World History Unit 5/Part 1 Continued Suggested Dates TEKS. Vertical Alignment Expectations *TEKS one level below* *TEKS one level above* SS TEKS

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1 Title Absolute Monarchs World History Unit 5/Part 1 Continued Suggested Dates 4th Six Weeks Big Idea/Enduring Understanding Part 1 continued Guiding Questions Readiness TEKS 19B 20A 21B Supporting TEKS 1D 20B 21A 22A 25C TEKS Process Skills 29F 29G 30A Vertical Alignment Expectations *TEKS one level below* *TEKS one level above* SS TEKS Sample Assessment Question Coming Soon The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS CISD , Updated 9/10/15 1

2 and research-based best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. Knowledge and Skills with Student Expectations (1) History. The student understands traditional historical points of reference in world history. The student is expected to: District Specificity/Examples Vocabulary See Below Instructional strategies Suggested Resources Resources listed and categorized to indicate suggested uses. Any additional resources must be aligned with the TEKS. Coming Soon (D) identify major causes and describe the major effects of the following important turning points in world history from 1450 to 1750: the rise of the Ottoman Empire, the influence of the Ming dynasty on world trade, European exploration and the Columbian Exchange, European expansion, and the Renaissance and the Reformation; (19) Government. The student understands the characteristics of major political systems throughout history. The student is expected to: Remembering Theocracy-rule by religious leaders (B) identify the characteristics of the following political systems: CISD , Updated 9/10/15 2

3 theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism. Readiness Standard RC 4 Absolute Monarchy-Unlimited authority Limited Monachy-authority limited by a constitution (20) Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to: (A) 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; Readiness Standard RC 4 Starting in 1654, the English republic was established following the execution of Charles I. The republic did not survive and the monarchy was restored. Religious disputes led to the Glorious Revolution (1688) with the establishment of a Constitutional Monarchy which would share power with Parliament. United Streaming English Civil War The Glorious Revolution Just the Facts: World History: The Age of Enlightenment Enlightenment Philosophers: Locke, Voltaire, and Montesquieu The Enlightenment was an intellectual movement in the 1700 s. A group of philosophers used scientific thought to CISD , Updated 9/10/15 3

4 study human society. The Enlightment produced many new ideas, including separation of powers in government, individual rights, and popular sovereignty. Rule of law - the idea that government is a rule of law, not men. English Common law was a mixture of written and unwritten law codes and influenced the rule of law in the American colonies and later the United States. The French and Spanish legal systems were brought to the Americas and influenced law in Louisiana, Texas, and Central and South America. Rights and responsibilities - the idea that along with CISD , Updated 9/10/15 4

5 "unalienable rights" come civic responsibilities. Judeo-Christian tradition teaches that support of the duly constituted government is a responsibility of the people with ultimate responsibility to God. Greco-Roman tradition taught the balance between rights and responsibilities for all citizens. The idea of civic responsibility in response to the government protecting the rights of citizens is a common theme of government systems. Equality before the law - is the idea that all people deserve equal treatment and protection CISD , Updated 9/10/15 5

6 of the law and government. This traditionally has been more of the "ideal" rather than the practice. Throughout history, there have been gross inequalities in the treatment of various segments of the population by governments. Often, this principle meant equality for those who were similar to those in power or who administered the laws. Discrimination aimed at certain segments of the population is firmly based in history, although not necessarily admired. CISD , Updated 9/10/15 6

7 (20) Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to: (B) identify the impact of political and legal ideas contained in the following documents: Hammurabi's Code, the Jewish Ten Commandments, Justinian's Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U.S. Constitution, and the Voting, in which all citizens cast a single vote has been one method by which political equality has been advanced. protecting the rights of citizens is a common theme of government systems. Remembering English Bill of Rights-A document that limits the power of English Monarchy. Primary Source Documents Avalon Project: English Bill of Rights 1689 The Bill of Rights, Internet History Sourcebooks CISD , Updated 9/10/15 7

8 Declaration of the Rights of Man and of the Citizen; Supporting Standard RC 3 (21) Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to: (A) describe how people have participated in supporting or changing their governments; Supporting Standard RC 3 (21) Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to: (B) describe the rights and responsibilities of citizens and noncitizens in civic participation throughout history; Readiness Standard RC 4 Understanding Understanding Historically non citizens of any country have not enjoyed the same rights as citizens. As a population becomes more literate they are much more likely to demand a voice in the government. (22) Citizenship. The student understands the historical development of significant legal Understanding CISD , Updated 9/10/15 8

9 and political concepts related to the rights and responsibilities of citizenship. The student is expected to: (A) summarize the development of the rule of law from ancient to modern times; Supporting Standard RC 4 (23) Culture. The student understands the history and relevance of major religious and philosophical traditions. The student is expected to: (B) identify examples of religious influence on various events referenced in the major eras of world history. Supporting Standard RC 3 Remembering For this unit, Students should recognize the influence religion had on the Americas where the native cultures were forced to convert to Christianity and that the spread of Christianity was one of the reasons for European exploration. They should also recognize the role of religion in the changes to the English Throne. (25) Culture. The student understands how the development of ideas has influenced Understanding CISD , Updated 9/10/15 9

10 institutions and societies. The student is expected to: (C) explain the relationship among Christianity, individualism, and growing secularism that began with the Renaissance and how the relationship influenced subsequent political developments Supporting Standard RC 1 Students should be able to explain how growing humanist theories lead to questioning the power of the King and the Pope. Vocabulary Absolute Monarchy Constitutional Monarchy Democratic- Republican Government CISD , Updated 9/10/15 10

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