Revolutions and the Rise of Nationalism Enlightenment Ideals‖

Goals & Objectives

1. Students will understand the influence that the Enlightenment had in shaping philosophers and in sparking democratic revolutions.

2. Students will explain how at least one philosopher/revolutionary connects to enlightenment ideals through the completion of document analysis.

California State Content Standards

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, Simón Bolívar, 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.

Common Core Literacy Standards

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.5. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.8. Assess the extent to which the reasoning and evidence in a text support the author’s claims.

Driving Historical Question

How does the Enlightenment change political expectations worldwide?

Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 7

Students will enter the class and reflect on the following quote: “for every action, there is an equal and opposite reaction,” Sir Isaac Newton. They will then be asked to write down on a half sheet of paper an event in their life where they saw the impact of one of their actions. They will then pair-share the event to a student sitting next to them. The teacher will then have students raise their hand if they believe that sometimes, we do something, and do not realize how much it will impact us for the rest of our lives. After a show of hands, the teacher will then say, “this is what happened during the Enlightenment. Nobody realized its impact at the time it was taking place.”

Vocabulary (Content Language Development) ‖ Time: 15

The teacher will hand out a half sheet of paper with the following vocabulary words and their definitions. There will also be a blank column next to the words. The teacher will go over the word and definition, and the students will be instructed to write a definition in their own words, OR take notes on the word: Enlightenment, Separation of Powers, Reason, General Will,Popular Sovereignty, Separation of Powers, Social Contract,Leviathan,Natural Rights

Content Delivery (Method of Instruction) ‖ Time: 60

The teacher will begin the lesson by handing out a packet of documents to the students along with a graphic organizer. The teacher will read the first reading with the students, which gives a brief summary of the Enlightenment. The students will then be put into groups of FOUR that the teacher will have already assigned. The students will be instructed to read each document and fill in the graphic organizer with their group as they go along. The students will then be told to answer the questions at the end of the graphic organizer with their group.

Student Engagement (Critical Thinking & Student Activities) ‖ Time:

Students will follow along with the first reading in the packet with the teacher. They will then work in their groups of FOUR to do the reading of the primary source documents, and fill out the graphic organizer. Working as a group they will also answer the questions at the end of the graphic organizer.

Lesson Closure ‖ Time: 7

The teacher will then close the lesson by asking the questions that were found at the end of the graphic organizer. The whole class discussion will allow for students to think about new ideas, and share their own.

Assessments (Formative & Summative)

The assessments are informal, and in both formative and summative format. The graphic organizer is meant to be formative, and the questions at the end are meant to be summative.

Accommodations for English Learners, Striving Readers and Students with Special Needs

There are several accommodations that have been incorporated into the lesson. The vocabulary is reviewed, and students are able to put definitions into their own words, as well as take notes on the words. The teacher also goes over the first reading with the students, so that the students are able to ask questions when forming this foundational knowledge. Students are also placed into pre-assigned groups that will be created based on their needs. The groups will work together for the rest of the class period to fill out the graphic organizer, and come to a final conclusion.

Resources (Books, Websites, Handouts, Materials)

DBQ packet