Age+of+Democratic+Revolutions

=Unit 10: Age of Democratic Revolutions=

Key Words

 * Enlightenment:** era in the eighteenth century when thinkers valued logic, reason, and scientific method
 * tyranny:** abuse of power; according to John Locke, the actions of a ruler who "makes not the law, but his will, the rule"
 * status quo:** the way things are at the moment, before there is any change
 * political spectrum:** continuous range of political opinion
 * caudillos:** military strongmen who seized power in South American nations after their liberation from Spain
 * Cossacks:** wild-looking Russian cavalrymen
 * Crimea:** large peninsula on the Black Sea
 * Hermitage:** Catherine the Great's residence, which became a center of culture and a great art museum

Lesson 1: The World Turned Upside Down: The American Revolution
media type="youtube" key="X-buzVjYQvY" width="560" height="315" Revolutions cause dramatic change. England's revolution marked the beginning of a long period of change. Educated men and women began discussing John Locke's ideas about the purpose of government. People in France, the British colonies in North America, and the Spanish colonies in South America grew more and more unhappy with their situations. Talk of revolution even spread to Russia. People became convinced that it was time for change. Did they dare revolt? How bloody would a revolution be? Could they create better governments?

Lesson Objectives
• Summarize the attitude of most colonists toward Britain in 1763 and the reasons for their attitude. • Describe the disadvantages the American army faced and the importance of French aid in winning the war. • Describe the events that led to war between Britain and the colonies. • Explain why Parliament imposed taxes after 1763 and why the colonists reacted as they did. • Identify George Washington and his contributions to the revolution. • Identify Montesquieu, Locke, and Jefferson and their political ideas. • Identify the U.S. Constitution as the world's oldest functioning written constitution. • Summarize the arguments Thomas Paine put forth in Common Sense, and their influence on colonial opinion regarding independence. • Summarize the major ideas of the Declaration of Independence. • Summarize the reasons for a Constitutional Convention in 1787 and its accomplishments. • Review historical events.


 * 1) Read the Part 3 Introduction and Chapter 1, from the beginning to "Declaring Independence," in //The Human Odyssey, Volume 2// and complete Day 1[[file:MS_WDHISTB_10_01_ReadingGuide.pdf]].
 * 2) Most American colonists in 1763 were proud of their English heritage. By the summer of 1776, after Thomas Paine published Common Sense, their sentiments had changed dramatically. Plain-speaking Paine had a lot to say about relations between the colonists and Britain. Much of what he had to say he recorded in his pamphlet Common Sense. Study what he said by completing[[file:MS_WDHISTB_10_01_thomas_paine.pdf]]
 * 3) Read Chapter 1, from "Declaring Independence" to the end of the chapter, pages 361-367, and complete Day 2 of the Reading Guide.

Lesson 2: The French Revolution, Day 1
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Lesson Objectives
• Summarize Enlightenment ideas that promoted revolution in France. • Compare the Declaration of the Rights of Man with the Declaration of Independence. • Describe the events of the Reign of Terror. • Describe the reigns of absolute monarchs in France. • Describe the social structure of France and its influence on French life. • Explain how Napoleon came to power. • Explain the revolutionaries' criticisms of the Church. • Identify major positions of the political spectrum. • Recognize reforms made by the National Convention. • Summarize the circumstances and events that led to the French Revolution.

Pronunciations
Bastille (bah-STEEL) dauphin (doh-FAN) guillotine (GIH-luh-teen) Liberté, égalité, fraternité (lee-behr-TAY, ay-ga-lee-TAY, fra-tehr-nee-TAY) Maximilien Robespierre (mahk-see-meel-yan ROHBZ-pyehr) Napoleon Bonaparte (nuh-POHL-yuhn BOH-nuh-pahrt) Vive l' assemblée (veev lah-sahm-blay) Vive la république (veev lah ray-poob-leek)


 * 1) Read Chapter 2, from the beginning to "Storming the Bastille and Starting a Revolution," pages 368-374, and complete Day 1 [[file:WDHISTB_10_02_Reading Guide.pdf]].

That’s Class!
French people in the eighteenth century belonged to one of three classes, known as estates. The First Estate was made up of members of the clergy, such as bishops and priests of the Catholic Church. The Second Estate was made up of nobles. And the Third Estate was made up of everyone else in French society—98 percent of the population.

These class distinctions were very rigid. “Commoners” could not become members of the nobility, no matter how wealthy they became. Hundreds of years earlier, when the Estates-General was formed, nobles and high ranking clergy were almost the only people who could obtain any real wealth. But over time, things had changed and many members of the Third Estate, or commoners, owned businesses that made them rich. The rigid class structure really angered many French people.

What’s more, France at this time was almost bankrupt, and the people with power (members of the First and Second Estates and the king himself) needed the cooperation of the people with money (many members of the Third Estate). The stage was set for conflict and, ultimately, violent revolution.

2. See how rigid the French social system was by completing the [[@http://That%E2%80%99s%20Class!%20French%20people%20in%20the%20eighteenth%20century%20belonged%20to%20one%20of%20three%20classes,%20known%20as%20estates.%20The%20First%20Estate%20was%20made%20up%20of%20members%20of%20the%20clergy,%20such%20as%20bishops%20and%20priests%20of%20the%20Catholic%20Church.%20The%20Second%20Estate%20was%20made%20up%20of%20nobles.%20And%20the%20Third%20Estate%20was%20made%20up%20of%20everyone%20else%20in%20French%20society%E2%80%9498%20percent%20of%20the%20population.%20These%20class%20distinctions%20were%20very%20rigid.%20%E2%80%9CCommoners%E2%80%9D%20could%20not%20become%20members%20of%20the%20nobility,%20no%20matter%20how%20wealthy%20they%20became.%20Hundreds%20of%20years%20earlier,%20when%20the%20Estates-General%20was%20formed,%20nobles%20and%20high%20ranking%20clergy%20were%20almost%20the%20only%20people%20who%20could%20obtain%20any%20real%20wealth.%20But%20over%20time,%20things%20had%20changed%20and%20many%20members%20of%20the%20Third%20Estate,%20or%20commoners,%20owned%20businesses%20that%20made%20them%20rich.%20The%20rigid%20class%20structure%20really%20angered%20many%20French%20people.%20What%E2%80%99s%20more,%20France%20at%20this%20time%20was%20almost%20bankrupt,%20and%20the%20people%20with%20power%20(members%20of%20the%20First%20and%20Second%20Estates%20and%20the%20king%20himself)%20needed%20the%20cooperation%20of%20the%20people%20with%20money%20(many%20members%20of%20the%20Third%20Estate).%20The%20stage%20was%20set%20for%20conflict%20and,%20ultimately,%20violent%20revolution.%20See%20how%20rigid%20the%20French%20social%20system%20was%20by%20completing%20the%20%E2%80%9CFrench%20Estates%E2%80%9D%20online%20activity.|French Estates Online Activity]]

3. Read Chapter 2, from "Storming the Bastille and Starting a Revolution" to "Terror and Equality," pages 374-380, and complete Day 2 of the Reading Guide. 4. Complete

A Spectrum of Political Opinion
Another way to make sense of the various events and movements of the French Revolution is to see them as part of a political spectrum.

The dictionary defines spectrum as “a continuous range.” A political spectrum, therefore, is a continuous range of political opinion. Typically, political spectrum's range from left to right—from the extreme left to moderate left to the center, and from the center to moderate right to the extreme right. Politically speaking, someone on “the left wing” of the political spectrum favors change, and someone on “the right wing” of the political spectrum opposes change.


 * 1) Read Chapter 2, from "Terror and Equality" to the end, pages 380-383, and complete Day 3 of the Reading Guide.
 * 2) Complete [[file:MS_WDHISTB_10_02_French_Revolution.pdf]]
 * 3) To learn more about political spectrum, complete the following worksheet and activity: Political Spectrum Activity

Lesson 3: Napoleon: From Revolution to Empire
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Lesson Objectives
• Recognize the effects of Napoleon's rule on Europe. • Describe Napoleon's reforms and their significance to the people of France. • Describe the Continental System and the consequences of imposing the system. • Explain how Napoleon was able to finance wars and win territory. • Explain the reasons for Napoleon's invasion of Russia and his failure to defeat Russia. • Identify on a map major physical and political features of Europe. • Summarize the events that led to Napoleon's final defeat at Waterloo. • Summarize the major steps in Napoleon's rise to power.


 * 1) Read chapter 3, from the beginning to "Catastrophe in Russia," pages 384-394, and complete Day 1 [[file:MS_WDHISTB_10_03_Reading_Guide.pdf]].
 * 2) Napoleon was a man of action. He did some things that helped France and the revolution and some things that harmed France. His actions stirred intense opinions among French men and women. some people had positive reactions to what Napoleon did, some had negative reactions--and some people (at different points in time) had both! Pretend you are a member o the Third Estate living during Napoleon's era and state your opinions about Napoleon's actions on the [[file:MS_WDHISTB_10_03_opinions.pdf]]
 * 3) Read Chapter 3, from "Catastrophe in Russia" to the end, pages 394-399, and complete Day 2 of the Reading Guide.
 * 4) Napoleon transformed the map of Europe. And when the allied powers eventually defeated him, they redrew that map at the Congress of Vienna. To see how, complete [[file:WDHISTB_10_03_Europes_Changing_Face.pdf]]

Lesson 3: Napoleon: From Revolution to Empire, Day 2

 * 1) Examine famous quotations by or about Napoleon: [[file:WDHISTB_10_03_say_what.pdf]]

Political Cartoons—Seriously Funny
media type="youtube" key="vyrMlkKTB3Y" width="420" height="315" Political and military leaders such as Napoleon cared what people thought about them. They went to great lengths to “cultivate their image” before the people—to make sure they looked good. Go online and visit Portraits of Napoleon. Scroll down to examine the Napoleon portraits there.

Doesn't he appear regal, dignified, confident, and poised?

But cartoonists often do the opposite. By exaggerating certain characteristics and by “poking fun,” they try to ridicule important leaders, to make them appear less grand, less scary. Political cartoons, as they are known, can get a simple message across very effectively. Go to the website Liberty, Equality, Fraternity: Exploring the French Revolution and examine the Napoleon cartoons there.

For more information on political cartoons, visit the website Graphic Witness: Political Cartoon. Then go to Library of Congress It's No Laughing Matter activity. You’ll learn about symbolism, exaggeration, labeling, analogy, and irony—all things to help you develop your own political cartoons.

2. You've read a lot about Napoleon--what he said, what others said about him, what he achieved. But sometimes a picture speaks a thousand words. Now you're going to take what you've learned from the chapter and the earlier activities - and design your own political cartoon about the great/not-so-great French Emperor.

Lesson 4: Latin American Independence Movements
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Lesson Objectives
• Describe the social and political structure of Latin American colonies in 1800. • Explain why attempts to establish republics in Latin America were less successful than in the United States. • Identify major physical, political, and cultural features of Latin America. • Identify significant leaders of nineteenth century Latin American independence movements and their accomplishments and failings.


 * 1) Read Chapter 4, from the beginning to "San Martin, Hero of the South," pages 400-406, and complete Day 1 of [[file:MS_WDHISTB_10_05_ReadingGuide.pdf]].
 * 2) See what you know about the geography of this part of the world by completing each of the numbered steps on [[file:WDHISTB_10_05_Mapping_Out_Latin_America.pdf]]. You may wish to refer to the maps in the chapter and in the Atlas at the back of your book to help complete the activity.
 * 3) Read Chapter 3, from "San Martin, Hero of the South" to the end, pages 406-415, and complete Day 2 of the Reading Guide.
 * 4) Show what you know about the leaders of Latin America's independence movements by filling in the boxes of [[file:WDHISTB_10_05_off_the_charts.pdf]] Some of been filled in to give you a head start.
 * 5) Complete Lesson Assessment. [[file:Latin America Test.docx]]

Lesson 5: The Russia of the Romanovs, Day 1
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Lesson Objectives
• Describe how Russia differed from western Europe in the sixteenth and seventeenth centuries and explain why. • Describe the Decembrist Uprising. • Describe the lives of Russia's serfs. • Describe the social structure of Russian society. • Identify Alexander I. • Identify Catherine the Great. • Identify Peter the Great. • Locate on a map the city of St. Petersburg and the boundaries of Russia. • Recognize the significance of warm water ports for Russia.


 * 1) Read Chapter 5, from the beginning to "Serfdom Endures and Expands," pages 416-423, and complete Day 1[[file:MS_WDHISTB_10_06_ReadingGuide.pdf]]
 * 2) See what you know about the geography of Russia, particularly its coastlines and ports. Complete [[file:Water, Water, Everywhere.pdf]]
 * 3) Like many countries in the seventeenth and eighteenth centuries, Russia was divided into a number of social classes. Russia, though, may have been a little more divided by class than most. See how by completing [[file:classconscious.pdf]]

Lesson 5: The Russia of the Romanovs, Day 2
media type="youtube" key="vNRQeO8iZMA" width="420" height="315"
 * 1) Read Chapter 5, from "Serfdom Endures and Expands" to the end, pages 423-429 and complete Day 2 of the Reading Guide.
 * 2) Yesterday, in the Water, Water Everywhere activity, you learned that Russia was the biggest country in the world in 1689, when Peter the Great came to power. In the years that followed, the biggest country in the world grew even bigger as various rulers expanded Russia's borders. Find about more about that expansion as you view the maps at Historical Maps
 * 3) Watch Legends of the Hidden Temple: Jewel-Encrusted Egg of Catherine the Great on YouTube Kids.
 * 4) To learn more about the greatest achievements of Peter, Catherine, and Alexander, pretend you're a journalist conducting an interview with each of the tsars toward the end of their lives. Show what you've learned about each of the rulers by answering for them on [[file:Whats So Great.pdf]] You'll also want to get them to talk about their one great failure--their inability to improve the lives of Russia's serfs.
 * 5) Explore the famous St. Petersburg Hermitage Museum @ Hermitage Museum

Lesson 6: Review and Reflect

 * 1) Review all lessons from this unit.
 * 2) Take Unit Assessment [[file:Unit Assessment.docx]]