UNIT 3 PLAN FOR 7TH GRADE CONTENT AREA
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Unit Overview:Quarter TMLDirect One X Two
TMLDirect Three TMLDirect Four / Instructional Time: 4 weeks (20 days)
Course/Grade Level: 7th Grade Social Studies
Unit Theme:
Revolution and Reform / Revised Bloom’s Taxonomy: Level 1-6
Unit Summary:
This unit will explore the transition from the Age of Absolutism to the Enlightenment era as well as the various revolutions that arose as a result of enlightenment thinking.
North Carolina Informational Technology Essential Standards:
7.SI.1 Evaluate information resources based on specified criteria
7.SI.1.1 Evaluate resources for reliability. (Reliability can be determined by currency, credibility, authority, etc. depending on the curriculum topic).
7.SI.1.2 Evaluate content for relevance to the assigned task.
7.SI.1.3 Evaluate resources for point of view, bias, values, or intent of information.
7.TT.1 Use technology and other resources for assigned tasks.
7.TT.1.1 Use appropriate technology tools and other resources to access information.
7.TT.1.2 Use appropriate technology tools and other resources to organize information (e.g. graphic organizers, databases, spreadsheets, and desktop publishing).
NC Essential Standards:
7.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues over time.
7.H 1.2 Summarize the literal meaning of historical documents in order to establish context.
7.H.1.3Use primary and secondary sources to interpret various historical perspectives.
7.H.2.3Explain how increased global interaction accelerates the pace of innovation in modern societies (e.g. advancements in transportation, communication networks and business practices).
7.G.1.1 Explain how environmental conditions and human response to those conditions influence modern societies and regions (e.g. natural barriers, scarcity of resources and factors that influence settlement).
7.G.1.2 Explain how demographic trends (e.g. population growth and decline, push/pull factors and urbanization) lead to conflict, negotiation, and compromise in modern societies and regions
7.G.2.1Construct maps, charts, and graphs to explain data about geographic phenomena (e.g. migration patterns and population and resource distribution patterns).
7.G.2.2Use maps, charts, graphs, geographic data and available technology tools (i.e. GPS and GIS software) to interpret and draw conclusions about social, economic, and environmental issues in modern societies and regions.
7.E.1.1Explain how competition for resources affects the economic relationship among nations (e.g. colonialism, imperialism, globalization and interdependence).
7.E.1.3Summarize the main characteristics of various economic systems (e.g. capitalism, socialism, communism; market, mixed, command and traditional economies).
7.C&G.1.1Summarize the ideas that have shaped political thought in various societies and regions (e.g. Enlightenment and Scientific Revolution, democracy, communism and socialism).
7.C&G.1.2 Evaluate how the Western concept of democracy has influenced the political ideas of modern societies.
7.C&G.1.4Compare the sources of power and governmental authority in various societies (e.g. monarchs, dictators, elected officials, anti-governmental groups and religious, political factions).
7.C.1.1Explain how culture unites and divides modern societies and regions (e.g. enslavement of various peoples, caste system, religious conflict and Social Darwinism).
7.C.1.2 Explain how cultural expressions (e.g. art, literature, architecture and music) influence modern society.
Essential Question(s):
Unit EQs:
· What is reason?
· What is Equality?
· What makes a good leader/ government?
Is violence ever justified?
· What is revolution?
· Are humans inherently cooperative or competitive?
· What does class really mean?
· Who should have power?
· What is the purpose of government?
· How does progress affect human rights?
· How is the economy related to all other aspects of society?
· How can revolution be both positive and negative?
· Is equal trade really equal?
· What are the positive and negative impacts of leadership on the social economic and political systems in a society?
· How does leadership influence the social, economic and political interest of a society?
· How have ideas influence political thought?
· How does government authority and power vary in societies?
Enduring Understanding(s): resource - NCDPI UNPACKING DOCUMENT
http://www.ncpublicschools.org/docs/acre/standards/support-tools/unpacking/social-studies/7th.pdf
I Can Statement(s):
· I can analyze and evaluate philosophical ideas.
· I can develop my own concept of human nature and government.
· I can identify the different types of revolution.
· I can analyze the positive and negative effects of revolution.
· I can compare and contrast the positive and negative impacts of social and political systems on various societies.
· I can explain how leadership influences the social, economic and political interest of a society.
· I can infer how ideals influence and help form political thought.
· I can interpret the role of citizens and their responsibilities toward their government.
· I can evaluate how changes in society and government lead to conflict.
· I can analyze how cultural values influence the ways that citizens and governments interact.
Vocabulary:
Absolute Monarchies & The Age of Enlightenment
John Locke, Thomas Hobbes, Baron Charles de Montesquieu, Voltaire, Jean-Jacques Rousseau, King Louis XVI, Catherine the Great, Queen Marie Antoinette, Ivan the Terrible, Divine Right of Kings, Tsars, Peter the Great / Revolutions (English Revolution, French Revolution)
Bourgeoisie, Tennis Court Oath, Coup d’état, Reign of Terror, Revolution, Church of England, War of the Roses, Absolute Monarchy, Divine Right of Kings, Czar, Napoleon, Guillotine, bastille, limited monarchy / The Industrial Revolution
domestic system, open-field system, enclosure system, cottage industry, factory system, interchangeable parts, division of labor, Market Economy, Working Class, industrial revolution,
Reading and Writing for Literacy and Interdisciplinary Connections
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. This unit should incorporate informational text. You can also use fictional materials to make connections to the subject matter. (See examples listed in resources section.)
Evidence of Learning (Formative Assessments):
Warm up journal (daily or weekly)
Teacher observation during classroom activities
Exit Slips
Homework
Daily checks for understanding
Skits
Editorials
Journaling
Debates / Summative Assessment(s):
Teacher made test
Projects
Essays
Student Created Newspapers
Blog
Brochures
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Unit Implementation:
United Streaming
National Geographic
Free Maps from d-maps: http://d-maps.com/
Free Games (Geography) sheppardsoftware.com
BBC History for kids: http://www.bbc.co.uk/history/forkids/
Prezi (use to make presentations): www.prezi.com
Glogster (need a paid account): www.glogster.com
Overview of each country: Ciaworldfactbook.gov
Current events
cnnstudentnews.com (CNN newscast for students)
http://flocabulary.com/the-week-in-rap/ (Week in Rap)
http://www.bbc.co.uk/cbbc/ (bbc for kids)
Mr. Dowling: http://www.mrdowling.com/ / RESOURCES for this unit:
· Holt, Eastern World (Blue Book): Ch. 22, pgs. 570-572, 577-581, Ch. 23, pg. 598, 602-607
· Holt Western World (Red Book): Ch 14, pgs. 358-364, 366-370
· Promethean Planet: www.prometheanplanet.com
· Discovery Education: www.unitedstreaming.com
· PBS Learning: http://unctv.pbslearningmedia.org/
· School History, collection of teaching materials: www.SchoolHistory.co.uk
· *History on the Net - www.historyonthenet.com
· *Big Era 6 - http://worldhistoryforusall.sdsu.edu/eras/era6.php
· Avalon: Primary Sources http://avalon.law.yale.edu/
· 16th century: http://avalon.law.yale.edu/subject_menus/16th.asp
· 17th century: http://avalon.law.yale.edu/subject_menus/17th.asp
· Social Studies for Kids: http://www.socialstudiesforkids.com/
· Fordham University Sourcebooks: http://www.fordham.edu/halsall/
· Modern: http://www.fordham.edu/Halsall/mod/modsbook.asp
· StudentsFriend.com- Modern (link below) http://studentsfriend.com/aids/curraids/curraids.html#anchor1119530
· Problem Attic (for NYS Regents Questions): http://www.problem-attic.com/login
Weeks 1: Absolute Monarchies & The Age of Enlightenment:
This week should focus on the evolution from the Age of Absolutism to the new ideas which emerged during The Enlightenment. Graphic organizers will be helpful in exploring the different absolute rulers and enlightenment thinkers. A great way to introduce students to enlightened thinkers is to create Voki’s for each thinker and have the thinker introduce himself to the kids. While the thinkers are introducing themselves, have the kids complete a graphic organizer to highlight the key important facts of each thinker. Also, having students explore their own philosophical questions will help them connect to the types of questions that the enlightenment thinkers were asking.
Essential Questions / I Cans / Resources
· What is reason?
· What is Equality?
· What makes a good leader/ government?
· What is revolution?
· Are humans inherently cooperative or competitive?
· Who should have power?
· What is the purpose of government?
· How does progress affect human rights?
· How can revolution be both positive and negative?
· What are the positive and negative impacts of leadership on the social economic and political systems in a society?
· How does leadership influence the social, economic and political interest of a society?
· How have ideas influence political thought?
· How does government authority and power vary in societies? / · I can analyze and evaluate philosophical ideas.
· I can develop my own concept of human nature and government.
· I can infer how ideals influence and help form political thought.
· I can identify the various philosophical leaders during the Enlightenment.
· I can compare/contrast the leadership styles of various leaders.
· I can categorize the various leadership styles.
· I can infer what led to the fall of various leaders.
· I can evaluate how a piece of fictional writing relates to historical issues.
· I can analyze and evaluate philosophical ideas.
· I can develop my own concept of human nature and government.
· I can infer how ideals influence and help form political thought.
· I can identify the various philosophical leaders during the Enlightenment.
· I can compare/contrast the leadership styles of various leaders.
· I can categorize the various leadership styles.
· I can infer what led to the fall of various leaders.
· I can evaluate how a piece of fictional writing relates to historical issues. / · Lesson plans on Absolutism: http://robertwnukowski.wmwikis.net/file/view/Conceptlessonplanwnukowski2-1.pdf
· Map Absolutism: http://www.docstoc.com/docs/8549459/Map-Absolutism
· Mr. Donn has a large collection of resources and pre-made lessons: http://www.mrdonn.org/
· Lesson plans, worksheets, and other resources on the Enlightenment: http://www.learner.org/courses/amerhistory/pdf/Enlightenment_LOne.pdf
· Examples of cruel leadership: Ivan the Terrible: http://drkofman.tripod.com/teaching/lessons/ivan_the_terrible.html
· Lesson plan on Ivan the Terrible: http://www.lessonsnips.com/lesson/ivanterrible
· Examples of positive leadership: Peter the Great: http://www.discoveryeducation.com/teachers/free-lesson-plans/peter-the-great.cfm
· Age of Absolutism lesson plan: http://filebox.vt.edu/users/shelliot/portfolio/Absolutism%20Lesson%20Plan.pdf
· Examples of positive leadership: Catherine the Great: http://www.bcps.org/offices/oea/pdf/cultural_heritage/Russian-Heritage-Resource-Packet.pdf
· Lesson plan and worksheets on Catherine the Great: http://www.pbs.org/weta/faceofrussia/reference/lesson2.html
· Profile of great leaders: Catherine the Great: http://teachersnetwork.org/dcs/women/profiles/Catherine.htm
· Worksheets and teaching materials on John Locke: http://teachinghistory.org/teaching-materials/english-language-learners/24139
· Thomas Hobbes and Foundation of American Government: http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&ved=0CB4QFjAA&url=http%3A%2F%2Fwww.tahoeid.org%2Fwp-content%2Fuploads%2F2011%2F01%2FKim-Roberts.doc&ei=GTeBUI6IEIqc8gSa64HgDw&usg=AFQjCNE8XiLwq_uhUfruX93Ndwaz2tqHKg&sig2=F4lMtVYmijy-vz1IBRn9pQ
· Participate in a Mock Salon where students pretend to be philosophers and present ideas and concepts from various Enlightenment philosophers and Absolute Monarchs: www.studenthandouts/com/World-History-Games-Quizzes-Practice-Tests/02.07-Industrial-Revolution/html
· Enlightenment lesson plans and worksheets: http://europeanhistory.about.com/od/theenlightenmen1/tp/enlightenmentthinkers.htm
Weeks 2 & 3: Revolutions (Glorious Revolution, French Revolution)
The beginning of week two will cover the Glorious Revolution in England. There are a variety of resources available below to choose from to introduce these topics to the students. Students should begin to explore the difference between non-violent and violent revolutions with the Glorious revolution and the French revolution. Progressing into the French Revolution, students should make connections between enlightenment thinking and the rise of revolutionary movements. Discovery Education has a number of resources to assist in covering the French Revolution (see below) and Napoleon. Having the students’ role play the different estates in France during the French Revolution would be a helpful exercise to have the kids understand what caused the class conflicts that led to disdain between the classes. Propaganda posters on the revolution would be a great extension activity and a way to introduce propaganda.
Essential Questions / I Cans / Resources
· What is Equality?
· What makes a good leader/ government?
· Is violence ever justified?
· What is revolution?
· What does class really mean?
· Who should have power?
· What is the purpose of government?
· How does progress affect human rights?
· How is the economy related to all other aspects of society?
· How can revolution be both positive and negative?
· What are the positive and negative impacts of leadership on the social economic and political systems in a society?
· How does leadership influence the social, economic and political interest of a society?
· How have ideas influence political thought?
· How does government authority and power vary in societies? / · I can compare and contrast the positive and negative impacts of social and political systems on various societies.
· I can explain how leadership influences the social, economic and political interest of a society.
· I can infer how ideals influence and help form political thought.
· I can interpret the role of citizens and their responsibilities toward their government.
· I can evaluate how changes in society and government lead to conflict.
· I can analyze how cultural values influence the ways that citizens and governments interact.
· I can evaluate how a piece of fictional writing relates to historical issues. / · Mr. Donn’s collection of PPT, lesson plans, worksheets and games on the French Revolution: http://wars.mrdonn.org/frenchrev.html
· Profile of Oliver Cromwell: http://www.bbc.co.uk/history/historic_figures/cromwell_oliver.shtml
· English Civil War background info: http://www.historyguide.org/earlymod/lecture7c.html
· BBC site on the Glorious Revolution offering background info, lesson plans, worksheets, and teaching materials: http://www.bbc.co.uk/history/british/civil_war_revolution/glorious_revolution_01.shtml
· Glorious Revolution with English Bill of Rights: http://www.international.ucla.edu/media/files/The%20Glorious%20Revolution%20and%20the%20English%20Bill%20of%20Rights.pdf
· French Revolution & Napoleon lesson plans from Discovery Education: http://www.discoveryeducation.com/teachers/free-lesson-plans/napoleon.cfm
· Background info on the age of Napoleon and the French Revolution: http://www.brighthubeducation.com/history-homework-help/86330-reforms-of-the-napoleon-revolution/
Week 4: The Industrial Revolution:
To begin this week, students should again be comparing different kinds of revolutions (violent, non-violent, revolutions in ideas, technology, etc.) To introduce the industrial revolution, students will need to know that it began with an agricultural revolution and as technology developed, transitioned into the industrial revolution. Problems which arose during the industrial revolution (i.e.: child labor, poor working conditions, etc.) can best be explored through the analysis of primary source documents.