MWH Unit 4 Age of Atlantic Revolutions

Unit Overview: The Enlightenment principles covered in Unit 3 ushered in a new age of colonial revolutions in the western
hemisphere. The American Revolution created a representative form of government in the United States. This successful revolution, a
growth in nationalism in the colonies, continued economic exploitation from mercantilism, and social inequality inspired other
colonies to pursue independence. French-controlled Haiti launched a slave revolt, and Haitians won their independence as France
fought its own revolution against absolute monarchy. Various Spanish colonies also won their independence in the early nineteenth
century. Students will use inquiry to analyze and explain how the Enlightenment influenced these political revolutions in the Western
Hemisphere.

Teacher note: This unit will heavily rely on prior knowledge from Unit 3 to drive inquiry. Students will need to use their knowledge
of the Enlightenment to assist them throughout this unit.

Overarching Inquiry Question

To what extent was the Enlightenment necessary for political revolutions in the Western Hemisphere?

All units are created to support the Overarching Inquiry Question. Inquiry-Based Learning supports the Profile of the South
Carolina Graduate where students use skills to explore their inquiries related to the content as indicated in the standards instead of
the teacher merely providing the information

Theme

Foundations of Government and State Building

Innovation, Revolution, and Change
Cultural Development and Interaction

Skills Emphasis at a Glance

Comparison
Periodization
Causation
Evidence (i.e.: primary and secondary sources)
 MWH Unit 4 Age of Atlantic Revolutions

Teacher note: While the skills listed are the skills that match the indicators covered in this unit, this unit plan will likely cover other
skills listed for Modern World History.

Standards(s):

MWH Standard 2: Demonstrate an understanding of the effects of commerce, innovation, and expansion on global affairs
and interactions during the period of 1450-1815.
MWH.2.CO: Compare and contrast the philosophies and practices of absolutism to the philosophies and practices of constitutional
democracies.
MWH.2CE: Summarize how major world revolutions created new global affairs and interactions.
MWH.2.P: Analyze significant developments resulting from colonists in the Western Hemisphere applying the principles of the
Enlightenment in the creation of the new political institutions during the period 1765-1815.
MWH.2.E: Utilize a variety of primary and secondary sources to analyze multiple perspectives on global interactions.

Teachers can refer to the MWH Alignment Guide for an additional description of each standard.

I Can Statement(s)

● I can identify and explain major Enlightenment concepts, ideas and principles about the role of government and rights of citizens.
● I can describe characteristics of a political revolution.
● I can identify and explain the major events that led to the American, French, and Haitian Revolutions.
● I can explain how colonial citizens used Enlightenment ideas to challenge and reform their government.
● I can describe the revolutions in Latin America through the lens of its leaders.
● I can create and support an argument in response to the inquiry question: To what extent was the Enlightenment necessary for
political revolutions in the Western Hemisphere?

Teachers can adjust the suggested “I Can” statements as needed for their classrooms.

Unit Sequence of Teacher Instructional Practices and Actions Instructional Guidance and Resources
 MWH Unit 4 Age of Atlantic Revolutions

Students will Take to answer the Overarching Inquiry Question

Instructional Guidance and resources listed below are
offered as suggestions for educators to assist students in
reaching the goals of the proposed sequence

As students work through this unit they will employ several

social studies skills. Here are some suggested resources if you
would like some guidance on how to instruct students in using
these skills:
● From Robeson County public schools, here is a
resource on comparison
● From the Critical Thinking Consortium, here is a
resource on causation.
● From Lumen Learning, here is a resource on
periodization.
● From Library of Congress, here is a resource on
evidence - primary sources
● From Best Custom Writing, here is a resource on
evidence - secondary sources.

I can identify and explain major Enlightenment concepts, ideas, ● The teacher could also review this information from
and principles about the role of government and rights of Unit 3 with a class discussion.
citizens. ● All topics covered with this I Can Statement were
● Students will need to recall the major principles and ideas covered in the Unit 3 plan.
from the Enlightenment about the role of the government
and the rights of citizens from Unit 3 to help guide their
inquiry in this unit. Students will want to fill out an at-a-
glance chart about these main principles and ideas that could
be referenced throughout this unit. Additionally, students
will want to briefly review the Glorious Revolution because
 MWH Unit 4 Age of Atlantic Revolutions

of its significance in transitioning England to a

constitutional monarchy and the beginning of rights being
laid out for citizens in the English Bill of Rights.

I can describe characteristics of a political revolution. ● It is important that teachers guide students in
● If the class completed the activity about defining a understanding the differences (and similarities)
revolution as a class already with Unit 3, they can look at the between intellectual revolution and political revolution.
idea of a revolution through a political lens, not an ● This idea of looking at the characteristics of a
intellectual one, like in Unit 3. Students can make new revolution was a suggested activity covered in Unit 3.
suggestions they would like to add to their class definition In Unit 3, students applied the characteristics they came
before moving to the next I Can Statement of this Unit Plan. up with to define a revolution for the intellectual
○ To help the students think about a political revolutions covered--The Protestant Reformation, The
revolution, the students will look at quotes and Scientific Revolution, and the Enlightenment.
memes from US Senator Bernie Sanders about the ● Having students look at the idea of a political
ideas of a political revolution. revolution through memes and quotes from US Senator
Bernie Sanders can be a good way for students to relate
to the course material, as many students could have
been exposed to him as a person or his idea of a
political revolution through social media.
● If the class did not complete the activity about the
characteristics of a revolution in Unit 3, the activity can
easily be used here without prior exposure to the activity.
Students will brainstorm ideas for the following question:
what is a revolution?
○ Students will think about how they would define a ● Depending on the needs of the students, the teacher
revolution. Next the students will share their may find it beneficial to have students in groups create
responses and come up with a class definition of consensus circles prior to sharing as a whole class to
revolution. Keeping this definition on display or spur some more discussion and justify their thoughts. If
available for students to see, the students can be a teacher needs a resource on how to use a consensus
moved into examining the many revolutions of this circle, they can consult this resource from Think from
 MWH Unit 4 Age of Atlantic Revolutions

unit. the Middle.

I can identify and explain the major events that led to the
American, French, and Haitian Revolutions. ● The teacher may need to describe and define what
● To investigate these three revolutions, students will review major events are before the students begin this activity
timelines of each revolution to help them examine the major to ensure that the students both understand the activity
events of each revolution. While students are reviewing the and provide quality responses.
timeline they will be taking notes in a notebook or on a sheet
of paper listing events they consider to be major events.
After they have reviewed the three timelines and created
their running list of events, the students will need to select 5-
10 events from each revolution and briefly explain why
those events should be considered major events of these
revolutions.
○ American Revolution Timeline from the National
Park Service
○ Marie Antoinette and the French Revolution ● Although the timeline for the French Revolution is
Timeline from PBS titled Marie Antoinette and the French Revolution, the
○ Haitian Revolution from Brown University timeline does provide a wealth of information about the
French Revolution outside the scope of Marie
● After students have completed their list of major events, Antoinette.
they will partner up with another student and compare their ● With this class discussion, the teacher may want to
lists. After students have had time to compare their lists with write on the board or display the events the students are
a partner, the students will participate in a whole class sharing. The teacher may want to also encourage
discussion about the major events selected. students who are sharing their events to provide their
justification or reasoning as to why that event should be
considered a major event.

● Teachers may want to give a formative assessment

after the students review the timelines. Teachers can
use the data from their assessment to reteach or clarify
 MWH Unit 4 Age of Atlantic Revolutions

any points that students may be unclear on.

I can explain how colonial citizens used Enlightenment ideas to

challenge and reform their government.
● Now that students have a basic understanding of the major ● Students could also refer back to their at-a glance sheet
events of each revolution, they will brainstorm and list they created at the beginning of this unit.
Enlightenment ideas that they believe could be used to
justify why citizens of the British colonies, France and Haiti
would challenge or revolt against their government.
● Once students have had time to brainstorm, students will use ● Students could also compare the founding documents
that list they created of Enlightenment principles and from these countries through a gallery walk, pairs, or
participate in a station activity to see whether the individually, depending on student needs.
Enlightenment principles they came up with can be found ● Teachers may want to provide a graphic organizer to
within some of the founding documents of the United States, help students organize their thoughts while completing
France and Haiti. In addition to seeing if they recognize any the station activity.
of their listed Enlightenment principles in those founding
documents, they will also write down other Enlightenment
principles they recognize in those founding documents that
are not on their list. Lastly, the students will also want to
look for any similarities and differences between the
documents themselves.
● The following list includes some of the founding documents ● Please see the subsections French and Haitian
that could be used for the station activity: Revolutions and American Revolution Resources in the
○ US: Declaration of Independence, Articles of Additional Resources section for a list of suggested
Confederation, US Constitution, US Bill of Rights resources to provide to students.
○ France: Declaration of the Rights of Man and ● Teachers could consult this resource with the National
Citizen 1789 and 1795, French Constitution 1791, Archives that has an interactive activity that compares
1793, 1799 documents of the Americans and French Revolutions:
○ Haiti: Toussaint’s Proclamation of 1801, Haitian We Declare! Making Connections between the
Declaration of Independence, Haitian Constitution of American and French Revolutions
 MWH Unit 4 Age of Atlantic Revolutions

1805 ● An extension activity that could be used on the Haitian

○ To increase understanding and to help visually show Revolution is to watch short video segments from The
the comparison they are making, students will Choices Program hosted through Brown University and
complete a Venn diagram. The Venn diagram linked have students think about the impact of the Haitian
is from Educated World. Revolution on modern day Haiti. Video link: How did
the Haitian Revolution affect land ownership?

● Teachers may want to give a formative assessment

after the students investigate these three revolutions.
Teachers can use the data from their assessment to
reteach or clarify any points that students may be
unclear on. This will help students in the next activity
understand the influences of the revolutions on one
another.

I can describe the revolutions in Latin America through the lens ● If there is not ample time to spend reviewing these
of its leaders. revolutions, the students could watch this Crash Course
● To compare the multiple Latin American Revolutions, a Video on Latin American Revolutions. The students
Jigsaw activity will be used. Students will be broken into could view this video through EdPuzzle, a website
small groups and assigned a Latin American Revolutionary where teachers can use videos from YouTube and
Leader. embed questions.
○ Latin American Revolutionary Leaders ● Please see the subsections Latin American Revolution
■ Tupac Amaru II-Peru Resources in the Additional Resources section for a
■ Simón Bolívar-Gran Colombia list of suggested resources to provide to students.
■ Father Miguel Hidalgo/Father Jose Maria
Morelos-Mexico
■ Policarpa Salvarrieta-New Granda
■ José de San Martín-Argentina
● From there, students will find the other students in the class
 MWH Unit 4 Age of Atlantic Revolutions

who have also been assigned the same leader and they will
become “experts” on that assigned leader.
○ Students will organize their research into a graphic
organizer so they can present their findings to their
home groups at the end of this activity.
○ Students will research the following:
■ tactics/strategy used by revolutionary leaders
during the revolution
■ Enlightenment ideas invoked/used
■ Role of class as a cause of the revolution and
the role of class after the revolution
■ New political systems left after the
revolution’s wake.
● After the students complete their research, they will return to
their home group and teach them the leader they became an
expert on.
● After all members have shared their information, the group ● After the groups have had time to complete their Venn
will complete a Venn diagram to highlight the similarities diagram, the teacher may want to have groups share out
and differences between their different assigned leaders to their thoughts on these similarities and differences to
wrap up this activity. allow the teacher to check for understanding. This
could be used as an informal formative assessment.

I can create and support an argument in response to the inquiry

question: To what extent was the Enlightenment necessary for ● Teachers could choose a traditional summative
political revolutions in the Western Hemisphere? assessment or an essay instead of the infographic.
● Students will create an infographic that answers the question ● If students need an example of an infographic, teachers
above. The students will create their infographic through an can share this list of examples from
outline platform, like Canva. Students will want to be WeAreTeachers.com.
creative and thoughtful when designing their infographic to
ensure that they are answering the question fully. Students
 MWH Unit 4 Age of Atlantic Revolutions

will need to include evidence from their notes and activities

taken throughout this unit to support their infographic. This
will allow students to show how the various Enlightenment
principles influenced the revolutions studied throughout this
unit.
References
Make Any Video Your Lesson. (n.d.). Retrieved March 27, 2020, from https://edpuzzle.com/

South Carolina College and Career Reading Standards for Social Studies, 2020. Retrieved March 27, 2020, from
https://ed.sc.gov/instruction/standards-learning/social-studies/standards/

Social Studies: Support Documents and Resources. (n.d.). Retrieved March 27, 2020, from
https://ed.sc.gov/instruction/standards-learning/social-studies/resources/

Venn Diagram Templates. (n.d.). Retrieved March 27, 2020, from

https://www.educationworld.com/tools_templates/venn_diagram_templates.shtml

Primary Source Analysis Tools:

Activity Tools. (n.d.). Retrieved March 27, 2020, from https://www.docsteach.org/tools

Annotating and Paraphrasing Sources. (n.d.). Retrieved May 14, 2020, from
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https://www.archives.gov/education/lessons/worksheets

Primary Source Analysis Tool. (n.d.). Retrieved March 27, 2020, from http://www.loc.gov/teachers/primary-source-analysis-tool/

Creating an Argument in History Resources:

Argument. (n.d.). Retrieved April 6, 2020, from https://writingcenter.unc.edu/tips-and-tools/argument/
Byrnes , M. (n.d.). Guide for Writing in History . Retrieved April 6, 2020, from
https://www.southwestern.edu/live/files/4173-guide-for-writing-in-historypdf

Evidence. (n.d.). Retrieved April 6, 2020, from https://writingcenter.unc.edu/tips-and-tools/evidence/

Reading to Write. (n.d.). Retrieved April 6, 2020, from https://writingcenter.unc.edu/tips-and-tools/reading-to-write/

Thesis Statements. (n.d.). Retrieved April 6, 2020, from https://writingcenter.unc.edu/tips-and-tools/thesis-statements/

Additional Resources:
Latin American Revolutions Resources:
Green, John. [Crash Course]. (2012, August 23). Latin American Revolutions: Crash Course World History #31 [Video File].
Retrieved from https://www.youtube.com/watch?v=ZBw35Ze3bg8&t=43s&disable_polymer=true
Latin American Revolutionaries. (n.d.). Retrieved March 27, 2020, from
https://dp.la/primary-source-sets/latin-american-revolutionaries

Latin American Independence. (n.d.). Retrieved March 27, 2020, from https://www.freeman-pedia.com/latin-american-independence

French and Haitian Revolution Primary Resources:

Enlightenment. (n.d.). Retrieved March 27, 2020, from https://sourcebooks.fordham.edu/mod/modsbook10.asp

French and Haitian Revolutions. (n.d.). Institute for World History. Retrieved March 27, 2020, from
https://wp.stu.ca/worldhistory/teaching-ressources/french-and-haitian-revolutions/

French Revolution Documents. (n.d.). Retrieved March 27, 2020, from

https://alphahistory.com/frenchrevolution/french-revolution-documents/

French Revolution Timeline. (n.d.). Retrieved May 14, 2020, from

https://www.oxfordreference.com/view/10.1093/acref/9780191737800.timeline.0001

Haitian Revolution timeline. (n.d.). Retrieved May 14, 2020, from https://worldhistoryproject.org/topics/haitian-revolution
How did the Haitian Revolution affect land ownership in Haiti? (n.d.). Retrieved March 27, 2020, from
https://www.choices.edu/video/how-did-the-haitian-revolution-affect-land-ownership-in-haiti/

List of 10 Major Events of the French Revolution. (n.d.). Retrieved May 14, 2020, from
https://historylists.org/events/list-of-10-major-events-of-the-french-revolution.html

Timeline of the French Revolution. (n.d.). Retrieved March 27, 2020, from https://revolution.chnm.org/neatline-time/timelines/show/1

American Revolution Resources:

American Revolution: Teaching Tools and Primary Sources about the Revolution and Founding the Nation. (n.d.). Retrieved March
27, 2020, from https://www.docsteach.org/topics/american-revolution

American Revolution Timeline. (n.d.). Retrieved May 14, 2020, from

https://www.oxfordreference.com/view/10.1093/acref/9780191737749.timeline.0001

American Revolution Timeline. (2020, May 13). Retrieved May 14, 2020, from
https://www.battlefields.org/learn/articles/american-revolution-timeline

Images of the American Revolution. (n.d.). Retrieved March 27, 2020, from
https://www.archives.gov/education/lessons/revolution-images

Making the Revolution: America, 1763-1791. (n.d.). Retrieved March 27, 2020, from
https://americainclass.org/sources/makingrevolution/index.htm

National Archives Education Team. (n.d.). Comparing American and French Revolutionary Documents. Retrieved March 27, 2020,
from https://www.docsteach.org/activities/teacher/comparing-american-and-french-revolutionary-documents

Primary Documents in American History. (n.d.). Retrieved March 27, 2020, from
https://www.loc.gov/rr/program/bib/ourdocs/newnation.html
A timeline of the American Revolution from 1763 - 1787. (2016, June 8). Retrieved May 14, 2020, from
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Wallenfeldt, J. (n.d.). Timeline of the American Revolution. Retrieved May 14, 2020, from
https://www.britannica.com/list/timeline-of-the-american-revolution