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1. TEACHING FOR UNDERSTANDING UNIT 2022
AREA: SOCIAL STUDIES SUBJECT: SOCIAL STUDIES TEACHER: DIANA GARZÓN GRADE: 8th TERM: I
OVERARCHING UNDERSTANDING GOALS (THROUGHLINES):
 I am able to identify the potential of different social, political, economic and cultural legacies as sources of identity, promoters of development, as well as
cooperation and conflict.
 I recognize and analyze the permanent interaction between geography and human beings and critically assess the advantages and limits of this relation.
 I critically analyze people’s rights and identity.
COMPETENCES:
Social thinking: Understanding the basic concepts of the social sciences and establishing relationships in space and time
between events inscribed in economic, political and cultural processes, fundamentally for the understanding of the present.
The student's ability to analyze the historical dimensions of events or problems; and the ability to relate events or processes
with geographic contexts and their characteristics.
Interpretation and analysis of perspectives: Capacity to reconstruct and coordinate perspectives. Understandand integrate
different perspectives of the same reality. It includes analyzing the possibilities and limitations of a source and the uses of
evidence to support historical arguments or explanations. The student's ability to analyze the information that circulates in
society on political, economic and cultural issues, to assess arguments and explanations about social problems and to
identify different interests, opinions and perspectives of people and social groups that interact at a given moment. This
competence refers to the ability to think analytically and critically about social problems and phenomena. Through this
competence, two skills are mainly evaluated: the recognition of diverse opinions, positions and interests, and the critical
analysis of sources and arguments.
TOPICS AND CONTENTS:
GOAL 1
 Thinking enlightened, separation
of powers.
 French Revolution (previous
context, development and
consequences).
 Napoleonic Empire.

2. Systemic and reflective thinking: Reconstructing and understanding the systemic nature of social reality (global-local
dimension, interdependent, durable, transformable, structured). Identify cause and consequence relationships, continuity
and transformation relationships, articulate political and economic dimensions, etc. Recognizing different ways of
approaching problems, to identifying the complex relationships that configure them, carrying out flexible and reflective
inquiry processes, and adopting critical positions according to the uses of the social sciences.
GOAL 2
 Industrial Revolution, I and II
(Technological advance,
modernization processes,
environmental impact).
 Labor Movements.
 Economic liberalism.
UNDERSTANDING GOALS:
GOAL 1
The student should be able to explain the main characteristics of some revolutions of the eighteenth and nineteenth
centuries.
BLR:
#5 – Eighth grade
COMPETENCES
 Interpretation and analysis of perspectives
GOAL 2
The student should be able to explain the influence of these revolutions in some subsequent social, political and economic
processes in Colombia and Latin America.
BLR:
#3 – Eighth grade
COMPETENCES
 Social thinking
TOPIC 1: The real story behind “Let them eat cake!”
STAGE
WEEK
UND.
GOALS
COMPETENCE
PERFORMANCES OF UNDERSTANDING ONGOING ASSESSMENT

3. E 1 1
Interpretation
and
analysis
of
perspectives
PERFORMANCE:
At the beginning of the class, the goals and contents that will be worked on in the first
quarter will be explained, as well as the evaluation methodology of the subject aligned
with the institutional academic system.
Subsequently, some basic information about the Enlightenment will be provided: historical
context, main characters and the proposal of Separation of powers from Rosseau. Based
on this information, students will choose one of the characters and represent it through a
meme, in addition to explaining the chosen aspect in writing. The evaluation of this activity
will be in pairs carried out in a qualitative and formative way.
DIMENSION: Purpose
RESOURCES:
 Reading ENLIGHTENMENT 1
 Video ENLIGHTENMENT 1
 Recognizes in a basic way the main
characters from the
Enlightenment (meme).

4. G 2 - 5 1
Interpretation
and
analysis
of
perspectives
PERFORMANCE:
Students will receive information about the main ideas of the age of the Enlightenment.
Based on that, students will write a letter explaining the main ideas of this epoch and the
particular contributions of a character of the time, which should be different from the
exploratory stage. The assessment of this activity will be carried out quantitatively.
DIMENSION: Method
RESOURCES:
 Reading ENLIGHTENMENT 2
 Video ENLIGHTENMENT 2
PERFORMANCE:
Students will get information about the following categories related to the French
Revolution: Location, Causes, States General, Tennis Court, Bastille, National Assembly,
Right’s Declaration, Legislative Assembly, National Convention, Reign of terror, The
Directory and Napoleon´s Regime.
As resources are viewed, students will develop a worksheet (with open questions,
comparative charts and drawings). Students will work in individually and the assessment
of this activity will be carried out quantitatively.
DIMENSION: Content
RESOURCES:
 Reading FRENCH REVOLUTION 1
 Reading FRENCH REVOLUTION 2
 Video MR PEABODY AND SHERMAN
 Video WHAT CAUSED FRENCH REVOLUTION?
 Reading NAPOLEON
 Identifies relevant characters from
the Enlightenment Era and their
respective ideas in written way
(letter).
 Assumes an ideological position
based on the philosophical
thinking of a historical figure and
argues it appropriately (letter).
 Recognizes the main historical,
political, economic, religious and
cultural aspects from the sources
provided in class (worksheet).
 Graphically represents the main
events from the French Revolution
(worksheet).

5. S 6 1
Interpretation
and
analysis
of
perspectives
PERFORMANCE:
Through a homework, the previous preparation of a debate will be requested which will
be based on specific characters from the French Revolution divided among the main
classes: Monarchy, First State, Second State and Third State.
Students must answer the questions with reliable sources, in the first person and clearly
following the presentation parameters. The activity will be received printed, individually
and will be valued quantitatively. Half of the score will go to the written document, and
the rest should go to the oral presentation of the activity.
This week will be used to carry out the respective improvement strategy for those students
who presented difficulties in managing the skills of the subject. Students who do not
require it, will gradually deliver the homework and will develop educational games about
the French Revolution available on the platform.
DIMENSION: Communication
RESOURCES:
 For the homework, resources will be defined by the students themselves to
promote research skills.
 Answers correctly questions about
the different ideological views and
the lifestyle of a character during
the French Revolution (questions -
homework).
 Uses appropriate sources for the
development of homework of a
historical nature (questions -
homework).
TOPIC 2: The Impacts of the Industrial Revolution on technology, people and rebellions.
E 7 2
Social
thinking
PERFORMANCE:
A new Revolution of great relevance will be explored from two fragments of the film
Modern Times, by Charles Chaplin. From what has been seen, the students will solve
questions in a playful way and in work groups. The evaluation of this activity will be carried
out in a qualitative and formative way.
DIMENSION: Communication
RESOURCES:
 Video MODERN TIMES 1
 Video MODERN TIMES 2
 Responds appropriately to
questions focused on the social
consequences of the Industrial
Revolution (questions - game).

6. G 8 - 10 2
Social
thinking
PERFORMANCE:
Following the topic of the Industrial Revolution, information on these aspects will be
provided: historical context, Culture and transportation, Working conditions, Inventions,
Labor unions, Child labor and Women.
Based on the previous content, students will individually present a questionnaire with
open and multiple-choice questions on the subject in question. The activity will be valued
quantitatively.
DIMENSION: Method
RESOURCES:
 Reading INDUSTRIAL REVOLUTION 1
 Reading INDUSTRIAL REVOLUTION 2
PERFORMANCE:
Based on reading and writing strategies (PLEA), students will recognize the geographical
context under which the Revolutions of 1848 spread, as well as its effects on people's ideas
in Nacionalism and Liberalism.
Students must also develop the map based on reading and an actual world map; they also
have to answer literal questions with the source (reading), The activity will be received by
hand, it can be done individually or by pairs and will be valued quantitatively.
DIMENSION: Content
RESOURCES:
 Reading REVOLUTION OF 1848
 Reading NATIONALISM
 Reading LIBERALISM
 Properly associates the main
categories of the Industrial
Revolution with their respective
components (quiz).
 Recognizes the main social factors
affected by a technological
phenomenon (quiz).
 Develops actively a worksheet that
evaluates reading comprehension
about the situation in Europe
related with the basic ideas of
Nationalism and Liberalism (PLEA).
 Identifies in a cartographic way
relevant places of the Revolutions
of 1848 (PLEA)

7. S 11 - 12 2
Social
thinking
PERFORMANCE:
Once the Industrial Revolution has been developed from the guided stage and its basic
components, students will work individually with an exhibition based on a specific
invention of the first or second industrial revolution.
It must have a fluent pronunciation, visual support to show the invention, in addition to
the use of a respectable source, either the one suggested or a new one proposed by the
student.
This week also will be used to carry out the respective improvement strategy for those
students who presented difficulties in managing the skills of the subject. Students who do
not require it, must play educational games about the Industrial Revolution available on
the platform.
DIMENSION: Communication
RESOURCES:
 Reading INDUSTRIAL REVOLUTION INVENTIONS
 Presents a specific invention from
the first or second industrial
revolution and reflects on its
impact on current technological
progress (exhibition).
 Graphically and creatively
represents the assigned invention
to understand its components and
operation (exhibition).
TERM PERFORMANCES
SUPERIOR HIGH BASIC LOW
INTERPRETING AND ANALYZING
PERSPECTIVES, SOCIAL THINKING.
The student demonstrates in-depth
understanding of academic
knowledge about the
Enlightenment, French Revolution,
Napoleonic era, Industrial
Revolution, Liberalism, Nationalism
and Imperialism, through skills
INTERPRETING AND ANALYZING
PERSPECTIVES, SOCIAL THINKING.
The student demonstrates
competency in the academic
knowledge about the
Enlightenment, French Revolution,
Napoleonic era, Industrial
Revolution, Liberalism, Nationalism
and Imperialism, through skills
applying Social Studies concepts to
INTERPRETING AND ANALYZING
PERSPECTIVES, SOCIAL THINKING.
The student relates concepts about
the Enlightenment, French
Revolution, Napoleonic era,
Industrial Revolution and
Imperialism, demonstrating some
skills applying Social Studies
concepts to the analysis and
construction of arguments.
INTERPRETING AND ANALYZING
PERSPECTIVES, SOCIAL THINKING.
The student has barely acquired
some concepts about the
Enlightenment, French Revolution,
Napoleonic era, Industrial
Revolution and Imperialism,
demonstrating limited skills applying
Social Studies concepts to the

8. applying Social Studies concepts in
different situations.
the analysis and construction of
arguments.
analysis and construction of
arguments.
REFLECTION:
WHAT WENT WELL WHAT DIDN’T GO WELL COMMENTS, CHANGES, SUGGESTIONS