Unit 3 - Construction of Power
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October
OVERVIEW:
How do new technologies and ideas reshape power, change where people live, and transform daily life?
This unit in World Studies explores the development of systems, the foundation of power, and the dynamic responses to social, political, and economic changes. Students will delve into the Industrial Revolution period from the late 18th through the 19th century, focusing on the emergence of nation-building and the impact of various ideologies and forces on the global stage. They will analyze how power structures are built, maintained, and demonstrated through the organization of space, including establishing boundaries and forming collective identities. Students investigate the causes and effects of the Industrial Revolution, analyze how industrialization transformed societies, economies, and power structures, and explore the social, political, and economic implications of the Industrial Revolution. Additionally, students examine how power structures shape the organization of space and boundaries, analyze the role of power in constructing individual and collective identities, and investigate case studies to understand the interplay between power, space, and identity.
The focus of each unit could include one or more of the following:
Anchor Event: Industrial Revolution
Regional Focus: Europe
Concept: Nation Building
COLORADO MODEL CONTENT STANDARDS:
The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.
Students Can (Evidence Outcomes):
History: 1.1.a. Formulate compelling and supporting questions after evaluating primary sources for point of view and historical context.
History: 1.1.b. Gather and analyze historical information to address questions from a range of primary and secondary sources containing a variety of perspectives. For example: Perspectives of historically underrepresented groups.
History: 1.1.c. Gather and analyze historical information from a range of qualitative and quantitative sources. For example: Demographic, economic, social, and political data.
History: 1.3.b. Investigate causes and effects of significant events from the Renaissance to the present. Including but not limited to: the Renaissance, the Protestant Reformation, and the Industrial Revolution.
History: 1.3.e. Evaluate the historical development and impact of philosophical and political movements and belief systems. Including but not limited to: the Enlightenment and humanism.
History: 1.3.f. Investigate the historical development and impact of major scientific and technological innovations. For example: The Industrial Age (e.g., the British factory system) and scientific innovations such as the printing press.
Geography: 2.1.b. Create and interpret maps to display and explain the spatial patterns of cultural and environmental characteristics using geospatial and related technologies.
Geography 2.1.c. Evaluate relationships between the locations of places and regions and their political, cultural, and economic relationships using maps, satellite images, photographs, and other representations.
SKILLS and ESSENTIAL QUESTIONS:
Prepared Graduates (Students Can...)
Prepared Graduates (Students Can...)
1. Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.
2. Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.
3. Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.
Interpret, analyze, and draw conclusions using historical sources (Critical Thinking and Analysis).
Interpret geographic information and draw conclusions based on geospatial reasonings (Critical Thinking and Analysis).
Historical thinkers use primary and secondary sources to evaluate and develop hypotheses and diverse interpretations of historical events and figures and patterns and trends.
Historical thinkers evaluate the credibility of a source by examining how experts value the source.
Historical thinkers use information and context to interpret, evaluate, and inform decisions or policies regarding such issues which societies find contentious or worthy of debate and discussion.
Historical thinkers consider what perspectives or information is left out of an argument and why that might be important to know.
Geographic thinkers gather, display, and analyze geographic information using geographic tools.
Geographic thinkers analyze how people’s lives and identities are rooted in time and place.
Inquiry Questions
How does studying a variety of perspectives allow us to construct a more complete record of the past?
Why are historical questions important?
How do historical thinkers use primary and secondary sources to formulate historical arguments?
How do cooperation and conflict influence the division and control of the social, economic, and political spaces on Earth?
Disciplinary, Informational and Media Literacy
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of a text as a whole.
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Analyze in detail how a complex primary and/or secondary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
Evaluate historians’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.
Interpret, analyze, and detect bias in historical sources.
Synthesize information from a range of sources such as texts, experiments, and simulations into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information, when possible.
Academic Vocabulary and Language Expectations:
absolutism, colonialism, imperialism, nationalism, Social Darwinism, periphery, Christendom, industrial revolution, humanism
INSTRUCTIONAL RESOURCES:
This is a possible outline for going through the unit with the Savvas curriculum in mind, aligned with Savvas lessons and resources, as well as supplementary resources.
Supplemental Instructional Resources
Supplemental Instructional Resources
GeoInquiries: First European Industrial Revolution
GeoInquiries: Age of Napoleon
GeoInquiries: Industry and Population
Europe as a Supranational Region: primary source sets
POSSIBLE ASSESSMENTS:
Summative and Formative Assessments from Savvas
Industrial Revolution in Britain and India DBQ from Big History Project
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