Unit 10 The Changing
World
Chapter 32 Political Revolutions: England, America, France
1600 A.D. - 1800 A.D.
Last Updated 12/26/2009 12/25/2009
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9/29/2007 9/28/2007
9/26/2007
11/12/2005
Created 9/11/2005
Previous: Expansion Into the Americas
Next: Rise of
Industry
ENGLISH REVOLUTION Days 1-6
| Day 1-2 |
| Topic 32-1 Revolution in England |
| Objective Summarize how revolution in England began during the 1600s. View life and fashion in the 16th century. Develop an understanding of the price paid for freedom. Understands the contributions of individuals and groups from various cultures to selected historical and contemporary societies. |
| State Goals 18.A.5 Compare ways in which social systems are affected by political, environmental, and economic and technological changes. 16.B.2a (W) Describe the historical development of monarchies, oligarchies, and city-states in ancient civilizations. 18.B.3a Analyze how individuals and groups interact with and within institutions. |
Classwork-Homework Terms
to LearnRevolution: attempt to overthrow or change the government Martial Law: rule by the army instead of the law Foreign Policy: how countries act toward other countries Repealed: abolished People to KnowJames I: 1566-1625; son of Mary Queen of Scots, King after Elizabeth I; first Stuart king Charles I: tried and beheaded for treason Oliver Cromwell: Leader of England after death of Charles I Charles II: son of Charles I; restored as king 29 May 1616 John Locke: 1632-1704; English philosopher, writings were basis for French Revolution
|
| Resources
The Life and Crimes of Oliver Cromwell intersting reading |
| Day 3 |
| Topic War: Crown and Parliament |
| Objective Look at the events that led to war between Charles I and Parliament. |
| State Goals 18.A.5 Compare ways in which social systems are affected by political, environmental, and economic and technological changes. 16.B.2a (W) Describe the historical development of monarchies, oligarchies, and city-states in ancient civilizations. 18.B.3a Analyze how individuals and groups interact with and within institutions. |
Classwork-Homework
Trial
of King Charles I 8:40 from Cromwell
4 Two Sides in
the Civil War 5 Newspaper:
Big Battle at Marston Moor 6 Should the King Be
Put to Death? |
| TEC |
| Resources |
| Day 4 |
| Topic Execution of Charles I |
| Objective |
| State Goals 18.A.5 Compare ways in which social systems are affected by political, environmental, and economic and technological changes. 16.B.2a (W) Describe the historical development of monarchies, oligarchies, and city-states in ancient civilizations. 18.B.3a Analyze how individuals and groups interact with and within institutions. |
| Classwork-Homework
King Charles I
Execution Scene 8:21 from Cromwell 7 Execution
of a King 8 Meet the
Puritans
|
| Resources |
| Day 5 |
| Topic Cromwell |
| Objective Examine the kind of man Oliver Cromwell was. |
| State Goals 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. 18.A.5 Compare ways in which social systems are affected by political, environmental, and economic and technological changes. 16.B.2a (W) Describe the historical development of monarchies, oligarchies, and city-states in ancient civilizations. 18.B.3a Analyze how individuals and groups interact with and within institutions. |
| Classwork-HomeworkAll
You Need to Know About Oliver Cromwell 5:00
Oliver
Cromwell information page and question 10 England
Under Cromwell
|
Resources
Oliver Cromwell:
Hoop Shoot |
| Day 6 |
| Topic The Return of the Stuart Monarchy |
| Objective |
| State Goals 18.A.5 Compare ways in which social systems are affected by political, environmental, and economic and technological changes. 16.B.2a (W) Describe the historical development of monarchies, oligarchies, and city-states in ancient civilizations. 18.B.3a Analyze how individuals and groups interact with and within institutions. |
| Classwork-Homework
KING CHARLES II OF ENGLAND Charles II Part 1 9:00 Charles II Part 2 9:00
|
| Resources |
AMERICAN REVOLUTION Days 1-9
| Day 1 |
| Topic French Indian Wars |
| Objective |
| State Goals 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. 16.B.3b (US) Explain how and why the colonies fought for independence and how the colonists' ideas are reflected in the Declaration of Independence and the United States Constitution. 16.B.3c (US) Describe the way the Constitution has changed over time as a result of amendments and Supreme Court decisions. |
| Classwork-Homework
QUEBEC HISTORY: FRENCH AND INDIAN WAR Quebec History 8: The French and Indian War 9:16 Quebec History 9: The Battle of Monongahela 6:43 Quebec History 10: The Accadians Deportation 6:03 Quebec History 11: The Battle of Fort William Henry 10:37 Quebec History 12: The Battle of Carillion 6:12 Quebec History 13: The British Conquest 1759 10:43 Quebec History 14: The British Invasion of Quebec 7:52 Quebec History 15: The Battle of the Plains of Abraham 8:38 English take Quebec; Wolfe and Montcalm killed Quebec History 16: Battle of Ste-Foy and Pontiac 10:59 French defeat English Quebec History 17: The American Revolution 10:43 |
| Resources |
| Day 2-3 | ||
| Topic 32-2 The American Revolution | ||
| Objective Identify British pollicies that led to the American Revolution in the late 1700s. Develop an understanding of the price paid for freedom. Understand the formulation of historical questions and conclusions based on examinations of primary and secondary sources |
||
| State Goals 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. 16.B.3b (US) Explain how and why the colonies fought for independence and how the colonists' ideas are reflected in the Declaration of Independence and the United States Constitution. 16.B.3c (US) Describe the way the Constitution has changed over time as a result of amendments and Supreme Court decisions. |
||
| Classwork-Homework
Terms to Learn Mercantilism: colonies were a source of raw materials and a market for finished products Monopoly: sole right to sell Direct Tax: tax paid directly to the goverment Boycott: refuse to buy or use a service Popular Sovereignty: government receives its power from the people Limited Government: gov't may use only powers given to it by the people Amendments: formal changes
|
||
| Resources |
| Day 4 |
| Topic Constitutional Flash Cards |
| Objective List causes of the American Revolutionary War. Identify people involved in the creation of the US cnstitution. |
| State Goals 18.A.5 Compare ways in which social systems are affected by political, environmental, and economic and technological changes. 16.B.2a (W) Describe the historical development of monarchies, oligarchies, and city-states in ancient civilizations. 18.B.3a Analyze how individuals and groups interact with and within institutions. |
| Classwork-Homework
Terms to Learn Proclomation Act of 1763: Sugar Act of 1764: Stamp Act of March 1765: The Quartering Act: The Declatory Act: British government has total power to legislate any laws governing the American colonies in all cases whatsoever.. Tea Act: Intolerable Acts: Townsend Acts of 1767: 1767 laws passed by Parliament that taxed goods such as glass, paper, silk, lead, and tea.
Prelude
to Revolution 3:09
Events
Leading to the Revolutionary War 1:52 narrated
Events
Leading to the Revolution 4:57 narrated Give each student
10 small pieces of candy such as Skittles. Tell them they are not to eat the
candy until the activity is completed. Appoint roles to three students. One
is the King of England, one represents the Parliament, and one the tax
collector. Students must pay the tax collector one piece of candy for
possessing the following items:
After the tax collector collects the candy, he receives 10%. The tax collector gives 50% of the collected "taxes" to the representative from Parliament for running the Empire, and the King receives 40% of the "taxes". After all the taxes have been collected, discuss how the students feel. Then relate this back to the colonists.
|
Resources
Differentiated
Causes of the American Revolution pages 9-12
American Revolution Extensions page 20 |
| Day 5 |
| Topic Boston Massacre |
| Objective
Evaluate primary sources that explain the events of the Boston Massacre. Visually analyze the engraving of the Boston Massacre by Paul Revere. Critically approach textual and visual primary source documents to begin asking questions about point-of-view and subjective history. |
| State Goals 18.A.5 Compare ways in which social systems are affected by political, environmental, and economic and technological changes. 18.B.3a Analyze how individuals and groups interact with and within institutions. |
Classwork-Homework
Boston Massacre
5:08 narrated student project
Boston Massacre 2 differing primary sources pages 24-27
What led to the shooting?
The Boston Massacre worksheets comparing artists' views of the Boston
Massacre; letter writing "Final Reflection"
Thanksgiving for the Repeal of the Stamp Act more eyewitness accounts
The Boston Massacre: An Historical Investigation 17 pages; use both
visual and witten sources; includes visuals
The Visuals of
the Boston Massacre Use with above assignment
Captain Thomas Precott Account of the Boston Massacre
Anonymous Account of the Boston Massacre
Boston Massacre Play 3 pages |
| Resources |
| Day 6 |
| Topic People of the Revolutionary War |
| Objective
Identify key individuals and summarize their roles in the American Revolution. |
| State Goals 18.A.5 Compare ways in which social systems are affected by political, environmental, and economic and technological changes. 18.B.3a Analyze how individuals and groups interact with and within institutions. 16: Understand events, trends, individuals, and movements shaping the history of Illinois, the United States, and other nations. |
| Classwork-Homework
People to Know George Washington: led the American army Paul Revere: warned colonists of British intentions Benjamin Franklin: statesman from Boston Nathan Hale: captured American spy hung by British; famous for "I only regret that I have but one life to give for my country." Patrick Henry: spoke for libery at Continental Congress Marquis de Lafayette: frenchman; supplied money and militry knowledge to the colonists Benedict Arnold: betrayed America by planning to surrender West Point to the British Sam Adams: leader in Boston for "liberty and independence." John Hancock: patriot, statesman, signer of the Declaration
|
Resources
Important People
of the Revolution |
| Day 7 |
| Topic George Washington |
| Objective
Identify key individuals and summarize their roles in the American Revolution. |
| State Goals 18.B.3a Analyze how individuals and groups interact with and within institutions. |
| Classwork-Homework
GEORGE WASHINGTON Animated George Washington Part 1 2:32 Lexington Mass. April 19, 1775 George Washington Part 2 2:35 Dorchester Heights March 4, 1776 George Washington Part 3 2:55 Delaware River December 1776 George Washington Part 4 2:32 December 26, 1775 George Washington Part 5 3:59 Valley Forge Winter of 1777-1778 George Washington Part 6 4:48 George Washington Part 7 2:12 George Washington Part 8 2:32 Monmouth, New Jersey June 28, 1778 George Washington Part 9 2:16 Fraunces Tavern December 1783
|
| Resources |
| Day 8 |
| Topic Benjamin Franklin |
| Objective
Learn about the accomplishments of Benjamin Franklin. Choose correct pronouns in sentences. Observe a street map of downtown Philadelphia in Ben Franklin's time. Identify key individuals and summarize their roles in the American Revolution. |
| State Goals 18.B.3a Analyze how individuals and groups interact with and within institutions. |
| Classwork-Homework
BENJAMIN FRANKLIN: Animated Benjamin Franklin Part 1 5:39 Benjamin Franklin Part 2 4:12 Benjamin Franklin Part 3 2:22 Benjamin Franklin Part 4 2:56 Benjamin Franklin Part 5 3:14 Benjamin Franklin Part 6 3:48
|
| Resources |
| Day 9 |
| Topic Battles of the Revolution |
| Objective
Create a time line of Revolutionary war battles. Analyze major military battles and the role of major American and British military leaders in the American Revolution. Describe the earliest armed conflict of the Revolutionary War. |
| State Goals 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. 18.A.5 Compare ways in which social systems are affected by political, environmental, and economic and technological changes. 16.B.2a (W) Describe the historical development of monarchies, oligarchies, and city-states in ancient civilizations. 18.B.3a Analyze how individuals and groups interact with and within institutions. |
Classwork-Homework
Battles of the Revolution Ppt
|
| Resources
Lexington and Concord 2 differing primary sources pages
46-48, 50 Create a news article with a picture.
Revolutionary War
Newspaper Report on events by creating the front page of a newspaper.
Major Events of
the Revolutionary War |
FRENCH REVOLUTION Days 1-7
| Day 1 |
| Topic 32-3 The French Revolution |
| Objective Develop an understanding of the price paid for freedom. |
| State Goals 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. 18.A.5 Compare ways in which social systems are affected by political, environmental, and economic and technological changes. |
| Classwork-Homework
Terms to Learn Estates: classes Estates General: assembly of the three estates of France, last meeting in 1789 Bourgeoisie: Middle Class; not nobles, not peasants;bankers, merchants, lawyers, doctors, manufacturers, teachers Philosophies: philosophers Tyranny: unjust use of power Absolute Monarchy: ruler's power is not limited by a representative assembly Constitutional Monarchy: ruler's power is limited by written law Sans-culottes: without knee britches (only wealthy wore) Emigres: political exiles Guillotine: execution machine with a heavy blade to chop off heads Royalist: supported the king or queen
People to KnowLouis XVI: King of France; Executed Marie Antoinette: Wife of Louis XVI, executed
Voltaire: Robespierre Montesquieu: Marat
|
| Resources
French
Revolution Episode 1 Part 1 Episode 1 has 7 parts, 4 episodes
French Revolution Chronology Cards |
| Day 2 | ||
| Topic French Revolution | ||
| Objective
Idntify the time line of the "Reign of Terror" in France from 1789-1794. Understand the concepts of liberty, equality, and fraternity as defined by the French Revolution. |
||
| State Goals 18.A.5 Compare ways in which social systems are affected by political, environmental, and economic and technological changes. 16.B.2a (W) Describe the historical development of monarchies, oligarchies, and city-states in ancient civilizations. 18.B.3a Analyze how individuals and groups interact with and within institutions. |
||
| Classwork-Homework
Is
Freedom Really There: A Closer Look at the French Revolution 49 pages The Luck of the
Draw Use M&Ms to demonstrate France's class system and where the money went in France. Introduce students to the three estates of France Teacher pages 3-5, 38-39 student pages 16-18 and 38-39
|
||
| TEC | ||
| Resources |
| Day 3 |
| Topic Causes of the French Revolution |
| Objective
List the causes and effects of the French Revolution of the late 1700s. Learn key events, vocabulary, and themes of the French Revolution. Understand the concepts of liberty, equality, and fraternity as defined by the French Revolution. |
| State Goals 18.A.5 Compare ways in which social systems are affected by political, environmental, and economic and technological changes. 16.B.2a (W) Describe the historical development of monarchies, oligarchies, and city-states in ancient civilizations. 18.B.3a Analyze how individuals and groups interact with and within institutions. |
Classwork-Homework French
Revolution Flow Chart Cause of the French
Revolution Word Web #2 Causes of
the French Revolution #3 & #4 |
| Resources Causes of
Revolutions Revolution Case
Study: France |
| Day 4 |
| Topic Storming the Bastille |
| Objective
Understand the concepts of liberty, equality, and fraternity as defined by the French Revolution. |
| State Goals 18.A.5 Compare ways in which social systems are affected by political, environmental, and economic and technological changes. 16.B.2a (W) Describe the historical development of monarchies, oligarchies, and city-states in ancient civilizations. 18.B.3a Analyze how individuals and groups interact with and within institutions. |
| Classwork-Homework
The French
Revolution: The Bastille 1:30
Pint-sized History: Storming of the Bastille 3:20
THE STORMING OF THE BASTILLE The Storming of the Bastille Part 1/5 9:54 The Storming of the Bastille Part 2/5 9:47 The Storming of the Bastille Part 3/5 9:59 The Storming of the Bastille Part 4/5 9:54 The Storming of the Bastille Part 5/5 9:55
|
| Resources |
| Day 5 |
| Topic Louis the XVI |
| Objective List events in the life of Louis XVI. Create a newspaper front page in Le News |
| State Goals 18.A.5 Compare ways in which social systems are affected by political, environmental, and economic and technological changes. 16.B.2a (W) Describe the historical development of monarchies, oligarchies, and city-states in ancient civilizations. 18.B.3a Analyze how individuals and groups interact with and within institutions. |
| Classwork-Homework
Marie Antoinette
starving people go to Versailles for bread
|
| Resources |
| Day 6 |
| Topic Trial of Louis 16th |
| Objective Take the role of prosecutor or defense and make the closing arguments for the life of Louis XVI. |
| State Goals 18.A.5 Compare ways in which social systems are affected by political, environmental, and economic and technological changes. 16.B.2a (W) Describe the historical development of monarchies, oligarchies, and city-states in ancient civilizations. 18.B.3a Analyze how individuals and groups interact with and within institutions. |
| Classwork-Homework 7 Trial of
the King Use authentic sources to study the trial. Write a closing article. |
| TEC |
| Resources |
| Day 6 |
| Topic Execution of Louis XVI |
| Objective Use information from authentic sources to report about the execution of Louis XVI. Understand the concepts of liberty, equality, and fraternity as defined by the French Revolution. |
| State Goals 18.A.5 Compare ways in which social systems are affected by political, environmental, and economic and technological changes. 16.B.2a (W) Describe the historical development of monarchies, oligarchies, and city-states in ancient civilizations. 18.B.3a Analyze how individuals and groups interact with and within institutions. |
| Classwork-Homework Execution
of the King #8
Newspaper:
Louis Executed #9 |
| Resources |
| Day 7 |
| Topic Reign of Terror |
| Objective Use authentic sources learn about the period of history following the execution of Louis XVI. |
| State Goals 18.A.5 Compare ways in which social systems are affected by political, environmental, and economic and technological changes. 16.B.2a (W) Describe the historical development of monarchies, oligarchies, and city-states in ancient civilizations. 18.B.3a Analyze how individuals and groups interact with and within institutions. |
| Classwork-Homework
French Revolution: The
Terror 1:56
Maximillien Robespierre
6:17 no narration
The Life of Robespierre
5:36 narrated student project |
| Resources |
| Day |
| Topic |
| Objective |
| State Goals |
| Classwork-Homework |
| Resources |
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