLISHER: Houghton Mifflin Harcourt PUBLISHER ID: 04-1456030-01

More information

Common Core Georgia Performance Standards Literacy in History/Social Studies Grades 6-8

Common Core Georgia Performance Standards Literacy in History/Social Studies Grades 6-8 Common Core Georgia Performance Standards Literacy in History/Social Studies Grades 6-8 Shaun Owen State Coordinator, Social Studies Welcome Lindsey Cafarella, Instructor, World History, Gwinnett County

More information

Functions and Characteristics of Money

Functions and Characteristics of Money Functions and Characteristics of Money CHAPTER 3 SEGMENT 301 Lesson Description In this lesson, students view a film segment on the characteristics and functions of money from The Federal Reserve and You.

More information

SOCIAL STUDIES GRADE 10 AMERICAN HISTORY. Curriculum Map and Standards Office of Teaching and Learning Curriculum Division

SOCIAL STUDIES GRADE 10 AMERICAN HISTORY. Curriculum Map and Standards Office of Teaching and Learning Curriculum Division SOCIAL STUDIES AMERICAN HISTORY GRADE 10 Curriculum Map and Standards 2015-2016 Aligned with Ohio s Learning Standards for Social Studies and the Common Core State Standards for Literacy in History/Social

More information

Connections to the Common Core State Standards for Literacy in Middle and High School Science

Connections to the Common Core State Standards for Literacy in Middle and High School Science Connections to the Common Core State Standards for Literacy in Middle and High School Science This document is based on the Connections to the Common Core State Standards for Literacy in Science and Technical

More information

PILOT YEAR: Student Learning Objective

PILOT YEAR: Student Learning Objective PILOT YEAR: Student Learning Objective Educator: Year: 2014 15* School(s): Development Date: Course/Grade Level: Global Studies II, High School Content Area: Social Studies Collaborating Educators: Component

More information

Sixth Grade Social Studies Georgia Performance Standards. Grade Six. LATIN AMERICA and CANADA

Sixth Grade Social Studies Georgia Performance Standards. Grade Six. LATIN AMERICA and CANADA Grade Six LATIN AMERICA, the CARIBBEAN and CANADA, EUROPE, and AUSTRALIA Sixth grade is the first year of a two year World Area Studies course. Sixth grade students study Latin America, Canada, Europe,

More information

British Literature, Quarter 2, Unit 1 of 3. Macbeth. Overview

British Literature, Quarter 2, Unit 1 of 3. Macbeth. Overview British Literature, Quarter 2, Unit 1 of 3 Macbeth Overview Overall days: 20 (1 day = 50-55 minutes) Purpose The purpose of this unit is to read, analyze, and perform scenes from Shakespeare s Macbeth.

More information

Writing in AP U.S. History

Writing in AP U.S. History Writing in AP U.S. History John P. Irish Carroll Senior High School Carroll ISD, Southlake, Texas AP U.S. History College Board Test Development Committee, Exam Leader APUSH Reading, Faculty Consultant

More information

World History 2, Quarter 2, Unit 2 of 3 Causes and Consequences of World War I. Overview. (1 day = minutes)

World History 2, Quarter 2, Unit 2 of 3 Causes and Consequences of World War I. Overview. (1 day = minutes) World History 2, Quarter 2, Unit 2 of 3 Causes and Consequences of World War I Overall days: 10 (1 day = 50-55 minutes) Overview Purpose This unit introduces students to the causes, major events, and consequences

More information