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Political Revolutions (1750 CE – 1914 CE) Estimated TEKS Essential Skills and Concepts Time SISD Unit Bundles of TEKS/SEs and Pacing Guide – World History 2014-2015 Political Revolutions (1750 CE – 1914 CE) Estimated TEKS Essential Skills and Concepts Time . identify major causes and describe the major effects of the following important turning points in world WH.1E; history from 1750 to 1914: the Scientific Revolution, the Industrial Revolution and its impact on the 13-14 WH.9A,B,C,D; development of modern economic systems, European imperialism, and the Enlightenment's impact on 50 minute WH.16A; political revolutions class periods WH.19B; . compare the causes, characteristics, and consequences of the American and French revolutions, WH.20A,C; emphasizing the role of the Enlightenment, the Glorious Revolution, and religion WH.21A,B,C; . explain the impact of Napoleon Bonaparte and the Napoleonic Wars on Europe and Latin America WH.29B,C,E,F; . trace the influence of the American and French revolutions on Latin America, including the role of Simón WH.30A,B,C. Bolivar . 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 revolution . locate places and regions of historical significance directly related to major eras and turning points in world history . identify the characteristics of the following political systems: absolute monarchy, democracy, republic, limited monarchy, and totalitarianism . explain the development of democratic-republican government from its beginnings in the Judeo-Christian legal tradition and classical Greece and Rome through the English Civil War and the Enlightenment . 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 . describe how people have participated in supporting or changing their governments . describe the rights and responsibilities of citizens and noncitizens in civic participation throughout history . identify examples of key persons who were successful in shifting political thought, including William Wilberforce . explain how historians, when examining sources, analyze frame of reference, historical context, and point of view to interpret historical events . explain the differences between primary and secondary sources and examine those sources to analyze frame of reference, historical context, and point of view . identify bias in written, oral, and visual material . analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time . use social studies terminology correctly . use standard grammar, spelling, sentence structure, and punctuation . interpret and create written, oral, and visual presentations of social studies information Language of Instruction . monarchy . political revolution . bourgeoisie . political philosophy . coup d’ etat . Jacobins . sovereignty . absolute monarch . sans-culottes . nationalism . divine right . Estates-General . constitutionalism . Edict of Nantes . Enlightenment . social contract . natural rights . political . democracy . laissez faire . citizenship . limited monarchy . suffrage . philosopher . totalitarianism Critical Learning Activities . Academic o “Key Terms” o “Government Comparison” Chart o “Political thinkers” Chart o “American Revolution” KWL o “Civic Responsibilities: How can you make a difference?” . PreAP o Unit Vocabulary & Identification o “Powerful Rulers v. Limited Rulers” T-Chart o “Dynasties of Europe” Webquest o “Enlightenment Thinkers & Society” Table o “New Thinking About Government” o “Steps to Revolution” o “American Revolution / French Revolution” Venn Diagram o “Napoleon.biography” Quiz Resources . Academic o Textbook, World History-Connections To Today (Prentice Hall) . Ch. 17, 18, & 21 o World History: Unit Organizer o World History: Historical Outline Map Book . #35 & 36 o Power Points: . “Types of Government” . “Political Philosophies” o Videos: . Political Revolution in Europe . PreAP o Textbook, World History-Connections To Today (Prentice Hall) . Ch. 17, 18, 21 o Power Points: . “French Revolution” . “Latin American Revolutions” o Videos: . “The French Revolution Part 1: Causes and Onset of the Rebellion” . “The French Revolution Part 2: The Continuing Rebellion” . “Napoleon Bonaparte: The Glory of France” DVD . Crash Course World History #29 – “The French Revolution” . Crash Course World History #31 – “Latin American Revolutions” . “The French Revolution” – The History Teachers o SMART Board: . “Powerful Rulers v. Limited Rulers” T-Chart . “New Thinking About Government” Template . “Steps to Revolution” Template o Websites: . http://plato.stanford.edu/ . www.wikipedia.org . www.biography.com/people/napoleon-9420291#synopsis&awesm=~oHyQZ2MLE0GRAm .
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