DURHAM PUBLIC SCHOOLS 2013-2014
UNIT 3 PLAN FOR 7TH GRADE CONTENT AREA
Unit Overview:
Instructional Time: 4 weeks (20 days)
Quarter
One
X Two
Three
Four
Course/Grade Level: 7th Grade Social Studies
Revised Bloom’s Taxonomy: Level 1-6
Unit Theme:
Revolution and Reform
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7.H 1.2 Summarize the literal meaning of historical documents in order to establish context.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:
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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?
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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):
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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
Summative Assessment(s):
Teacher made test
Projects
Essays
Student Created Newspapers
Skits
Editorials
Journaling
Debates
Blog
Brochures
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
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*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
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

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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 Cans
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Resources
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.
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Lesson plans on Absolutism:
http://robertwnukowski.wmwikis.net/file/view/Conc
eptlessonplanwnukowski2-1.pdf
Map Absolutism:
http://www.docstoc.com/docs/8549459/MapAbsolutism
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/Enl
ightenment_LOne.pdf
Examples of cruel leadership: Ivan the Terrible:
http://drkofman.tripod.com/teaching/lessons/ivan_th
e_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/freelesson-plans/peter-the-great.cfm
Age of Absolutism lesson plan:
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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.
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http://filebox.vt.edu/users/shelliot/portfolio/Absoluti
sm%20Lesson%20Plan.pdf
Examples of positive leadership: Catherine the
Great:
http://www.bcps.org/offices/oea/pdf/cultural_herita
ge/Russian-Heritage-Resource-Packet.pdf
Lesson plan and worksheets on Catherine the Great:
http://www.pbs.org/weta/faceofrussia/reference/less
on2.html
Profile of great leaders: Catherine the Great:
http://teachersnetwork.org/dcs/women/profiles/Cath
erine.htm
Worksheets and teaching materials on John Locke:
http://teachinghistory.org/teachingmaterials/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%2Fwpcontent%2Fuploads%2F2011%2F01%2FKimRoberts.doc&ei=GTeBUI6IEIqc8gSa64HgDw&usg
=AFQjCNE8XiLwq_uhUfruX93Ndwaz2tqHKg&si
g2=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-GamesQuizzes-Practice-Tests/02.07-IndustrialRevolution/html
Enlightenment lesson plans and worksheets:
http://europeanhistory.about.com/od/theenlightenme
n1/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

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


What is Equality?
What makes a good leader/ government?
Is violence ever justified?
What is revolution?
What does class really mean?
I Cans
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
Resources
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.
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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/crom
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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 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.
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well_oliver.shtml
English Civil War background info:
http://www.historyguide.org/earlymod/lecture7c.ht
ml
BBC site on the Glorious Revolution offering
background info, lesson plans, worksheets, and
teaching materials:
http://www.bbc.co.uk/history/british/civil_war_revo
lution/glorious_revolution_01.shtml
Glorious Revolution with English Bill of Rights:
http://www.international.ucla.edu/media/files/The%
20Glorious%20Revolution%20and%20the%20Engl
ish%20Bill%20of%20Rights.pdf
French Revolution & Napoleon lesson plans from
Discovery Education:
http://www.discoveryeducation.com/teachers/freelesson-plans/napoleon.cfm
Background info on the age of Napoleon and the
French Revolution:
http://www.brighthubeducation.com/historyhomework-help/86330-reforms-of-the-napoleonrevolution/
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.
Essential Questions
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




What is Equality?
What is revolution?
Are humans inherently cooperative or competitive?
What does class really mean?
Who should have power?
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?
I Cans
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Resources
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.
I can differentiate between various economies and
how they impact civilizations.
I can demonstrate how various styles of government
impact various civilizations.
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Industrial Revolution teaching materials:
http://www.loc.gov/teachers/classroommaterials/pri
marysourcesets/industrial-revolution/
Lesson plan on the Industrial Revolution:
http://staffweb.esc12.net/jtapp/Documents/JTAPP%
20Lessons%20Yr.%203/8th%20Gr/Blevins/Industri
al%20Revolution%20Lesson.pdf
Background info for teachers on the Industrial
Revolution, provides primary source documents:
http://hti.osu.edu/history-lesson-plans/europeanhistory/industrial-revolution
Prezi on the Industrial Revolution:
http://prezi.com/rfh08tpi6_rb/industrial-revolutionlesson-plan/
Supportive Unit Resources: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Scaffolding Option 1:
Intervention
Instructional Activities:
1.
2.
Have students read primary source
documents on the causes and effects
of the French Revolution.
Create varying levels of questions
for the students to answer to help
them analyze the documents.
Scaffolding Option 2:
Maintenance
Have students organize the information
from the primary source documents into
graphic organizers which show the
different causes of the French Revolution.
A cause and effect chart would be a good
one to use. Students should cite the
documents being used within the graphic
organizer.
Scaffolding Option 3:
Extension
Students will write a document based question
essay on the causes and effects of the French
revolution which will incorporate information
from the primary source documents.
Technology Integration: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Multimedia Activities:
SAS Curriculum Pathways lesson on the French
Revolution Timeline:
http://www.sascurriculumpathways.com/portal/La
unch?id=1119
SAS Curriculum Pathways lesson on the Absolute
Monarchs:
http://www.sascurriculumpathways.com/portal/La
unch?id=884
SAS Curriculum Pathways lesson on the
Enlightened Philosophers:
http://www.sascurriculumpathways.com/portal/La
unch?id=885
Multimedia Activities:
ActivInspire Flipcharts, ActivEngage student response, edublogs.com, Prezi, History Channel, Encyclopedias, Culture Grams, Internet,
SmartBoards, Primary Source Documents (National Archives), Textbooks, Discovery Education, Brain Pop, Quizlet, YouTube, World War
Two Newspapers, Sound Clips from BBC School Radio, PowerPoint Presentations, etc.