WS/FCS Unit Planning Organizer Subject(s) Social Studies Conceptual Lenses Grade/Course 9 th Grade

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1 WS/FCS Unit Planning Organizer Subject(s) Social Studies Conceptual Lenses Grade/Course 9 th Grade Change Unit of Study ary Ideas (4.1, 6.1, 6.2) Conflict Unit Title Unit 7: Changes throughout the World Pacing 6 days (block) Unit Overview Points of focus in this unit include changes in religion, government, economics, society and culture. Students will develop a understanding of Religious Reform: creation of new religious factions as a result of corruption within the church; increased interactions between nations due to religious transformation Philosophical and Scientific Theories: manifest as changes in the political, economic, and social systems. Political Upheaval and s: Conflict between or within societies can develop when leaders are not able to compromise, which can result in revolution and the development of new types of government. Unit Enduring Understanding(s) Unit Essential Question(s) 1. New ideas, theories, and political thought often help engineer foundations for changes in religion, government, economies and societies. 2. When government does not respond to its citizen s concerns, revolutions can occur. 3. can lead to the establishment of new types of government and influence changes around the globe. 1. How did enlightened ideas influence changes in society? 2. How can the lack of compromise between the government and its citizens lead to revolution? 3. How can revolution impact global affairs? Essential State Standards Priority Objectives Supporting Objectives Explain how interest in classical WH.H.4.2 Explain the political, social and 1

2 learning and religious reform contributed to increased global interaction (e.g. Renaissance, Protestant Reformation, Catholic Reformation, Printing, etc.). economic reasons for the rise of powerful centralized nation-states and empires (e.g. Reformation, absolutism, limited monarchy, empires, etc.). Explain how new ideas and theories of the universe altered political thought and affected economic and social conditions (e.g. Scientific, Enlightenment, rationalism, secularism, humanism, tolerance, empiricism, natural rights, contractual government, laissezfaire economics, Bacon, Descartes, Galileo, Newton, Inductive and deductive reasoning, heliocentric, inquisition, works of Locke, Montesquieu, Rousseau, Bolivar, Jefferson, Paine, Adam Smith, etc.). Analyze political revolutions in terms of their causes and impact on independence, governing bodies and church-state relations (e.g. Glorious, American, French, Russian, Haitian, Mexican, Chinese, etc.). Unpacked Concepts (students need to know) interest in classical learning religious reform increased global interaction ideas and theories of the universe altered political thought economic and social conditions political revolutions causes and impact on independence, governing bodies and church-state relations. Unpacked Skills (students need to be able to do) Explain (contribution) Explain Analyze (cause and impact) COGNITION (RBT Level) Understanding Understanding Analyzing 2

3 Standard(s) Unit Chunking & Enduring Understandings Suggested Lesson Essential Questions Possible Factual Content (Bold Found in Standards) Example(s) From Unpacked Standard Explain how interest in classical learning and religious reform contributed to increased global interaction. Religious Reform Challenges to religious institutions can result in increased global interaction and a transformation of society. How does increased learning result in challenges to religious institutions? Printing Press Protestant Reformation Catholic Reformation Literacy Counter Reformation Intellectual and religious movements can transform societies and influence relationships among nations. Explain how new ideas and theories of the universe altered political thought and affected economic and social conditions. Philosophical and Scientific Theories Intellectual developments often challenge the status quo and may result in societal changes. How is intellectual development a catalyst for change? Scientific Enlightenment Rationalism Secularism Humanism Natural Rights Laissez-Faire Bacon Descartes Galileo Newton Inductive and Deductive Reasoning Heliocentric Inquisition Locke Montesquieu New ideas, theories and political thought help engineer foundations for changes in government, economics, and societies. 3

4 Rousseau Bolivar Jefferson Paine Adam Smith Liberty Popular Sovereignty Natural Rights Democracy Nationalism Nation-States Political Upheaval and s Analyze political revolutions in terms of their causes and impact on independence, governing bodies and church-state relations. New political ideas and the demand for increased economic opportunities often coincide with a desire for increased human and civil rights. New political thought can result in the establishment of new types of government. ary ideas can spread and impact global affairs. What factors result in the demand for freedom? Why do new forms of government develop? How can revolutions impact global affairs? Glorious American French Haitian Mexican Russian Chinese Rights Freedom Independence Popular Sovereignty Democracy Republic President Conflict occurs when government and colonial leaders are not able to compromise on important issues. Changes in leadership due to revolution can lead to the establishment of new types of government. The American was a catalyst for revolutions around the globe. 4

5 HISTORY Competition Power GEOGRAPHY Resources Expansion CIVICS & GOVERNMENT Challenge ECONOMICS Economic Opportunities Resources CULTURE 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.. Lesson Tasks LO: SWBAT read and summarize a passage about the Industrial and explain this summary to a group. Language Learning Strategy LO: SWBAT develop a cause/effect graphic organizer analyzing and identifying the causes and effects of the Industrial. (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. 5

6 General Unit Resources SAS Curriculum Pathways #386 Scientific : Galileo on Trial #885 Enlightenment Philosophers #1120 Industrial s: Inventions #596 Industrial : Debating Adam Smith and Child Labor Learn 360 Scientific Enlightenment Industrial 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 6