World History Unit 5/Part 3

Title Suggested Dates ­Scientific Revolution and Enlightenment

4th Six Weeks

Big Idea/Enduring Understanding Guiding Questions Intellectual movements can affect all aspects of life, including politics, economics, and society.

Why do new ideas often spark change? How do new ways of thinking affect the way people respond to their

surroundings?

The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research­based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Knowledge and Skills with Student Expectations

District Specificity/Examples

Instructional Strategies

Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS.

(1) History. The student understands traditional historical points of reference in world history. The student is expected to:

(E) identify major causes and describe the major effects of the

Bloom’s Level Remembering

­create a diagram to list major ideas of the Enlightenment introduced by the intellectuals of the time.

World History for US All Big Era Seven United Streaming/Discovery Education Just the Facts: The Scientific Revolution: Part 02

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following important turning points in world history from 1750 to 1914: the Scientific Revolution, the Industrial Revolution and its impact on the development of modern economic systems, European imperialism, and the Enlightenment's impact on political revolutions;

Supporting Standard RC 2

Supports WH 8.A. WH8.C,WH9.A, WH18.A, WH18B, WH18C,

(9) History. The student understands the causes and effects of major political revolutions between 1750 and 1914. The student is expected to:

(D) identify the influence of ideas such as separation of powers, checks and balances, liberty, equality, democracy, popular sovereignty, human rights, constitutionalism, and nationalism on political revolutions.

Bloom’s Level Remembering What role do you think philosophers play in politics? How do you think the ideas of philosophers can change the world? For example, how can philosophical ideas impact governments? How did Montesquieu’s ideas about government influence political revolutions?

­create a diagram to list major ideas of the Enlightenment introduced by the intellectuals of the time.

McGrawHill­networks video The Enlightenment ­Research philosophers who impacted the world. http://www.studentsfriend.com/

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Supporting Standard RC 2 Supports WH 20(A) and WH9(A) Separation of Powers Checks and Balances Liberty Equality Democracy Popular Sovereignty Human Rights Constitutionalism Nationalism

(15) Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to:

(A) create and interpret thematic maps, graphs, and charts to demonstrate the relationship between geography and the historical development of a region or nation; and

Bloom’s Level Creating and Analyzing

ONGOING TEKS

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(B) analyze and compare geographic distributions and patterns in world history shown on maps, graphs, charts, and models.

Assessed Social Studies Skills

(16) Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to:

(A) locate places and regions of historical significance directly related to major eras and turning points in world history;

Assessed Social Studies Skills

Bloom’s Level Remembering

ONGOING TEKS

(18) Economics. The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in

Bloom’s Level Remembering

­Identify characteristics of the free enterprise system ­hold a debate

McGrawHill­Networks­Primary Source “Adam Smith on Business and Society” http://www.studentsfriend.com/

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world history. The student is expected to:

(A) identify the historical origins and characteristics of the free enterprise system, including the contributions of Adam Smith, especially the influence of his ideas found in The Wealth of Nations;

Readiness Standard RC 5

Adam Smith first articulated his ideas in The Wealth of Nations in 1776. He explained how a market system of supply and demand determines the market questions of what to produce and how much to produce. Smith pushed for a lassiez­faire policy towards the economy. Capitalism shares the characteristics of a free­enterprize system

Economic freedom Voluntary exchange Private property Competition profit

motive

(18) Economics. The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in

Bloom’s Level Creating ­compare and contrast McGrawHill Discoveryeducation www.history.com http://www.studentsfriend.com/

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world history. The student is expected to:

(F) formulate generalizations on how economic freedom improved the human condition, based on students' knowledge of the benefits of free enterprise in Europe's Commercial Revolution, the Industrial Revolution, and 20th­century free market economies, compared to communist command communities.

(19) Government. The student understands the characteristics of major political systems throughout history. The student is expected to:

(B) identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism.

Bloom’s Level Remembering Absolute Monarchy Democracy Republic What are the characteristics of an absolute monarchy?

­create a chart listing the characteristics

McGrawHill www.history.com http://www.studentsfriend.com/

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Readiness Standard RC 4

(20) Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to:

(A) explain the development of democratic­republican government from its beginnings in the Judeo­Christian legal tradition and classical Greece and Rome through the English Civil War and the Enlightenment;

Readiness Standard RC 4

Bloom’s Level Understanding The Enlightenment was a intellectual movement that began in France in the 1700’s. A group of philosophers used the scientific inquiry process to study human society. The Enlightenment produces the new ideas of individual rights, separation of powers, and popular sovereignty. They also challenged the idea of divine right. What do you find in the philosophies that hint at the development of a democratic­republican form of governement?

­create a timeline of the development of the democratic­republican government

McGrawHill­Networks­The Enlightenment http://www.studentsfriend.com/ www.history.com

(20) Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to:

Bloom’s Level Understanding Supports WH20(A) John Locke Thomas Hobbes Voltaire

­research a historical figure ­compare and contrast the philosophies of the historical figures.

McGrawHill­Networks World History for Us All Leaders of the Enlightenment www.history.com Discoveryeducation

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(C) explain the political philosophies of individuals such as John Locke, Thomas Hobbes, Voltaire, Charles de Montesquieu, Jean Jacques Rousseau, Thomas Aquinas, John Calvin, Thomas Jefferson, and William Blackstone; and

Supporting Standard RC 4

Charles de Montesquieu Jean Jacques Rousseau Thomas Aquinas John Calvin Thomas Jefferson William Blackstone What did are the political philosophies of the mentioned individuals?

(21) Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to:

(C) identify examples of key persons who were successful in shifting political thought, including William Wilberforce

Supporting Standard RC 4

Bloom’s Level What was the reason behind Wilberforce’s unrelenting drive toward abolishing slavery in Britain?

­research William Wilberforce ­write a letter(as Wilberforce) to the Parliament to persuade its members to denounce slavery in Britain and in all Britain­led territories

McGrawHill http://www.mylearning.org/interactive.asp?journeyid=189&resourceid=727

(24) Culture. The student understands the roles of women, children, and families

Bloom’s Level Analyze

­research Wollstonecraft

McGrawHill http://www.historyguide.org/intellect/wollstonecraft.html

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in different historical cultures. The student is expected to:

(A) describe the changing roles of women, children, and families during major eras of world history; and

Supporting Standard RC 3

How did Mary Wollstonecraft shift political thought and impact women’s roles during the Enlightenment?

(25) Culture. The student understands how the development of ideas has influenced institutions and societies (C) explain the relationship among Christianity, individualism, and growing secularism that began with the Renaissance and how the relationship influenced subsequent political developments

Analyze How did the individualism of the period change people’s relationship to Christianity?

­ McGrawHill

(26) Culture. The student understands the relationship between the arts and the times during which they were

Bloom’s Level Identify and Analyze Have students find images of either the Versailles Palace,

­research and write

McGrawHill­Networks The Enlightenment and the Arts­Slideshow

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created. The student is expected to:

(A) identify significant examples of art and architecture that demonstrate an artistic ideal or visual principle from selected cultures;

(B) analyze examples of how art, architecture, literature, music, and drama reflect the history of the cultures in which they are produced; and

(C) identify examples of art, music, and literature that transcend the cultures in which they were created and convey universal themes

Supporting Standard RC 3

the Church of Fourteen Saints, the Residence, or some other grand palace or residence built during the Enlightenment. Print the image and write several sentences describing what it is and how it reflects the artistic values of the period. Which type of music was the standard, or most popular?

(27) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological

Bloom’s Level Analyze What does rationalism mean?

­Primary Source Descartes on Truth ­research

McGrawHill­Networks­Primary source AND The trial of Galileo, and Isaac Newton www.history.com

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innovations affected societies prior to 1750. The student is expected to:

(D) describe the origins of the Scientific Revolution in 16th century Europe and explain its impact on scientific thinking worldwide; and

(E) identify the contributions of significant scientists such as Archimedes, Copernicus, Eratosthenes, Galileo, Pythagoras, Isaac Newton, and Robert Boyle.

Supporting Standard RC 5

What is inductive reasoning? What role did rationalism and the scientific method play in the Scientific Revolution? How did this impact scientific thinking worldwide? What was Newton’s contribution to the Scientific Revolution? What did the universal law of gravitation state? What phenomenon did this law explain?

(29) Social studies skills. The student applies critical­thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:

Bloom’s Level

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(F) analyze information by sequencing, categorizing, identifying cause­and­effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time;

Assessed Social Studies Skills

Vocabulary Enclosure movement Textiles Imperialism

Nationalism Social Darwinism Infrastructure

Sphere of influence Assimilation Bourgeoisie

Estates­general Cultural diffusion Industrialization

Lassiez­Faire Free Enterprize Revolution

Economic System Industrialization Enlightenment

Constitutional monarchy Democratic­republican governement

Philospopher

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