1. Revolution Era in World History unit plan2. Learners and learning

a. Learning Designers: Tiffany Esquivelb. Learners: The grade level is a 10th grade world history class, consisting of both female

and male genders. The class will consist of many different types of backgrounds, cultures, race, and ethnicities. Some students will be ELL students that are more fluent in social language than academic language. Many of the students have an average performance level and understand many of the lectures, activities and assignments. These students the teacher will have to challenge them more by asking them certain questions that you know will have them critically think and analyze. There are students who perform below average, these students will need the more help than the others. The lessons throughout this lesson plan will benefit all the students regardless of their back ground academic level and language by encouraging critical thinking, understanding, and personal opinion, with the use of a supporting argument. It is based on the student’s potential prior knowledge and way of learning.

c. Learner environment: The classroom will be equipped to ensure that students meet the standards set in front of them by the teacher. There will be more than enough sources throughout the room that students are more than welcome to use, as well as paper and writing materials. The room will be decorated in a historical matter, the walls will be filled with figures and events and places that have had important roles throughout history.

Lesson Plan 1-American RevolutionContent and Skills (what are you asking students to know and do?)

a. Background Information: Will need to know the events leading up to the American Revolution. The French-Indian war, taxation, and the religious and political freedom pressure, are all events that led up to the beginning of the American Revolution. John Edwards, George Whitefield, and the great first awakening, how did these two individuals contribute to the beginning of the revolution?b. Goals and Inquiry questions:-Was the American Revolution a revolution?-Why did the colonies want to break away from Great Britain?-What were the ideologies of the American revolutionist?-Who were the American Revolutionists? -How did the Enlightenment inspire the Revolution in the colonies?c. Objectives-Students will know why the American Revolution took place. Students will know what the ideologies were of the Americans, what they were fighting for. Students will be able to understand the reasoning for the revolution and the significance of it among the colonies.

-Students will be able to critically think and analyze documents and find the importance of them. Students will be able to compare and contrast readings that are assigned to them. Students will be able to answer questions using documents that are provided. -Students will be able to read and use a timeline. NCSS Thematic Standards- 1.2: Time and Continuity and Change- Prior events and issues between Great Britain and the colonies caused a chain of events and eventually led to the American Revolution.-1.6: Power, Authority, and Governance- The colonies began to gain their own power and authority and eventually wanted to develop a government of their own. It relates to this standard because it shows the power of the colonies pulling away from Great Britain’s rule. -1.7: Production, Distribution, and Consumption- Relates through the taxation by Great Britain on the colonies goods, thus leading to the American Revolution.

Instructional Practicea. Assessment-Pre-Assessment: Students will be discussing prior knowledge regarding the American Revolution. Events that led to the American Revolution, they will be answering questions that are directed to prior knowledge, as well as the American Revolution video. -Formative: The assessments used throughout this lesson plan consist mostly of formative. It engages students by asking questions and students at the beginning focus on a main question, and throughout the lesson they look for evidence that supports their answer. The jigsaw assessment is one where students are critically engaged. They have to critically think and analyze documents relating to the lesson. They also are participating in the assessment think-pair-share. This activity ensures that all students are interacting with the information.

b. instructional Strategies/Method -Activity outline: This lesson will take three 50 minute class periods to complete. First class

1. 10 minute introduction and questioning of pre knowledge. The teacher will introduce the concepts and events pre-revolution era, the teacher will discuss how those events and causes led to the American Revolution. At this time students will also receive a timeline with the events of the American Revolution.

2. 15 minutes showing the video about the American Revolution. Students will fill out a questionnaire regarding the 5 minute video. They will answer 3-5 questions and review them after the video with the rest of the class.

http://www.history.com/topics/colonial-culture/videos#american-revolution3. 25 minute lecture about the beginning of the American Revolution. The political,

religious, and economic pressures and aspects that brought about the American Revolution. The lecture will consist of a power point, from which students will have to take notes. The power point lecture will consist of the beginning events and

conflicts of the American Revolution. E.g. Enlightenment, French-Indian war, King George, Taxation.

Materials needed: -Loaded video of American Revolution-Questions regarding the video-American Revolution power point

Second class4. 35 minutes the lecture will continue discussing the sons of liberty, the Boston

massacre and Boston tea Party, the first continental congress, the battles of Lexington and Concord, this lesson will end with the topic of Bunker Hill. Students will be required to take notes regarding these important events of the American Revolution.

5. 15 minutes the students will do an activity in regards to one of the topics discussed above. The teacher will hand out a work sheet with the name of the songs on it, ask students to pair with a neighbor next to them, I will hand out a sheet with the lyrics of the song that is going to play. Students that are paired will share the lyric sheet, they will asked to think about if the song is representing the British or American side, they will then pair with their neighbor and discuss their answer and what they think the significance of the song is. Students will then share what they think with the rest of the class.

Materials needed:-American Revolution power point-Worksheet listing the songs-Yankee Doodle song by Richard Shuckburg-The Liberty song by John Dickenson -Chester by William Billings-American Taxation by Peter St. John- (optional) printed out lyrics to the songs

Third Class6. 25 minutes the lecture will continue consisting of the second continental congress, the

hessians, the declaration of independence, the people of the revolution, the battles at the end of the war. The class will be required to continue taking notes according to the power point and the lecture.

7. 25 minutes students will be spilt into jigsaw groups consisting of four, they will be discussing the question “Why did the founding fathers write the Declaration of independence?” Students will receive two different historians’ interpretations. The group will then be spilt up and two from the group will discuss and review the historian interpretation they received with the other couples from the other groups. The students after discussing will fill out the worksheet provided and will return to their original group, they will then proceed to tell the other two students about historian one’s interpretation, and vice-versa.

Materials needed:

-American Revolution power point-Jigsaw worksheet-Document A-Historian 1 (Bernard Bailyn)-Document B- Historian 2 (Howard Zinn) -Document C- Declaration of Independence (opitional)

Bibliography:- http://library.thinkquest.org/TQ0312848/music.htm - http://sheg.stanford.edu/upload/Lessons/Unit%203_Revolution%20and%20Early

%20America/Declaration%20of%20Independence%20Lesson%20Plan.pdf- http://sheg.stanford.edu/?q=node/25 - http://www.mce.k12tn.net/revolutionary_war/american_revolution.htm

(Lesson plan 1)Name: _________________________

Directions: Use the video to answer these questions.

1. Who were the main people at the fore front of the American Revolution? Why?

2. The American Revolution is a type of ______________ where the _______________________ prevails.

3. Why was the American Revolutionary war successful? (According to the video)

(Lesson plan 1)Name: __________________________

Songs of the Revolutionary warDirection: After listening to the song, among your group decide if the song is inspired by 13 colonies or the British side.

Yankee Doodle song by Richard Shuckburg

The Liberty song by John Dickenson

Chester by William Billings

American Taxation by Peter St. John

(Lesson plan 1)Document A:Historian’s interpretation #1: Modified Excerpts from The

Ideological Origins of the American Revolution by Bernard Bailyn(1967)The Declaration of Independence represents the colonists’ deepestfears and beliefs. The colonists believed they saw a clear pattern inthe events that followed 1763. They believed they saw an evil anddeliberate conspiracy to crush liberty in America. They saw evidenceof this conspiracy in the Stamp Act and in the Coercive Acts.They also believed that America was destined to play a special role inhistory. They believed that America would become “the foundation ofa great and mighty empire, the largest the world ever saw to befounded on such principles of liberty and freedom, both civil andreligious.” The colonists believed that England was trying to enslavethem, and that they should use “all the power which God has giventhem” to protect themselves.

Document B:Historian’s interpretation #2: Modified Excerpts from APeople’s History of the United States by Howard Zinn (1980)It seemed clear to the educated, upper-class colonists that somethingneeded to be done to persuade the lower class to join therevolutionary cause, to direct their anger against England. Thesolution was to find language inspiring to all classes, specific enoughin its listing of grievances to fill people with anger against the British,vague enough to avoid class conflict, and stirring enough to buildpatriotic feelings.Everything the Declaration of Independence was about – popularcontrol over governments, the right of rebellion and revolution, fury atpolitical tyranny, economic burdens, and military attacks – was wellsuited to unite large numbers of colonists and persuade even thosewho had grievances against one another to turn against England.Some Americans were clearly omitted from those united by theDeclaration of Independence: Indians, black slaves, and women.

(Lesson plan 1)

Why did the Founding Fathers writethe Declaration of Independence?

Record what each historian believes in the chart below.

Historian #1:

Claim:The Founding Fathers wrote theDeclaration of Independence

because. . .

Evidence:

Historian #2:

Claim: Evidence:

Lesson Plan 2- The French RevolutionContent and skills

a. Background Knowledge: As the teacher you should know the topic of the French revolution, and how to be able to teach it to your students. Students should have a basic knowledge of the events leading up to the French Revolution, such as the Enlightenment and the American Revolution.

b. Goals and Inquiry questions-What was the main cause of the French Revolution?-What changes was the Revolution focusing on?-Who were the major individuals of the French Revolution?-What was the French Revolution supposed to accomplish?-How did the American Revolution inspire the French Revolution?c. Objectives-Students will be able to identify the causes and effects of the French Revolution-Students will be able to identify major events and individuals of the French Revolution-Students will know prior events that led up to the cause of the Revolution-Students will understand how the Enlightenment inspired the French Revolution-Students will be able to identify key words and vocabulary regarding the French Revolution-Students will be able to relate events to the geographical areas where they happened by using a map. -Students will be able to relate art to historical events.Arizona StandardsConcept 6. PO 1- My lesson is related to this certain standard because through my lesson I will talk about Louis XVI and the governmental and political structure that are in France. Concept 6. PO 4- This certain standard focuses on the events that students should know about the French revolution. They relate because those standards are going to be incorporated into my lesson. NCSS Thematic Standards1.1: Culture and Cultural Diversity- Shows the different people and cultures that are affected by the French Revolution1.2: Time and Continuity and Change- Show through time the different events that led to the major event of the French Revolution.1.6: Power, Authority, and Governance- This standard is showed through the changing of power and government authority through the French Revolution.1.9: Global Connections- Relates to this standard by showing how other events influenced the French revolution, and how the rest of the world was impacted and/or affected.

Instructional Practicea. Assessment: - Pre-assessment: Students will take a small quiz regarding the events before the French

Revolution, this will help to see where students are throughout the unit and to see help them stay on track.

- Formative: Students will have to answer a question regarding the French Revolution, this will help students to critically think about the events before and how the current event

may or may not have the same outcome, based on earlier teachings. They will have to analyze the event and the course of history from their perspective.

Instructional outline: This lesson will take two 50 minute class periods to complete. First Class

1. 15 minutes Begin the class with a small quiz going back into the American Revolution and the Enlightenment to assess prior knowledge.

2. 30 minute lecture using power point consisting of influence of Enlightenment ideas, French alliance with America, the old regime in France, and three estates to the national assembly 1789, nationalism. Students will be required to take notes.

3. 15 minutes students will be given the chance to write a short answer essay question regarding the French Revolution, the question being “predict what you think will be the end result of the French revolution?” This will be turned in at the end of class and for homework students will receive key vocabulary words that will be used throughout the revolution unit. Materials needed: -List of vocabulary words-Textbook students can refer to, to define the words-French revolution power point

Second Class4. 5 minutes to go over homework and turn in. As a warm up teacher will review the lecture

the class session before. 5. 35 minutes teacher will continue to use the French Revolution power point and lecture.

The next topics being the people of the French revolution Louis XVI, Marie Antoinette, and Napoleon Bonaparte. The lecture will also include the reign of terror, revolutionary art and the first French Empire.

6. 20 minutes will be dedicated to the observation and analysis of different revolutionary art. Students will write down what they observe through the artwork, and how it represents the French revolution. At the end of class students will be assigned a reading that has relates to the next class about the Haiti revolution.Materials needed: -French revolution power point-pictures of revolutionary art-Haiti Revolution reading

Bibliography: - http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/

1430/6_frenchrevolution2001.PDF- http://www.discoveryeducation.com/teachers/free-lesson-plans/revolution-the-call-to-

battle.cfm- http://www.becominghistorians.org/hell%3A-life-sugar-plantation

(Lesson Plan 2)

**KEYName: __________________

Directions: Define these terms, use the terms in a sentence and draw a picture that depicts the word.

Key Vocabulary

1. Debt- something such as money or services owed to one person by another.

2. Nobles- a person possessing high qualities, or having a high rank at birth.

3. Revolution- a sudden, radical, or complete change.

4. Estates- social standings or rank

5. Clergy- the body of men and women duly ordained to the service of God.

6. Peasants- uneducated person of low social status.

7. Bourgeoisie - the French word for middle class.

8. Summon- to call or command for specific action.

9. Riot- violent public disorder; a disturbance of the peace.

10. Arsenal- A storehouse or source of supply for arms, and ammunition.

11. Cahiers - the French work for notebook.

12. Versailles- southwestern suburb of Paris.

13. Siege- A persistent of serious attack.

14. Bastille - a tower in Paris used as a prison.

15. Constitution- an established law or settled custom.

(Lesson plan 2)

(Lesson plan 2- hand out to students as a take home reading, next class discussion)

Ariadne Inhegno , March 7th

I have now been here for more than a week in the very lap of slavery,

and during the first few days of my visit I was so depressed that I was not able

to do much. Close before my window – the residence of the planter is a large

one-storied house – I could not avoid seeing the whole day a group of Negro

women working under the whip, the cracking of which (in the air, however)

above their heads, and the driver’s (a negro) impatiently repeated cry of

“Arrea! Arrea!” be quick! Get on! kept them working on without any

intermission. And through the night – the whole night – I heard their weary

footsteps, as they spread out to dry upon the flagged pavement, outside my

window, the crushed sugar-cane which they carried from the sugar-mill. In

the daytime it is their work to rake up together the sun-dried canes, la bagaza,

and carry them in baskets again to the sugar mill, where they serve as fuel to

heat the furnaces in which the sugar is boiled. The work on a sugar

plantation must go on incessantly, night and day, during the whole time of the

sugar-harvest, which is, in Cuba, during the whole season called la Secca,

which is probably half the year. It is true that I frequently heard the women

chattering and laughing during their incessant labor, untroubled by the merry

shouts, but which – sounding from the sugar mill – lacked all melody and

music. I know also that the laborers on this plantation were changed every

seven hours, so that they always have six hours in every four-and-twenty for

rest and refreshment; and that during two nights in the week the sugar-mill

rests and they are able to sleep; but still I could not reconcile myself to it.

Neither can I now, but I can bear it better, since I have seen the cheerfulness

of the slaves at their work, and their good, pleasant, and even joyous

appearance, as a general rule, on this plantation.

Lesson plan 3- Haitian Revolution

Content and skillsa. Back ground information: Students have to know who Christopher Columbus is, and the

island of Hispaniola where he landed. They will have to have knowledge of who the Natives of the land were. They have to know the effects of Spanish conquest on Haiti, and how the enslavement reduced the population. They have to know who Bartolome de las Casas was, and the role he played in Haiti.

b. Goals and Inquiry questions:- Why did the Haitian Revolution take place?- How were those that encouraged the Revolution? And who were the ones that

opposed?- What do students need to know to understand the happenings in Haiti?- What were some major events that led to the Revolution in Haiti?- Who were some major leaders of the Revolution?- How did the Revolution change the country of Haiti?- Who and what was affected by the Haitian Revolution?

c. Objectives:- Students will be able to understand the outcome of the Revolution.- Students will be able to locate Haiti on a map.- Students will understand the significance of the revolution in Haiti- Students will be able to analyze and critically think about primary sources. - Students will be able to take notes using lecture and power point. - Students will be able to connect history to explain events that have happened more

recently.Arizona StandardsConcept 6. PO 5. Explain the revolutionary and independence movements in Latin America (e.g., Mexico, Haiti, and South America). - Students will know the events that happened throughout the Haitian Revolution.NCSS Thematic Standards1.1: Culture and Cultural Diversity-Students will understand the different perspectives of those that reside in Haiti that were affected by the Revolution and those that were in different countries that were affected as well.1.2: Time and Continuity and Change- This standard relates to the lesson because students will learn the events that led up to and caused the Haiti Revolution. 1.4: Individual Development and Identity- This is shown throughout the lesson because through the revolution there were many individuals that developed an identity, and students will learn about them.1.6: Power, Authority, and Governance – There is a certain shift in the power and changes that occur that relate to authority and government that is shown throughout the lesson and relates to this standard.

1.9: Global Connections- Related to this standard because this lesson is related to other Revolutions that happened throughout the world at the time. Students will also be using a map that will help them gain more understanding when it comes to the revolution.

Instructional Practicea. Assessment:

- Pre-assessment: Students will have done a reading before he next class period, therefore they will have obtained some knowledge regarding the Haiti Revolution this reading will be discussed as a class.

- Formative: Students will use a poem as a primary source; they will be put in pairs of 2-3 students. They will observe the poem and fill out the question worksheet regarding the poem. This will help develop skills such as personal opinion, critical thinking, analyzing documents and writing structure.

- Intervention strategies for re-teaching: The poem activity will also require students to use the events learned through lecture to help analyze the poem. Students will have to use their background information to understand the poem, and will have to re-teach themselves and their peers.

b. Instructional Methods/Strategies- Activity outline: this lesson will take one 50 minute class period to complete.

1. 10 minutes to discuss the reading assigned the class before. The teacher will put a map of the eastern hemisphere using Google map and students will be asked to locate the Island of Haiti.

2. 25 minutes used for lecture and power point about the causes and events that led up to the revolution. Such as the background review regarding Haiti, the power point and lecture will include important events such as the Treaty of Ryswick, Saint Domingue, the pearl of Antilles, mulatto delegation, granted political rights to free blacks and mulattos, Boukman revolt, Toussaint L’ouverture, Battles, Haitian constitution, Victor Leclerc, Jean Jacques Dessalines, Proclamation of Independence, Republic of Haiti.

3. 15 minutes the teacher will hand out a poem “Haiti Tomorrow” and the questions regarding the poem. Students will be put into pairs and have to analyze the poem and answer the questions. For homework students will be given a blank map of South and Central America, they will have to find the name of each country and fill in the blank map. Student may have to study because there may or may not be a quiz on it next class period.

Materials needed:- Haiti Tomorrow Poem- Haiti Tomorrow poem question sheet- Google map ready- Haiti Revolution power point- Blank map of South and Central America

Bibliography

- http://betterlesson.com/lesson/7823/lp-4-haitian-revolution#/lesson/7823/lp-4-haitian- revolution

- http://www.choices.edu/resources/documents/ht_lesson.pdf

Poetry Haiti Tomorrow By Koralen (Jean-Claude Martineau) When it’s free, oh Haiti’s going to be beautiful You’ll hear, you’ll be hearing about it When it’s free, oh Haiti will be beautiful! You’ll hear about that little land on the move, oh You’ll hear. We may lose people, we may lose battles But losing Haiti is something else Should the blood of one patriot flow There’ll be a dozen others rising up. The struggle’s really tough and can last a long time But from day to day it keeps on moving. Hard times await us up ahead But we’ll never get discouraged. We know Haiti will be a beautiful land Where the people’s future is assured Where whoever plants will reap the harvest And whoever sweats will earn his rest. When that time comes, women will wear hibiscus in their hair Guys red bandannas around their necks In the street, all the kids will be singing And even the old folks will say: Well, it’s finally arrived. Yet as a pumpkin seed doesn’t produce a calabash Laziness just doesn’t bring about victory A single raindrop can’t make a flood Human fingernails won’t cut wood We can’t just sit on our hands If we really want that day to arrive No one ever gets freedom as a gift. Freedom is for people who are brave.

Name: _________________Directions: Using the poem provided answer the following questions

Questions (Poetry)1. a. What is the tone of this poem? In other words, what attitude is expressed? For example, is ithopeful, frustrated, sad, angry, proud, etc.?b. How can you tell? List the words or phrases that support your conclusion.

2. According to this poem, what are people in Haiti striving for?

3. According to this poem, what does freedom mean? (Consider the following lines: “Where whoever plants will reap the harvest/And whoever sweats will earn his rest.”)

4. a. How do the ideas expressed in this poem relate to the Haitian Revolution?b. What did you learn about how Haitians today think about the Revolution from this source?

Name: _________________________Directions: Fill in the blank map of South and Central America countries.

Lesson plan 4- Latin American Revolution Content and skills

a. Background information: As the teacher I will have to understand what the unit is about as well as the different lesson plans in it. I will have to understand the events that led up to the Latin American independence movement.

b. Goals and Inquiry questions: - How does the social structure and power structure change through the independence

movement?- Who and what were the major figures and events during the Latin American

Revolution?- What was the significance of the enlightenment, American and French Revolution

within the Latin American independence movement?c. Objectives:

- Students will know the events and figures of the Latin American independence movement.

- Students will be able to construct a timeline from the Haitian revolution to the end of the Latin American Revolution.

- Students will understand that the Independence movement was seeking to overthrow the Spanish rule.

- Students will understand that the different minority groups of Latin America played an important role in the movement.

- Students will be able to put in order the revolutions as they happened.- Students will be able to explain the changes that took place during the French,

American, Haitian and Latin American revolutions.- Students will understand the changes that took place because of the revolutions.Arizona Standards- PO 5. Explain the revolutionary and independence movements in Latin America

(e.g., Mexico, Haiti, and South America). - Through this lesson plan students will understand the independence movement that took place, and the effects that it had on the course of history and modern times.

NCSS Thematic Standards- 1.2: Time and Continuity and Change- This standard is related to the lesson through

prior knowledge. Students need to know the events that led up to the independence movements.

- 1.5: Individuals, Groups, and Institutions- students will be learning about how the individuals during this time changed the outcome of the countries involved.

- 1.9: Global Connection- Students will learn the connections that the independence movement had with the revolutions before it.

Instructional Practicea. Assessment:

- Pre-assessment: Students will be given a blank map the class prior, they will take it home and fill it in with any source they can find, the next day in class they will be

given a small quiz, it will be a blank map and they will have to fill in countries from memory.

- Formative: Students will have to construct their own timeline of the events that took place from the Haitian Revolution to the end of the Independence Movement in Latin America. This allows students to engage in what they will be learning about. They will be given almost a full class period to complete and work on this assignment.

- Summative Assessment: Students will have to write a 2-4 page double spaced paper comparing the American, French, Haitian, and Latin American Revolutions. This will allow students to review everything that was taught throughout the unit, it will help the teacher to see the students’ progress and performance.

b. Instructional methods and strategiesActivity outline: This lesson will take two 50 minute class periods to complete.First Class 1. 5 minutes students will have to hand in and review for the small warm up quiz.2. 15 minutes given to the warm up quiz3. 30 students will hand in the quiz. The teacher will than explain the project for the day.

Students will be spilt into groups of about 2-4 pre-determined groups, they will as a groups create a time line of the revolution era, focusing on the independence movement. At the end of class students will vote on the most accurate timeline. This requires students to use sources and research on their own to find answers.

Materials needed:- Blank map quiz- Pre-determined group set up- Construction paper/butcher paper for timeline activity Second Class1. 5 minutes given to give review about current lesson and activity, students will hand in

their timeline if they haven’t already done so. 2. 35 minutes to lecture about the important events and figures of the Latin American

independence movement. This lecture will include peninsular, Creoles, Mestizos, Peons, Simon Bolivar, Jose de San Martin, Creole Elites, revolts, Caudillos, tensions between social classes and the political campaigns. Students will be required to take notes.

3. 10 minutes will be given for the teacher to explain the end of the unit project. The summative assessment will be a paper. It will be a 2-4 page double spaced paper. Students will have to compare and contrast the revolutions discussed in this unit.

Materials needed:- Directions for essay- Latin America Independence movement power point.

Bibliography:- Adams, Jake. South American Independence. December 2, 2008.

wiki.coe.jmu.edu/msme/admin/download.html?attachid=3243024

- http://ufdc.ufl.edu/UF00100321/00004/2j

Revolution essay

Directions: In a 2-4 page typed, double spaced, 12 New Times roman font, I want you to compare and contrast the four revolution and independence movements discussed the past couple of weeks. Please compare similarities and differences, as well as comparing major events. Please use sources such as notes, textbook and acceptable web sources. Please cite any sources that have been used. You will be given a week to finish and turn in.