Unit Plan and Curriculum Map World History 2 Unit Title: The Enlightenment and the Age of Revolutions BPS 11 th Grade World History 2 Course SY 2013-2014
Table of Contents Introduction to Unit 1 (narrative/overview/provide context) 1 Standards Alignment (CCSS/MA Curriculum Frameworks) 3 Connections (Tie to past units, bridge to future units) 5 Unit Map 6 Unit Calendar 7
Introduction to Unit 1 This unit will introduce students to the Enlightenment and Revolutions in the Atlantic World. As students will not have been exposed to the major themes of the World History 1 standards, this unit begins with an introduction to the political and social structure of Europe in the 1500s. Students will begin to understand the hierarchical nature of the social and political structure of this time period so that they can begin to understand why the Enlightenment marks a major turning point in history and how it is a key cause of the revolutions that swept both sides of the Atlantic in the 18 th century. Social and Political Structure before the Enlightenment In the 16 th and 17 th centuries, monarchs ruled most countries in Europe. In most places, these monarchs ruled absolutely, with the support of an entrenched nobility. At the bottom of the social and political order were peasants, whose labor and taxes supported the society. During this time period, the universally held belief was that monarchs ruled with the authority of God, an idea called divine right. By this notion, monarchs were accountable to no one other than God. A challenge to the authority of a monarch was then essentially to challenge the will of God. A strong Christian church helped prevent such challenges, by closing aligning itself with the monarchy and using the pulpit to help maintain the social and political status quo. Changes in Science and Philosophy During the Middle Ages, the pursuit of science and philosophy was primarily the province of churchmen. Christian dominated Europe was a society with a uniform world view, informed by universally accepted values that were drawn exclusively from tradition. New discoveries came not from trial and research, but from a reexamination of ancient texts. During the period known as the Scientific Revolution (1550-1700) this world view was challenged as the use of reason and experimentation began to replace the reliance on tradition. The development of the Scientific Method brought a new spirit of inquiry into society and led to major scientific advances in biology, physics, and medicine. This new spirit of inquiry helped lead to the Enlightenment. The Enlightenment was a period of time in which philosophers began to question the workings of society and government. The philosophers of the Enlightenment sought to clarify the purpose and best form of government. In doing so, many of the philosophers challenged the traditional reliance of writers on the Bible and the Church as the ultimate form of authority. Using the principles of the Scientific Method and valuing reason above all, many Enlightenment thinkers challenged not only the Church but the very monarchy itself. Some of the most famous Enlightenment thinkers are John Locke, Thomas Hobbes, Baron de Montesquieu, Voltaire, and Jean Jacques Rousseau. An Age of Revolutions The emphasis on natural rights and liberty in the writings of many of the Enlightenment thinkers, helped to usher in an Age of Revolutions in the Atlantic World. The American Revolution, the French Revolution, the Haitian Revolution, the struggles for Latin American Independence from Spain and Portugal all were inspired by the writings and ideas of the Enlightenment.
The guiding essential questions for Unit 1 are: What was the social, economic, and political structure of Europe before the Enlightenment? How did the Enlightenment thinkers contribute to revolution as an instrument for social and political change? How revolutionary were the Atlantic Revolutions? The sub-questions are: 1. What were the causes of the French & Haitian Revolutions? 2. Does power always corrupt? The unit begins with... Introduction to the social and political structure of 16 th century Europe Overview of monarchies and principles of absolute rule Students will then... Examine the origins of the Scientific Revolution and the Enlightenment The main ideas of key Enlightenment thinkers and the ways in which their ideas represented a challenge to the status quo The focus then shifts to The causes of the French Revolution The main events of the French Revolution & the Terror The rise to power of Napoleon Bonaparte The final section of the Unit will focus on... The Haitian Revolution Latin American Revolutions for Independence Evaluating the overall impact of the revolutions
Standards Alignment: CCSS MA Curriculum Framework WHI.7 Describe the major economic, social, and political developments that took place in medieval Europe. (H, E) A. the growing influence of Christianity and the Catholic Church B. B. the differing orders of medieval society, the development of feudalism, and the development of private property as a distinguishing feature of western civilization WHI.33 Summarize how the Scientific Revolution and the scientific method led to new theories of the universe and describe the accomplishments of leading figures of the Scientific Revolution, including Bacon, Copernicus, Descartes, Galileo, Kepler, and Newton. (H) WHI.34 Describe the concept of Enlightenment in European history and describe the accomplishments of major Enlightenment thinkers, including Diderot, Kant, Locke Montesquieu, Rousseau, and Voltaire. (H) WHI.35 Explain how the Enlightenment contributed to the growth of democratic principles of government, a stress on reason and progress, and the replacement of a theocentric interpretation of the universe with a secular interpretation. (H) WHII.1 Describe the growing consolidation of political power in Europe from 1500 to 1800 as manifested in the rise of nation states ruled by monarchs. (H, C, E) WHII.3 Summarize the important causes and events of the French Revolution. (H, C, E) RH 1] Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. [RH 2] Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. [RH 3] Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. [RH 4] Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. [RH 5] Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. [RH 6] Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Causes: A. the effect of Enlightenment political thought B. the influence of the American Revolution C. economic troubles and the rising influence of the middle class D. government corruption and incompetence Events: A. the role of the Estates General and the National Assembly B. the storming of the Bastille on July 14, 1789 C. the 1789 Declaration of the Rights of Man and the Citizen D. the execution of Louis XVI in 1793 E. the Terror F. the rise and fall of Napoleon G. the Congress of Vienna [RH 8] Assess the extent to which the reasoning and evidence in a text support the author s claims. [RH 9] Compare and contrast treatments of the same topic in several primary and secondary sources. [WHST 1] Write arguments focused on discipline-specific content. [WHST 2] Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
WHII.4 Summarize the major effects of the French Revolution. (H) A. its contribution to modern nationalism and its relationship to totalitarianism B. the abolition of theocratic absolutism in France C. the abolition of remaining feudal restrictions and obligations D. its support for the ideas of popular sovereignty, religious tolerance, and legal equality WHII.16 Identify the major developments of Latin American history to the early 20 th century. (H, E) A. the wars for independence, including the influence and ideas of Simon Bolivar, Jose de San Martin, and the American and French Revolutions B. economic and social stratification C. the role of the church D. the importance of trade [WHST 4] Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. [WHST 6] Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. [WHST 10] Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences.
Connections Connections to previous units/topics/events in the year... This is the first unit of the year, but students will be able to draw on some of their knowledge from US History and their study of the American Revolution to support their understanding of the Enlightenment ideas. For many students this may be their first formal study of European history. This is why it is critical to spend some time examining life before the Enlightenment and Scientific Revolution so that students will be able to understand the magnitude of the changes wrought by both developments. Connection to subsequent units/topics/events in the year... The study of the Enlightenment and the Atlantic Revolutions is a critical anchor in the course. Throughout the year, students can reflect back on the impact of the Enlightenment ideas on shaping the subsequent chapters in history. The notion of revolution and the ability of individuals to challenge the status quo and authority is another important theme throughout the course.
Unit Map Desired Results Established Goals Students will understand the major ideas and impact of the Enlightenment Students will understand the major events and impact of the revolutions in France, Haiti, and Latin America Enduring Understanding(s): Before the Enlightenment European social and political structure was strictly hierarchical Essential Questions(s): What was the social, economic, and political structure of Europe before the Enlightenment? Ideas matter; political, social, economic inequalities that existed for centuries were challenged as a result of the intellectual developments of the Enlightenment While some revolutions like the American, French, and Haitian revolution represented a dramatic break with the past, revolutions for independence in Latin America mostly maintained the social and economic status of elites while continuing to marginalize the poor. Students will know (Content): The social, political, and economic structure of Europe before the Enlightenment What was the Scientific Revolution? Who were the main thinkers? What sorts of things were discovered/invented during this time period? The main features of the Enlightenment: how did it represent a break from the past? The central ideas of the major thinkers of the Enlightenment: Locke, Rousseau, Montesquieu, Voltaire, Hobbes The main causes of the French Revolution The key events of the French Revolution The rise to power of Napoleon Bonaparte: his background, his relationship to the French Revolution, his leadership, his abuses of power The causes of the Haitian Revolution The main events and outcome of the Haitian Revolution How did the Enlightenment thinkers contribute to revolution as an instrument for social and political change? How revolutionary were the Revolutions in the Atlantic World? Students will be able to (Skills): Analyze text to identify claims and warrants Summarize and generate questions in Cornell Notes format Make claims and support them with evidence Identify cause and effect relationships
Guiding Assessment Questions: What was the social, economic, and political structure of Europe before the Enlightenment? How did the Enlightenment thinkers contribute to revolution as an instrument for social and political change? How revolutionary were the Revolutions in the Atlantic World? Assessment Evidence Summative Performance Task(s): History Alive! Enlightenment Press Conference History Alive! French Revolution Story Book Napoleon: Hero or Tyrant Debate Open Response Test Close Reading: Excerpts from Hobbes Leviathan or Locke 2 nd Treatise of Government DBQ: 4 options from DBQ Project The Enlightenment Philosophers: What Was Their Main Idea? The Reign of Terror: Was It Justified? How Should We Remember Toussaint Louvertoure? Latin America: Why did the Creoles lead the fight? Formative Assessments: ISN Summaries Daily Exit Tickets Absolute Rule Acrostic Poem Perspective taking journal entry: peasant/noble/clergy Haiti role play National Assembly Debate
In addition to the lesson plans posted: Recommended Activities and Learning Plan Acrostic Poems: When students have completed their study of the pre- Enlightenment period, completing an acrostic poem for Absolute or Absolute Rule helps to assess their understanding of the type of power that many monarchs wielded at this time. This can also be used to assess understanding of the Enlightenment with an Enlightenment poem. History Alive! Enlightenment Thinkers Press Conference: In this assessment activity, students work in teams to research and represent the ideas of an Enlightenment period thinker or ruler. They prepare background information about their thinker/leader and questions for the other thinkers. The culminating event is a press conference in which students represent the thinkers and reporters. History Alive! French Revolution Crisis Simulation: In this activity, students act out the roles of the 3 Estates in the lead up to the French Revolution. Peasants cut out reproducible crops which are collected by the Nobility, given tot eh Controller General and ultimately to the King & Church. At the end of the simulation, an announcement is made that the government is in crisis and more revenue must be collected. Students must then identify ways to solve this problem. Teaching with Film: The PBS Documentary Napoleon: Soldier, Emperor, Lover, Statesman provides a great overview of Napoleon s rise to power and students often find the film to be engaging especially the discussion of Napoleon s relationship with Josephine. Depending on level of interest and pacing this can be show in small or large chunks with guided viewing questions. DBQ: There are 4 options for this unit. Choose the one that is the best fit for your pacing and student interest. The DBQ materials can be used to create an essay, support a class debate, or to create a poster making a claim and arguments. The three topics are: The Enlightenment Philosophers: What Was Their Main Idea? The Reign of Terror: Was It Justified? How Should We Remember Toussaint Louvertoure? Latin American Revolutions: Why did the Creoles lead the fight? Haiti on the Eve of Revolution Role Play: Using excerpts of text from the Choices Curriculum Unit: The Haitain Revolution, students research and take on the role of one of 4 groups in Saint- Domingue (Haiti) before the revolution: White Slave owners, Affranchis, Petit- Blancs, Slaves. After analyzing the text to understand their character students work in small groups to answer three questions which they present to the class: What is your life like in Saint- Domingue? What do you think about the revolution happening in France? Should things change in Saint- Domingue as a result of the revolution in France? Each group shares out and students take notes on their classmate s presentations to get the big picture of what is happening in Saint- Domingue on the eve of revolution.
Haiti Journal Entries: The Choices Curriculum on Haiti offers a series of character profiles meant to encompass the variety of experiences of slaves in Haiti. Each student gets a character and as the teacher explores the events of the Haitian revolution, students will write as their character how they think they would respond to these events. Letter to the King: In this activity, students write a letter to the King of Spain as a member of Latin American society (teacher can assign roles based on the social hierarchy pre- revolution) explaining what they would like to see changed (if anything). These letters can then be compared to or can be modeled after the Gritos issued during the struggle for independence. Class Debate: Which Revolution was most revolutionary? Divide the class up into teams and assign each group a revolution: France, Mexico, South America, or Haiti. Each group will prepare arguments for why their revolution was revolutionary and prepare arguments in response to the other groups. This will also serve as a review activity for the end of unit exam. Resources and Materials DBQ Project: The Mini Qs Volume 3 for World History provides 4 options for this unit: The Enlightenment Philosophers: What Was Their Main Idea? The Reign of Terror: Was It Justified? How Should We Remember Toussaint Louvertoure? Latin American Independence: Why did the Creoles lead the Revolution? The Choices Program: Each unit provides an overview of the history of the period for both the teacher and students. Each unit is built around a key question for students to explore once they have mastered the historical context. These units offer opportunities for perspective taking and debate. The entire units may be used, but it is also recommended to use selected activities and readings that match your student s readiness and interest. The French Revolution: Curriculum Unit. The Haitian Revolution: Curriculum Unit. Boston Debate League: Evidence Based Argumentation Skills. Use these resources throughout the unit to support text analysis, increase student engagement, preview key concepts and themes. See EBA World History Course materials for lesson ideas. PBS Documentary: Napoleon: Soldier, Emperor, Lover, Statesman
Unit 1: Calendar at a Glance (AY 2013-2014) Monday Tuesday Wednesday Thursday Friday Week 1 SEPTEMBER 4 Setting Norms/ Building Community 5 Setting Norms 6 ISN Set up/introduce themes of course Week 2 9 Social/Political Structure before Enlightenment 10 Absolute Rule Concept Formation 11 Justifications for Absolute Rule: Bossuet & Hobbes 12 Scientific Revolution 13 Intro to Enlightenment: Desert Island & What is Human Nature? Week 3 16 Enlightenment Thinkers Stations 17 Press Conference Prep 18 Press Conference Prep 19 History Alive Press Conference 20 DBQ Day 1 Week 4 23 DBQ Day 2 24 DBQ Writing Day: Essays due Tomorrow 25 French Rev. The social and political structure pre Revolution 26 Causes of Revolution: History Alive Crisis simulation 27 Events: Estates General/Bastille Week 5 30 Events: National Assembly Debate (Choices Curriculum) OCTOBER 1 Declaration of Rights 2 Reign of Terror Option: replace Enlightenment DBQ with Reign of Terror DBQ 3 French Revolution Storybook Assessment 4 Intro to Napoleon: background, rise to power (PBS doc resource) Week 6 7 Napoleon builds an Empire (PBS doc resource) 8 Napoleon Debate Prep: Gathering evidence from texts 9 Napoleon Debate prep: EBA resources 10 Napoleon Debate 11 In class essay: Hero or Tyrant Week 7 14 Columbus Day- NO SCHOOL 15 DISTRICT TEST 16 DISTRICT TEST 17 Haitian Rev Intro to Haiti today & Role play 18 Causes & Events of the Revolution Week 8 21 Causes & Events of Revolution 22 Legacy of the Revolution 23 Connections to Haiti today/haiti DBQ option to replace earlier DBQ 24 Latin America Explorations & Impact on native peoples 25 New Spain social structure Week 9 28 Mercantilism & Colonial Economy 29 EBA DBQ Analysis Activity: Use Creoles DBQ 30 Simon Bolivar & South American independence 31 Fr. Hidalgo & Mexican Independence NOVEMBER 1 Stations: Social, Political, Economic structures after independence Week 10 4 Post Independence 5 Class Debate Comparing Revolutions: Which was most revolutionary? 6 Class Debate & EBA writing prompt 7 Review: End of Unit Test 8 TERM 1 ENDS End of Unit Test