DesiredResults

Established Goals
What content standards or mission related goal(s) will this unit address?
Students will understand and analyze multiple different factors and people that contribute to the success of
revolutions through theoretical perspectives, historical text and media source analysis. At the end of the unit,
students will create a digital story that raises specific questions about revolutions.
10th Grade Essential Questions:
How are systems created and defined?
How do systems shape the world?
What is the role of the individual in systems?
Unit Essential Questions:
What thought provoking questions will foster meaning-making, inquiry and transfer?
What is a revolution?
How does change happen?
What different factors make a revolution successful?
Does power always corrupt?
How do revolutions end?
Students Will Understand...
What specifically should students be able to understand after completing this unit?
Each revolution exists within the context of the time and place in which it occurs. As a result, many different
factors contribute to the success or failure of a revolution. These factors can include:
- leadership
- strategies and methods used
- response of the global community
Students will Know...
What facts and basic concepts should students know and be able to recall?
- Key leaders and groups in the French Revolution
- Key events in the French Revolution
- Key leaders in the Haitian Revolution
- Causes and impacts of the Arab Spring
Students will be able to...
What skills and processes should students be able to draw upon and use?
- develop a chronological understanding of multiple revolutions to see cause and effect relationships
- read and analyze historical documents
- understand the diverse perspectives of members of revolutions - the leaders, followers, global
community and opposition parties


Evidence
Transfer Tasks:
What assessment(s) and/or project(s) will provide understanding and meet other Stage 1 goals?
-

French Revolution Timeline - students will develop a timeline of key events in the French Revolution,
identifying key leaders and turning points
French Revolution Correspondence Project - students will choose one historical figure from the French
Revolution and write letters from that persons perspective to other historical figures (other students).
They will use these letters to respond to specific events of the French and Haitian Revolutions.
Revolutions Digital Story - students will develop a specific question about revolutions and use
evidence from multiple revolutions to answer the question in a video digital story

Performance is judged in terms of...

What criteria will be used in each assessment to evaluate attainment of desired results?
-

French Revolution Timeline

- Place events in chronological order and identify the main idea of the event
- Identify the following through annotations:
- Acts of Resistance or Revolution
- New Leadership Emerging/Power Shifts
- Turning Point in the Revolution
- Key People or Events
French Revolution Correspondence Project: each letter assignment makes historically appropriate
predictions about the following:
- Where is this historical figure at the time of the event, what are they doing? What are they
thinking?
- How do they relate to the person they are writing a letter to? What do they value? What do
they want to tell this person?

Other evidence:
What other evidence will be collected and evaluated to ensure that stage 1 goals have been met?
-

Journal entries
Historical document analysis
Large and small group discussion
Arab Spring Diaries and Twitter Investigation
Modern Revolutions Strategies Investigation

LearningPlan
Learning Activities:
Day 1

What makes a movement a revolution?

What was the structure of power in place before the French Revolution?
What was the state of France that led to the French Revolution?
1. Journal: What is a revolution? What is the difference between a movement and a
revolution?
2. Three Estates Simulation
3. Timeline Assignment

Day 2

What were some different causes of the French Revolution? Was it necessary?
1. Read Who are the Sans Culottes? and discuss structures of French Society (First,
Second, and Third Estates)
2. Read the Declaration of the Rights of Man and the Declaration of the Rights of
Woman
3. Correspondence Letter #1: Diary Entry in response to Declarations of Rights

Day 3

What different tools do revolutionaries use to achieve their goals?

What is the impact of these events on the revolution?
Why do revolutions sometimes become violent?
1. Read Testimony of the Bastille and analyze cause and effect
2. Show samples of strong student work and reinforce expectations for Correspondence
Letters

Day 4

How does a movement start and gain speed?

When/how does something become supported widespread?
How do ideas spread?
What additional things can we learn about the revolution and French culture from popular
songs from the time period?
1. Journal: Charles Tilly quote about how social movements are sustained
2. Song & Pamphlet Analysis
3. Correspondence Letter #2: Song or Pamphlet response or Revolutionary event
1789-1792

Day 5

How did the execution of Louis XVI impact France and the revolution?
What is the Reign of Terror? Why was the Reign of Terror able to continue?
1. Trial and Execution of Louis XVI Deliberations
2. Read Reign of Terror
3. Correspondence Letter #3: Reign of Terror

Day 6

What is at stake for the global community when a revolution occurs?

What was the European community's response to the French Revolution?
1. French Revolutionary Wars Simulation using historical documents
2. Read the Declaration of Pillnitz

Day 7

How did Napoleon emerge as a leader in France?

1. Who is Napoleon Bonaparte? - Student presentations
2. Read Napoleon Bonapartes Testimony of the Coup dEtat
3. Correspondence Letter #4: Napoleon Bonapartes rise to power
a. analyze historical documents

Day 8

What makes the Haitian Revolution a revolution?

1. Analysis of historical primary source documents
a. Abbe Gregoire - Memoir in Favor of the People of Color or Mixed Race
b. French Opinion on Haitian Revolution
c. Sonthonax Broadside Decree to Free Slaves in Saint Domingue 1793
d. Dictatorial Proclamation by Toussaint L'Ouverture
2. Correspondence Letter #5: Response to the Haitian Revolution from the French
perspective

Day 9

What are different methods for nonviolence resistance

1. Journal: Gene Sharp 198 Methods for Nonviolence
2. Modern Revolutions video clips - I notice...I wonder
3. Questions for Modern Revolutions

Day
10-11

What is the Egyptian Revolution?

1. Introduce the Egyptian Revolution and the Arab Spring
2. The Square film and notetaking
3. Journal Entry: Reactions to the film

Day 12

Large Group Discussion about The Square

:
Which is more effective for creating change,
violent or nonviolent methods of protest? Do revolutions end? What makes them successful
or not successful?

Day 13

What is the Arab Spring?

1. Arab Spring Diaries and Twitter Investigation

Day 14

Introduce Digital Story Project and What makes moderns revolutions successful?
1. Digital Story Samples
2. Modern Revolutions Strategies Investigation

Day 15

Digital Story Research

1. Journal: NPR Interview with Gene Sharpe
2. Discussion about effectiveness of nonviolent methods of resistance using evidence
from revolutions
3. Begin researching for Digital Story

Day 16

What makes a digital story effective?

1. View and analyze past students digital stories
2. Develop script for Digital Story
3. Peer Reviews
4. Conference with a Teacher for script approval

Day 17

What makes digital stories successful?

How can students develop strong digital stories?
1. Journal - Telling Stories with Images and Quotes Practice
2. Peer Reviews - Student will practice giving feedback to others and self-assessing their
own work
3. Teacher Conference for Script Approval - Students will receive feedback from peers
and teachers to develop a strong digital story script

Day 18

How can students develop strong digital stories using technology?

1. Video Production Workshop - student led
2. Independent Work

Day 19

How do you publish your Digital Story?

1. How to Publish tutorial
2. Independent Work

Day 20

Publish Digital Stories to Canvas

1. Students read and respond to classmates digital stories
2. Digital Story and Revolutions Unit Reflection

Connection to SLA Core Values

Inquiry
Students will develop their own questions most specifically through the Digital
(Howwillthisunit
helpstudents
generatetheirown
questions?)

Research
(Whenandhowwill
studentssearchfor
informationduring
thisunit?)

Collaboration
(Whenwillstudents
beworkingtogether
duringthisunit?)

Presentation
(Howwillstudents
bedisplayingtheir
workandtowhom?)

Reflection
(Whenwillstudents
beabletolookback
upontheirworkand
theirlearning?)

Story. After exploring multiple revolutions, their causes and impacts, students will
develop one specific question to answer through their digital story.

Through the French Revolution Correspondence Project, students will

independently research historical figures and apply their perspectives to writing
letters in response to events of the revolution.
In the Digital Story project, students will explore a broad range of resources (news
media, social media, images, art, etc.) to answer their question and develop a
compelling story.

The French Revolution Correspondence Project, students will write letters to each
other, receiving feedback from peers and developing story-lines across letters.
Throughout the Digital Story project, students will review and provide feedback on
each others work. Video production tips will be a collaborative effort among
students who have skills in that area.

Digital Stories will be published and presented to the class via discussion forum on
Canvas. Students will view and reflect on each others work and their own.

In the Revolutions unit, students will reflect on their own work and the work of
others through
- French Revolution Correspondence Project Reflection
- Peer reviews
- Digital Story Reflection