Unit 3

This unit explores the transformative period of the Enlightenment and its impact on political, social, and intellectual change, with a focus on theories of government, contributions of women, and spatial awareness of early modern trade patterns. Students will analyze how Enlightenment thinkers redefined the relationship between individuals and governments, evaluate the role of women in advancing political and social change, and demonstrate spatial awareness by mapping key trade networks and their environmental characteristics. This unit drives the idea that individuals began to question their absolutism form of governments and strive for more individual rights and freedoms which eventually caused political revolutions. This unit encourages critical thinking and helps students understand how ideas and trade shaped the modern world.

6-10 Days

Standards Coding Key: 

Civ= Civics Geo= Geography Eco= Economics His= History Inq= Inquiry

Content Standards

MW.Civ.2.a. 

Analyze how theories of government developed in the Age of Enlightenment represented new ideas about the balance between rights of the individual and power of the government

MW.His.1.c. 

Evaluate the extent to which political and social change was advanced by women in the Enlightenment and Scientific Revolution (e.g., Mary Wollstonecraft, Margaret Cavendish, Maria Winkleman, Maria Merian). 

MW.Geo.1.a. 

Demonstrate spatial awareness by creating maps to illustrate the environmental characteristics and patterns of trade in early modern world history (e.g., colonialism, enslavement, imperialism, revolution). 

Inquiry Standards (all units) 

MW.Inq.1.a. 

Explain how a question reflects an enduring issue in Modern World History.

MW.Inq.1.b.

Explain how supporting questions contribute to an inquiry and how new compelling and supporting questions emerge when engaging sources that represent varied perspectives.

MW.Inq.1.c.

Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.

Aligned to District Vision of a Graduate

An Effective Communicator 

• clearly and concisely conveys information for shared understanding

  • MW.Geo.1.a.

  • MW.Inq.1.a.

  • MW.Inq.1.b.

  • MW.Inq.1.c.

• able to use multiple modes of communication

  • MW.Geo.1.a.

• command of the language; written and verbal

  • MW.Inq.1.a.

  • MW.Inq.1.b.

Skilled Socially 

• uses effective verbal and non-verbal communication skills

  • MW.Geo.1.a.

  • MW.Inq.1.a.

  • MW.Inq.1.b.

A Critical Thinker 

• applies unbiased analysis and evaluation

  • MW.Civ.2.a.

  • MW.His.1.c.

  • MW.Geo.1.a.

  • MW.Inq.1.a.

  • MW.Inq.1.b.

  • MW.Inq.1.c.

• willing to adapt new information and question things

  • MW.Civ.2.a.

  • MW.His.1.c.

  • MW.Inq.1.a.

  • MW.Inq.1.b.

  • MW.Inq.1.c.

A Problem Solver

• can persevere and adapt

  • MW.Inq.1.b.

  • MW.Inq.1.c.

• able to determine the root cause of issues

  • MW.Civ.2.a.

  • MW.His.1.c.

• How did Enlightenment theories of government redefine the balance between individual rights and governmental power?

• What roles did women play in advancing political and social change during the Enlightenment and the Scientific Revolution?

• How did trade networks during the early modern period influence environmental and cultural characteristics across the globe?

• The Enlightenment introduced transformative ideas about government, emphasizing individual rights, reason, and the importance of limiting absolute power through concepts such as popular sovereignty, separation of powers, and social contracts.

• Women played critical and often overlooked roles in advancing political and scientific thought during the Enlightenment and Scientific Revolution, challenging traditional gender roles and expanding the boundaries of intellectual and social life.

• Understanding the environmental and geographic dimensions of early modern history—through mapping trade routes, colonial expansion, and patterns of exploitation—reveals how spatial relationships shaped global economic systems and power structures.

MW.Civ.2.a

• Age of Enlightenment

• Theories of government

• Individual rights

• Government power (authority)

• Social contract

• Natural rights

• Consent of the governed

• Separation of powers

• Checks and balances

• Key thinkers (e.g., John Locke, Baron de Montesquieu, Jean-Jacques Rousseau)

• Balance between liberty and authority

MW.His.1.c. 

• Enlightenment

• Scientific Revolution

• Political change

• Social change

• Women’s contributions

• Gender roles and limitations

• Equality and rights

• Scientific discovery

• Key individuals (e.g., Mary Wollstonecraft, Margaret Cavendish, Maria Winkelmann, Maria Sibylla Merian)

• Barriers to participation

MW.Geo.1.a. 

• Spatial awareness

• Maps and map elements (e.g., scale, legend, compass)

• Environmental characteristics (e.g., climate, natural resources, physical features)

• Trade patterns and routes

• Movement of goods and people

• Colonialism

• Enslavement

• Imperialism

• Revolution

• Global connections

MW.Inq.1.a. 

• Compelling questions

• Enduring issues (conflict, power, inequality, innovation)

• Historical significance

• Continuity and change

• Global connections

MW.Inq.1.b.

• Supporting questions

• Inquiry process

• Sources (primary and secondary)

• Perspectives

• Historical evidence

• Interpretation

MW.Inq.1.c.

• Primary sources

• Secondary sources

• Point of view

• Bias

• Source type (text, image, artifact, map)

• Credibility

• Use of evidence

MW.Civ.2.a

• Analyze how Enlightenment ideas changed views of government

• Explain the relationship between individual rights and government power

• Compare different Enlightenment theories of government

• Evaluate how these ideas challenged traditional authority (e.g., absolute monarchy)

• Use evidence from thinkers’ ideas to support claims

• Make connections between Enlightenment ideas and modern government systems

MW.His.1.c. 

• Evaluate the extent of women’s impact on political and social change

• Analyze how women contributed to Enlightenment and scientific ideas

• Explain how gender roles limited or shaped women’s influence

• Assess the significance of specific women’s contributions

• Use evidence to support claims about historical impact

• Compare women’s roles to those of men in the same period

• Make connections between women’s contributions and broader historical change

MW.Geo.1.a. 

• Create maps that show trade routes and environmental features

• Demonstrate spatial awareness using geographic tools

• Illustrate patterns of trade and movement

• Analyze how environment influenced trade and historical events

• Use map elements (scale, legend, compass) accurately

• Make connections between geography and historical developments

• Interpret maps to draw conclusions about global patterns

MW.Inq.1.a. 

• Explain how a question connects to an enduring historical issue

• Identify enduring issues within historical topics

• Develop compelling questions about world history topics

• Justify why a question is historically significant

• Connect past issues to present-day concerns

MW.Inq.1.b.

• Develop supporting questions that break down a larger inquiry

• Explain how supporting questions guide research

• Revise questions based on new information from sources

• Compare different perspectives found in sources

• Generate new compelling and supporting questions during investigation

MW.Inq.1.c.

• Identify types of sources useful for answering questions

• Evaluate sources for perspective and bias

• Select appropriate sources for specific inquiry questions

• Compare sources representing multiple points of view

• Explain how different sources can be used as evidence

• Justify why certain sources are more useful than others

Assessments:

Formative Assessments: 

REQUIRED:

• CFA- Unit 3 

Suggested:

• Reading inventories/ engagement surveys 

• Reading goals

• Reader/Writer notebooks; journaling

• Annotations and close reading analysis

• Anecdotal observations of students in groups or partnerships

• Quick writes and on-demand writing samples

• Do Nows/Bell Ringers

• Exit tickets

• 1:1 or small group conferring

Summative Assessments: 

REQUIRED:

• In development 

Suggested:

• Reading written response to text/thinking during reading assessment 

• On-demand writing assessment to revise/add to an existing story using style and craft of the author

• Performance task (see below)

• Independent Reading survey/reflection

• Book club/short story discussion observations

• Enlightenment

• Natural rights

• Social contract

• Philosopher 

• Colonialism 

• Revolution 

• Absolute monarchy 

• Aristocracy 

• Democracy 

• popular sovereignty 

• Autonomy 

• Citizen 

• Constitution 

• Ideology

Technology:

• Actively Learn

• Blooket

• BreakoutEDU

• EdPuzzle

• Kahoot!

• Kami

• Padlet

• SORA

• YouTube

Suggested Texts:  

• OER 1200 - Present: Revolutions 1750 to 1914 CE 

• McGraw Hill Textbook Topics 12 & 13

  • Topic 12: Exploration & Colonization

  • Topic 13: Absolutism, Enlightenment, & Revolution 

Cross Cycle Tasks:

Suggestions: 

• Have students begin reading a brief connected text at the end of the academic and finish during trade cycle.

• Use Google Forms for a questionnaire or survey about upcoming topic.

• Brief writing task related to end of cycle lesson or as a discussion piece for upcoming lesson.

• Student question development about upcoming topic. Provide question starters: Classroom Question Stems by Cormier; Hess; DOK; Bloom's Taxonomy.

• Quizlet Study Sets activity.

Last day of the Cycle:

• Students meet in small groups to read and discuss upcoming text for next cycle.

First day of the New Cycle:

• Students meet in small groups to discuss reflection, response, and question posts from previous cycle (approx. 15 minutes)

Connecticut Core Standards for Literacy in History/Social Studies, Science Technical Subjects

    https://learning.ccsso.org/wp-content/uploads/2022/11/ELA_Standards1.pdf

• Students present their data visualizations and models, linking STEM findings to historical and literary insights. They write reflective essays based on their research. 

• Have students write essays or speeches comparing the ideals in these documents with issues, fostering analytical and persuasive skills.

Connecticut Secondary Social Studies Standards: Social Studies Inquiry Arc

Mathematical Practice Standards

Next Generation Science Standards 

    Standards for students that are aligned to priority standards

    https://www.nextgenscience.org/search-standards

• Collect qualitative data from historical documents and speeches.

• Use spreadsheets or software to chart trends.

• Construct decision trees or flowcharts.

International Society for Technology in Education (ISTE) 

    Standards for students that are aligned to priority standards

    https://iste.org/standards/students

Arts

• Creative Projects: Encourage students to create multimedia presentations or artistic works expressing their understanding of world history inspired by these texts.

CTE Competency Standards

• Utilizing tasks, projects and assignments that connect to trade technologies:

  • Aerospace Manufacturing

  • Architecture

  • Automotive Technology

  • Automotive Collision Repair and Refinishing

  • Bioscience and Environmental Technology

  • Biotechnology

  • Building and Civil Construction

  • Culinary Arts

  • Criminal Justice and Protective Services

  • Digital Media

  • Diesel and Heavy - Duty Equipment Repair

  • Electrical

  • Graphic Design

  • Heating

  • Ventilation and Air Conditioning

  • Health Technology

  • Hairdressing and Cosmetology

  • Information Technology

  • Landscape Design

  • Installation and Equipment

  • Masonry

  • Mechanical Design and Engineering Technology

  • Precision Machining Technology

  • Plumbing and Heating

  • Plumbing, Heating and Cooling

  • Robotics and Automation

  • Tourism

  • Hospitality and Guest Services Management

  • Veterinary Science

  • Welding and Metal Fabrication

Components of Social, Emotional, and Intellectual Habits 

• Develop logic and reasoning/Critical and analytic thinking

• Use evidence and critical thinking to support claims, make arguments and critique the reasoning of others; explain own thinking and responds to others’ thinking 

• Develop logic and reasoning/Applying known information to new experiences

• Compare, contrast and evaluate experiences, tasks and events building on prior knowledge 

• Develop logic and reasoning/Reasoning and problem solving

• Analyze attributes to classify, compare and contrast objects, events and experiences (similarities, differences and associations) 

• Develop a positive attitude toward learning/Cooperation during learning experiences

• Listen, discuss, and negotiate ideas in order to discover new learning with peers

Project Based Learning: 

Use these reflective questions to enhance critical consciousness for diversity and equity for both educators and students.

• Why is it important for me and my students to be critically conscious for diversity and equity?

• How do I define diversity? How do my students define diversity? What do I need to learn? What do my students need to learn?

• How do I define equity? How do my students define equity? What do I need to learn? What do my students need to learn?

• How does my identity and my students’ identities impact my teaching and classroom practices? How does it impact my students’ learning and engagement?

• What do I know about various aspects of identity? What do I need to learn?

• What do my students know about various aspects of identity? What do they need to learn?

In developing our social studies curriculum, we place a strong emphasis on cultural relevance to captivate and empower our students. It’s important to create inclusive spaces for meaningful dialogues where students not only engage with previous lessons but also share their unique life narratives, contributing to a collective awareness of diverse perspectives. The aim is to thoughtfully integrate the rich cultural tapestry of students' homes into the social studies classroom, mindful of the multifaceted diversity within our communities. 

Cultivate authentic connections with families through reciprocal conversations that honor their cultures as invaluable assets for promoting both equity and learning. This approach prioritizes experiences that place students at the forefront, ensuring activities not only mirror their lives but also provide windows to a broader understanding of an equitable world. 

One crucial context, language serves as a powerful conduit to students' diverse cultural backgrounds. Embrace a translanguaging approach, recognizing and appreciating the varied linguistic repertoires our students bring to the social studies classroom. This approach acknowledges that individuals draw upon diverse languages and language varieties, such as English and Spanish, to construct a meaningful understanding of equity and diversity in their educational journey. 

For information on how to support English Learners in this unit, refer to the Connecticut English Language Proficiency (CELP) Standards with Correspondences to the K-12 Practices and Connecticut Core Standards. 

Use the EL Strategies Desk Cards (Tip Sheets for ALL Classroom Teachers) for specific questioning techniques and teaching strategies to support students’ learning.