Age of Revolution

10th Grade
World History
Emily Johnson
HISTORY 480
February 26, 2015

STAGE I GOALS
Unit Overview:
This unit will examine different revolutions across the world. Students will
analyze the causes and effects of each event as well as any long lasting
impacts.
During this unit, students will analyze primary sources, create visual
presentations with varied multimedia sources, and assess impacts of
revolutions on a global scale.

Enduring Understanding: As society progresses and evolves, beliefs and

values shift, causing the need for change or revolution.
Essential Question: What drives people to revolution? Is there a common
spark that ignites each one?
Key Concepts:

Magna Carta 1215, list of English rights signed by King John

Parliament British political system
Deism belief in the existence of a supreme being
Napoleon French emperor, military prowess, rose to power during
French Revolution
Reign of Terror period of brutality and violence after French
Revolution
Industrial Revolution transition from hand tools to machines and new
methods, began in England but spread west
Nationalism patriotic feeling towards ones country, loyalty
Anarchism belief in the abolition of all government and rules
Capitalism trade and business is controlled by the private sector
rather than government regulation
Socialism collective societal regulation of trade, industry, etc.

Additional people and events:

John Locke
Scientific breakthroughs/new ideas
o Heliocentrism
o Scientific method
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Standards:
Arizona Standards for Social Studies:
Concept 6: Age of Revolution
PO 1. Contrast the development of representative, limited government in
England with the development and continuation of absolute monarchies in
other European nations:
a. absolute monarchies (e.g., Louis XIV, Peter the Great, Phillip II)
b. the Magna Carta, the English Bill of Rights, and parliamentary
government.
PO 2. Exlain how new ideas (i.e., Heliocentrism, Scientific Method, Newtons
Laws) changed the way people understood the world.
PO 3. Explain how Enlightenment ideas influenced political thought and
social change:
a. Deism
b. Role of women
c. Political thought
d. Social change
PO 4. Analyze the developments of the French Revolution and rule of
Napoleon:
a. Reign of Terror
b. Rise of Napoleon
c. Spread of nationalism in Europe
d. Defeat of Napoleon and Congress of Vienna
PO 5. Explain the revolutionary and independence movements in Latin
America
PO 6. Analyze the social, political, and economic development and impact of
the Industrial Revolution:
a. origins in Englands textile and mining industries
b. urban growth and the social impact of industrialization
c. unequal spread of industrialization to other countries
d. political and economic theories (nationalism, anarchism, capitalism,
socialism)
Objectives:
1. Students will analyze the Magna Carta and draw conclusions about its
purpose and efficiency.

2. Students will compare and contrast different documents declaring

independence.
3. Students will define leaders and prominent figures of each revolution.
4. Students will analyze the spread of industrialism and infer its effects.
5. Students will create their own document declaring independence.
6. Students will research Latin American revolutions.
7. Students will create a timeline of revolutions.
8. Students will synthesize elements of each revolution to draw
conclusions regarding the essential question of the unit.
9. Students will debate and analyze both viewpoints of each revolution.
10.
Students will evaluate how each revolution has shaped its nation
and those closely tied to it.

STAGE II ASSESSMENTS

Achievement Test Description:

There will be a final exam given at the end of the unit. The exam will cover
all objectives related to the unit and will consist of varied response styles.
There will be three sections of the exam: identification, multiple choice, and
essay. The exam will count for 25% of the unit grade.
Part One Identification
The ID portion will consist of ten vocabulary terms or ideas that
students will define. The definitions must include the significance of
the term to the unit in order to receive full credit for the question.
While there are ten questions, students are only required to answer
seven. Any extra questions answered correctly will be used to replace
incorrect answers within the ID portion or could potentially be used for
overall extra credit (teacher will inform students prior to exam).
Part Two Multiple Choice
The multiple choice portion will consist of 10-15 questions covering
different elements of the unit.
Part Three Essay/Analysis
The essay portion of the exam consists of two short answer responses
asking students to draw connections between concepts. The third
question will require students to read a short excerpt from a primary
source and respond to a prompt. Since this unit is on the Age of
Revolution, students might analyze a piece of the Magna Carta or the
American Declaration of Independence.
Performance (Authentic) Assessment Description:

The performance assessment will be introduced at the beginning of the unit,

but will not be completed until the end. Students will have the option of
working individually or with a small group consisting of two to three students.
Because the students have been analyzing revolutions, their effects, and
primary sources, students will be creating their own declaration of
independence or call to action.
Part One
Students will be declaring independence from the classroom and
Tyrant Teacher. First, it is important to establish that students will
need to remain professional and respectful; using the classroom is just
a near home example of a nation or state.
Students, working individually or in small groups, will create a list of
grievances (encourage creativity!) within the class.
Part Two
With grievances established, students will create a formal declaration
of their intentions for change or independence.
Formal introduction should be approximately half a page long.
Students will then compile introduction and grievances.
o Work on structure and grammar skills
Part Three
Students will create a Plan of Action portion to accompany the
previous elements.
o This portion establishes the need for change and what the
students intend to do with it.
Students will present their declarations to class.

STAGE III LEARNING ACTIVITIES

Unit Calendar:
Day

Historical Topic(s)

Unit
Objective(
s)

Day
1

Unit intro/hook

Day
2

English Revolt

1, 3

Day
3

French Revolution

3, 10

Day
4

French Revolution

3, 8, 9, 10

Day
5
Day
6

French Revolution

2, 3, 8, 10

Day
7

Latin Revolutions

3, 6, 9, 10

Day
8

American Revolution

2, 3, 9, 10

Haitian
3, 4, 9, 10
Revolutions/Industrializat
ion

Activities

- Overview of
unit/lecture
- Introduce
main ideas and
key concepts
-Lecture: Social
unrest, division
between
monarchy and
civilians, Magna
Carta
- Group
discussion
- Lecture: Reign
of Terror
- Causes
- Prominent
figures/review
- DBQ
- Crash Course
History video
- Lecture:
impact of
industrialization
and progress of
society
- Small group
research and
discussions
- Compare and
Contrast
activity/discussi

Assessmen
ts

Exit ticket,
group
discussion
participatio
n

Class
participatio
n
Quiz
DBQ
Skeleton
notes from
video

Exit ticket,
group
participatio
n
Timeline

Day
9
Day
10

Intro to assessment

5, 8

on
- Analyze
different
revolutions and
their effects
Work day

5, 8

Presentations

Exit ticket
Presentation
participatio
n,
discussion
participatio
n

Catalog of Lessons: (copy and paste below to add days as needed)

Day 1
Lesson Title: Intro to Unit
Day 2
Lesson Title: Revolution in England
Day 3
Lesson Title: French Revolution
Day 4
Lesson Title: French Revolution
Day 5
Lesson title: DBQ
Unit objectives: 2, 3, 10
Activities: DBQ will take whole class period
Assessment: Completion of DBQ, assess utilization of provided materials as
well as inclusion of prior knowledge.
Day 6
Lesson Title: Haition Revolutions/Connections to Industrialization
Day 7
Lesson Title: Latin America in Revolt
Day 8
Lesson title: How Did We End Up Here?
Unit objectives: 2, 3, 9, 10
Activities:
Lecture:
o The primary focus of the lecture will be on causes of the different
revolutions discussed
Although it is a world history class, this lecture will also
include the American Revolution in order to tie in main
ideas and give a point of relevance based on prior
knowledge as well as aid with time frame comprehension
Timeline:

o Students will be given time to create a timeline incorporating

major events and figures from each revolution
The terms will be given in a word bank so students know
what must be included
The assignment will be homework if not finished in class
Wrap Up Discussion
o Allow students to ask clarifying questions from the unit
o Provide guiding questions to help students understand essential
question

Assessment: Timeline will be graded, points will be given for participation in

class discussion
Day 9
Lesson title: We the Class
Unit objectives: 5, 8
Activities:
Class in Revolt
o At the beginning of class, teacher will announce changes in class
(extreme, i.e. no bathroom breaks unless you have an A, etc.) to
model inequality faced in the nations discussed during the unit.
o Students will work in small groups to create a list of grievances
to be brought up against class, school, teacher.
o After listing grievances, students will work together to create a
formal declaration of their independence as their own academic
nation and develop a plan of action
Assessment: Group presentations of grievances, declaration, and plan
Day 10
Group Presentations
- Final day of unit

ATTACHMENTS (Required if you reference attachments in the unit)

DBQ: Causes of the French Revolution
Emily Johnson
HST 480
Bowman
April 13, 2015
Introduction:
This DBQ assignment would be given to wrap up the French Revolution
portion of the unit, most likely halfway through. Students will be analyzing
documents related to the disgruntled Third Estate, different perspectives of
French society, and examine the progressive thinking that was spreading
globally. Because the unit covers revolutions and their causes, this DBQ fits
into the content and covers objectives perfectly.
Grading Criteria:
Format and elements clear thesis, body, and conclusion (5 points)
Conventions and grammar (5 points)
Accurate/appropriate interpretation and use of documents (10 points)
Synthesis and argument (20 points)
Relevant response to prompt (10 points)
Directions:
The following question can be answered using Documents 1-5. Develop and
a support an essay to answer the prompt.
Your essay should:
Have a well structured, relevant thesis, body, and conclusion support
your argument!
Use at least 3 of 5 documents
Analyze NOT summarize the documents
Answer the prompt clearly
Prompt:
How did the lower classes impact French society and affect the French
Revolution?

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Document 1:
Arthur Youngs Travels in France (1787-1789)
Arthur Young was an 18th Century English writer who documented his travels
and experiences in pre-Revolution France.
In the south of France there is a taille (tax on the land and its
produce). There is an injustice in levying the amount each person
must pay. Lands held by the nobility are taxed very little. Lands held
by commoners are taxed heavily.
September 5, 1788: The poor people seem very poor indeed. The
children are terribly ragged.
June 10, 1789: The lack of bread is terrible. Stories arrive every
moment from the provinces of riots The price of bread has risen
about people ability to pay. This causes great misery.
July 1789:I was joined by a poor woman who complained of the hard
times. The tailles and feudal dues (rents owed the lords) are crushing
Document 2:
Marie-Antoinette (1775), Louis XVI King of France in Coronation Robes (1777)

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Document 3:
Excerpt from the Cahier de Doleances (1789)
The cahiers were a list of grievances about the king, voting in the Estate
General, and taxes.
That the king be forced to reform the abuses and tyranny of
letter de cachet.
That every tax.... Be granted [by the Estates General] only for a
limited time.
That the taille [a tax on land] be borne equally by all classes....
The meetings of the Estates General.... Shall be scheduled for
definite times....
Document 4:
Visual representation of land ownership between Estates.

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Document 5:
Declaration of the Rights of Man (1789)
Declaration of the Rights of Man and of the Citizen
Approved by the National Assembly of France, August 26, 1789

The representatives of the French people, organized as a National Assembly

recognizes and proclaimsthe following rights of man and of the citizen.

Articles:
1. Men are born and remain free and equal in rights. Social distinctions may be
founded only upon the general good.

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Work Cited
(n.d.). Retrieved April 14, 2015, from
http://www.whiteplainspublicschools.org/cms/lib5/NY01000029/Centrici
ty/Domain/353/causes of Fr Rev DBQ.pdf
Avalon Project - Declaration of the Rights of Man - 1789. (n.d.). Retrieved
April 13, 2015, from
http://avalon.law.yale.edu/18th_century/rightsof.asp
Cause of the French Revolution (Part 1). (2012, November 12). Retrieved
April 13, 2015, from https://howellworldhistory.wordpress.com/causeof-the-french-revolution/
Online Library of Liberty. (n.d.). Retrieved April 13, 2015, from
http://oll.libertyfund.org/titles/292
Louis XVI King of France in Coronation Robes, 1777 - Joseph-Siffred Duplessis
Marie-Antoinette, 1775 - Muse Antoine Lcuyer
The Cahier de Dolances (1789). (n.d.). Retrieved April 13, 2015, from
http://www.historyguide.org/intellect/cahiers.html

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Unit: Revolutions, 10th grade World History

This quiz would be given after learning about the French Revolution. Because
the unit focuses on connecting multiple revolutions, it is important that
students understand the major conflict before analyzing and comparing
others. It specifically relates to the unit objective Students will evaluate how
each revolution has shaped its nation and those closely tied to it.
Revolutions Quiz
Multiple Choice: Circle the correct answer
1. Which of the following was not a cause of the French Revolution?
a. Unrest within social classes
b. Ineffective leadership
c. Economic prosperity
2. What
a.
b.
c.

was discussed at the Congress of Vienna?

Annexing Vienna to France
The creation of a long-term peace plan in Europe
Strategy in order to defeat the French army

3. In which country did Napoleons army suffer the greatest loss?

a. Russia
b. Spain
c. Germany
Identification: Define and identify importance of terms
4. Identify the Third Estate and its significance:

Short Essay: Response should be between six and eight sentences

5. Explain how the French Revolution, Latin American Revolutions, and
Haitian Revolutions are connected.

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Revolutions Quiz - KEY

Multiple Choice: Circle the correct answer
1. Which of the following was not a cause of the French Revolution?
a. Unrest within social classes
b. Ineffective leadership
c. Economic prosperity
d. Unbalanced social structure
2. What
a.
b.
c.
d.

was discussed at the Congress of Vienna?

Annexing Vienna to France
The creation of a long-term peace plan in Europe
Strategy in order to defeat the French army
Establishing a democratic government in all European nations

3. In which country did Napoleons army suffer the greatest loss?

a. Russia
b. Spain
c. Germany
d. France
Identification: Define and identify importance of terms
4. Identify the Third Estate and its significance:
Ex: The Third Estate was the largest social class of France. It contained the
commoners, those not included in the First or Second Estate. During the
revolution, they played a large role in the need for a change in government,
fighting for all to have a say.
Short Essay: Response should be between four and six sentences
5. What problems in France and beyond contributed to the rise of
Napoleon Bonaparte?
Ex: Within France, the chaos created during the reign of terror left the
people discomfited and upset with their government. Social unrest was a
major contributing factor. Had the citizens of France been content with their
government and nation, there would have been less chance for Napoleon to
stage his coup. Because the Reign of Terror left France in chaos, the people
were seeking a leader. Having achieved a hero status due to his military
accomplishments, Bonaparte was able to gain a following and take
advantage of the weakened government.
Work Cited:
Congress of Vienna | European history. (n.d.). Retrieved March 17, 2015, from
http://www.britannica.com/EBchecked/topic/628086/Congress-of-Vienna
French Revolution. (n.d.). Retrieved March 17, 2015, from
http://www.history.com/topics/french-revolution
Napoleon: Revolution to Empire. (n.d.). Retrieved March 17, 2015, from
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http://www.ngv.vic.gov.au/napoleon/revolution-to-empire/the-rise-of-napoleon

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