Goals and Objectives

The main question being addressed in my unit is how and why

worldviews changed during the 18th and 19th centuries and how this

resulted in revolutions across Europe. The people and events of this

time period also shaped much of what American government, politics,

and ideology became and what it still looks like today. Students will

see how this happened through the Enlightenment, the Industrial

Revolution, the Scientific Revolution, and the rise in global expansion.

These things are also a continuation of movements that began during

the Reformation and relate to concepts that began in the Renaissance,

which my class learned about in previous units.

My main goal is for students to see the power that people have

in influencing government and society. This is especially important to

learn because of how it reflects and shapes American values and

beliefs. Things learned in this unit are relatable and important to know

as a student, Christian, employee, or active member of society, which

are things that Potters House deliberately tries to shape.

 Introduction Lesson

Learners will be able to: cognitive-

R U Ap An E
physical socio-
developme emotional
C* nt
Reflect on and think about what already know about the revolutionary age. R
Pick up and understand themes and ideas that will be important throughout the unit An, U
Begin to think about revolutions and why they happen U, An, E
Think about why the previous unit (Reformation) was significant in the Revolutionary Age R, U,
An, E
Evaluate/argue if the Reformation was a revolution or not. E, An,
Ap

Transition Lesson

Learners will be able to: cognitive-

R U Ap An E
physical socio-
developme emotional
C* nt
Reflect on previous knowledge about what happened between 1500-1700. R
Learn the context of what set up the revolutionary age in the 200 years between Reformation U, E
and Revolutionary age
Begin to understand main concepts and ideas of Exploration, Scientific Revolution, and the U
Enlightenment R, U, An
Link concepts from the Renaissance and Reformation to their new relevance in this unit of U
Revolution.
Learn about new philosophical and scientific ideology from Locke, Voltaire, Montesquieu, and
Newton (among others).

Industrial Revolution Lesson

Learners will be able to: cognitive-

R U Ap An E
physical socio-
developme emotional
C* nt
Weigh the pros and cons of the Industrial Revolution and come to some of their own U, An, E
conclusions about it
View the Industrial Revolution from the perspectives of workers and business owners. An, E,
Ap
Analyze an overview of the Industrial Revolution through doing a close-reading about it. U, An, E
Understand what the Industrial Revolution was and know the difference between the First and U
Second Industrial Revolution

The Enlightenment Lesson

Learners will be able to: cognitive-

R U Ap An E
physical socio-
developme emotional
C* nt
Understand ideological shifts that happened due to Enlightenment philosophy. U
Apply their own views and create their own ideas to agree or disagree with topics relevant to Ap, E
this unit.
Analyze the way ideas and sentiments changed during the Enlightenment. U, An
Put themselves in the perspective of people involved in revolutions in the 18 th and 19th Ap, C
centuries

Group Work Lesson

Learners will be able to: cognitive-
R U Ap An E
physical socio-
developme emotional
C* nt
Use knowledge learned in previous lessons and begin to apply it to specific revolutions Ap, R, U
Choose their own topic for a group presentation E
Collaboratively learn about their topic in a group setting U, An
Begin to form ideas about how to do their group presentation E, C
Research about a specific countrys revolution An, U
CommonCoreStandards:

CCSS.ELALITERACY.RH.910.1
Citespecifictextualevidencetosupportanalysisofprimaryandsecondarysources,
attendingtosuchfeaturesasthedateandoriginoftheinformation.
CCSS.ELALITERACY.RH.910.3
Analyzeindetailaseriesofeventsdescribedinatext;determinewhetherearlierevents
causedlateronesorsimplyprecededthem.
CCSS.ELALITERACY.SL.910.4
Presentinformation,findings,andsupportingevidenceclearly,concisely,andlogically
suchthatlistenerscanfollowthelineofreasoningandtheorganization,development,
substance,andstyleareappropriatetopurpose,audience,andtask.
CCSS.ELALITERACY.SL.910.5
Makestrategicuseofdigitalmedia(e.g.,textual,graphical,audio,visual,andinteractive
elements)inpresentationstoenhanceunderstandingoffindings,reasoning,andevidence
andtoaddinterest.

HSCEStandards:

6.2.1.PoliticalRevolutionsAnalyzetheAgeofRevolutionsbycomparingand
contrastingthepolitical,economic,andsocialcausesandconsequencesofatleastthree
politicaland/ornationalisticrevolutions(American,French,Haitian,Mexicanorother
LatinAmerican,orChineseRevolutions)(NationalGeographyStandard13,p.210)

6.2.3.IndustrializationAnalyzetheorigins,characteristicsandconsequencesof
industrializationacrosstheworldbycomparingandcontrastingtheprocessandimpact
ofindustrializationinRussia,Japan,andoneofthefollowing:Britain,Germany,
UnitedStates,orFrancedescribingthesocialandeconomicimpactsof
industrialization,particularlyitseffectonwomenandchildren,andtheriseof
organizedlabormovements(NationalGeographyStandard11,p.206)describingthe
environmentalimpactsofindustrializationandurbanization(NationalGeography
Standard14,p.212)

6.3.1.EuropeAnalyzetheeconomic,political,andsocialtransformationsinEurope
byanalyzingandexplainingtheimpactofeconomicdevelopmentonEuropeansociety
(NationalGeographyStandard11,p.206)explaininghowdemocraticideasand
revolutionaryconflictsinfluencedEuropeansociety,notingparticularlytheirinfluence
onreligiousinstitutions,education,familylife,andthelegalandpoliticalpositionof
womenusinghistoricalandmodernmapstodescribehowthewarsoftheFrench
RevolutionaryandNapoleonicperiodsandgrowingnationalismchangedthepolitical
geographyofEuropeandotherregions(e.g.,LouisianaPurchase)(NationalGeography
Standard13,p.210)