Author:
Melody Casey
Subject:
Social Studies
Material Type:
Lesson Plan
Level:
High School
Grade:
11
Tags:
  • GEDB
  • Global Education
  • License:
    Creative Commons Attribution Non-Commercial
    Language:
    English

    Education Standards

    GEDB Causes of Revolution: Comparative Government and National Revolutions (Lesson 5 of 5)

    GEDB Causes of Revolution: Comparative Government and National Revolutions (Lesson 5 of 5)

    Overview

    The purpose of this lesson is to help students research and investigate the world by looking at revolutions around the world and governments created as a result. In this 2 day lesson, students will look at revolutions in other parts of the world and compare and contrast them to the American Revolution. Students will examine causes of the French Revolution and will compare the types of governments that were overthrown and the new governments that were created to replace the old. Students will compare and contrast the Declaration of Independence (U.S.) and the Declaration of the Rights of Man and the Citizen (France). Students will also create presentations depicting other revolutions around the world and how similar/different they are to the American Revolution and the French Revolution. This lesson was developed by Dorothy Kerby as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.            

    Lesson Plan

    Description

    The purpose of this lesson is to help students research and investigate the world by looking at revolutions around the world and governments created as a result (NCES.CE.C&G.4.1). In this 2 day lesson, students will look at revolutions in other parts of the world and compare and contrast them to the American Revolution. Students will examine causes of the French Revolution and will compare the types of governments that were overthrown and the new governments that were created to replace the old. Students will compare and contrast the Declaration of Independence (U.S.) and the Declaration of the Rights of Man and the Citizen (France) (NCES.CE.C&G.1.4, 4.1, 4.2). Students will also create presentations depicting other revolutions around the world and how similar/different they are to the American Revolution and the French Revolution. Students will be investigating the world by researching revolutions and governments in other countries. Students will be recognizing perspectives by evaluating how revolutionaries felt toward the government and why they chose to rebel. Students will be communicating ideas and taking action by creating presentations about different revolutions and teaching other students about the impact of those revolutions.


    Content

    Student Engagement/Motivation

    To engage and motivate students, they will begin the class by participating in a word splash.  This will get students up and moving around the classroom as well as thinking about a response when they hear the word Revolution.  Students will also have the opportunity to research a revolution from anywhere in the world and present the causes and impacts of that revolution.  This will engage students and require that they discover other revolutions around the world on their own and then teach other students about them.They will also get to identify the impact that the Declaration of Independence had on France and the French Revolution.


    Learning Targets and Criteria for Success

    Learning Targets:

    • I can identify and discuss the causes of revolution.
    • I can analyze the Declaration of the Rights of Man and the Citizen.
    • I can research revolutions around the world.
    • I can create a presentation on a revolution from another part of the world.
    • I can compare and contrast revolutions and governments around the world.

    Criteria for Success:

    • I will discuss with my peers the causes of revolution.
    • I will analyze the Declaration of the Rights of Man and the Citizen by answering questions that compare and contrast the American and French Declarations.
    • I will create and conduct a presentation, of a revolution from another part of the world, in a small group setting.

    Supplies/Resources

    Supplies/Materials:

    • Dry Erase Markers
    • White Board
    • Paper
    • Pencil/Pen
    • Computer with internet access

    Learning Tasks and Practice

    Activity 1: Word Splash (10 Minutes)

    1. (A Word Splash is a great way to begin a class. It is a warm-up that gets students thinking/talking and can also require them to recall previous information.)
    2. Teacher will write the word “Revolution” on the board.
    3. Teacher will instruct students to write what they think “Revolution” means or what comes to mind when they see/hear the word.
    4. Teacher will also ask students to add any other words that come to mind when they hear the word. 
    5. After about 5 minutes, students will discuss with their tablemates what they recorded. 
    6. Teacher will then ask students to briefly discuss with the whole class what they wrote down and why.

     

    Activity 2: Classroom discussion: What Do Most Revolutions Have in Common? (25 Minutes)

    1. Teacher will explain to students that there are many examples of citizens revolting against governments throughout history.  (Teacher will have already discussed, in lesson 1, the causes of the American Revolution and how that led to the overthrowing of one government (Monarchy) and the creation of a new one (Democracy).)
    2. Teacher will tell students that throughout this lesson they will be looking at other revolutions around the world and the governments that were created as a result.
    3. Teacher will ask students to pick a partner (or assign one).  
    4. Students will get out a sheet of paper (I have them use mini whiteboards, but not every school has these so paper will be fine).
    5. Teacher will tell students that in this discussion, they will be discussing the aspects that most revolutions have in common.  
    6. Teacher will ask students a series of questions and give them time to discuss with their partner and write down the answers (on whiteboards or paper).
    7. The following are questions that the teacher can ask students:
      • What are some common reasons why people revolt against their government?
      • Do you think a revolution is something that happens quickly or over time? Why?
      • What types of government are established after a country’s government is overthrown?  Why?
      • (Once students have answered these questions, have a brief class discussion about the answers that students recorded. This discussion should be teacher facilitated, but student led. Teacher should decide how long this discussion should continue depending on allotted time.)

     

    Activity 3: Presentation Notes on the Causes of the French Revolution (45 Minutes)

    1. Teacher will instruct students to follow along with slides and copy down important information.  Important information can be found in red text.
      • Some slides have discussion questions which are designed to foster conversation between students. Each discussion should be teacher facilitated, but student driven. Since some slides have discussion questions, the teacher should decide how long they are willing to spend on each discussion. The lesson length could be longer depending on how long the teacher decides to allow for discussion.

     

    Activity 4: Analysis and Comparison of the Declaration of Independence and the Declaration of the Rights of Man (60 Minutes)

    1. Students have already read and analyzed the Declaration of Independence in Lesson 3.  
    2. Now, they will read and analyze the Declaration of the Rights of Man and the Citizen, which was the French declaration of rights and independence.
    3. Teacher will tell students that the Declaration of the Rights of Man and the Citizen was strongly influenced by the American Declaration of Independence and American Revolution.
    4. The following is the link to the Declaration of the Rights of Man and the Citizen. https://dp.la/primary-source-sets/sources/889
    5. This assignment can be done individually or in groups (teacher preference).
    6. Teacher will instruct students to record their answers to the following questions:
      1. What similar wording do you see between the Declaration of Independence and the Declaration of the Rights of Man and the Citizen?  
      2. What rights are similar between both?
      3.  What common themes do you see between the two?  
      4. What type of government did the American Revolution overthrow?  
      5. What type of government did the French Revolution overthrow?  
      6. What type of government was replaced by the American Revolution?
      7.  What type of government was replaced by the French Revolution?
    • (Once students are done reading and analyzing the document, teacher will instruct students to come together as a class to discuss the similarities between the Declaration of Independence and the Declaration of the Rights of Man and the Citizen. This discussion should be teacher facilitated, but student-centered.)

     

    Activity 5: Revolutions around the World (2 Days/180 Minutes)

    1. To transition into this next activity, teacher can say something like, (Now, we have studied the American Revolution (in lesson 1) and the French Revolution. We have analyzed the Declaration of Independence from America and the Declaration of the Rights of Man and the Citizen from France. Now, let's delve even deeper and research other revolutions around the world.)
    2. Teacher will break students into groups of 4 (or whatever number works best for the number of students that you have in class).
    3. Teacher will give students a copy of the project guidelines (attached below).
    4. Teacher will tell students that they will research revolutions around the world and choose one revolution that interests them.
    5. Each group should choose a different revolution (Haitian Revolution, Iranian Revolution, Greek War of Independence, Russian Revolution, Latin American Wars of Independence, etc.).  (Teacher can also choose to give each group a specific revolution as opposed to them choosing their own.)
    6. Teacher will instruct students to read over the project guidelines to complete the presentation and assignment.
    7. Teacher will answer any questions that students may have about the project guidelines.
    8. Once all groups are finished with creating their project presentation, student groups will present their projects to the class, while teaching their classmates about the revolution they chose to research. (This can take multiple class periods.)
    9. Teacher will use scoring rubric to evaluate the presentation (attached below).

     

    Activity 6: Think/Pair/Share on Comparative Government (30+ Minutes)

    1. As a final assessment, teacher will ask students to grab a partner (or assign partners).  
    2. Teacher will tell students that they have now learned about the American Revolution, the French Revolution, and various revolutions from around the world.  They have discussed causes of revolution, types of governments that were overthrown, and new governments that were established as a result of revolution.  
    3. Teacher will ask students to consider the following questions, discuss with their partners, and record in a written response.
      1. What types of government were overthrown as a result of revolutions?
      2. Why were these governments overthrown?
      3. What types of government were created as a result?
      4. What did these newly created governments have in common?
    • Once students are finished recording their answers, teacher will ask students to share with the class. (This should be a teacher facilitated, but student-centered discussion. Teacher can decide on the amount of time to use on this presentation.)

    Collecting and Documenting Evidence of Learning

    Teacher will collect question sheet for similarities between the Declaration of Independence and the Declaration of the Rights of Man and the Citizen.  Teacher will also collect Revolutions Around the World presentations and written responses from the Think/Pair/Share.  All of these will be collected and used to document evidence of learning.