Quarter Two

Time Period 1700 1850

Second Quarter: Essential Understandings
Essential Understandings reflect outcomes for student learning based on the Grade 10 Social Studies and English Language Arts
Standards. Essential Understandings are the big ideas which bridge time and space and which comprise expected deep
understandings derived from study. The Essential Understandings are clustered into themes which are studied throughout the course.
Students who successfully complete Honors 10 World History and Literature will have demonstrated on performance assessments a
firm grasp of the Essential Understandings by providing specific examples and analyzing just how theses concepts have occurred
through world history and how they are reflected in world literature.
Theme: Economics
The availability of, type of, and access to resources impact with cultures and individuals.
Philosophies of production, distribution, and consumption of resources affect and are affected by cultural structures.
The need for, availability of, and access to resources impact and are impacted by global interactions, reactions, and change.
Theme: Culture
Geographic and socioeconomic environments are interrelated with the development and evolution of a culture.
Language, literature, and the arts reflect the values and beliefs of a society and impact the transmission of culture.
Political and social structures influence and are influenced by cultural evolution.
Culture seeks to disperse itself through assimilation or domination.
The expressions, attitudes, and beliefs of a culture are an outgrowth of and an influence on the cultures historical memory.
Theme: Science and Technology
Science and technological change exist within and are external to values, beliefs, and attitudes.
Scientific advancement and the proliferation of technology interact with the individual and society.
Politics and science/technology interface positively and negatively.
Theme: Government
Shifting rights and responsibilities change and are changed by societies and individuals.
The exertion of power and authority stimulates and suppresses both cooperation and conflict.
Migration of goods, people, and ideas contribute to and detract from the transformation of political systems.
Theme: Communication
Great writing is timeless. While an understanding of historical context is necessary at the first level of understanding, the deepest
level requires the ability to understand that which transcends time and place.
Mature readers attempt to determine the authors purpose, point of view and intended audience while becoming involved in the
text.
Mature readers recognize genres in writing and can appreciate the effects of various genres in communicating ideas.
Mature readers recognize and understand the use of figurative language.
Effective writers consider purpose and audience in choosing mode of discourse, style, and technique.

Second Quarter: Guiding Questions
1. How do ideas of political, social and/or economic revolution impact social equality, democracy, human rights,
constitutionalism and nationalism?
2. What social and scientific changes occur as a result of revolution? How does one assess the success or failure of a revolution?
3. How did the French Revolution and the Industrial Revolution contribute to political, social, and economic transformations in
4. Europe and the world?
5. How do culture and geographic location reflect in the roles of women and children?
6. How does organized religion influence social groups?
7. How does the desire for, need for, and/or access to resources lead to social and political change and interaction?
8. What forces, attitudes, and beliefs influence the evolution of constitutional government?
9. How did trade affect the growth of capitalism?
10. How did individual contributions affect growth, oppression, and change during the 18
th
and beginning of the 19
th
centuries?
11. How can literature influence social change?
12. How does literature reflect the universal human condition?
13. How are sources evaluated for accuracy and reliability?
Legend for Materials
LOL 10: The Language of Literature-TE; Tenth Grade
LOL 11: The Language of Literature-TE; Eleventh Grade
LOL 12: The Language of Literature-TE; Twelfth Grade
LOL EL: The Language of Literature Electronic Library CD
WL: World Literature-TE

WH: World History, Connections to Today-TE
GWP: Grangers World of Poetry
LC: Literature ConnectionsThe Language of Literature
novels
IC: Independent CollectionNovels Purchased
Separately
Bb: Blackboard Online Resource


I. Age of Reason/Enlightenment (Suggested Timeframe: 2 weeks)
Social Studies Standards: SS8a, SS1d, SS7d, SS7a, SS8c, SS6a, SS7b
English Language Arts Strands: E1-Reading; E2-Writing; E3-Speaking, Listening, and Viewing; E4-Conventions,
Grammar, and Usage of the English Language; E5-Literature; E6-Public Documents; and E7-Functional Documents
Social Studies English Language Arts Suggested Instructional
Strategies
Suggested Assessment Ideas
1. Philosophies
A. Thomas Hobbes,
B. John Locke,
C. Jean-Jacque
Rousseau,
D. Voltaire,
E. Baron de
Montesquieu, and
Adam Smith
Excerpts from Two Treatises on
Government by John Locke
(IC)
(either / or)
Excerpts from The Social
Contract by Jean-Jacques
Rousseau (IC)


Excerpts from or all of Candide
by Francois Voltaire
(WLp. 945)










Socratic Seminar:
Does art imitate life or does life
imitate art?


Student Presentations








Student Response



Write a satire of a current
political, societal, or school
issue.
2. American Republic
A. Influence of
Enlightenment on
Historical Documents
B. French and Indian War
Common Sense by Thomas
Paine (Bb)

The Declaration of
Independence (Bb)

The Preamble of the
Constitution (Bb)



Oral reading
Write a personal Declaration of
Independence including rights,
responsibilities, and
relinquishments.










II. The French Revolution (Suggested Timeframe: 2 weeks)
Social Studies Standards: SS8a, SS1d, SS6a, SS5b, SS6b, SS2c, SS2b
English Language Arts Strands: E1-Reading; E2-Writing; E3-Speaking, Listening, and Viewing; E4-Conventions,
Grammar, and Usage of the English Language; E5-Literature; E6-Public Documents; and
E7-Functional Documents
Social Studies English Language Arts Suggested Instructional
Strategies
Suggested Assessment Ideas
1. The French Revolution
A. Estates General
B. The National
Assembly
What Is an American? by J.
Hector St. John (Michel-
Guillaume Jean de Crevecoeur)
LOL 11p. 223
Bb
Simulation: Were Going to
DisneyWorld
See Bb


Reading Quizzes

Essay Test

Historical Short Story, assigned
C. Bastille
D. Rights for all

Declaration of the Rights of
Man and of the Citizen, August
27, 1789 (LCp. 223. This is
a related reading included with
A Tale of Two Cities-p. 465.)

A Tale of Two Cities by Charles
Dickens (IC)

Related poetry
Five Men Zbignew Herbert
(LC. This is a related reading
included with A Tale of Two
Cities)







Quickwrite:
How and why are social classes
assigned? Which methods have
been used across time?

Prereading: What have you
done that you are most proud
of? Have you ever sacrificed to
help another?

Read aloud in small groups

Socratic Seminar

Review of figurative language

Review literary analysis
later in course, will draw from
this material

I-Search Paper
(See Bb)


Descriptive paragraph of
classmate, read aloud, and
guess identity

Revolutionary Tribunal Trial
(See Bb or Center for Learning
materials.)

Write poem about French
Revolution / social inequality
3. Napoleon
A. Egypt (Africa)
B. Defeat
C. Napoleonic Code
a. Consolidation
Russia 1812 from The
Expiation by Victor Hugo
(WLp. 1016)


III. The Industrial Revolution (Suggested Timeframe: 2 weeks)
Social Studies Standards: SS7a, SS9a, SS9b, SS9c, SS9d, SS10a, SS10b, SS8b, SS6a, SS6b, SS5a, SS1d, SS2a, SS4a
English Language Arts Strands: E1-Reading; E2-Writing; E3-Speaking, Listening, and Viewing; E4-Conventions, Grammar,
and Usage of the English Language; E5-Literature; E6-Public Documents; and E7-Functional
Documents
Social Studies English Language Arts Suggested Instructional
Strategies
Suggested Assessment Ideas
1. Agricultural Revolution
and the Rise of the Industrial
Age
A. New energy sources
B. Urbanization
C. Technological
advances
a. Connect to slave
trade
b. Cotton gin, steam
engine, textile mills
and the factory
system
A Modest Proposal by
Jonathan Swift (LOL 12- p.
388 and Bb)
Review advertising techniques


Round table or Panel
discussion on Analysis of
Satire



Discuss the effects of the
Industrial Revolution
Government, Economics,
Culture, and Technology
Presentations of
Advertisements

Satirical Essay





Graphic Organizer
demonstrating the effects of the
Industrial Revolution


2. Life in the Industrial age
A. Changing attitudes and
values
B. New social order
from The Vindication of the
Rights of Woman by Mary
Wollestonecraft (LOL 12-p.
405 and Bb)

3.Realism vs. Romanticism Poetry selections.
Use GWP for poems by
Wordsworth, Keats, and
Shelly.
Venn diagram comparison Write poems in the same style
4. Great Britain Great Expectations by Charles
Dickens (Optional) (IC)

5.Slave trade (Africa) Excerpts from Amistad (video)
hosted by Morgan Freeman
(IC)
Quickwrite about influential
ancestors
Discuss how ancestors
influence our development.



IV. Nationalism (Suggested Timeframe: 2 weeks)
Social Studies Standards: SS2d, SS1d, SS1c, SS4b, SS3a, SS3c, SS8a, SS8c, SS10a
English Language Arts Strands: E1-Reading; E2-Writing; E3-Speaking, Listening, and Viewing; E4-Conventions,
Grammar, and Usage of the English Language; E5-Literature; E6-Public Documents; and
E7-Functional Documents
Social Studies English Language Arts Suggested Instructional
Strategies
Suggested Assessment Ideas
1. Growth of the German
nation

2. Unification of Italy
A. Mazzini
B. Garibaldi

3. Czarist Russia

4. Austria
A. Results of the Thirty
Years War

5. Nationalism vs. old
empires
A. Establishing Loyalty
and Identity

National Anthems (Bb)




Either
After the Ball by Tolstoy (LOL
10-p. 51)
Or
How Much Land Does A Man
Need? by Tolstoy (WLp.
1043 or Bb)
Listen and read lyrics of
national anthems (note any
identifying factors)
Identify factors that illustrate
characteristics of the people
for each anthem.