High School Social Studies

Unit 4 - Revolutions of Thought, Power, and Political Space

Nov. - Dec.

Overview

This World Studies unit focuses on the study of revolutions and individuals' resistance against established power structures. Students will explore how people in different regions, with a particular emphasis on Latin America, have fought against authority, questioned sovereignty, and redefined power dynamics. The unit delves into the concepts of individual and state sovereignty, examining how power is conferred and how it evolves over time. Students will analyze different forms of government, highlighting the role of agency and the ability to push back against power structures. They will also explore the notion of citizens as active participants in governance and the importance of their role in shaping political systems. The unit will investigate the control of the means of production and its influence on power dynamics. Moreover, students will critically examine the outcomes of revolutions, highlighting that they are not always successful and often differ from the idealized visions initially envisioned. Throughout the unit, students will consistently assess the contrast between the realities of governance and the idealized representations found in written documents. The unit also explores revolutions of thought, power, and political space, drawing on the Enlightenment era as a key influence on challenging existing power structures.

The focus of each unit could include one or more of the following:

Anchor Event: Latin American Revolutions

Regional Focus: Latin America and Beyond

Concept: Revolutions

Prepared Graduates

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.
4. Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.

Grade Level Standard(s)

GLE: History 1: Apply the historical method of inquiry to formulate compelling questions, evaluate primary and secondary sources, analyze and interpret data, and argue for an interpretation defended by textual evidence.

GLE: History 3: Analyze and evaluate key concepts of continuity and change, cause and effect, complexity, unity and diversity, and significant ideas throughout the world from the Renaissance to the present.

GLE: Geography 1: Use geographic tools and resources to analyze Earth’s human systems and physical features to investigate and address geographic issues.

GLE Geography 3: Investigate patterns of the interconnected nature of the world, its people, and places.

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: 1.3.a. Evaluate continuity and change over the course of world history. For example: Social and political movements related to nationality, ethnicity, and gender; revolutions
History: 1.3.b. Investigate causes and effects of significant events from the Renaissance to the present. Including but not limited to: the French, Russian, Chinese, and Latin American Revolutions. Could also include India in this standard.
History: 1.3.e. Evaluate the historical development and impact of philosophical and political movements and belief systems. Including but not limited to: communism and socialism.

Geography: 2.1.a. Analyze variations in spatial patterns of cultural and environmental characteristics at multiple scales while gathering geographic data from a variety of valid sources. For example: Maps, Geographic Information Systems (GIS), graphs, and charts.

Geography: 2.3.f. Examine geographic concepts through the lens of multiple diverse perspectives from various regions of the world and with consideration for indigenous, dominant, and marginalized populations.

Essential Skills & Nature and Skills

Interpret, analyze, and draw conclusions using historical sources (Critical Thinking and Analysis).
Synthesize ideas in original and innovative ways (Creativity and Innovation).
Apply geographic knowledge and skills to implement sophisticated, appropriate, and workable ideas to address complex geographic interactions among multiple diverse groups using interdisciplinary perspectives independently or with others (Global and Cultural Awareness).
Historical thinkers use questions generated about multiple historical sources to pursue further inquiry and investigate additional sources.
Historical thinkers evaluate historical sources for audience, purpose, point of view, context, and authenticity.
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.
Geographic thinkers understand how geographic reasoning brings societies and nature under the lens of spatial analysis, and aids in personal and societal decision making and problem solving.
Geographic thinkers gather, display, and analyze geographic information using geographic tools.

Inquiry Questions

How does studying a variety of perspectives allow us to construct a more complete record of the past?
What ideas transcend cultural, political, economic, and social differences in world history?
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.
Analyze the reliability of information, claims, and sources presented in the various forms of media.