10th Grade World History
Unit 3: Modern Revolutionary Movements Influenced by the European
Age of Absolutism and the Enlightenment (4.5 weeks)
Summary of Unit 3
In this unit, students will understand how new ideas and technologies can revolutionize society. They will look at ideas that
influence political and cultural thought while evaluating cause and effect. Students will evaluate the impact of this period’s
events using evidence to address the essential questions. By working with a variety of resources including maps, visual
sources, and primary texts, students will develop historical thinking skills while benefitting from a literacy-infused
curriculum.
Oklahoma Academic Standards
3.1, 3.2, 3.3, 3.4, 3.5
CONCEPTS (What students need to know)
Revolutions
o Enlightenment ideologies
o American, French, Haitian
o Glorious Revolution, Latin American Wars of
Independence
Age of Absolutism
o Louis XIV, Peter the Great, Frederick the Great
o Napoleonic Wars
Essential Questions
Why does the paradigm of the West shift from religion to
reason?
Were the political revolutions of the 18th century successful?
Is global interaction positive or negative?
How does technology influence history?
SKILLS (What students must be able to do)
-Read and label maps
-Analyze primary sources
-Create argumentative/persuasive thesis statements
-Support ideas with textual evidence
-Analyze primary and secondary sources
-Use historical vocabulary
-Compare and contrast historical themes and events
-Develop historical thinking skills to develop context for the
Tulsa Public Schools, Curriculum & Instruction, July, 2013, updated 2014
10th Grade Social Studies Unit 3 Map
10th Grade World History
Enlightenment
o Causes
o Key thinkers—John Locke, Voltaire, Jean-Jacques
Rousseau, Adam Smith
o Impacts on politics, society, economy
Scientific Revolution
o Impact on social and cultural changes
o Scientific theories and technological discoveries of
Newton, Copernicus, and Galileo
Global contact
o New era of trade
o Imperialism
o Causes and effects of global interaction during this
period
past
OAS STANDARDS FOR SOCIAL STUDIES
LITERACY
IN SOCIAL STUDIES
Content Standard 3: The student will evaluate modern
revolutionary movements influenced by the European Age of
Absolutism and the Enlightenment including political, economic,
and social transformations.
1. Summarize the establishment and authority exercised by
absolute monarchies including Louis XIV, Frederick the Great,
and Peter the Great.
2. Compare how scientific theories and technological
discoveries including those made by Newton, Copernicus, and
Galileo brought about social and cultural changes.
3. Cite specific textual and visual evidence to analyze the
impact of the Enlightenment including the theories of John
Locke and Adam Smith on modern government and economic
RH.9-10.4
Determine the meaning of words and phrases as they are used in a
text, including vocabulary describing political, social, or economic
aspects of history/social science.
RH.9-10.5
Analyze how a text uses structure to emphasize key points or advance
an explanation or analysis.
RH.9-10.6
Compare the point of view of two or more authors for how they treat
the same or similar topics, including which details they include and
emphasize in their respective accounts.
RH.9-10.7
Integrate quantitative or technical analysis (e.g., charts, research
Tulsa Public Schools, Curriculum & Instruction, July, 2013, updated 2014
10th Grade Social Studies Unit 3 Map
10th Grade World History
institutions.
4. Compare and contrast the causes and lasting impact of
England’s Glorious Revolution, the American Revolution, and the
French Revolution on the decline of monarchy and on the rise
of representative government including the impact of the
Napoleonic Wars and the resulting Congress of Vienna.
5. Summarize the influence and global impact of emerging
democratic ideals on the Latin American and Caribbean
KEY ACADEMIC VOCABULARY
Age of Absolutism, Enlightenment, Louis XIV, Frederick the
Great, Peter the Great, Newton, Copernicus, Galileo, John
Locke, Adam Smith, economic institutions, revolution, Glorious
Revolution, Napoleonic Wars, monarchy, Congress of Vienna,
democratic
STUDENTS are:
collaborating
analyzing documents
working with primary sources
using maps, charts, timelines, and multimedia tools
engaged in discussion with partners, small groups, and
the teacher
summarizing key concepts and ideas
thinking critically and interacting with content
writing to show evaluation
data) with qualitative analysis in print or digital text.
RH.9-10.9
Compare and contrast treatments of the same topic in several primary
and secondary sources.
PERFORMANCE TASKS AND ASSESSMENTS
- DBQ Writing Assignment
-Projects created around essential questions
-Formative assessments with primary sources using APPARTS,
SOAPSTONE, or other strategies
TEACHERS are:
Teaching document analysis strategies
asking levels 1, 2, and 3 questions
explicitly teaching writing
incorporating literacy into almost all lessons
making material relevant to students by drawing
connections
pushing critical thinking over memorization
monitoring student engagement and practice
giving direct instruction or facilitating activities
Tulsa Public Schools, Curriculum & Instruction, July, 2013, updated 2014
10th Grade Social Studies Unit 3 Map
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10th Grade World History
RESOURCES
Primary Sources/DBQs
Active Classroom*
The DBQ Project Mini-Qs Volume 3:
- The Enlightenment Philosophers:
What was Their Main Idea?
- The Reign of Terror: Was it
Justified?
- Latin American Independence: Why
Did the Creoles Lead the Fight?
- How Should We Remember
Toussaint L’ouverture?
Globalization:
Yesterday and Today
https://active.socials
tudies.com/active_rea
der/11042
Queen Elizabeth I – Speech to the
Troops at Tilbury
http://www.historyplace.com/speech
es/elizabeth.htm
Louis XIV: Construction of a Political
Image
http://www.google.com/culturalinstit
ute/exhibit/louisxiv/AR9JhTFH?hl=en-GB
Online log-ins required for both Active Classroom and the
Connected.McGraw-Hill.com resources. Each teacher should
have access to the DBQ Project Binders at their school. Please
contact Mary Jane Snedeker Curriculum and Instruction for more
information.
Textbook* and Other Texts
Websites/Apps/Multimedia
World History and Geography
Chapters 5 -13 (online
resources) McGraw-Hill
www.connected.mcgrawhill.com
Henry Henry Henry (Music
Video Clip about Henry VIII)
https://www.youtube.com/watc
h?v=3EGzHsye71c
CS3.3 Hobbes and Locke
primary source compare and
contrast activity
Elizabeth: The Golden Age
CS3.2 and 3.4 “Science and
Technology: The New Model
Army” visual document analysis
CS3.2 and 3.4 Biographies of
Enlightenment thinkers
Queen Elizabeth’s Speech From
https://www.youtube.com/watc
h?v=T3Bq1h728X0
Enlightenment Resources from
History Channel
http://www.history.com/topics/
enlightenment
Revolutions Comparison Chart:
http://225277461131063487.w
eebly.com/uploads/1/5/5/5/15
558022/revolutions_compariso
n_chart.pdf
Excerpts from video Guns,
Germs and Steel episode 3:
Into the Tropics
Tulsa Public Schools, Curriculum & Instruction, July, 2013, updated 2014
10th Grade Social Studies Unit 3 Map