RIVERSIDE MIDDLE SCHOOL

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1 RIVERSIDE MIDDLE SCHOOL 7 TH GRADE SOCIAL STUDIES SYLLABUS H. Edwards hedwards@greenville.k12.sc.us (goes to voic ) COME Teacher Planning Time: Before School, 2 nd Period, 5 th Period, Before and After school Extra Help Hours: Will vary due to Teacher before and after school duties and commitments. IN GENERAL Extra help is available 7:45-8:15 AM. Students MUST get a pass from me. I am also available via . LEARNING AND DEVELOPMENT GOALS A general goal for all of my classes is to learn y can become whatever y wish to become and acquire a love for ir country; to understand who y are and how y relate to ir communities, nation and global society; to understand why y participate as citizens, both individually and as groups; to understand how past, present and future are interconnected; to respect cultural diversity; and to meet challenges of world of work. 1. Demonstrate an understanding of government, its origins and function, including civic life, politics and government of world cultures from 1600 s to present. 2. Demonstrate an understanding of changes that have occurred in Europe, Africa, Asia, and Americas from 1600 to present 3. Demonstrate an understanding of how history and geography of above societies that have been developing concurrently from 1600 to present. 4. Demonstrate an understanding of growing interaction among societies as well as exchange of ideas, beliefs, technologies, and commodities 5. Demonstrate an understanding of continuing growth of political and economic ideas that have shaped world in which we live today. 6. Demonstrate an understanding of natural rights of human beings, so-called divine right of kings, and experimentalism in science. 7. Learn to read Historically for understanding and in context INSTRUCTIONAL MATERIALS AND RESOURCES Each day students are required to have ir textbook (Contemporary Cultures), Social Studies binder, a pencil, a blue or black pen, hi-liter, a red pen, colored pencils and a book for silent reading. These materials and resources will be used each day to meet goals for my class. ASSESSMENTS At end of each unit, students will show ir working knowledge using a multiple choice and/or free response test. In addition, lesson tests may be given along with pop quizzes. Students will periodically be graded on maps, Class Preparation Assignment quizes, class work and projects. Grading/Assessment Guidelines will follow Assessment Policy as directed by Greenville County Schools. Major Assessments ex: Tests 50% Minor Assessments ex: Class Preparation (homework) quizzes Announced and Unannounced quizzes, class work) 50% GENERAL RULES FOR STUDENT BEHAVIOR 1. Be respectful of yourself and ors 2. Follow instructions. 3. Have necessary materials. 4. Always do your best. 1

2 CONSEQUENCES Each consequence is based on situation and is at my discretion. Consequences generally follow order of following: First Offense: verbal warning Second Offense: verbal warning and parent contact Third Offense: minimum of 25 minute detention eir before or after school or lunch 4 th Offense: Referral to School Administrator Any severe disruption in class will result in an immediate referral. PROCEDURAL INFORMATION DISSMISSAL FROM CLASS A bell will ring to end each class. When bell rings, I will dismiss class. Students are free to go when I feel y are quiet and have all necessary information for day. END OF DAY DISMISSAL At 3:15, afternoon announcements will come on and Study Hall will Begin. Busses are called upon arrival; I will dismiss bus riders as ir bus is called. Walkers and riders are dismissed by announcement. A list of how students get home (car or bus) is posted in classroom. EMERGENCY DRILLS A path and chart is highlighted with a red map hanging by door. Along with class roster/grade book, GENERAL Passes are written at my discretion. I usually do not let anyone leave room unless it is an emergency. During class changes, students are free to go to restroom and locker, but generally not during class. PRESENTATION OF RULES AND PROCEDURES During first week of school, all rules, consequences, and procedures are reviewed with students. Students also sign that y have received, read and reviewed student handbook COMMUNICATION WITH PARENTS Parents are contacted often through out school year in various ways such as: 1. Classroom procedures / Rules Introduction 2. Progress Reports and Report Cards 3. PARENT PORTAL (Please contact guidance for your login) my grade book is shown in real time you can automatically receive updates via your phone or internet 4. Telephone calls concerning behavior / progress 5. Conferences as needed. 6. Teacher Website (contains weekly planners and or information) 7. Notes in Student Agenda Homework/Class Preparation: Is assigned when necessary and is to be considered important to learning process. Homework is to be completed on time or student will not be prepared for class and will be at a disadvantage during class discussions, activities and class preparation quizzes.. Homework will be assigned regularly and is considered class notes.. In general, students will need to review notes and vocabulary from that day s lesson. Students will also need to read and organize information from ir textbook (various graphic organizers including an outline and define vocabulary from same text. Vocabulary Words are to be defined in context. The RMS school wide policy will be followed for late assignments. Students who have not completed ir assignment will only be able to earn a maximum grade of 75% on those assignments. Students will also be able to attend working lunch as needed.. STUDENTS and PARENTS should UNDERSTAND that while late work is accepted, students not having work completed on time will be at a disadvantage during lesson that work is due for. 2

3 7 TH GRADE SOCIAL STUDIES Mrs. H. Edwards Riverside Middle School SYLLABUS Textbook: Contemporary Cultures-McGraw Hill Publishers Standards may be found on my website: Also on: FIRST QUARTER INTRODUCTION TO CLASS UNIT 1 COLONIALISM UNIT 2 ABSOLUTISM AND CONSTITUTIONAL GOVERNMENTS UNIT 3 REVOLUTIONS (BEGIN UNIT) SECOND QUARTER UNIT 3 REVOLUTIONS (CONTINUES) UNIT 4 IMPERIALISM THIRD QUARTER UNIT 5 WORLD CONFLICTS IN THE 20 TH CENTURY UNIT 6 INTERNATIONAL DEVELOPMENTS IN THE POST WORLD WAR II WORLD UNIT 7 SIGNIFICANT CHANGES IN THE WORLD FROM THE BEGINNING OF THE 20TH CENTURY TO PRESENT DAY (BEGIN UNIT) FOURTH QUARTER UNIT 7 CONTINUES STANDARDIZED TESTING EXAMS *Tests will be assigned periodically during each unit and are designed to last a full period. The student notebook will be used as a review. *Several projects MAY be assigned throughout year *Pop Quizzes will be given during each unit (generally weekly) and are designed to last 10 minutes *Standardized testing is likely to alter schedule. ****Because our primary goal is to maximize student achievement, material may be added, deleted, and/or substituted at teacher s discretion based on individual needs, levels and learning styles of each class. Creative projects, written assignments, and supplemental materials may be included also throughout year as opportunities arise. **** 7 TH GRADE SOCIAL STUDIES CONTEMPORARY CULTURES 1600 TO THE PRESENT H. Edwards RIVERSIDE MIDDLE SCHOOL *Tests will be assigned periodically during each unit and are designed to last a full period- student notebook will be used as a review. * Several projects may be assigned throughout year. *Pop quizzes will be given during each unit of study (generally weekly) and are designed to last 10 minutes. 3

4 ***Because our primary goal is to maximize student achievement, material may be added, deleted, and/or substituted at teacher s discretion based on individual needs, levels and learning styles of each class. Creative projects, written assignments, and supplemental materials may be included also throughout year as opportunities arise. Standards may also be found on: STANDARDS AND INDICATORS 7 TH GRADE SOCIAL STUDIES Indicator Standard 7-1: The student will demonstrate an understanding of growth and impact of global trade on world civilizations after Enduring Understanding: European expansion during 1600s and 1700s was often driven by economic and technological forces. To understand influence of se forces, student will Compare colonial claims and expansion of European powers through Taxonomy Level: Understand/Conceptual Knowledge 2/B Previous/future knowledge: In 3rd Grade, students learned about initial contact between Native Americans and European settlers in South Carolina (3-2.3). In 4th grade, students learned about exploration of New World by Europeans and ir accomplishments as well as ir settlements (4-1.3, 4-1.4, and 4-2.2). In World History in high school, students will learn about changing boundaries and empires in Asia, Americas, and Africa as a result of European exploration and expansions (MWH-2.1, MWH-2.2, MWH-4.1, and MWH-4.2). It is essential for students to know: Students should be able to identify major European nations involved in international expansion, mainly Spain, Portugal, England, France, and Nerlands, and areas or regions in which each expanded during 1600s and 1700s. They should be able to locate on maps colonial claims of se nations, mainly in Americas, as well as overseas exploration to Asia and Africa. Students should be able to compare colonial claims of European powers and explain why Spain was able to gain more land in Americas. Students should be able to utilize maps to identify key exploration, trade, and settlement routes of European powers. It is not essential for students to know: Students do not need to know later settlements or expansion associated with imperialism of 1800s and 1900s. Although Standard 7-1 calls for an emphasis on 1600s and 1700s that should not discourage students from identifying European expansion from as early as late 1400s and through 1500s as this is when this colonial expansion began. Social Studies Literacy Skills for Twenty-First Century: 4

5 Select or design appropriate forms of social studies resources to organize and evaluate social studies information. Identify location of places, conditions at places, and connections between places. Indicator Assessment Guidelines: Appropriate classroom assessments could require students to be able to: Understand Interpret Exemplify Classify Summarize Infer Compare Explain Or any verb from Remember cognitive process dimension. Indicator Standard 7-1: The student will demonstrate an understanding of growth and impact of global trade on world civilizations after Enduring Understanding: European expansion during 1600s and 1700s was often driven by economic and technological forces. To understand influence of se forces, student will Explain how technological and scientific advances contributed to power of European nations. Taxonomy Level: Understand/ Conceptual Knowledge 2/B Previous/future knowledge: In 4th grade, students learned about technological factors that led to exploration of New World (4-1.3). This will be last time students will learn specifically about technological and scientific advances that helped European powers in 1600s and 1700s. It is essential for students to know: Much of political, military, and economic domination of European nations during 1600s and 1700s was due to scientific and technological innovations of se nations. Students should recognize that improved mapmaking and navigational advances such as caravel, compass, and astrolabe improved Europeans ability to navigate open waters, reby allowing m to dominate travel, trade, and naval operations among continents. Students should also recognize that European use of gunpowder in building superior weaponry such as rifles and cannons empowered m to conquer peoples in foreign lands without having superior numbers (in those lands). It is critical for students to comprehend that as Europeans expanded ir reach through se advantages, it allowed m to spread European political systems and ideas, economic models, and cultural beliefs, which will lead to students understanding of subsequent indicators 7-1.3, 7-1.4, and It is not essential for students to know: 5

6 Students do not need to know specific nations involved in development of se advances. Social Studies Literacy Skills for Twenty-First Century: Identify and explain cause-and-effect relationships. Assessment Guidelines: Appropriate classroom assessments could require students to be able to: Understand Interpret Indicator Exemplify Classify Summarize Infer Compare Explain Or any verb from Remember cognitive process dimension. Indicator Standard 7-1: The student will demonstrate an understanding of growth and impact of global trade on world civilizations after Enduring Understanding: European expansion during 1600s and 1700s was often driven by economic and technological forces. To understand influence of se forces, student will Summarize policy of mercantilism as a way of building a nation s wealth, including government policies to control trade. Taxonomy Level: Understand/ Conceptual Knowledge 2/B Previous/future knowledge: This is first time students will learn about policy of mercantilism, but in 4th grade students learned about economic factors that led to European exploration of New World (4-1.3). In 8th Grade, students will learn about mercantilism in context of South Carolina history (8-1.5). In World History in high school, students will learn more about trade policy of mercantilism (MWH-4.6). It is essential for students to know: Economic changes began taking place in Europe during 1600s and 1700s as Europe began colonial expansion and global trade. With growth of international trade that resulted from improved navigational techniques, discovery and colonization of New World, and a growing merchant class, economy became more complex and moved beyond simple feudal system based on land ownership. In response to se changes, European nations began to develop system of mercantilism. Under mercantilism, governments sought to control and regulate trade so as to create a favorable balance of trade i.e. value of ir exports would be greater than value of ir imports. By establishing a favorable trade balance, nations could n build ir supplies of gold and silver and reby build wealth for mor countries in Europe. Colonies were a critical component of mercantilist practice because y 6

7 provided inexpensive raw materials and resources for European nations, and colonies also provided a market for finished products made in Europe. The European nations controlled this trade generally by requiring that ir colonies only trade with ir mor countries and by placing tariffs on goods imported from or nations. It is not essential for students to know: Students do not need to know specific trade pattern, raw materials, or products involved, although students should have a general idea of se patterns and markets. Social Studies Literacy Skills for Twenty-First Century: Identify and explain relationships among multiple causes and multiple effects. Explain why trade occurs and how historical patterns of trade have contributed to global interdependence. Indicator Assessment Guidelines: Appropriate classroom assessments could require students to be able to: Understand Interpret Exemplify Classify Summarize Infer Compare Explain Or any verb from Remember cognitive process dimension. Indicator Standard 7-1: The student will demonstrate an understanding of growth and impact of global trade on world civilizations after Enduring Understanding: European expansion during 1600s and 1700s was often driven by economic and technological forces. To understand influence of se forces, student will Analyze beginnings of capitalism and ways that it was affected by mercantilism, developing market economy, international trade, and rise of middle class. Taxonomy Level: Analyze/ Conceptual Knowledge 4/B Previous/future knowledge: This is first time students will learn about policy of capitalism, but in 4th grade students learned about economic factors that led to exploration and expansion of international trade (4-1.3). In World History in high school, students will learn about world market economy in terms of industrialization and will compare capitalism with or economic ideologies (MWH- 5.4 and MWH-5.5). In United States History and Constitution in high school, students will evaluate role of capitalism and its impact on democracy (USHC-4.3) It is essential for students to know: Capitalism is an economic system based upon private ownership of resources and production that is driven to make a profit. During 17th and 18th centuries, changing economic activities 7

8 began to alter economic structure of Europe and lent itself to establishment of capitalism. With growth of international trade that resulted from improved navigational techniques, discovery and colonization of New World, and a growing merchant class, economy became more complex and moved beyond simple feudal system based on land ownership. Mercantilism became major economic model for European nations as students learned about in indicator 7-1.3; but while governments sought to regulate trade and foster national wealth, instrument through which trade operated was private ownership. Merchants and ship owners took risks and enjoyed profits of growing international trade. These merchants and businessmen formed backbone of a growing middle class in towns and cities of Europe and contributed to a growing market within Europe. With new wealth, this middle class contributed to emerging market economy in Europe as individual citizens started private businesses. A market economy is a system in which individual buyers and sellers interact in marketplace to exchange goods and services. The development of se factors mercantilism, international trade, rise of middle class, and developing market economy was critical in creation and advancement of capitalism. It is not essential for students to know: Students do not need to know specific trade patterns, businesses, or jobs involved, although students should have a general idea of se patterns and businesses. Indicator Social Studies Literacy Skills for Twenty-First Century: Identify and explain relationships among multiple causes and multiple effects. Explain why trade occurs and how historical patterns of trade have contributed to global interdependence. Select or design appropriate forms of social studies resources* to organize and evaluate social studies information. Assessment Guidelines: Appropriate classroom assessments could require students to be able to: Analyze Differentiate Organize Attribute Or any verb from Understand, Apply or Remember cognitive process dimensions. Indicator Standard 7-1: The student will demonstrate an understanding of growth and impact of global trade on world civilizations after Enduring Understanding: European expansion during 1600s and 1700s was often driven by economic and technological forces. To understand influence of se forces, student will 8

9 7-1.5 Compare differing ways that European nations developed political and economic influences, including trade and settlement patterns, on continents of Asia, Africa, and Americas. Taxonomy Level: Understand/Conceptual Knowledge 2/B Previous/future knowledge: In 4th grade students learned about political and economic factors that led to exploration of New World (4-1.3). In World History in high school, students will learn about impact of competition among European countries on various kingdoms of Americas and Africa, changing boundaries in Europe and Asia, changes in European overseas empires, disruption within West African kingdoms as a result of competition between European countries over slave trade, and about Asia s relationship with European states through 1800 (MWH-2.6, MWH-4.1, MWH-4.2, MWH-4.7, and MWH-5.6). In United States History and Constitution in high school, students will learn about political, social, and economic development of British North America (USHC-1.1). It is essential for students to know: Due to economic forces that drove European powers and technological forces that enabled m, European expansion developed political and economic influences in Asia, Americas, and Africa. Students should be able to recognize similarities and differences of this European influence across regions. In Asia, interaction was prompted primarily through trade and beginnings of global European colonization and expansion. As a region, Asia was distinctly different than New World and Africa in that it possessed highly advanced, prosperous, relatively modern, and militarily strong civilizations. Because of se characteristics, European dealings with Asia were, more or less, based on an association of equals. This equality prompted Europe and Asia to largely engage in mutually beneficial trade relationships. To facilitate this relationship, European nations were allowed to establish a trade presence in Asia which was largely based on building trading posts in port cities and along coastal regions. This trade led to a change in Asian economies which became more dependent on European trade and markets. Among or things this trade created a more prosperous merchant class in Asian societies that was closely aligned with Europeans. During most of 1600s and 1700s re was no significant European colonization in Asia comparable to that which existed in New World. Students should understand that while Europe did not initially engage in colonization methods utilized in New World, it still had a profound impact on society and culture of Asia. For centuries Asian civilizations had Indicator largely developed in isolation from one anor and from European world. With opening and eventual expansion of trade relationships this tradition of isolation began to break down and introduction of European ideas transpired, especially introduction of Christianity as missionaries began travelling with European merchants. Because of this influence of Christianity, many Asian governments limited or closed off trade with Europeans in a return to isolationism in order to protect ir cultures. 9

10 In Americas, motivation for expansion was again economically driven, yet political influences also occurred. In Americas, unlike in Asia and in Africa, colonization did take place. There were differing colonial structures and settlement patterns among European colonies established in Americas. Students should recognize re were various European nations that explored and settled in New World. Among se nations were Spain, Portugal, England, France, and Nerlands. In Spanish and Portuguese colonies where gold and silver were discovered, trade became primary basis of interaction with area. Both of se nations also quickly developed plantation systems that depended on native labor, which was later replaced by imported slave labor from Africa. The slavery of Native Americans, as well as slavery of Africans later, created an economic, political, and social system where Native Americans and Africans were excluded and often mistreated through harsh punishments and working conditions on plantations. The plantations evolved in Caribbean and Amazon basin where sugar cane could be grown and sold as a valuable cash crop, and French and Dutch also developed plantations in Caribbean. The plantation system was also advanced in sourn English colonies where crops such as tobacco, rice, indigo and some sugar were grown as plantation crops. France, England, and Nerlands did not enslave Native Americans, but y did import slave labor from Africa. The British, and French to a lesser degree, also relied on indentured servants to help with labor supply needed for growing plantation system. These indentured servants worked to pay off debts or costs of traveling to Americas. For example, a group of indentured servants in British colonies were known as redemptioners who would negotiate ir indenture, or terms of work, to pay for ir costs to travel and live, upon arriving in Americas. Anor large group of indentured servants, about 25%, was made up of people convicted of some type of crime that were sent to Americas to pay ir debt to society. The state of Georgia was established based on this idea. After American Revolution, British continued this practice by sending convicts to ir colony of Australia. Or types of settlements focused on trade developed in French and Dutch colonies where gold and silver were not prevalent and plantation farming was not beneficial. The Dutch led way with early colonization and trading posts in South America. Dutch colonization was not very successful however, except in ir colony of Suriname. French established trading posts with Native Americans in North America. Fur trade was very prosperous and it allowed French to establish generally good relations with Indians. As a result of ir good relations and to try to prevent British from taking ir land, a majority of Indians fought alongside French in French and Indian War. The British wanted to take over fur trade from French and British colonies wanted to take over French land in Americas. As a result of war, British gained much of France s land, and France s power and influence in Americas began to decline. Indicator In all of se settlements in Americas, Europeans made ir political presence felt as 10

11 y took control of se lands and instituted new forms of government. These political styles varied as Spanish and Portuguese ruled ir colonies with strong, central monarchy that kept a close watch on its colonies by appointing viceroys or royal representatives to monitor colonies. The French and Dutch were not as strict in ir control, ruling more loosely which allowed for more political decision-making amongst colonists. The English allowed a representative government system similar to what mor country had which allowed colonists to elect representatives to participate in decision making. The last type of settlement in Americas was development of what could be considered true colonial settlements. These colonies were created by transporting large numbers of people to live in an area. The first of se colonies was developed by English at Jamestown. It was established as a trading settlement, but of necessity, soon developed into a permanent colonial settlement. Soon after Jamestown began to flourish and Pilgrims came to America to establish a colony based on religious freedom. The intent of Puritans, from beginning, was to make settlements y founded into colonies of permanent habitation. The Spanish and Portuguese likewise spread Christianity amongst ir settlements, but spread Catholicism rar than Protestantism. Religion, however, was not emphasis or purpose of Spanish or Portuguese settlement. In Africa, economic and political influence was based on slave trade which began as a result of need for more labor on plantations in Americas. To acquire slaves, Europeans engaged in trade with African tribes, often exchanging goods African tribal leaders wanted such as weapons, iron, cloth, and horses in return for slaves. As demand for slaves increased, tribal warfare in Africa increased as tribes began capturing or tribes in order to participate in this trade. Some tribes became very powerful through this process while most African societies suffered from loss of workers being taken and traded to Europeans. Families and communities were separated, and major population decrease and loss of workers led to economic problems in Africa. Some Africans began resistance movements to try to stop European slave trade, eir by attacking European slave traders in Africa or by revolting on slave ships. Like in Asia, re was no significant colonization or political takeover like re was in Americas. It is not essential for students to know: Students do not need to know names of explorers, traders, or leaders of Europe, Asia, Americas, or Africa during this era. While students should be able to recognize general trade patterns and establishment of a European presence in Asia, Americas, and Africa, it is not essential that y be able to identify all cities and locations engaged in trade. Students also do not need to know years of settlement in Americas nor names of specific groups conquered. They also do not need to know names of African nations that participated in slave trade, number of estimated people taken from various tribes, which part of Africa slaves came from, or numbers of slaves who went to various regions in New World. 11

12 Indicator Social Studies Literacy Skills for Twenty-First Century: Identify and explain relationships among multiple causes and multiple effects. Explain why trade occurs and how historical patterns of trade have contributed to global interdependence. Select or design appropriate forms of social studies resources* to organize and evaluate social studies information. Identify location of places, conditions at places, and connections between places. Assessment Guidelines: Appropriate classroom assessments could require students to be able to: Understand Interpret Exemplify Classify Summarize Infer Compare Explain Or any verb from Remember cognitive process dimension. Indicator Standard 7-2: The student will demonstrate an understanding of concepts of limited government and unlimited government as y functioned in Europe in seventeenth and eighteenth centuries. Enduring Understanding: The relationship between citizens and ir government is a fundamental component of political rule. To understand role of constitutions, characteristics of shared powers, protection of individual rights, and promotion of common good by government, student will Analyze characteristics of limited government and unlimited government that evolved in Europe in 1600s and 1700s. Taxonomy Level: Analyze/ Conceptual Knowledge - 4/B Previous/future knowledge: In 1st Grade, students learned about fundamental principles of democracy (1-3.1). In 2nd grade, students learned about basic functions of government (2-2.1). In 3rd grade, students learned about structure of state government (3-3.5). In World History in high school, students will learn about democracy and constitutionalism (MWH-5.2). In United States History and Constitution in high school, students will learn about early development of representative government and how idea of limited government is protected by Constitution and Bill of Rights (USHC-1.1 and USHC-1.5). In United States government in high school, students will learn about role and relationship of citizen to government in democratic, republican, authoritarian, and totalitarian systems and about limited and unlimited governments with regard to governance (USG-1.3 and USG-1.5). It is essential for students to know: There are fundamental differences between a limited and unlimited government. In a limited 12

13 government re are restraints placed upon power and authority of government, whereas in an unlimited government re is virtually no ability to limit actions of government reby reducing ability to prevent it from being authoritarian or tyrannical in nature. In an unlimited government, individual rights and freedoms are curbed and citizens are expected to display total obedience to government as ruler or rulers make all decisions; but in a limited government citizens are given individual rights and can participate in government decisions. In Europe in 1600s and 1700s, absolute monarchies would be classified as unlimited governments since re were no real restrictions to control actions of governments against citizens and citizens had no recourse against government. These monarchies based ir power on idea of divine right, or idea that ir power came directly from God. Decisions made by rulers were refore not questioned by citizens. France and Russia are two nations that continued to operate under and develop an unlimited government during this time. Both created an absolutist system that concentrated power in hands of monarch. Rights and freedoms were severely limited and few which did exist could be cast aside through actions of monarch. Three common ways that France and Russia displayed Indicator unlimited authority were in raising taxes, in dissolving legislative body, and in using military to enforce its policies. There were changes that began to take place in Europe that began to restrain power of government and create a structure that was limited in nature. Many of se changes and ideas were built upon English tradition or model that began when King John signed Magna Carta (Great Charter) in 1215, acknowledging that king was no longer above law. England s government refore had beginnings of an unwritten constitution that would later be built upon by English Bill of Rights signed in 1689 (7-2.4).The most common and successful methods included: constitutionalism and creation of constitutional monarchies that incorporated principle of rule of law; democracy which granted people authority in functioning of government; and separation of powers which distributed legislative, executive, and judicial powers to several government bodies rar than allowing concentration of se powers into one body or person. It is not essential for students to know: Students do not need to know names of rulers of European nations during se times nor ir specific policies or government practices. Social Studies Literacy Skills for Twenty-First Century: Explain change and continuity over time and across cultures. Understand responsible citizenship in relation to state, national, and international communities. Assessment Guidelines: Appropriate classroom assessments could require students to be able to: 13

14 Analyze Differentiate Organize Attribute Or any verb from Apply, Understand or Remember cognitive process dimensions. Indicator Standard 7-2: The student will demonstrate an understanding of concepts of limited government and unlimited government as y functioned in Europe in seventeenth and eighteenth centuries. Enduring Understanding: The relationship between citizens and ir government is a fundamental component of political rule. To understand role of constitutions, characteristics of shared powers, protection of individual rights, and promotion of common good by government, student will Explain how scientific revolution challenged authority and influenced Enlightenment philosophers, including importance of use of reason, challenges to Catholic Church, and contributions of Galileo and Sir Isaac Newton. Taxonomy Level: Understand/ Conceptual Knowledge - 2/B Previous/future knowledge: This is first time students will learn about Scientific Revolution and Enlightenment. In World History in high school, students will learn about how Scientific Revolution in Europe led to questioning of orthodox ideas (MWH-5.1). It is essential for students to know: The Scientific Revolution was born out of advancements made in areas of science and math in late 1500s and early 1600s. Following age of exploration, new truths and new research challenged previous thought processes and studies. As evidence mounted, scientists began to question ancient ories and orthodox teachings of Roman Catholic Church. These scientists began using reason or logical reasoning instead of placing ir beliefs in faith and demanding proof or evidence. Ptolemy s ory of planetary motion ( geocentric ory) and church teachings were brought into question by Copernicus s heliocentric ory. Or major achievements included contributions of Galileo and Newton. Galileo offered support for heliocentric ory with his experiments concerning motion and his observation of space with use of telescope. Newton s laws of gravity furred laws of motion and continued challenge of old ories. The scientific method was a major contribution of this time period, establishing a systematic way to find proof using reason. This was logical procedure for testing ories that included beginning with a question, forming a hyposis that is n tested through experimentation, and finally analyzing data to reach a conclusion. A significant conflict arose between scientific thought and traditional religious beliefs during this time. The ories and books that were published also led to significant conflict with church. The Bible, as interpreted by Roman Catholic Church, served as authority for society prior to rise of science. The teachings of church, which were based on faith and revelation, felt significant challenge from science, which offered empirical evidence for its ories. With publication of se new ories, teachings of Bible and church were called into question. This was 14

15 a challenge to faith by reason. For church, political, social, and economic authority was on line. Scientists like Galileo were called to renounce or stop ir teachings and reaffirm teachings of church or face excommunication, and Galileo was put under house arrest by church towards end of his life because of his challenges. Indicator All of se challenges to authority inspired philosophers of Enlightenment to n begin using reason to apply it to political environment in Europe. Through use of reason, Enlightenment philosophers began developing ideas that challenged unlimited governments of time and influenced development of limited governments in 1600s and 1700s. It is not essential for students to know: Students do not need to know contributions of every scientist of this time period, such as Brahe, Kepler, or Edward Jenner, or to have specific knowledge of works of scientists, such as Copernicus s On Revolutions of Heavenly Bodies or Galileo s Starry Messenger. Instead, it is more helpful to focus on broad concepts and major contributions of time. In that same vein, while re were many contributions made to scientific instruments and medicine during this period, se can be briefly mentioned, for broader understanding but too much time should not be spent in this area. The students also do not need to know steps of scientific method. Social Studies Literacy Skills for Twenty-First Century: Explain change and continuity over time and across cultures. Evaluate multiple points of view or biases and attribute perspectives to influences of individual experiences, societal values, and cultural traditions. Assessment guidelines: Appropriate classroom assessments could require students to be able to: Understand Interpret Exemplify Classify Summarize Infer Compare Explain Or any verb from Remember cognitive process dimension. Indicator Standard 7-2: The student will demonstrate an understanding of concepts of limited government and unlimited government as y functioned in Europe in seventeenth and eighteenth centuries. Enduring Understanding: 15

16 The relationship between citizens and ir government is a fundamental component of political rule. To understand role of constitutions, characteristics of shared powers, protection of individual rights, and promotion of common good by government, student will Analyze Enlightenment ideas of John Locke, Jean-Jacques Rousseau, Montesquieu, and Voltaire that challenged absolutism and influenced development of limited government. Taxonomy Level: Analyze/ Conceptual Knowledge - 4/B Previous/future knowledge: This is first time students will learn about Enlightenment. In World History in high school, students will learn about ideas that were brought about by Enlightenment (MWH-5.2). In United States History and Constitution in high school, students will learn about ideas of separation of powers and individual rights that are in limited governments (USHC-1.5). It is essential for students to know: The Enlightenment was seen as an intellectual movement of 17th and 18th centuries which sought to apply reason to society and reby better understand and improve society. Politics - its structure, purpose, and execution - was one of areas where enlightened philosophy was applied. To understand political philosophy of era, it is important for students to understand absolutism as well as concepts behind state of nature philosophy and social contract ory. Absolutism was basis of most governments in Europe at that time, and se unlimited governments placed total or absolute power in hands of rulers (7-2.1). Most of governments were absolute monarchies based on divine right, belief that rulers received ir power directly from God, and refore citizens were expected to respond to all decisions of rulers without input or challenges. Therefore citizens also did not have any guaranteed rights. The political philosophy of Enlightenment presented a differing view that provided a direct challenge to absolutism and refore influenced development of limited government. The state of nature was a positive condition of human existence that preceded social and political organization and was used by philosophers to explain process by which political organization occurred. The social contract ory was idea that government was created as an agreement (contract) between social groups as a way of structuring mselves in a mutually beneficial manner. These two components are an important part of template used by philosophers during Enlightenment to examine and classify government. It should be understood that philosophers could and did apply se ideas in different ways. John Locke of England is considered one of great political philosophers of Enlightenment. Influenced by Glorious Revolution, Locke saw state of nature as a good place and social contract as a voluntary agreement to enhance life. Locke believed all Indicator humans were born with natural rights, or rights belonging to all, and refore presented a challenge to absolutism. According to Locke, social contract was an agreement between 16

17 citizens and ir government, and government s responsibility was to protect rights of people. Locke argued that if government did not protect se rights, n people had right to break contract by abolishing government and creating a new one. Locke s ideas developed into concept of consent of governed, or belief that a government gets its approval or consent from people. Locke s writings had a strong influence on American patriots like Thomas Jefferson and in his writing of Declaration of Independence. Jean-Jacques Rousseau of France had a similar belief about state of nature but his viewpoint was different about role of government. Since Rousseau saw society as corrupting influence on people, it was role of government to protect general will of people. As such, it was government s duty to implement policies deemed beneficial for general populace, or by basing decisions on majority rule. Roussea s view of social contract refore would also create a limited governement as government s power would be limited by what majority of citizens wanted. Rousseau s ideas, along with those of Locke, formed foundation for idea of popular sovereignty which is used in limited governments today. Popular sovereignty, like consent of governed, dictates that governments get ir power and legitimacy based on what people or citizens want. American colonists largely rejected Rousseau, but his writings would later provide part of foundation for totalitarian governments. Baron de Montesquieu of France focused on governmental organization by promoting ideas of separation of powers and checks and balances. By creating a separation of powers, a government must be limited as each branch checks ors powers. Montesquieu greatly admired English system of limited government from which he garnered se concepts. These concepts did not originate with him, but he was largely responsible for popularizing m and he advocated modifying English system of time of having two branches, executive and legislative, to having three branches: executive (monarch), legislative (Parliament), and judicial (courts). The influence of his ideas is readily apparent in U.S. Constitution. Voltaire, pen name of François-Marie Arouet, of France focused on civil liberties, mainly freedom of speech and freedom of religion. Voltaire s influence on limited government refore mainly is in area of rights of citizens. He wrote many books and plays to demonstrate use of reason and voice his views on social reform, often showing his dislike of religious intolerance, advocating a separation of church and state, and modeling right to express personal opinion through free speech. It is not essential for students to know: Students do not need to know where se philosophers were from or titles of political writings of se philosophers. Social Studies Literacy Skills for Twenty-First Century: Explain change and continuity over time and across cultures. Evaluate multiple points of view or biases and attribute perspectives to influences of individual experiences, societal values, and cultural traditions. Indicator

18 Assessment Guidelines: Appropriate classroom assessments could require students to be able to: Analyze Differentiate Organize Attribute Or any verb from Understand or Remember cognitive process dimensions. Indicator Standard 7-2: The student will demonstrate an understanding of concepts of limited government and unlimited government as y functioned in Europe in seventeenth and eighteenth centuries. Enduring Understanding: The relationship between citizens and ir government is a fundamental component of political rule. To understand role of constitutions, characteristics of shared powers, protection of individual rights, and promotion of common good by government, student will Explain effects of English Civil War and Glorious Revolution on power of monarchy in England and on limited government. Taxonomy Level: Understand/ Conceptual Knowledge - 2/B Previous/future knowledge: This is first time students will learn about English Civil War and Glorious Revolution. In World History in high school, students will learn about ideas brought about by Enlightenment and ir effects on institutions (MWH-5.2). It is essential for students to know: The English Civil War was a major struggle in England between powers of people, represented in form of Parliament, and monarch, which was an issue that began in England in 1215 with signing of Magna Carta. Parliament began making demands to monarch, King Charles I. Parliament wanted Charles I to allow Parliament to begin making decisions on laws, which would limit absolute power of monarch. Parliament was challenging legitimacy of divine right of kings philosophy (7-2.1). These challenges were based on political, economic, and religious issues that had been going on since reign of Charles far James I. Politically, Parliament wanted more input in government, again trying to build on foundations of Magna Carta. Charles, like his far, refused to let Parliament meet. In 1629, he physically locked m out of ir meeting place at Westminster. They were locked out for eleven years in what was called Eleven Years Tyranny. Economically, Parliament and Charles argued over issues related to practice of raising money by levying taxes and allowing men to buy titles. One example occurred when John Hampden, a member of Parliament, refused to pay a new tax called Ship Tax because Parliament had not agreed upon tax. Hampden was put on trial and found guilty, yet he was a symbol of defiance by standing up to king s power. In 1642, as tensions between Parliament and Charles continued to escalate, Charles sent soldiers to arrest five members of Parliament that he considered to be his biggest critics. As Parliament 18

19 represented people of England, this action by Charles was seen as an attack on people. Civil War broke out in 1642 between supporters of Charles I, Royalists, and supporters of Parliament. The supporters of Parliament soon fell under leadeship of Oliver Cromwell and his New Model Army. The New Model Army was able to claim major victories over Royalists. In 1646 Charles I surrendered, but in 1647 he escaped, and next year civil war resumed with Royalists being quickly defeated again. In 1649 Charles I was tried for charges of abuses of power against Parliament and people. He was found guilty and was Indicator beheaded. The English Civil War was refore a major event in challenges to absolute monarchs of time and served as foreshadowing of John Locke s idea that a government or ruler s abuse of power should lead to its overthrow. Between end of English Civil War in 1649 and Glorious Revolution of , England s government was in a state of transition. Charles II, son of Charles I, began trying to regain power in Scotland while Oliver Cromwell became lord protector of England. Charles II attempted an invasion and takeover of England but failed. After Cromwell died in 1658, his son Richard took over as lord protector. Unlike his far, Richard Cromwell was a weak leader, and after eight months he resigned. As political situation in England became unstable, Charles II was invited to retake throne in After Charles II died in 1685, his bror James II took throne. James II was Catholic, and Protestant leaders in England feared he would return England to turmoil of becoming a Catholic nation after over a century and a half of being Protestant since establishment of Church of England in These Protestant leaders turned to William of Orange, king of Scotland, for help, as he was Protestant and also married to oldest daughter of James II, Mary. William agreed to Parliament s proposal and came to England with an army in James II fled to France, and William and Mary took throne that her far had abdicated in a bloodless revolution known as Glorious Revolution. Parliament had prearranged with William and Mary that monarchs would agree to some limits on ir power, and William and Mary refore signed English Bill of Rights in These measures promoted a limited government in England as monarch began sharing power by allowing Parliament to make laws and assured protection of individual rights for people. These measures are foundational principles of all limited governments that followed and were inspirational to Enlightenment philosophers. It is not essential for students to know: Students do not need to know names of battles or exact dates involved in English Civil War or Glorious Revolution but instead need to have a general understanding of storyline of events. They also do not need to know history or policies of rulers of England during this time. Students should be exposed to rulers such as Charles I, Oliver Cromwell, Charles II, James II, William and Mary, but it is not necessary for m to know or examples by name. Social Studies Literacy Skills for Twenty-First Century: Explain change and continuity over time and across cultures. Assessment Guidelines: 19

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