Unit Plan An Age of Revolutions 1750-1914 Part 1: Minimal Components of the Unit Plan

eneral! Ma"ro #opi": An Age of Revolutions$ 1750-1914 Note: This unit will use the text book Glencoe World History

Part %: &ntro'u"tion to the Unit:

This unit plan is developed for the secondary level, most likely 10th or 11 grade students. The macro topic of this unit understands what a revolution is. The micro topics are applying what a revolution is to specific examples during 1 !0"1#1$. The micro topics for this unit include the specific revolutions such as the %merican, &rench, 'aitian, (ndian, and (ndustrial )evolutions. (n addition to these topics, students will have * lessons that cover the prere+uisite knowledge needed to evaluate the revolutions. The prere+uisite knowledge needed for this unit is how ,urope emerged as a world power in the 1 !0s, and ,urope-s impact on the rest of the world. .tudents will also need to know where ,urope-s power stretched and why. /efore this unit begins students will need to understand constitutionalism, communism, socialism, republicanism, nationalism, capitalism, human rights and seculari0ation. These terms will be useful when discussing some of the ma1or revolutions in the unit. .tudents will also need to understand how ,urope became a dominant power. This means students will need to understand topics such as exploration of the 2estern half of the world, expansion of 3hristianity and 3atholicism, imperialism, and colonialism. These lessons fit into the understanding of social studies by identifying both the historical events of revolutions, and their political, social and economic significance. This

unit creates a common theme that evaluates all parts of the world during the same time period. .tudents will understand and connect how the revolutions affected one another. .ocial studies are about making connections between social, political and economic ideologies of regions around the world. This unit a will allow students the opportunity to explore different types of revolutions and their significance to the bigger historical perspective. This unit starts with micro concrete ideas, and expands to macro broader ideas. .tudents need to understand how ideologies and philosophies can be applied in broader concepts. .tudents will also be able to develop their own definition of what a revolution is. This definition should develop at first as a narrowed definition, and should grow as the students are exposed to different revolutions. This is how social studies should be taught. (t-s important to look at the smaller topics first and then expand to the larger world perspective. This unit will help train the student to see how the larger perspective of the world is developed. This unit in general tackles my teaching of social studies in many ways. 4y teaching style is present throughout this unit. 4y goal in every lesson is to have the students involved through interactive lessons. These lessons use group work and discussions, role playing, critical writing skills, the teaching of other students, and interactive lectures. (f students are involved in the lessons they will better understand the material, and create stronger connections. This unit promotes the opportunities for strong connections to occur, and the use of critical thinking skills. ( also try to find a way for students to take the material they have learned and apply it. This is why ( chose to give

the students a persuasive essay paper as their final assessment. 4y unit also incorporates a variety of sub"disciplines and skill sets. This unit will allow student to use their knowledge of government through the evaluation of revolutions. .tudents will also use their knowledge of geography to understand how ,urope-s power expanded. %lso geography is a key factor of the success of the %merican and 'aitian revolutions. .tudents will be able to explore why this is true. &inally students will use knowledge of international relations when evaluating specific revolutions. .pecifically students will look at the relationships between countries involved, and how the actions affected other countries at that time. These connections will be articulated in critical writing skills in the form of a persuasive essay. This unit will challenge students to apply the knowledge they posses. (t is my hope that through this unit, students will become more confident. This confidence will be extremely important in all disciplines of schooling.

Part (: )pe"ifi" *esson Plans:

Unite out"ome: .tudents will recogni0e and identify what a revolution is, and critically evaluate the &rench, %merican, (ndian, and (ndustrial revolutions. .tudent will create their own definition of a true revolution, and develop this definition throughout the unit. %fter identifying and exploring each revolutions ideology, students will be asked to write a persuasive essay using their own definition. They must prove which revolution is the most true to their own definition. %t the end of this unite students will be able to look past the traditional views of revolutions and critically evaluate what is really occurring. )tan'ar's: -+, -.1.1 lo/al Revolutions: %naly0e the causes and global conse+uences of ma1or political and industrial revolutions focusing on changes in relative political and military power, economic production, and commerce. -+, -.1.% +orl'-0i'e Migrations an' Population Changes: %naly0e the causes and conse+uences of shifts in world population and ma1or patterns of long"distance migrations of ,uropeans, %fricans, and %sians during this era, including the impact of industrialism, imperialism, changing diets and scientific advances on world wide demographic trends. -+, -.1.( &n"reasing glo/al inter"onne"tions: 5escribe the increasing global interconnections between societies, including the spread of ideas, innovations and commodities. 6a7 8olitical and ,conomic ideas: 5efine and describe the spread of ideas, including constitutionalism, communism, and socialism, republicanism, nationalism, capitalism, human rights and seculari0ation 6b7 (nnovations and commodities: 5escribe the global spread of ma1or innovations technologies, and commodities via new global networks -+, -.%.1 Politi"al Revolutions: %naly0e the %ge of )evolutions by comparing and contrasting the political economic and social causes and conse+uences of at least three political and or nationalistic revolutions. -+, -.%.%. ro0th of 1ationalism an' 1ation-)tates: 3ompare and contrast the rise of the nation"states in a western context 6e.g. 9ermany (taly7 and non"western context 6e.g. 4ei1i :apan7. -+, -.%.4 &mperialism: analy0e the political, economic, and social causes and conse+uences of imperialism 6a7 ;sing historical and modern maps and other evidence to analy0e and explain the causes and global conse+uences of nineteenth"century imperialism including the partition of %frica by ,uropean imperialists, and impact of ,uropean and :apanese imperialism in (ndia, 3entral and ,ast %sia.

6b7 5escribe the connection between imperialism and racism, including the social construction of race 6c7 5escribe imperialism in %frica and %sia by comparing /ritish policies in .outh %frica, &rench polices in (ndochina and :apanese policies in %sia. - +, -.(.1 2urope: %naly0e the economic, political and social transformations in ,urope: 6a7 %naly0e and explain ,urope-s changing industrial and commercial relationship with .outh and ,ast %sia, %frica and the 3aribbean and 8acific (slands. 6b7 ,xplain how democratic ideas and revolutionary conflicts influenced ,uropean society, noting particularly their influence on religious institutions, social relations, education, marriage, family life, and the legal and political position of women 6c7 ;sing historical and modern maps to describe how the wars of the &rench revolutionary and Napoleonic period changed geography of ,urope -+, -.(.% 2ast Asia: analy0e the political, economic and social transformations in ,ast %sia 6a7 :apan: ,xplain key events in the moderni0ation of :apan 64ei1i emperor7 and the impact of the )usso":apanese 2ar. 6b7 3hina: 5escribe key events the decline and end of <in 3hina, including the =pium 2ars, and the Taiping and /oxer rebellions -+, 7.1.4 lo/al #e"hnolog3: 5escribe significant technology innovations and scientific breakthroughs in transportation, communication, medicine and warfare and analy0e how they both benefited and imperiled humanity 64ichigan.gov7 *esson 1: Re"ogni4ing "hange /et0een 1750 an' 1914 )tan'ar's: 2' >.1.?, >.?.$, >.*.1 Materials: Text book, map print out for students, white board, paper, pencils, pens, @enn 5iagram oals: The goal of this lesson is to introduce the students to international relations of each era, so they may be used later with the study of revolutions. .tudents will use this information to help them acknowledge the change in the world between 1 !0 and 1#1$ #he lesson: .tudents will create a map to help them compare the world during 1 !0 and the world during 1#1$ using their textbook. To do this, students will create a map circa of each end of the era, in order to compare and contrast these maps. The maps will include: worldwide imperialismA neocolonialism and spheres of influence, the movement of people, the movement of goods 6specifically, note the change in cotton for (ndia7, revolutions, and popular uprisings. %fter the maps are created and discussed as a class, students will use a @enn diagram to help compare and contrast the two maps.

Assessment: The @enn diagram will be turned in as the assessment piece of this lesson. This will show the instructor that the students understand the ma1or similarities and differences between these two eras. *esson %: Respon'ing to "hange )tan'ar's: 2' >.1.?, >.1.*, >.?.?, >.?.$, >.*.1 oals: The lesson will help organi0e and analy0e how 3hina, (ndochina, :apan, (ndia, .outh %frica, and the 8hilippines are affected by ,uropean dominance. Materials: 8aper, 8encils, textbooks, any external resources, computer, poster materials, markers, ect. #he lesson: (n this lesson students will be broken up into groups by the instructor. ,ach group will be responsible for a specific region during the age of ,uropean imperialism. The groups will be: 3hina, (ndochina, :apan, (ndia, .outh %frica, and the 8hilippines. (n each group, students will summari0e what occurred in their region during this era, and investigate how their region was impacted by ,uropean dominance. ,ach group should explain how their region responded to the challenges of imperialism, industriali0ation and nationalism. &inally students will draw conclusions of how ,uropean dominance impacted the social, political and economic structures of their region. .tudents will have ?"* in class days to research and create a poster or 8ower8oint 6which ever they are more comfortable with7. ,ver group will present their presentation to the class on the fourth day. 6.tudents must not read off power points or not cards. They may be used as a visual trigger to keep thoughts organi0ed7. 2hile other groups present their region students will be re+uired to take notes. 6these notes will be helpful in later discussions of revolutions7 The lesson is important because it will organi0e for students the where ,urope had dominance, and how that dominance effected countries. This will help students understand how and why revolutions in other countries occurred in other regions. Assessment: .tudents will respond to the +uestion: Bhow did ,urope exert dominance in the world.C .tudents will use * of the > regions mentioned in the presentations to explain how ,urope exerted dominance in the world. Their answer should be at least D"10 sentences long and will be turned in at the end of the $th day. 6This lesson was helped developed by )ick 3outurier 2ashington 2oods 4iddle .chool 8rincipal7 *esson (: Confli"t /et0een 2urope an' the 5ttoman 2mpire )tan'ar's: 2' >.1.*, >.?.$ Materials: 2hite board, dry erases markers, paper, and pencils, textbook oals: To evaluate the power struggle between the two dominate powers of ,urope and the =ttoman ,mpire. .tudents will understand how power can be maintained in an ,mpire, and how ,urope affected the =ttoman ,mpire. #he lesson: (n this lesson, students will be re+uired to take notes of an interactive lecture on the weakening of the 4iddle ,ast. .pecifically the lecture will examine the weakening of the =ttoman ,mpire and the rise of nationalist movements. %fter students take notes on the

lecture, they will break off into previous presentation groups for an activity. .tudents will be asked to brain storm, from their regions perspective, how the =ttoman ,mpire could maintain their power. .tudents will have roughly ?0 minutes to do so and the students will have a chance to share their ideas with the rest of the class. .tudents will turn their group-s ideas in at the end of class, so they must write all ideas down on one sheet of paper. %fter each group has had a chance to share, the instructor will bring lecture to a close by examining what the =ttoman ,mpire tried to maintain power. Assessment: .tudents will write D"10 sentences total on why nationalist movement rose in the =ttoman ,mpire. %lso which of the ways of maintaining power would be the most effective for the =ttoman ,mpireE .tudents must explain why they chose that idea, and students may talk about more than one if they wish. *esson 4 +hat is a Revolution: )tan'ar's: 2' >.1.1 oal: .tudents will understand what a revolution is, and develop their own definition of what a true revolution is. Materials: %rticles B)evolutionC, and B2hat is a )evolutionC, paper, pencils, dry erase board and markers, worksheet for articles #he lesson: =nce the first * lessons are taught students will posses the prere+uisite knowledge to examine the revolutions for the remaining unite. This lesson will cover what a revolution is. To start the class students will be played the song B)evolutionC and shown the lyrics. .tudents will then write their own definition of what a revolution is. .tudents need to hang on to their definitions. .tudents will be asked to develop their definition through the unite and use it for the final paper. %fter students have written their definition out the instructor will ask some students to share their definitions with the class. Next students will first be given a short reading to do at the beginning of class. .tudents will read B)evolutionC from the ,ncarta =nline ,ncyclopedia ?00> and B2hat is a )evolutionEC by ,rnest 4andel. .tudents will be put into small groups to read and discuss the article. .tudents will answer +uestions such as B2hat does this article describe as a true revolutionEC and B2hat does this article say about the %merican )evolutionC. .tudents will be given a worksheet with these +uestions to fill out as they read the articles. .tudents will have half the class period to work in groups. %fter this time students will come back together with the instructor and talk about the +uestions. (n addition a lecture will be given to explain what a revolution is with appropriate examples. &inally the instructor will list the revolutions to be discussed in this unite for the students. Fesson !: G Assessment: /ased on the information given in class students will create a 1ournal which re+uires them to write down their own definition of a revolution. They will write the definition in their 1ournal fist and write it down again so the instructor can evaluate it. %fter each lesson students will write down the date, and discuss how their definition has changed, and write down their new definition.

*esson 5: 6ren"h Revolution vs. Ameri"an Revolution )tan'ar's: 2' >.1.1, >.?.1 Materials: 3omputer, pro1ector, HouTube clips, paper, pencils, dry erase board and markers, text book. oals: .tudents will be able to compare and contrast the &rench and %merican revolutions ideologies. .tudents will then evaluate how each revolution fits into their own definition of revolution. #he lesson: (n this lesson students will be identifying the causes and effects of the %merican and &rench )evolutions. (n addition students will be comparing and contrasting each revolution looking at the ideologies behind each revolution. .tudents will watch two short video clips one depicting the causes of the &rench and %merican )evolution. The first is from BThe .carlet 8impernellC only the first ? minutes of the clip: http:AAwww.youtube.comAwatchEvID+Ju&hc#iD$KfeatureIrelated and the second video is from BThe 8atriotC: http:AAwww.youtube.comAwatchEvI"w>4>((L124 . The students will get a work sheet to help them identify what themes to recogni0e in each clip. %fter the clips are shown, student will on the back side of the worksheet reflect on each clip. They will describe what was similar about the beliefs of each revolution, and what was different. %fter about 1! minutes, students will come back together with the instructor for an interactive lecture. .tudents will be asked +uestions during a power point of the ma1or causes and effects of both revolutions. (n addition, the class will identify the main ideologies behind each revolution. The instructor will use materials such as the B5eclaration of the )ights of 4anC and BThe 5eclaration of (ndependenceC to show student the differences between each revolution. %fter the lecture students will re" evaluate their definitions of what a revolution is in their 1ournals and make any changes to their definitions. Assessment: .tudents will write D"10 sentences discussing the ma1or differences in the ideologies behind the &rench and %merican )evolutions. .tudent need to push back the stereotypes of each revolution and really evaluate what was occurring. *esson -: ,aitian Revolution )tan'ar's: 2' >.?.$, >.1.1, >.?.1 Materials: .cript handout, highlighters, dry erase markers and board, pencils, papers oals: .tudents will understand the causes, and ideologies behind the 'aitian )evolution. .tudents will take their knowledge of revolutions and evaluate how their definition has either changed or been strengthened. #he lesson: This lesson will address the ma1or causes of the 'aitian )evolution, and the effects of the revolution. .tudents will later be asked to compare the revolution to the &rench and %merican )evolutions. .tudents will be taught the material in the form of a play. .tudents will all be given to the lines of a play called BThe 'aitian )evolutionC. The instructor will read the role of the 5onkey, while other students will read the remaining roles. .tudents will volunteer to act out the play in front of the class using their scripts. %s the play is acted 6read aloud7 the remaining students will be asked to follow along and

highlight any ma1or events in the script, people and causes of the war. %fter the play is completed the students will engage with the instructor in a discussion of what this play says the revolution was about. This will deliver the information to the students in a fun and active way. The instructor will write the causes and effects of the revolution on the board and students will take notes. Assessment: .tudents will be asked in to write D"10 sentences evaluating how this revolution was similar and different then the %merican and &rench revolution. %lso answer how this revolution has fit into your understanding of what a revolution is, or how has it changed itE 6Fesson developed with the consult of )ick 3outurier 2ashington 2oods 4iddle .chool 8rincipal7 *esson 7: the rise of 1ationalism in &n'ia )tan'ar': 2' >.?.1, >.1.1, >.?.$, >.?.? Materials: Textbook, dry erase board and markers, worksheet, pencils paper, pens oals: .tudents will understand the events in (ndia leading up to the rise of nationalism, and will identify if these events fall under the ideas and principles of revolutions. This will push students to think past their assumptions of what revolutions are, but also how these events are as e+ually important. #he lesson: .tudents will investigate the rise of (ndian Nationalism, and the ob1ectives of this nationalism. 2hat were the (ndian people trying to accomplish and whyE This lesson will allow for student to take their knowledge of revolutions and draw a conclusion if the rise of nationalism in the 1D00s was a revolution or something else. 5oes it posses the same ob1ectives and ideas as other revolutions studiedE 2hat makes this revolution differentE 2hyE .tudents will read 3hapter ?1 pgs >>>"> 0 in class with a partner. .tudents will be given a worksheet with +uestions for students to answer in order to help guide the students. (n the worksheet, students will be asked to write a final assessment of the reading. They will be instructed to take a stance on if this event was a revolution or not. .tudents will need to articulate specifically whey they chose their stance. %fter students have had half the class to finish the worksheet, the class will discuss and develop the characteristics behind this particular movement. The class will discuss the ideas behind the rise of nationalism, and more importantly was it important. This lesson will challenge the students to think past the boundaries of what a revolution is. Assessment: .tudents will be asked to answer the following +uestion in !"D sentences: B'ow are these events of (ndian Nationalism important, and do they follow the ideologies of revolutionEC .tudents will be asked to use their definition of what a revolution is. *esson 7: &n'ustrial Revolutions over t0o 'a3s )tan'ar's: 2' >.1.1, .1.$ Materials: 3omputer, 8ower8oint, paper, pencils, dry erase board and markers oals: .tudents will understand the causes and the effects of both industrial revolutions. .tudents will critically evaluate why these revolutions are revolutions, according to their definitions. .tudents will develop their final definitions of what a revolution is. #he lesson:

.tudents will evaluate in this lesson the first industrial revolution of textiles, rail roads, iron and coal, and the second industrial revolution of steel, chemicals, electricity, and petroleum. The students will be asked to identify what they believe the phrase industrial revolution means. (n other words create a definition, students will then pair up with a partner and compare their industrial revolution definitions. .tudents will then be asked to share their ideas with the class. %fter this exercise is completed students will be posed these +uestions B'ow does an industrial revolution relate to the other revolutions discussed in this uniteEC, and B'ow does the industrial revolution fit into your definition of a revolutionEC This will be the +uestion of the day. =ver the next two class periods, each revolution will be taught in the form of a 8ower8oint lecture. .tudents will remain engaged with discussion +uestions from the instructor. The lecture will cover what caused each industrial revolution, where they occurred, and finally the long term effects of the revolution. .tudents will take their pervious knowledge of what a revolution is and evaluate how their definition fits these revolutions. %t the end of class students will get in groups of $ and will be asked to discuss with their classmates their definitions of revolution. This will be helpful when the paper is assigned to the students at the end of the class. Assessment: .tudents will explain in D"10 sentences, how the industrial revolutions are considered revolutions. ;p until this point students have evaluated violent revolutions, and ma1or social revolutions. .tudents will explore how a technological advancement can be a revolution.

Part 4 Anal3sis:
6inal Assessment: .tudents will be asked to take their definition 6which has been developed throughout the unit7 of what a revolution is and develop a persuasive essay. The student will pick one of the four revolutions discussed in the unit and argue why it is the truest revolution, according to their definition. .tudents will be re+uired to develop a introduction including a thesis * main arguments 6* body paragraphs7, the conse+uences of the revolution, conclusion, and proper citations of %FF materials. .tudent can use lecture materials, notes, the text book, and external sources 6not re+uired7. .tudent will be educated on how proper citations are created in the first essay writing day. (n the introduction students must include their definition of a revolution, and a thesis. The introduction should introduce the reader to what arguments and ideas will be discussed in the essay. The body paragraphs will include the following: one main argument to be proved in the first two paragraphs, and a counter argument in the third body paragraph. .tudents should use direct +uotes, andAor examples to prove their ideas. The fourth paragraph should explain the conse+uences 6both good and bad7. (n addition the long term effects of the revolution. &inally the conclusion should sumeri0e and restates the ideas in the essay. The conclusion should introduce no new ideas, but rather bring the essay to a close. This essay should be typed in times new roman, double spaced, has the name, date, and class period at the top. %lso don-t forget to give your essay a creative title. This unit plan will be successful because it is interactive, and re+uires students to apply the knowledge they have gained. 2hen students interact with lessons and work with one another, the material becomes more concrete in their minds. =nce students have

built a sound foundation of knowledge they will have to apply the knowledge. (n every lesson ( ask the students to apply the knowledge in a micro topic. The unit is designed to start with micro topics, and gradually pushes outward to macro, abstract topics. This helps build the students up to understanding the bigger picture. =nce students understand the larger picture, they will have to convey to me they understand it by writing a persuasive essay. 8ersuasive writing skills are important skills all students will need later on. This will help build their communication skills, making them more confident students.

+or8 Cite' 4ichigan.gov. M'igh .chool 3ontent ,xpectations .ocial .tudies .M Michigan Department of Education . N.p., ?011. 2eb. ?$ :an. ?01?. Nhttp:AAwww.michigan.govAdocumentsAmdeA..O'.3,O#"1!"0#O?#?*!DO .pdfP. .pielvogel, :ackson :. Glencoe World History . Teacher ,dition ed. New Hork: 4c9raw'ill, ?00!.8rint. HouTube. Part 2 Scarlet pmpernel . YouTube. N.p., n.d. 2eb. ?! &eb. ?01?. Nhttp:AAwww.youtube.comAwatchEvID+Ju&hc#iD$KfeatureIrelatedP. HouTube. The Patriot Trailer . YouTube. N.p., n.d. 2eb. ?! &eb. ?01?. Nhttp:AAwww.youtube.comAwatchEvI"w>4>((L124P.