Age of Revolution
10th Grade
World History
Austen Farley
HST 480
29 November 2016
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STAGE I GOALS
Unit Overview: The students will learn about the causes of the French, Mexican, and
Haitian revolutions and the underlying effects of the revolutions that took place.
Enduring Understanding: The revolutions brought about change by their own citizens,
which creates a government run by the people for the people.
Essential Question: How did these revolutions have an impact on these countries and how
France, Mexico, & Haiti changed as countries from before the revolution to afterwards?
Key Concepts:
Nationalism-patriotic feelings, principles, or efforts
Absolute Monarchy- The monarchy has complete control of their country
Reign of Terror- over 16,000 people died from the guillotine for counter revolutionary
activities
Revolution- a fundamental change in political or organizational structures that take place in a
short period of time, when the population rises up in revolt against the current authorities
Insurrection- a violent uprising against a government
Slavery- when a group of people are bought and sold just like property
Dictator- A leader of a country who controls all aspects of the government including the
military
Rebellion- wanting to revolt, disagreements with the governments policies
Key People:
Napoleon- Emperor of France from 1804-1814, great military leader that gained a large empire
over Europe during his time
Porflirio Diaz- had a military regime set up in Mexico, but was ousted from Mexico and exiled
after rigged election results
Fransisco Madero- elected for the revolution, but later assassinated by the counter-
revolutionary regime
Standards:
Arizona Standards for Social Studies:
PO. 4 Analyze the developments of the French Revolution and the rule of Napoleon
PO. 5 Explain the revolutionary independence movements in Latin America
AZ Career & College Readiness Standards:
Determine the central ideas or conclusions of a text;trace the texts explanation or
depiction of a complex process, phenomenon, or concept; provide an accurate summary
of the text. ([Link].2)
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Compare the point of view of two or more authors for how they treat the same or similar
topics,including which details they include and emphasize in their respective accounts.
([Link].6)
Objectives:
1. Analyze the Reign of Terror and its effects
2. Explain Napoleon and his accomplishments for France
3. Recalling the spread of nationalism in Europe
4. Summarizing the defeat of Napoleon and the Congress of Vienna
5. Explain the reasons Mexicos people wanted to revolt against the government
6. Recall who the Mexican dictator was during the start of the revolution
7. Compare the French and Mexican Revolutions
8. Explain the reason the Haitians were revolting against the French
9. Compare the Haitian Revolution was different from the French and Mexican Revolution.
STAGE II ASSESSMENTS Go over this more
Formative Assessments:
1. Plickers app- With this app you are able to easily quiz students using your phone to scan
a card that each student has, the cards have a square on one side, and each side of the
square there is a pattern that represents A,B,C,D and its different for each student. The
teacher can put quizzes up and print the students a card each. When a question is posted
on the projector the students can give their answers, since each card is different it makes
cheating harder. Once the quiz is over you can keep the results to see if there needs to
more explanation for a certain topic.
2. Exit ticket- Each exit ticket would be different depending on the day, but the most generic
one would be; State three things you have learned today, state two things you wish to
learn more about, state one thing you still have questions on. After they would be turned
in for a few points and you can see who still needs help on what.
3. Short quiz at the end of class- Just a regular quiz with either multiple choice, true or false,
or matching with around 5-10 questions on it.
4. Kahoot Quiz- Students can use their phones to send in answers to these fun interactive
quizzes that teachers can make and he students compete with each other by getting the
right answer in the fastest
Achievement Test Description:
There will be three parts to this test. Part one includes a matching section of about fifteen
key concepts, vocabulary, and key individuals throughout the entire lesson. Part two would
comprise of fifteen multiple choice questions and ten true or false questions. And the last
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part would be an essay question, and the students would have to give at least a seven to ten
sentence response to the essay question. Each question will be worth two points and the
essay will be worth ten points for a total of ninety points for this unit test.
1. Who said this famous quote? "Let them eat cake!"
A. King Louis
B. Jean Paul Marat
C. Marie Antionette
D. Emmanuel-Joseph Sieyes
Performance (Authentic) Assessment Description:
Stage I concepts: Knowing the key concepts and being able to identify key individuals
Unit objectives: Being able to tell how the revolutions started and how each one was
resolved in each country and by what means.
Description of the project: The project that the students would be participating would be
in a debate. The students would get a hand out that had the views of the Nobles and the
views of the peasants. The next day the students will be split into two different groups
and they will come up for reasons in their groups as to keep the absolute monarchy or to
abolish it.
STAGE III LEARNING ACTIVITIES
Unit Calendar:
Day Topic(s) Unit Brief Listing of Assessments
Objective(s) Activities
Day 1 French Explain what a Students will be Exit ticket about
Revolution revolution is. introduced to the unit of the revolution that
revolutions and an they are most
overview of the different excited to learn
revolutions that took about and what
place then transition into they already know.
the French revolution
The lesson will be in the
form of a powerpoint
lecture
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Day 2 French Explain what an Students will learn about Plickers online quiz
Revolution absolute the women marching on with about five or
monarchy is. versailles and the six questions. the
overthrowing of the answers are stored
monarchy with the online to look back
execution of Louis XVI. at later and see
Also learn about the rise what students need
of many different political to go back over.
clubs with a powerpoint
and skeleton notes for the
students to fill in. This
day it will be a lecture
Day 3 French Why did the Talk about the Jacobins Exit ticket of what
Revolution women march on and their rise to seize they thought about
versailles? power and execution of the Marat painting
Jean-Paul Marat painting and why they think
by Charlotte Corday it is important.
Mini lecture with
powerpoint and fill in
notes, we will then look at
paintings during the
revolution and have a
class discussion on each
of the paintings
Day 4 French Who were the The Reign of Terror Plickers online
Revolution Jacobins and how begins, the execution of quiz.
did they gain Marie Antoinette and the
power? fall of the Robespierre
This lesson will be a mini
lecture with some
powerpoint notes then
moving onto a gallery
walk in google classroom
of some of the key places
that are mention during
this section
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Day 5 French Analyze the Lesson about Napolean Draw an outline of
Revolution Reign of Terror and his military success Napoleons face
and its effects for France and the and have students
republican coup detat write the thoughts
against the loyalists in and ideas he had.
Paris
This lesson we will use
google maps and show all
the battle Napoleon
fought in and where and
have some notes for each
place
Day 6 French Explain Napoleon The last Paris uprising by Quiz at the end of
Revolution and his military the Jacobins, New class, over the
accomplishments Constitution is approved, French revolution,
Napoleons defeat of the about 5-10
royalist in the Vendee questions of
This lesson will be a mini multiple choice,
lecture and we will have a matching, and true
class discussion about the and false
new constitution and
compare it to our own
consitution.
Day 7 Mexican Why did the Learn about Pofirio Diaz Discussion with
Revolution Mexican people and him being ousted out neighbors about the
revolt? of the government, the wealth gap and the
exploitation of millions of start of the
workers and how they revolution
were treated, and the gap
between the rich and the
poor.
This lesson will be a full
lecture with the students
filling in their notes
Day 8 Mexican Recall who the Pancho Villa and his Exit ticket about
Revolution Mexican dictator supporters, Venustiano how important a
was? Carranza proposed a new role Carranza was
constitution and became during this
president after for three revolution.
years.
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Day 9 Haitian Why do you think Boukmans Rebellion, Plickers online quiz
Revolution this revolution and the rise of Toussaint
was heavily Loverture and how he
influenced by the affected the revolution
French that went on
revolution?
Day 10 Haitian What type of Toussants increasing Whole class
Revolution revolution did the pressure to end the discussion
Haitians want tyranny that was going on
unlike the in Haiti.
American and
French
Revolutions?
Day 11 Review Day how did these Jeopardy Quiz game, 6 Exit ticket about
revolutions teams of around 4 in each what revolution
significantly they thought was
change those the most interesting
countries? and why?
Day 12 Test Day None None Students will be
given the whole
class period to take
their test
Catalog of Lessons:
Day 1
Lesson title: The Age of Revolution
Unit objectives: Explain what a Revolution is and how it can incite change in a country.
Activities: Students will hear a brief overview of the four revolutions that they will learn from
this unit and watch a brief video about them, then transition right into the French Revolution and
do a full lecture on the start of the French Revolution.
Assessment: The students will have to write an exit ticket about the revolution they are most
excited to learn about, and what they already know about any of these revolutions.
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Day 3
Lesson title: The Jacobins rise to power
Unit objectives: Why did the women march on Versailles?
Activities: Talk about the Jacobins and their rise to seize power and execution of Jean-Paul
Marat painting by Charlotte Corday. This lesson today will be a mini lecture with a few fill in
notes the students will need to take, but then after look at many of the paintings that popped up
during the revolution such as the death of Marat and Liberty leading the people.
Assessment: The students will write an exit ticket about why they think the painting the Death of
Marat is important and what they like and dislike about the painting, then turn it in on their way
out of class.
Day 5
Lesson title: The Reign of Terror
Unit objectives: Analyze the Reign of Terror and it's effects.
Activities: Lesson about Napoleon and his military success for France and the republican coup
detat against the loyalists in Paris. The students will watch a short documentary after their notes
about Napoleon and how he change the French military into a very powerful force. The lesson
will go over Napoleon's military prowess and show the different battles he was in charge of
through a google maps app that lets you draw a trail from battle to battle so the students can see
where these battles took place, there will be short notes on each battle.
Assessment: The students will have to draw an outline of the side of Napoleons face and insert
quotes, ideas, military tactics that he had during his time as commander, and color it if they like.
Day 9
Lesson title: The Haitian Revolution Sparks Uprising
Unit objectives: Why do you think the Haitian revolution was heavily influenced by the French
Revolution?
Activities: Boukmans Rebellion, and the rise of Toussaint Loverture and how he affected the
revolution that went on during this time. There will be a mini lecture where the students will
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have to write their own notes down in their binder, then the students will then watch a
documentary about the Haitian revolution and Toussaint Loverture.
Assessment: There will be a Plickers online quiz that will have about seven to ten questions and
after the teacher can see how everyone did online and make adjustments to the lesson if there
isn't more than half getting at least 80%
Day 11
Lesson title: Review day
Unit objectives: How did these revolutions significantly change these countries
Activities: The students will do their warm-up then they will get into five groups with about four
or five students in each group and we will play jeopardy to help study for the test the next day.
Assessment: exit ticket about what they found the most interesting during this unit and what they
didn't like during this unit.
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