Digital Unit Plan Template Unit Title: The End of Absolutism Content Area: World History

CA Content Standard(s)/Common Core Standard(s):

Name: Eddie Gallardo Grade Level: 10th

10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. 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, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simn Bolvar, Thomas Jefferson, James Madison). 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). 3. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations. 4. Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire. 5. Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.
Big Ideas:

1. How have revolutions changed the societies where the revolution took place? 2. What are the driving forces behind the revolutions? 3. How have revolutions impacted the past and present?
Unit Goals and Objectives:

1. Students will read and discuss historical content that helps explain the underlying factors that led to the revolutions. 2. Students will analyze the historical content and use online research to complete an essay explaining why the revolutions were significant at that time and for todays society. 3. Teacher and students will, through group project, discuss the significance of the revolutions on the form of government found in the United States, United Kingdom, and France and discuss the common principles found within the English bill of Rights, the American Declaration of Independence, the U.S. Bill of Rights, and the French Declaration of the Rights of Man and the Citizen.
Unit Summary: In this unit, students will learn about the causes of the Glorious Revolution, American Revolution, and the French Revolution. Through the use of primary and secondary sources, students will learn to analyze the significance of these events. Through class discussions, students will show their understanding of content. By doing online research on these revolutions, students will critically analyze the significance of the revolutions during and after the events occurred. Additionally, students will compare and contrast the three revolutions and assess its commonalities and differences. Assessment Plan:

Entry-Level: Student discussion in voice thread where they contribute their thoughts on what revolutions means to them.

Formative: Students will be asked to answer questions to foster critical thinking. In class group discussions will allow the instructor to perceive the students ongoing learning and degree of understanding. Students will also take a quiz on the content presented. Additionally, students will be required to access quizlet.com to make a set of virtual flashcard for any vocabulary or events that will be deemed important for content understanding.

Summative: Students will be required to form groups to analyze content that has been presented and create a presentation to elaborate on during class. Students will be required to do a research paper that will assess their understanding of the revolutions that were covered. With the research essay, students will need to go beyond the textbook and lecture to gather more information on the revolutions.

Lesson 1 Student Learning Objective: Acceptable Evidence: Students will discuss the content and based on their responses I will be able to assess their understanding. A short written synopsis of the reading can be turned in to evaluate their comprehension. Acceptable Evidence: Completion of the Webercise assignment where all the questions are answered correctly. Incorrect answers will need to be re-examined. Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction
Lesson Activities: Students will be given guided notes during the lecture. There will be discussion before and after the lecture. Discussion prior to the lecture will be about the students knowledge about the American Revolution. After the lecture, students will discuss what they learned and why its important.

Students will read and discuss the American revolution. The content will help explain the underlying factors that led to the revolution.
Lesson 2 Student Learning Objective:

Students will analyze the French Revolution by completing a Webercise assignment. The content found in this exercise will give students an understanding of the causes and significance of the revolution. Students will be required to access other online resources.
Lesson 3 Student Learning Objective:

Instructional Strategies: Communication Collection Collaboration Presentation Organization Interaction

Lesson Activities: Students will be required to complete a Webercise assignment that will help assess their understanding of the French Revolution. This exercise will enable students to look at additional sources of information that relates to the French Revolution. Students will also be required to use their critical thinking skills to analyze the material they are reading to receive the appropriate grade for the assignment.

Acceptable Evidence: Assess students understanding of the

Instructional Strategies: Communication

Lesson Activities: Students will need to create a compare/contrast Graphic Organizer. They will be set up into groups to complete this assignment. The assignment will

Students will, through group project and in class presentation, do a compare and contrast exercise of the revolutions found in the United States, United Kingdom, and France. Through critical thinking, students will make links between each revolution and the contributions that each revolution made to society.
Unit Resources:

implications brought about by the revolutions to the form of government found in USA, UK, and France. Understand the differences and similarities of the revolutions through the use of a Venn Diagram chart.

Collection Collaboration Presentation Organization Interaction

be comprised of a presentation, and the creation of a Venn Diagram comparing and contrasting the three revolutions, The Glorious Revolution, The American Revolution, and the French Revolution.

The Glorious Revolution by J Miller (Longman, 2nd edn., 1999) The Glorious Revolution: A Brief History with Documents by SC A Pincus (St. Martins Press, 2005) The Glorious Revolution: 1688 and Britains Fight for Liberty by E Vallance (Little, Brown and Co, 2006). Donald M.G. Sutherland. France 1789-1815: Revolution and Counterrevolution (New York: Oxford University Press, 1986). Francois Furet and Mona Ozouf, eds., A Critical History of the French Revolution, trans. by Arthur Goldhammer (Cambridge: Harvard University Press, 1989) The Glorious Revolution Video By Professor Wrightson from Yale University. http://www.youtube.com/watch?v=OTXtUzVKhCI The Origins of the French Revolution. The History Channel Online. http://www.history.com/topics/french-revolution/videos#origins-of-the-french-revolution

Useful Websites:

The BBC History on the Glorious Revolution. http://www.bbc.co.uk/history/british/civil_war_revolution/glorious_revolution_01.shtml The French Revolution. http://www.history.com/topics/french-revolution The French Revolution. http://faculty.fullerton.edu/nfitch/history110b/rev.html The American Revolution and Marylands Press http://msa.maryland.gov/msa/stagser/s1259/121/5912/html/0000.html Archiving Early America http://www.earlyamerica.com/ Liberty! The American Revolution. http://www.pbs.org/ktca/liberty/index.html