UNIT OVERVIEW
STAGE ONE: Identify Desired ResultsEstablished Goals/Standards / NYS SS Framework:
10.2a Enlightenment thinkers developed political philosophies based on natural laws, which included the concepts of social contract, consent of the governed, and the rights of citizens.
10.2b Individuals used Enlightenment ideals to challenge traditional beliefs and secure people’s rights in reform movements, such as women’s rights and abolition
10.2c Individuals and groups drew upon principles of the Enlightenment to spread rebellions and call for revolutions in France and the Americas.
10.2d Cultural identity and nationalism inspired political movements that attempted to unify people into new nation-states and posed challenges to multinational states.
Common Core:
CCR-1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCR-4: Determine the meanings of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies
CCW-1a: Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships between the claims(s), counterclaims, reasons, and evidence
CCSL-1: Initiate and participate effectively in a range of collaborative discussions / Long-Term Transfer Goal
At the end of this unit, students will use what they have learned to think critically and independently about new ways of thinking.
Meaning
Enduring Understandings
Students will understand that…
U1: Long held beliefs will be challenged by innovative thinkers
U2: Concepts of natural law, social contract, consent of the governed, and the rights of citizens influence historical events following the Enlightenment.
U3: Progressive individuals will apply the concept of people’s rights to reform movements.
U4: Revolutions have the potential to address the most pressing needs. / Essential Questions
Students will consider such questions as…
E1: How can new ideas challenge the status quo?
E2: What is the role of government?
E3: What is the connection between ideas and reform?
E4: How do powerful individuals respond to
revolutionary ideas?
E 5: When is a revolution successful?
E6: Under which circumstances would you become a follower?
E7: How do revolutionary ideas still affect our world today?
Acquisition
What knowledge will students learn as part of this unit?
K1: Key vocabulary: Age of Reason, balance of powers, despot, Enlightenment, Simón Bolívar, Napoleon, Toussaint L’Oveture, geocentric, heliocentric, natural rights, philosophy, scientific method, Scientific Revolution, secularism, separation of power, social contract, status quo
K2: Key players of the scientific revolution and how their new ideas contrasted with long standing beliefs of that time (Copernicus, Galileo, Kepler, and Newton)
K3: Key ideas from the written work of at least three Enlightenment thinkers (Locke, Montesquieu, and Rousseau)
K4: The use of Enlightenment ideals, by Mary Wollstonecraft and William Wilberforce, to challenge traditional beliefs and secure people’s rights in reform movements (women’s rights and abolition).
K5: The role principles of the Enlightenment played in the spread of rebellions and call for revolutions in France and the Americas.
K7: The role of cultural identity and nationalism in political movements aimed at unifying people into new nation-states. / What skills will students learn as part of this unit?
SSP-A: Gathering, Interpreting, and Using Evidence
· Define and frame questions about events and the world in which we live, form hypotheses as potential answers to these questions, use evidence to answer these questions, and consider and analyze counter-hypotheses.
SSP-B: Chronological Reasoning and Causation
· Articulate how events are related chronologically to one another in time and explain the ways in which earlier ideas and events may influence subsequent ideas and events.
· Recognize, analyze, and evaluate dynamics of historical continuity and change over periods of time and investigate factors that caused those changes over time.
SSP-C: Comparison and Contextualization
· Identify and compare similarities and differences between historical developments over time and in different geographical and cultural contexts.
SSP-F: Civic Participation
· Demonstrate respect for the rights of others in discussions and classroom debates; respectfully disagree with other viewpoints and provide evidence for a counter-argument
STAGE TWO: Determine Acceptable Evidence
Assessment Evidence
Criteria for to assess understanding: (This is used to build the scoring tool.) / Performance Task focused on Transfer:
· Create a persuasive speech in which the scholar identifies a transformative idea and how it has profoundly affected the global community.
At the end of this unit, students will use what they have learned to think critically and independently about new ways of thinking.
· G : think critically
· R: minister of information to the Russian czar
· A: Czar
· S: Will the czar adapt to new powerful ideas or not?
· P: persuasive speech based on the application of the Scientific Method to analyze society’s pressing needs
· S: Rubrics based on SS Practices and CC Literacy Standards
Other Assessment Evidence:
· Individual oral presentation
· Write a persuasive essay based on prior persuasive speech
· Debate (which ideas are more powerful and lasting? Scientific ideas or political ideas?)
· Create a social contract for your government
· DBQ analysis
· Tests
· Quizzes
· Quick Write
East High School, Rochester, NY Based on UbD (ASCD) by G. Wiggins and J. McTighe
Subject: Global II Grade: 10 Unit #: 1 Title: The Power of IdeasEast High School, Rochester, NY Based on UbD (ASCD) by G. Wiggins and J. McTighe
Subject: Global II Grade: 10 Unit #: 1 Title: The Power of IdeasT, M, A
(Code for Transfer, Meaning Making and Acquisition) / STAGE THREE: Plan Learning Experiences
A/T
M
M
M/A
M/T
A
T
A/T / Learning Events:
· Assess students’ prior knowledge and address students’ misconceptions
· Chalk Talk Protocol: Compelling Question: How can new ideas challenge the status quo (things the way they are now)?
· Reflections on learning target written in standard academic English (comment, question, or both)
· Close reading of primary sources related to scientific thinkers
· Mystery Quotes : Which scientist said that?
· Close reading of the Enlightenment philosophers
· Take a Stand (best Enlightenment idea – use interactive notebooks)
· Infer the Topic: Pictures of causes of the French Revolution
· DBQ Analysis of Causes of the French Revolution- stations activity
· Parallel Lines (Review of the Causes of the French Revolution)
· Go, Go, Mo Results of the French Revolution (document analysis)
· Interactive word wall about the French Revolution’s causes and results
·
· Chronological Reasoning/ Analysis
· Say Something – Revolutions in the Americas (document analysis)
· Compare and Contrast: Tousaint L’Overture and Simón Bólivar
· Interactive Word Wall
· Group work analyzing document (problems in countries and possible action plans/fictional role
· Review of Scientific Method
· Praise, Question, Suggest
· Debate
· Persuasive Essay: Are Revolutions Effective in Transforming Societies? Why? Why not? / Evidence of learning: (formative assessment)
· KWL
· Daily Notebook – Feedback on learning target and literacy
· Graphic organizer
· graphic organizer
· Close reading (summary of main ideas)
· Reflection notebook
and quiz
· graphic organizer
· summary
· Quiz on causes
· Paraphrase texts from primary sources
· Reflection Notebook: Develop a claim stating the important result and explain why
· Essay: Was the French Revolution successful?
· Timeline of Revolutions
· Summary of causes and results of the revolutions in the Americas
· Venn Diagram Chart on Simón Bólivar and Tousaint L’Overture
· Interactive word wall
· Graphic organizer: problems-solutions
· Graphic organizer to develop a plan
· Students present the plan
· Quiz
· Graphic organizer
· Reflection Notebook based on Gallery Walk of transformative Ideas
· Persuasive Essay
East High School, Rochester, NY Based on UbD (ASCD) by G. Wiggins and J. McTighe