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Unit Plan Template

Unit Title: Age of Revolution Name: Holly Di Salvo
Content Area: Social Science Grade Level: 10th Grade
CA Content Standard(s)/Common Core Standard(s):

10.2.1. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John
Locke, 42 California Department of Education Created May 18, 2000 GRADE TEN 43 Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simn Bolvar, Thomas
Jefferson, James Madison).

10.2.2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the
Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).

10.2.3. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations.

Big Ideas/Unit Goals:
1. Students will understand the leading ideas and causes of the Glorious Revolution, French Revolution, and American Revolution.
2. Students will show connections, causal and otherwise, between the larger revolutions of the age and the social, political, and intellectual developments of the time.
3. Students will use historical documents to interpret the global diffusion of Enlightenment ideas.
4. Students will be able to compare and contrast the revolutions of the age.

1. What were the principle similarities and differences between the political revolutions of Europe and of the Americas?
2. How did the ideas of Enlightenment philosophy influence political and social revolution in Europe and the Americas?
3. How have the political and social ideas of the Age of Revolution influenced/affected the governments of today?

Unit Summary:
In this unit, students focus on the late eighteenth and early nineteenth century philosophical ideas and revolutionary movements that reshaped ideas about social and
political power. The unit specifically explores the Glorious, French, and American Revolutions and delves into how these larger revolutions and the ideas they instituted
would inspire revolutionary movements in Latin America.

Assessment Plan:
Entry-Level: Formative: Summative:
Concept Map Class and group discussions. -News Report Video Project
-In-class Graphic Organizer. -Students will write a short analysis that compares and
-Kahoot! Game. contrasts the French Revolution, American Revolution,
-Compare & Contrast Worksheet. Latin American and/or Glorious Revolution.

Lesson 1
Student Learning Objective: Acceptable Evidence Lesson Activities:
-Students will complete a (Assessments): -Students will be given a concept map of major philosophers and ideas of the Enlightenment to activate prior
concept map that will activate -Concept map to activate knowledge of previous weeks material that is pertinent to following lectures.
prior knowledge of the prior knowledge of -Brief lecture on the Glorious Revolution and Magna Carta.
Enlightenment philosophers Enlightenment philosophers -Separate students into groups of four, each group will read a paragraph from the English Bill of Rights. Each
and thought. and thought group will highlight the main idea of the paragraph and present to the classleading into a class discussion about
-Students will closely analyze -Class and group discussion the document.

primary source documents to engage student
and make connections with participation and assess
larger ideas and concepts. student learning of the
Lesson 2
Student Learning Objective: Acceptable Evidence: Lesson Activities:
-Students will closely analyze -Class and group discussion to -Lecture on the American Revolution.
primary source documents engage student participation -Separate students into groups of four, each group will read the Declaration of Independence. Each group will
and make connections with and assess student learning of complete the graphic organizer, in order to, highlight and present the main ideas of the document. This will lead
larger ideas and concepts the material. into a larger class discussion about the documents from the answers on their graphic organizers.
-Students will investigate the -Graphic Organizer to help -Students will be placed into new groups for their Web Based Project News Report Video Project. They will
ideas that influence the them with the ideas of the receive some time in-class to begin brainstorming ideas for their project.

political revolution of Declaration of Independence

America, and discuss the

ideologies that persist in our
government today.
-Students will complete a
graphic organizer.
Lesson 3
Student Learning Objective: Acceptable Evidence: Lesson Activities:
-Students will analyze a Formative: -Lecture on the French Revolution, and the Latin American/Haitian Revolutions and how they relate to the
primary source document -Compare/Contrast political revolutions discussed.
and determine the main ideas worksheet -As a class, we will read the Declarations of the Rights of Man and Citizen.
and important concepts. -Summative: Well-researched -Students will watch brief clip of Women in the French Revolution.
-Students will be able to and well-written essay -Very brief description of Olympe de Gouges and her Declaration of the Rights of Women. Read together as a class,
compare/contrast the analyzing the political and discuss if individuals agree or disagree with her statementsmake sure students support their answers.
-Kahoot activitystudents will play online quiz game about the primary sources we read and ideas we discussed
different political/social revolutions of the era. in last three lessons.
-Four column worksheet that compares/contrasts the political, social, and ideological aspects of the revolutions.
Students will use this to help them with their larger compare/contrast written assignment.
Begin working on rough draft of essay.
Unit Resources:
Primary Source Documents:
Magna Carta, England 1215
English Bill of Rights, 1689
Declaration of Independence, US 1776
Bill of Rights, 1791
Declaration of the Rights of Man and Citizen, France 1789
Declaration of the Rights of Women and the Female Citizen, France 1791
1. Women in the American Revolution:
2. Women in the French Revolution:

Modern World History, Pearson, 2010

Useful Websites: - A great resource for students who want to delve deeper into the Age of Revolutions. This is a blog that provides
information about less well-known, but no less important revolutions of the period that were greatly influenced by the movements and ideas of the time. It will be a great resource for
students looking for more information when writing their compare and contrast essays at the end of the unit.