Unit Planning Tool: Template
Name: Modern World History Team
Course: Modern World History Honors and CP Date: Completed in October of 2011
Topic: The Atlantic Revolutions (France and Haiti)Context: This unit will last approximately 3.5 weeks and encompass the political, social and economic causes and outcomes of Revolution in both countries. The culmination of this unit is an expository essay in which students will explain how revolution impacted political, economic and social changes in the two afore mentioned countries. Students will be guided to obtain information in key areas for France and will be expected to use inquiry skills and the knowledge they gained from the study of the French Revolution to obtain necessary information on Haiti
Standard(s):
WHII.3 Summarize the important causes and events of the French Revolution. (H, C, E)
WHII.16 Identify the major developments of Latin American history to the early 20th century. (H, E)
RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
RH.11-12.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
WHST.11-12.1Write arguments focused ondiscipline-specific content.
Enduring Understandings: Students will understand that . ..
· Revolutions are typically caused by social, political and economic inequalities.
· Revolutions change over time.
· Revolutions have outcomes that affect both the local and global communities.
Essential Questions:
1. What is worth fighting for? Who decides?
2. What is the meaning of equality? Is it achievable?
3. What is a Revolution?
Content Understandings: Students will know...
· The causes and outcomes of the French Revolution and the Haitian Revolution.
· Key events and terms of the French Revolution such as Three Estates, bourgeoisie, Declaration of the Rights of Man, Estates General, Tennis Court Oath, Reign of Terror, Execution of Louis XVI, radical, Napoleonic Coup d’état.
· Key events and terms of the Haitian revolution the Slave Revolt, Republic of 1805, The constitution of 1805
· Key Revolutionary Leaders such as Robespierre, Napoleon and L’Overture, and Dessaline
Skills: Students will be skilled at:
Using marking up the text strategies to identify main ideas
Summarize their work/findings orally and in writing
Analyzing political cartoons
Evaluating evidence from primary and secondary sources
Performance Tasks: Students will show that they really understand by providing such evidence:
· Analyze political cartoons on the French Revolution using the I See/It Means strategy
· Two-column notes on the cause and consequences of the French Revolution
· Create an annotated timeline of French Revolution (1789-1815)- analyze how the character of the revolution changed over time.
· Using Marking Up text strategy to identify main ideas and supporting details
· Use work completed on the French Revolution and the research conducted on the HaitianRevolution to write an expository essay on how “revolution impacted political, social, and economic change in France and Haiti.
Other Evidence:
· Conventional quizzes
· Monitoring Think/write/pair share sessions (clip boarding)
· Class discussions
· Opening and closing activities
Learning Plan: The following strategies and activities may be used:
· Think/Write/Pair Share - Independently students will read and respond to the Essential Questions of the unit. Students must use prior knowledge from previous social studies classes and their personal experiences to support their answers. Share with a partner and revise their response based on discussion.
· Create a class mind map to record student responses to the question, ‘what is a revolution?’ – Use conventional methods or 21st Century tool such as Wallwisher.com. This map can be revisited, reviewed and revised throughout the unit to build on new understandings
· Preview chapter using Images, Graphs, Charts, Large Print Ideas from text or on-line resource to add to concept of "revolution"
· Content and academic vocabulary is introduced as needed by the various learning activities. Use the Three-column vocabulary template to record, illustrate, and make meaning of new vocabulary. Conceptual vocabulary can be accessed through the use of tools such as:
· Wordsift
· Frayer Model
· Concept map
· Students should independently complete content response notes to identify the Causes and Effects of the French Revolution. Pair students with a partner to respond to one another's comments, connections, questions. Debrief as a class and make revisions to notes.
· Summaries should be completed independently.
· Students may be provided content response notes and sentence stems document as a scaffolding aid to complete two-column notes
· Excerpts from one of the following movies can be used to enhance understanding of the causes and effects of the French Revolution for visual learners:
1.Marie Antoinette
2.Tale of Two Cities
3.Les Miserables
· Examine a political cartoon of the three estates and determine POV by completing a visual discovery. The following tools can used for cartoon analysis:
I See/It Means
Image Detective
· Student will Work in groups to share evidence, analysis, and to determine POV. Students should independently summarize their findings
· Students will Mark up text of the Declaration of the Rights of Man and Citizens following the Marking Up the Text strategy. May also use 21st century technology tool such as crocodoc.com
· Teachers may model the mark up of a portion of the document
· Students will use vocabulary organizers, cartoon analysis and content response notes to create their time lines on key events and analyze change over time.
· Students will complete a timeline of the major events that occurred in the French Revolution from 1789 to the rise of Napoleon
· Students may create conventional timelines or use such 21st century tools as timetoast.com or bubblus.com or prezi.com.
· Students will be guided to conduct research on the Haitian Revolution. A few vetted sites should be provided to initiate the research
· Students will be provided a graphic organizer as an aid to help organize the information they gather through inquiry
· Students should be encouraged to make inferences and ask questions of information they gather on Haiti
· Students are provided with a rubric for required essay
· Students prepare a rough draft of essay. May be completed in Google.docs which allows the teacher to offer comments and corrections that students can correct, react to and dismiss when final draft is completed.