10th Grade UNIT TWO: REVOLUTION / NATIONALISM

1750–1914: An Age of Revolutions, Industrialization, and Empires

10.2: ENLIGHTENMENT, REVOLUTION, AND NATIONALISM: (15-16)

Stage 1: Desired Outcomes
Topic / Unit Title: 10.2: ENLIGHTENMENT, REVOLUTION, AND NATIONALISM:
*Under what circumstances should people overthrow their government?
NYS Framework
10.2: ENLIGHTENMENT, REVOLUTION, AND NATIONALISM: ((((15-16))))
The Enlightenment called into question traditional beliefs and inspired widespread political, economic, and social change. This intellectual movement was used to challenge political authorities in Europe and colonial rule in the Americas. These ideals inspired political and social movements.
10.2a Enlightenment thinkers developed political philosophies based on natural laws, which included the concepts of social contract, consent of the governed, and the rights of citizens.
  • Students will examine at least three Enlightenment thinkers, including John Locke, Baron de Montesquieu, and Jean-Jacques Rousseau, and key ideas from their written works.
10.2b Individuals used Enlightenment ideals to challenge traditional beliefs and secure people’s rights in reform movements, such as women’s rights and abolition; some leaders may be considered enlightened despots.
  • Students will explore the influence of Enlightenment ideals on issues of gender and abolition by examining the ideas of individuals such as Mary Wollstonecraft and William Wilberforce.
  • Students will examine enlightened despots including Catherine the Great.
10.2c Individuals and groups drew upon principles of the Enlightenment to spread rebellions and call for revolutions in France and the Americas.
  • Students will examine evidence related to the preconditions of the French Revolution and the course of the revolution, noting the roles of Olympe de Gouges, Maximilien Robespierre, and Napoleon Bonaparte.
  • Students will examine the evidence related to the impacts of the French Revolution on resistance and revolutionary movements, noting the roles of Toussaint L’Ouverture and Simon Bolivar.
10.2d Cultural identity and nationalism inspired political movements that attempted to unify people into new nation-states and posed challenges to multinational states.
  • Students will investigate the role of cultural identity and nationalism in the unification of Italy and Germany and in the dissolution of the Ottoman and Austrian Empires.
/ Common Core Skills
Reading-Social Studies (RH)
2. Determine the main idea of a document
3. Use information/ideas to determine cause and effect
4. Use source information/ideas to differentiate and understand political, social and economic trends
6. Compare and contrast various points of view
8. Identify and analyze evidence
Writing (W)
1. Write an argument to support claims
3. Write narratives using effective techniques
4. Produce writing appropriate to task, purpose and audience
9. Draw evidence from informational text
Speaking and Listening (SL)
1. Initiate and participate in collaborative discussion
2. Accurately use multiple sources of information
4. Clearly present appropriate information and evidence
Language (L)
1. Demonstrate appropriate grammar usage in writing and speaking
(sentence complexity)
4. Build vocabulary and expand word choice
5. Understand and interpret figures of speech and nuances in word meanings
Understandings:
Foundations of feudal power & medieval social structures.
Copernicus, Galileo, Helio & Geocentric Theory, Absolute Monarchs, Scientific Method.
Reaction of the Church to new scientific concepts.
Hobbes, Locke, State of Nature, Natural Rights, Social Contract.
Voltaire, Freedom of Religion & Expression, Tolerance.
Montesquieu, Separation of Powers, Checks and Balances.
Beccaria, Crime & Punishment
Wollstonecraft, Rights of Women.
The causes of the French Revolution
The role of the National Assembly
France’s international relations during the revolution.
Robespierre, Reign of Terror and the Guillotine
Roccoco vs. Neoclassic Art
Napoleon Bonaparte and Coup d’etat
Napoleonic Code
Napoleonic Wars
Effect of Congress of Vienna on European balance of power, geography, and social structure.
The possibility of lasting peace on the European continent.
The social structure of Latin America prior to various Latin American revolutions.
The impact of the French Revolution on Latin American independence movements.
The role of nationalism in Latin American revolutions.
The differences between political and social revolutions (as related to Europe and Latin America).
Key vocabulary: Congress of Vienna, balance of power, Metternich, Creoles, Mestizos, Peninsulares, Father Hidalgo, Touissant L’Overture, Simon Bolivar.
 / Essential Questions:
Why did the French rebel in1789?
Could Louis XVI have prevented the revolution?
How did the contributions of the National Assembly reflect the Enlightenment?
Did the revolutionaries take the revolution too far?
Should other countries be concerned about the French Revolution?
Was an absolute leader needed to regain order in France?
Should Napoleon be considered a product of the revolution?
Did Napoleon benefit France?
Stage 2: Assessments and Tasks
Common Core Literacy Task
Prepare a written debate between Hobbes & Locke on their competing ideas regarding government.
Exit tickets with evaluative questions about ideas of the Enlightenment.
Write a 3-5 paragraph essay that answers the overarching unit question using evidence from the Scientific Revolution & the Enlightenment.
Determine the main ideas of various documents for the unit, including The Declaration of Rights of Man, the Constitution of 1791, Robespierre’s laws and the Napoleonic Code.
Analyzecauses and effects of the French Revolution using evidence from documents
Write a four paragraph essay evaluating causes of the French Revolution.
Write a four paragraph essay evaluating the leadership of Napoleon Bonaparte.
Exit tickets – How would Enlightenment thinkers feel about…(the events discussed that day, e.g. King Louis XVI, Reign of Terror, Napoleonic code)?
Create a two-page dialogue based on the goals of the leaders of the Congress of Vienna.
Write a 2-page diary entry from the perspective of one of the Latin American revolutionary leaders explaining reasons for revolution and difficulties in achieving their goals.
Write a 3-5 paragraph essay that answers the overarching unit question using evidence how revolutions can change the world.
RAFT Activity
  • Role – African Slave or Native American in colonial Latin America
  • Audience – Peninsulares or “ruling class” of colonial Latin America.
  • Format – poem or song lyrics
Topic – treatment of lower classes in Latin America, possibility and growing sentiments of revolt, unfairness of colonial Latin American social / Performance Task(s) – Other Evidence
Write an essay which discusses how Enlightenment concepts apply to modern society.
Create posters, speeches, & obituaries which explain key concepts of the Scientific Revolution and the Enlightenment.
Write a conversation between the three Estates in France about the Old Regime.
Write an analysis of King Louis XVI’s actions by answering scaffolding questions about each event as it unfolds and make predictions for the future.
Discuss benefits of the Declaration of Rights of Man and the Constitution of 1791.
Write headlines about France’s foreign wars.
Write an editorial on Napoleon Bonaparte based on documents.
Give Napoleon a “grade” based on his policies.
Analyze and discuss Neo-classical art and the role of Jacques-Louis David’s work in the revolution.
Write an essay which discusses how revolutionary concepts apply to modern society.
Create posters, speeches, & obituaries which explain key concepts of the Latin American independence movement.
Jig-saw/Expert activity wherein students individually learn about a particular Latin American revolutionary leader and are then tasked with sharing their expertise to the whole class (in speech or written form).
 Story Chain, including vocabulary word maps and answers to various AIM questions.
GISTing activity – students will read a topical article, answer the W’s (who, what, when, etc.), and write a limited-word response in paragraph form to demonstrate comprehension (for example, the paragraph can be no longer than 20 words total).
Accommodations: Scaffolds and Differentiation
Content /
  • Modify primary source texts (variety, complexity, length)
  • Incorporate alternative materials (visual, video, audio, internet)
  • Provide supplementary resources for supports
  • Group with a purpose

Process /
  • Model skills, task and/or product
  • Utilize graphic organizers / note taking template
  • Provide individual or group intervention and support
  • Re-enforce vocabulary / concept development
  • Provide choice / variety of activities or tasks
  • Group with a purpose

Product /
  • Assign specific, purposeful assessments to individuals or groups
  • Allow students to choose from a variety of assessments
  • Provide scaffolds / supports (outlines, templates, models)
  • Provide extension activities to expand thinking or understanding
  • Group with a purpose

How will students reflect upon and self-assess their learning?
Written essays with feedback
Preparing for writing an essay
Class discussion
Homework with feedback
Exit Tickets
Stage 3: Learning Plan
Aim: Was the Enlightenment a result of the Scientific Revolution?
Identify/Define: philosophies, Age of Enlightenment, natural law, natural rights, separation of powers, checks and balances, tyranny, Age of Reasons, physiocrats, civil liberties, laissez-faire.
Discuss the main ideas of the writings of the Enlightenment: Voltaire, Rousseau, Montesquieu.
Explain the main ideas of the Enlightenment.
Evaluate whether the ideas of the Enlightenment apply in today’s society.
Evaluate whether the Enlightenment was a belief or an idea.
Aim: Did the Enlightenment change people’s views of government?
Identify/define: Rousseau’s Social Contract, Diderot’s Encyclopedia, Montesquieu’s The Spirit of Laws, John Locke’s Two Treatises of Government, Thomas Hobbes’ The Leviathan, Adam Smith’s The Wealth of Nations, democracy, nationalism.
Discuss and analyze the impact of the Enlightenment on the development of democracy in Europe.
Evaluate the effect of the Age of Enlightenment on ruling monarchs.
Describe and analyze the effects of the Enlightenment on 18th century Europe.
Evaluate the extent to which the Enlightenment changes people’s views of government.
Aim: Was France under the old regime ripe for revolution? OR Did the Enlightenment provide fertile ground for revolution in France? OR Were the fires of discontent in France fueled by Enlightenment ideas?
Identify/define: First, Second, and Third Estates, tithe, taille, gabelle, Old Regime, peasantry, aristocracy, clergy, established church, Estates General
Describe and analyze the political, economic, and social conditions in France under the Old Regime.
Explain and analyze the grievances of the Third Estate in France.
Describe and analyze the powers and privileges granted to the First and Second Estates in France.
Explain the criticisms of the Old Regime made by philosophers and writers of the Enlightenment and evaluate the extent to which these ideas inspired the French Revolution.
Evaluate whether or not France sunder the Old Regime was ripe for Revolution.
Aim: should the French have been satisfied with the changes enacted by the National Assembly (after the Fall of the Bastille)? OR did the National Assembly satisfy the needs of the people?
Identify/define: feudalism, assignats, abolition, émigrés, limited monarchy, legislative assembly
Explain how the following reforms enacted by the National Assembly “changed” the conditions that existed under the Old Regimes: (a) abolition of feudalism and special privileges, (b) Declaration of the Rights of Man, (c) Seizure of Church lands, (d) Civil Constitution of the clergy, (e) reform of local government, (f) Constitution of 1791.
Discuss the extent to which the government’s policies reflected Enlightenment ideas.
Assess the extent to which the National Assembly met the needs of each class in society.
Evaluate whether or not the French should have been satisfied with the changes enacted by the National Assembly to reform the Old Regime.
Aim: Was the Reign of Terror an effort to preserve national security? OR Should freedom be limited to preserve national security?
Identify/define: Danton, Marat, Robespierre, Committee of Public Safety, Jacobins, Girondists, “Liberty, Fraternity, Equality”, National Convention, Directory
Explain why each of the following was either satisfied or unsatisfied with the results of the Revolution of 1791: (a) émigrés, (b) churchmen, (c) radicals, (d) monarchs of Europe, (e) peasant, (f) bourgeoisie.
Explain how the National Convention “protected” and “promoted” the French Revolution.
Describe the causes and the effects of the Reign of Terror in France.
Assess whether or not the French Revolution significantly improved the lives of the French people and changed France for the better and/or whether the Reign of Terror went too far to preserve the French Revolution.
Aim: Was Napoleon the right man to rule France?
Identify/define: Directory, coup d’etat, plebiscite, the Consulate, sister republics.
Describe the conditions in France which helped to make Napoleon’s coup d’etat possible.
Describe and analyze those traits and character and personal achievement which helped Napoleon rise to power in France.
Evaluate the advantages and disadvantages of one-man rule.
Aim: Was Napoleon a true “son of the revolution?” OR Can a dictator bring about democratic reform? OR Was Napoleon a savior or a dictator?
Identify/define: Confederation of the Rhine, Grand Duchy of Warsaw, universal manhood suffrage, Concordat of 1801, Napoleonic Code, Continental System, exile, the Consulate, Legion of Honor, Bank of France.
Locate on a map of Europe those areas conquered and/or controlled by Napoleonic France.
List, describe and analyze Napoleon’s reforms regarding the legal system, education, taxation, money and banking, relations with the Catholic Church.
Explain and analyze those Napoleonic measures which turned France into a dictatorship.
Explain the reasons for Napoleon’s downfall.
Evaluate whether or not napoleon was a true “son of the Revolution”.
Evaluate whether Napoleonic rule preserved or destroyed the gains made by the French Revolution.
Evaluate whether or not a dictator can bring about democratic reform in a society.
Aim: Can an international organization provide stability and peace? OR Did the Congress of Vienna lay the foundation for world stability? OR Can a balance of power maintain world peace?
Identify/define: conservative, reactionary, liberalism, balance of power, legitimacy, compensation, Concert of Europe, Congress of Vienna, holy Alliance, Quadruple Alliance, nationalism.
Explain how the territorial changes made at the Congress of Vienna violated the principle of nationalism.
Explain how the Congress of Vienna tried to bring about a balance of power.
List and explain the methods used by Metternich and his allies to suppress nationalistic and democratic ideas: (a) military power, (b) alliances, (c) censorship and spies.
Evaluate whether a balance of power can exist in a revolutionary world.
Evaluate the extent to which an international organization can provide stability and peace.
Aim: Do revolutions have a global impact? OR Did the French Revolution plant the seeds for future revolutions?
Show examples of spreading nationalism in other European nations as well as Latin American nations arising from the French Revolution: (a) Latin American Revolutions from 1810-1832, (b) Revolutions of 1830 – 1832 in France, Belgium, Italy, and Poland: (c) Revolutions of 1848 in France, the Austrian Empire, Italy and Germany
Evaluate the impact of the French Revolution on the revolutionary movements throughout Europe and Latin American during the Age of Democratic Revolution.
Discuss the extent to which the French Revolution overturned the balance of power which previously existed in Europe.
Evaluate Metternich’s statement: “When France sneezes, all Europe catches cold.” Discuss this statement in light of the conditions and events in 1830 and 1848.
Evaluate whether or not the Metternich System was effective in stopping the spread of European nationalism.
Aim: Did the Latin American revolutions against colonial rule bring about social change? OR Do revolutions create social change?
Identify/define: peninsulares, Creoles, mestizos, nationalism, social revolution, political revolution.
Discuss the impact of the French and American Revolutions on the Latin American independence movements.
Analyze the roles and perspectives of the various social classes on the revolutions in Latin American: (a) land-holding elite, (b) Creoles, (c) Mestizos, (d) native peoples, (d) slaves
Discuss the role of the Church and the military in the revolutions in Latin America.
Evaluate the role of nationalism in the Latin American revolutions,.
Analyze the difference between a political and social revolution and evaluate whether the Latin American revolutions were social or political revolutions.
Evaluate whether or not the Latin American revolutions significantly changed Latin American society for the better.
Aim: Were the leaders of the Latin American independence movements true revolutionaries?
Identify/define: Father Hidalgo, Padre Jose Morelos, Augustin de Iturbide, Simon Bolivar, Toussaint L’Ouverture, Jose de San Martin, Bernardo O’Higgins, gruto de Delores.
Describe the role of Toussaint L’Ouverture and discuss how Haiti achieved independence
Describe how Simon Bolivar, Jose de San Martin, and Bernardo O’Higgins ended Spanish rule.
Analyze how Bolivar’s ideas on Latin American independence and government reflect Enlightenment thought.
Explain the role of Father Hidalgo, Padres Jose Morelos, the Native Americans, and the mestizos in Mexican independence.
Compare and contrast the liberation of Brazil with that of the other Latin American nations.
Discuss the positive and negative effects of independence on the people of Latin America.
Evaluate whether or not the leaders of the Latin American independence movements were true revolutionaries.
Aim: Was nationalism a positive, unifying force in the 19th century?
Identify/define: Mazzini, Cavour, Garibaldi, Risorgimiento, young Italy, Bismarck, blood and iron.
Compare and contrast maps of Italy and Germany both before and after unification.
Describe and compare and contrast the methods used by the Italian leaders and by Bismarck to unify their countries.
Discuss how Cavour and Bismarck used their positions of power in Sardinia and Prussia s points of departure for unification.
Assess whether or not Germany and Italy benefited from unification.
Evaluate whether the methods and efforts of these nationalist leaders were justified.
Evaluate whether nation building can take place without strong/great leaders.
Teacher Reflection for Future Planning
Evaluate responses during class discussion
Evaluate homework
Evaluate written essays and written classwork
Will explore test results and essay writing skills on class exam to shape future writing lessons

January 2008