Atlantic Revolutions Unit

Kirsten Odom
Learners and Learning Differences
In this tenth grade World history class the demographic of students varies from European American to Native American to Hispanic American
students. There are both honor and regular classes. Compensations for these classes will be made by slowing down and only discussing shallow themes and
concepts for the classes who need more time and are larger in number. But for the honor classes the pace is quickened and they spend more time on complex
notions. Students come from various socioeconomic backgrounds. Some students need things explained to them while other students have answered an
entire worksheet of questions in a few moments. I will sit down with a student and explain the directions and each of the questions and thoroughly go over
the material because that student has a reading disability as needed. In other words, I will constantly be compensating for various students learning needs
though there will be no difference in curriculum, just the expectations on assignments (again, though the assignments are the same). But I will also need to
acknowledge the various cultural backgrounds. For instance, I will ask one of my Native American students about their culture and everyday lives. But I
must do this for every student and gives good comments to encourage every culture in this classroom. Nothing can become estranged or excluded.
I feel that given the academic diversity in this classroom the Progressive method will give a deeper understanding of how to obtain knowledge. If I
were to begin the year with teaching my students how historians learn history and use that same method on assignments, by the end of the year the students
should all be able to at least understand the process by which they need to know the information and content in class. Besides, according to Carol Ann
Tomlinson and Jay McTighe, It is not the case that struggling learners must master the basics before they can engage in thinking. Rather, evidence clearly
suggests that for most students, mastery and understanding come through, not after meaningful interaction with ideas.1 Furthermore, using an Essentialists
curriculum and idea of only teaching what is important, I should be able to teach my students diversity and meet the cultural diversity in the classroom. This
only works if one believes that it is essential to a citizens knowledge to understand diversity in our nation. But by the end of the year I hope to achieve
1 Carol A. Tomlinson and Jay McTighe. Integrating Differentiated Instruction & Understanding by Design Connecting Content and Kids.
Alexandria, [Va.: Association for Supervision and Curriculum Development, 2006], 9.

diversity in content, in order to include the all the cultures of my students. Additionally, to explain the process in which to arrive at historical knowledge, so
that all students can access knowledge, even if they are slower or faster at obtaining it.
My classroom will be organized with the desks grouped together. I will regularly change the seating chart to promote teamwork with several different
people. I will also Seek student advice on making the class operate effectively as Tomlinson and McTighe suggest.2 I will also be reflecting upon the
students progress and ask them to do the same so that I can modify my teaching if need be.3 The posters on the wall will not reflect one but many cultures
and perspectives. But the focus of the walls will be students work. Some of the assignments will be group efforts and then displayed on the walls.
Content and Content Objectives
Discussing and learning about the Atlantic revolutions is essential to students knowledge to expand their sense of the definition of freedom. I will be
focusing specifically on the American Revolution, French Revolution, and the Haitian Revolution. It is important to discuss these three particular revolutions
in order to identify the different types of revolutions that each of these societies had. Each revolution addressed different aspects of their society: politics,
social class, economy, race, etc. The language and action of these three revolutions started a ripple effect of revolutions in South America. The
Enlightenment was brought into sharper focus by the revolutions in North America and France.4 This is language and ideals that these students should be
familiar with, since these ideals are usually seen as democratic and important civic values. But it is important for students to see the development of making
these ideals a reality rather than just have them written on paper.
For the American Revolution my students will understand that there was a political and economic revolution but did not change culturally. In fact,
most scholars argue that the American Revolution is not very revolutionary. But I will also make sure that my students understand that the language from the
revolution was a stepping stone into huge cultural, civil rights events later. When I discuss the French Revolution, my students will understand that this was a
2 Ibd., 49.
3 Ibd., 50.
4 John Lynch, The Spanish American Revolutions 1808-1826: Revolutions in the Modern World page 29

social class and political revolution. Lastly, my students will learn about the Haitian Revolution and how it was a racial, social class revolution. We will
compare these revolutions in order to get a sense of how each society defines freedom and what is most important to each nation to fight for.
Enduring Understanding

Students will understand the different types of revolutions.

Students will understand the interconnectivity of these revolutions and language had both among the three revolutions and in South America.
Students will understand the contradiction of the language and the actions that were taken to secure rights for only certain groups of people.

Essential Questions

Which revolution was the most radical: Haitian, French, or American?

How did each of the revolutions define rights of man?
How is the literature of the revolution different than the action of people?

According to the Common Core Standards, students must be able to analyze primary and secondary sources, form arguments, and cite these sources to
substantiate their claims. It is my skill objectives that students become so practiced in this exercise that it is no longer foreign to practice nor will it be a
challenge. In order to execute these goals every single lesson will be heavily provided with primary sources or readings based upon primary sources. With
each primary source and secondary source will be paired with a worksheet asking the students to sum up the reading and then answer discussion questions in
which students will be forced to form opinions. The unit will be finished with a summative assessment of this same practice. Students will choose a South
American revolution, research primary and secondary sources, analyze them, and make arguments based upon these documents.
In the Arizona Standard for Social Studies, it is required of students to understand content of the age of revolutions. More specifically, the development
away from absolute monarchies, to constitutional monarchy, to democratic republics. The standards also require that students know about the globalization
and interconnectivity among these revolutions and specifically how they relate to revolutions and independence movements in South America. I will
accomplish these by providing an overview of events of each revolution. In the very nature of each revolution, this should accomplish this, because each

revolution reveals how each nation was dissatisfied with some type of monarchy and developed their own version of democratic republic or another form of
monarchy. I will also accomplish standards by the summative assessment that I described previously. Especially because the standards do not specify how indepth students knowledge should be of the South American revolutions. But they will understand the main principle for certain that each revolution is
connected to one another and does not exist in isolation. This is related to the National Council for Social Studies in which these standards call for the
understanding of globalization and the development of institutions, identity, and groups of people. Furthermore, according to the standards students must
understand governance, authority, and power. Especially in my lessons for the French Revolution students will gain an understanding for governance,
authority and power by the explanation of the different groups of people vying political power to govern the country.
Pre-assessment will take the form of jeopardy review game. I shall measure each students knowledge of the ideals of freedom, specifically in the
American Revolution, by requiring each student to take a pre-test as we play the game. The test will be based off the game so that they correlate.
In the every formal assessment I will require my students to read either a primary or secondary source but what I ask them to do with that information
shall be how I incorporate differentiated instruction into my classroom. The three assignments will be either role play, discussion, or simply filling out
worksheets of summarizing sources. The discussions will be related to the essential questions just as the pre-assessment was.
The final summative assessment shall require the students to research primary and secondary sources, analyze them just as they did with the formal
assessments. This will just demand that they do it in an essay form to further develop thoughts ideas rather than give short answers on paper and in
discussion. Again every single assessment, no matter what type, is related to the essential questions so that students continue to gain the importance and
significance of these revolutions. This will be the only assessment with a formal and detailed rubric that is included later in the unit.
Instructional Planning and Strategies
Atlantic Revolutions: Review of the American Revolution Background Information
In this unit we are exploring the American, French and Haitian Revolution. This is the first lesson in this unit and because tenth graders should by now know
basic information of the American Revolution and they will cover it in much greater detail in their US history class, this lesson will consist of a diagnostic
assessment. This assessment will consist of a game of jeopardy. Most of the questions in the jeopardy game are meant only to jog the students memory of
American Revolution background information. But particular questions will open up a discussion for after the game and a short YouTube video.

Enduring Understanding
Students will understand that the United States had a political revolution in order to create a new government because the colonists believed they needed
better representation in government and thought that their taxes were unfair.
Essential Questions
How did the founding father define liberty and freedom?
What were the main causes of the American Revolution?
What was the goal of the American Revolution?
Content Objectives
My goal for this lesson plan is to remind my students of American Revolution information. But more specifically I would like to remind/teach my students
what type of revolution the United States had. Students need to understand why the colonists fought for independence, upon principles of taxation without
representation. Colonists were upset about paying high taxes without having more representation in government. Students will be reminded of the
Declaration of Independence which will lead into a larger discussion of how these ideals correlate to the rest of the world in the next lesson.
We will play Jeopardy to remind the students of simple trivia. Every student will be required to write down their answers to every single question (whether
the question is meant for their team or not) so that I can get a sense if the students need to be re-taught the goals of the colonists. Most questions are meant to
be a simple reminder of events during the revolution. But the italicized questions are most important. So after the game the students will watch an eleven
minute video and then have discussion amongst their Jeopardy groups about the italicized questions. We will then join together as a class and have a larger
discussion.
Common Core CCR Standards
CCSS.ELA-LITERACY.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of
history/social science.
Arizona Standards
Concept Six: Age of Revolution PO 1.
Contrast the development of representative, limited government in England with the development and continuation of absolute monarchies in other European
nations
NCSS Theme
1.4 Individuals Development and Identity
Description of what you as an instructor need to know to teach this lesson.

I will need to remember basic information of the American Revolution. More specifically I will need to know about why the colonists fought for
independence and what they achieved. I will be using Eric Foners The Story of American Freedom and Larry Schweikarts A Patriots History of the United
States as resources on up-to-date scholarship on the American Revolution.
Assessment
I will be using the Jeopardy worksheet Ive created in order to perform a diagnostic assessment. My main concern for the students is not that they remember
details of the American Revolution but that they can depict causes and ideals of the revolution. The students answers to the questions, both what they have
written down and what they articulate in the discussion afterward, will help guide my focus for what primary source documents we will focus on in the next
lesson.
Instructional Material
Computer (with access to the internet)
Projector
The Jeopardy Website (http://www.superteachertools.us/jeopardyx/jeopardy-review-game.php?gamefile=296433#.VUqA1PlVikq)
The YouTube video Crash Coursein World History on the American Revolution (https://www.youtube.com/watch?v=HlUiSBXQHCw)
Use of Inquiry
The only use of inquiry in this lesson will be the opportunity for students to discuss the goals of the colonists and if they were achieved. But by the time they
have been given the opportunity to discuss this matter they will have played the jeopardy game and watched the video. The answer isnt being provided for
them necessarily but it both will be able to aid the ideas and answers.
Accommodations
For any student that may struggle with these activities I am sure that they will have the opportunity to do well in this lesson. I say this solely based off the
idea that every student will be in groups to discuss ideas and help each other in teams and there is no pressure of a formative or summative assessment. The
only grade students will receive is a participation grade.
Lesson Outline
I will begin the lesson right away by separating the class into teams for Jeopardy and passing out the worksheets. We will proceed to play the game until
every question has been answered. Afterwards, my students will watch the Crash Course video which does two things: give a short summary of the American
Revolution and discusses the colonists goals. This video will even begin to give my students the idea that compared to other revolutions the American
Revolution did not accomplish as much especially with the hypocritical language used but not fulfilled until later points in time and still technically and
arguably still needs to be carried out to this day.
American Revolution Jeopardy
Who was the king of England during the American Revolution?

When did the Boston Tea Party take place?

What nation did the colonists and allies fight against in the American Revolutionary War?

Why did the colonies declare independence from Great Britain?

How did the founding fathers define liberty and freedom?

Who was the first man killed in the American Revolution?

When was the Peace Treaty of Paris signed?

What were one of the main causes of the American Revolution?

Why was no taxation without representation a main cause of the American Revolution?

When was the Battle of Fort Stanwix? (what year)

Who were loyalists?

When was the Battle of Lexington and Concord?

What was the Boston Tea Party a protest against?

Why was the American Revolution important to people around the world?
When was the Declaration of Independence written?

Who were the Patriots?

When did the American Revolution end?

What was the goal of the American Revolution?

Why did the patriots dress up as Mohawks during the Boston Tea Party?

What led up to the Battles of Lexington and Concord?

Who warned the people of Lexington and Concord that the British were coming?

When did the US declare its independence?

What was the final battle of the Revolutionary War?

Why did Spain and France get involved in the American Revolution?

Who were the seven people who shaped our destiny from the American Revolution?
Atlantic Revolutions: Declaration of Independence

For this lesson we will be exploring why the founding fathers wrote the Declaration of Independence as well as attempt to understand the language of the
document and compare to the actual practice and beliefs the founding fathers acted on. In order to do this we will be analyzing some historians perspectives
upon the document and then analyzing the document itself. This lesson plan is from the Stanford University website Reading Like a Historian.
Enduring Understanding
Students will understand the contradiction of the language of the Declaration of Independence compared to the ideals that the founding fathers acted upon.
Essential Questions
Why did the Founders write the Declaration of Independence?
How is the language of the Declaration of Independence different than the actual outcome of the American Revolution?
Content Objectives
My content objectives for this lesson is to have my students understand the language and meaning of the Declaration of Independence. Furthermore, I would
like my students to be able to compare and contrast the actions of the Founders and the Declaration. This would include the exclusivity of group of people
rights were extended to. For instance, the Declaration of Independence specifies that all men are created equal. Yet, most of the founders owned slaves and
failed to fight for or extend rights to their slaves.
Common Core CCR Standards
CCSS.ELA-Literacy.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the
course of the text.
Arizona Standards
Concept Six: Age of Revolution PO 1.
Contrast the development of representative, limited government in England with the development and continuation of absolute monarchies in other European
nations
NCSS Theme
1.5: Individuals, Groups, and Institutions
1.6: Power, Authority, and Governance
Description of what you as an instructor need to know to teach this lesson.

I will need to remember basic information of the American Revolution. More specifically I will need to know about why the colonists fought for
independence and what they achieved. I will be using Eric Foners The Story of American Freedom and Larry Schweikarts A Patriots History of the United
States as resources on up-to-date scholarship on the American Revolution. I will need to know how this foundational information compares to the
Declaration of Independence.
Assessment
In order to assess the students knowledge of the historians perspectives and the Declaration of Independence each student will fill out a worksheet in pairs.
Afterward the entire class will engage in a discussion.
Instructional Material
Copies of Two Historians Interpretations
Copies of Declaration Preamble worksheet
Copies of Declaration of Independence Grievances Worksheet
Use of Inquiry
There will be use of inquiry because students will read both the secondary and primary sources themselves and then form their own opinion. This lesson will
be primarily student centered other than some short explanation of directions and leading discussion that I will perform.
Lesson Outline
(The following was created by the educators at Stanford University and modified by myself)
Introduction: The Declaration of Independence was written by Thomas Jefferson and signed by representatives from all 13 colonies on July 4, 1776. In the
document, the leaders outlined their reasons for declaring independence from England. Historians have disagreed as to whether the colonial leaders were
motivated by selfish or ideological reasons.
Ask students: What would be some examples of ideological reasons? (equality, freedom) What would be some examples of selfish reasons? (preserve the
power and privilege of rich people)
Hand out Two Historians Interpretations and have students complete in pairs.
Review student answers. Students should understand that Bailyn argues that the Founders were motivated by ideological reasons and Zinn argues that the
founders were motivated by selfish reasons (i.e., power, money).
Hand out Declaration Preamble and have students rewrite in their own words. (Depending on the reading level of your students, you might want to give
them the highly scaffolded version).
Discussion: Based on the words in the Preamble, do you think the Declaration of Independence was written for selfish or ideological reasons? (In other
words, do you agree with Bailyn or Zinn?)

Hand out Grievances worksheet and have students complete in pairs. Explain to students that most of the Declaration of Independence is a list of complaints
against the King of England. They can find the original grievances in their textbook. The grievances on this worksheet have been combined and re-worded.
Declaration of Independence
If the grievance seems to be something that would affect only the rich and powerful, write O (for ONLY rich and powerful)
If the grievance seems to be something that would affect all the colonists, write A (for ALL the colonists)
If they dont know who would be affected, they should write ?
7. Debrief: Whole class discusses the following:
Do these grievances seem to be things that would upset rich people or everyone?
What information would you need to know to better answer that question?
Based on the grievances, which historian do you think has a better argument (Bailyn or Zinn)? In other words, was the Declaration of Independence written
for selfish or ideological reasons?
Grievances 23, 24, 27 have a different tone. How might that support Zinns argument?
How is the language of the Declaration of Independence differ than the outcome of freedom gained for different groups in the United States.
Citations:
Howard Zinn, A Peoples History of the United States, 1980, pp. 68 and 72.
Bernard Bailyn, The Ideological Origins of the American Revolution, 1967, pp. 94 and 140-142. http://books.google.com/books?id=EjJHUVVzDR8C
Historians Interpretation Number One: Modified Excerpts from The Ideological Origins of the American Revolution by Bernard Bailyn (1967)
The Declaration of Independence represents the colonists deepest fears and beliefs. The colonists believed they saw a clear pattern in the events that
followed 1763. They believed they saw an evil and deliberate conspiracy to crush liberty in America. They saw evidence of this conspiracy in the Stamp Act
and in the Coercive Acts.
They also believed that America was destined to play a special role in history. They believed that America would become the foundation of a great and
mighty empire, the largest the world ever saw to be founded on such principles of liberty and freedom, both civil and religious. The colonists believed that
England was trying to enslave them, and that they should use all the power which God has given them to protect themselves.
Historians Interpretation Number Two: Modified Excerpts from A Peoples History of the United States by Howard Zinn (1980)
It seemed clear to the educated, upper-class colonists that something needed to be done to persuade the lower class to join the revolutionary cause, to direct
their anger against England. The solution was to find language inspiring to all classes, specific enough in its listing of grievances to fill people with anger
against the British, vague enough to avoid class conflict, and stirring enough to build patriotic feelings.

Everything the Declaration of Independence was about popular control over governments, the right of rebellion and revolution, fury at political tyranny,
economic burdens, and military attacks was well suited to unite large numbers of colonists and persuade even those who had grievances against one
another to turn against England. Some Americans were clearly omitted from those united by the Declaration of Independence: Indians, black slaves, and
women.

Why did the Founding Fathers write the Declaration of Independence?

Historian One
Claim: The Founding Fathers wrote the Declaration of Independence because . . .

Evidence:

Historian Two
Claim:

Evidence

American Declaration of Independence

When in the Course of human events it becomes necessary for one people to dissolve the political bands which have connected them with another and to
assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Natures God entitle them, a decent respect to the
opinions of mankind requires that they should declare the causes which impel them to the separation.
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights that among these
are life, liberty, and the pursuit of happiness. That to secure these rights, governments are instituted among men, deriving their just powers from the consent
of the governed. That whenever any form of government becomes destructive of these ends, it is the right of the people to alter or to abolish it, and to
institute new government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their
safety and happiness.

Vocabulary
Dissolve disappear Unalienable cannot be taken away
Bands connections

To secure to get

Station place

Instituted established

Impel force

Deriving getting

Endowed given

Consent agreement

In the Space below, re-write the Declaration of Independence in your own words.

American Declaration of Independence

(1) We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with
certain unalienable rights, that among these are life, liberty and the pursuit of happiness.
(2) That to secure these rights, governments are institute among men, deriving their just powers from the consent of the
governed.
(3) That whenever any form of government becomes destructive to these ends, it is the right of the people to alter or to
abolish it, and to institute new government.

Put the paragraph in your own words:

(1) We believe in these obvious truths: that all men are created equal, that they
________________________________________________________________
________________________________________________________________.
(2) In order to protect these rights, governments are set up. These governments get their powers from
___________________________________________
(3)______________________________________________________________
________________________________________________________________.

Declaration of Independence Grievances

Directions: Below are most of the grievances from the Declaration of Independence.
If the grievance seems to be something that would affect only the rich and powerful, write O(for ONLY rich and powerful) If the grievance
seems to be something that would affect all the colonists, write A (for ALL the colonists) If you dont know who would be affected, write ?
(1 & 2) He has refused to pass, and forbidden his governors to pass, important
and necessary laws. _______
(5 &6) He has broken up certain legislatures that opposed him, and refused to
let others be elected. _______
(8 & 9) He has refused to establish courts of justice, and has made judges
dependent on him for their jobs and salaries. _______
(10) He has sent swarms of British officers to harass our people and eat our
food. _______
(11 & 12) He has kept among us, in times of peace, standing armies, without the
consent of our legislatures. _______
(16) For cutting off our trade with all parts of the world; _______
(17) For imposing taxes on us without our consent; _______
(18) For depriving us, in many cases, of the benefits of trial by jury; _______
(23 & 24) He is waging war against us; He has plundered our seas, ravaged our
coasts, burned our towns, and destroyed the lives of our people. _______

(27) He has started fights among us and has also forced us to live near merciless
Indian savages. _______
1. Do these grievances seem to be things that upset rich people or everyone?

2. Do you think these complaints would give people reason to go to war and possibly die? Why or why not?
Atlantic Revolutions: French Revolution
In this two-day lesson plan students will be learning about the French Revolution through multiple primary sources. Doing this will accomplish two things
teach the students about the French Revolution, which they are bound to know less about compared to the American Revolution. It will also expose them to
language used during the French Revolution, and thereby compare it to the language of the American Revolution. This lesson plan has been taken from the
Ohio State University History Teaching Institute.
Enduring Understanding
Students will understand the contradiction of the language of the French Revolution compared to the ideals that citizens and the Committee of Public Safety
acted upon.
Students will understand that there are connections between the American Revolution and the French Revolution.
Essential Questions
How did the French define the rights of man?
How did individuals in the French Revolution fight for their definition of rights of man?
How are the American and French revolutions connected?
Content Objectives
I have two major goals for this lesson plan: give an introduction and overview of the French Revolution; as well as give an in-depth look into the multiple
primary sources so the students can get a sense of the ideals the French were fighting for. This might be more challenging than the American Revolution

because it is possible that students will know little to nothing about this revolution. But the point in incorporating this revolution is to give a world context to
the democratic ideals that students are already familiar with.
Common Core CCR Standards
CCSS.ELA-Literacy.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the
course of the text.
Arizona Standards
Concept Six: Age of Revolution PO 4.
Analyze the developments of the French Revolution: Reign of Terror.
NCSS Standards
1.6 Power, Authority, and Governance
1.9 Global Connections
Description of what you as an instructor need to know to teach this lesson.
For this lesson I will need to be familiar with the events during the French Revolution and specific individuals that played a significant role in supported
ideals. Such people could be those in politics such as Robespierre or reporters like Marat. Furthermore, not only do I need to know people who were
supporting different ideals but I also need to have knowledge of primary sources they either created or they used to support their ideals. There will be a focus
on class of people with this revolution.
Assessment
The specific activity that will both teach and assess their knowledge is a Role Play. The students will have a mock National Assembly in which pairs of
students will be assigned a role or figure as well as a corresponding primary document. Each pair of students will then present their characters opinions and
arguments in a presentation in the mock National Assembly in which each student will answer questions and give a summary of each presentation.
Instructional Material
Documents for each character and overview (all will be included in the lesson outline)
Worksheet for presentations
YouTube video (https://www.youtube.com/watch?v=lTTvKwCylFY)

Use of Inquiry
Other than a short lecture of the events leading up to the creation of the National Assembly students will be learning about the French Revolution key figures
and values on their own. They will be reading primary sources for the first day and then teaching each other what each as learned in presentations. The
students are doing most of the learning on their own and teaching each other rather than me instructing them.
Lesson Outline
(The following was created by the educators at Ohio State University History Teaching Institute and modified by myself.)
The beginning of this lesson will begin with a Crash Course video to give a brief overview of the French Revolution. I will then give a ten minute lecture
based off the video to make sure all the students understand the events leading up to the creation of the National Assembly.
The following web site is recommended for general information:
http://chnm.gmu.edu/revolution/
To prepare for the mock National Assembly session, assign each student one of the following roles: Clergy member, supportive of liberal political reforms,
Clergy member, unsupportive of liberal political reforms, Member of middle-class, supportive of radical political reform, Member of middle-class,
supportive of liberal political reform, member of nobility, strongly against liberal political reform, peasant, member of the urban poor, influencing the
Assembly by actions outside. Have the students read the documents suggested below to familiarize themselves with the ideas of their assigned role.
Lesson Plan

1. Political
The point of this section is to have students read the major documents and speeches that influenced political events and shifts in the types of government
which occurred. These should be woven into the timeline constructed by the students. It is important to stress to students that the allegiances and goals of
certain groups of people shifted over the course of the revolution, particularly those of the peasantry.
How to do it:
a. Divide students into several groups, assigning one document to each group. Have the members of the group analyze the document and compile an
overview. The overview should state the primary argument of the document and explain the line of reasoning and/or evidence presented. In addition, ask
each group to place the document in its proper historical context.
b. Then have a spokesperson from each group report back to the group at large.
c. As a whole, trace the commonalities and differences among the documents, in chronological order to underlie the shifts in political power through the four
stages of the Revolution.
Questions to be answered:

1. What rights did the Abbe Sieyes claim in his speech to the Estates General? Why did he call for a radical restructuring of French society? Are his views
more reflective of the concerns of the First Estate or the Third Estate? How can this be explained?
Text of speech: http://www.fordham.edu/halsall/mod/sieyes.html
2. What were the links between the Declaration of the Rights of Man and the Declaration of the Rights of Women? How were these documents influenced
by Enlightenment thinking? What rights do they state that citizens should have? Who does each document define as citizens?
Text of Declaration of the Rights of Man and Citizen: http://www.hrcr.org/docs/frenchdec.html
Text of Declaration of the Rights of Woman and Citizen:
http://www.fordham.edu/halsall/mod/1791degouge1.html
3. How did Robbespierre think that the republic should be structured and why? How did he justify the use of force and terror in order to achieve his goals?
How are his ideas tied to Rousseau's concept of the general will?
http://www.fordham.edu/halsall/mod/1794robespierre.html
http://www.fordham.edu/halsall/mod/robespierre-terror.html
4. Shifts in Power
The point of this section is to have students place themselves in the shoes of different social groups of people to demonstrate how the French Revolution
affected them.
How to do it:
a. Have students read the documents pertinent to their "character" designation prior to the class session.
b. Stage a mock meeting of the National Assembly during the Reign of Terror. Have the students who represent members of the Third Estate with radical
points of view (i.e. Jacobin), begin the assembly by laying out their political and economic agenda. Then have the other groups react to the ideas of the
Jacobins. (Should remind students that if nobles, clergy and peasants in opposition valued their lives, would not have participated in such a discussion, but
for classroom purposes, it is the exchange which is the most important.)
c. Summarize the major points made by each group and hand out in the next class, for use in studying for the exam.
Questions to be answered:

1. What was life like for peasants during the French Revolution? How were peasants involved in revolts against the radical regime of the Jacobins? Why
did they react so strongly against the ideas of the Jacobins?
Texts of contemporary observations:
http://history.hanover.edu/texts/young.html
Websites dealing with the most widespread peasant uprising, in Vendee:
http://chnm.gmu.edu/revolution/chap7a.html#
http://en.wikipedia.org/wiki/Vendee_revolt
2. How did the Revolution change attitudes toward the monarchy and aristocracy in general?
http://www.fordham.edu/halsall/mod/1793burke.html
3. How did the clergy react to challenges to their own privileged position in society? What did the Civil Constitution of the Clergy take away from the First
Estate and why?
http://history.hanover.edu/texts/cahiers1.html
http://history.hanover.edu/texts/civilcon.html
At the following link is a map which illustrates the percentages of clergy who complied with the Civil Constitution of the Clergy and took the oath of loyalty
to the government.
http://www.unlv.edu/faculty/gbrown/hist462/resources/map-oath.html
4. What types of grievances did delegates of the Third Estate bring to the meeting of the Estates General in the spring of 1789? What were their primary
demands and why?
http://history.hanover.edu/texts/cahiers3.html
5. What changes did the sans-culottes advocate and why?
http://www.mtholyoke.edu/courses/rschwart/hist255/la/sans-culottes.html

3. French Nationalism
Point of this section is: to explore how and why many people in France began to identify strongly with the nation, in addition to their local region, during the
French Revolution. In addition, students should be able to link the political implications of the shift from life as subjects to life as citizens with this cultural
shift.
Questions to be answered:
1. Why do symbols such as anthems and flags act as a unifying force?
2. Why did nationalism begin to develop in Europe during the late eighteenth and early nineteenth century?
How to do it:
a. Start discussion by having students brainstorm about when, where and why they hear the U.S. national anthem. Have them read over the words, listen to
the music and discuss the historical background of the anthem. Then have them discuss the symbolic meaning to the words.
Oh, say can you see, by the dawn's early light,
What so proudly we hailed at the twilight's last gleaming?
Whose broad stripes and bright stars, through the perilous fight,
O'er the ramparts we watched, were so gallantly streaming?
And the rockets' red glare, the bombs bursting in air,
Gave proof through the night that our flag was still there.
O say, does that star-spangled banner yet wave
O'er the land of the free and the home of the brave?
On the shore, dimly seen through the mists of the deep,
Where the foe's haughty host in dread silence reposes,
What is that which the breeze, o'er the towering steep,
As it fitfully blows, now conceals, now discloses?
Now it catches the gleam of the morning's first beam,
In full glory reflected now shines on the stream:
'Tis the star-spangled banner! O long may it wave
O'er the land of the free and the home of the brave.
And where is that band who so vauntingly swore
That the havoc of war and the battle's confusion
A home and a country should leave us no more?

Their blood has wiped out their foul footstep's pollution.

No refuge could save the hireling and slave
From the terror of flight, or the gloom of the grave:
And the star-spangled banner in triumph doth wave
O'er the land of the free and the home of the brave.
Oh! thus be it ever, when freemen shall stand
Between their loved homes and the war's desolation!
Blest with victory and peace, may the heaven-rescued land
Praise the Power that hath made and preserved us a nation.
Then conquer we must, for our cause it is just,
And this be our motto: "In God is our trust."
And the star-spangled banner forever shall wave
O'er the land of the free and the home of the brave!
http://acc6.its.brooklyn.cuny.edu/~phalsall/sounds/anthem-us2.mid
b. Repeat the above exercise with the French national anthem.
http://www.fordham.edu/halsall/mod/marseill.html
La Marseilles
Arise children of the fatherland
The day of glory has arrived
Against us tyranny's
Bloody standard is raised
Listen to the sound in the fields
The howling of these fearsome soldiers
They are coming into our midst
To cut the throats of your sons and consorts
To arms citizens
Form you battalions
March, march
Let impure blood
Water our furrows

What do they want this horde of slaves

Of traitors and conspiratorial kings?
For whom these vile chains
These long-prepared irons?
Frenchmen, for us, ah! What outrage
What methods must be taken?
It is we they dare plan
To return to the old slavery!
What! These foreign cohorts!
They would make laws in our courts!
What! These mercenary phalanxes
Would cut down our warrior sons
Good Lord! By chained hands
Our brow would yield under the yoke
The vile despots would have themselves be
The masters of destiny
Tremble, tyrants and traitors
The shame of all good men
Tremble! Your parricidal schemes
Will receive their just reward
Against you we are all soldiers
If they fall, our young heros
France will bear new ones
Ready to join the fight against you
Frenchmen, as magnanimous warriors
Bear or hold back your wounds
Spare these sad victims
That they regret taking up arms against us
But not these bloody despots
These accomplices of Bouill
All these tigers who pitilessly
Ripped out their mothers' wombs
We shall enter into the pit
When our elders will no longer be there

There we shall find their ashes

And the mark of their virtues
We are much less jealous of surviving them
Than of sharing their coffins
We shall have the sublime pride
Of avenging or joining them
Drive on sacred patriotism
Support our avenging arms
Liberty, cherished liberty
Join the struggle with your defenders
Under our flags, let victory
Hurry to your evil tone
So that in death your enemies
See your triumph and our glory!

Atlantic Revolutions: Geography and the Start of the Haitian Revolution

In this unit we are exploring the American, French, and Haitian Revolution. Thus far we have covered both the American and French Revolution. We will
now begin our lesson with the Haitian Revolution with the geography concepts of exchanging goods, ideas, and people. This played a role in the causes of
the Haitian Revolution. Todays lesson will introduce the Haitian Revolution as well as give an understanding of how social class and economics is affected
by geography. I will use a method called Role Play in order to communicate these concepts.
Enduring Understanding
Students will understand the different types of revolutions: that unlike the American or French Revolution the Haitian Revolution was a racial revolution.
Students will understand the contradiction of the language and the culture of these revolutions: that though all Haitian classes believed in the ideals of the
French Revolution they only wanted to gain rights for their own class not for everyone.
Essential Questions
How is the literature of the revolution different than the action of figures?
Content Objectives

My goal for my students to understand the social stratification in Saint Domingue (Haiti) and how the distribution of goods, people, and ideas attributed to
the Haitian Revolution. Goods such as sugar, coffee, tobacco, etc. were sent from Saint Domingue to France. France then manufactured goods into finished
products. They sold these products within their own country and to foreign countries. For instance, they sent manufactured goods to West Africa in which
they traded the goods for slaves. They sent these slaves to colonies such as Saint Domingue to produce more raw goods on a much larger scale and for a
cheaper price. The distribution of these two categories alone shaped social and economic culture in Saint Domingue. But the exchange of ideas destabilized
the culture. The French Revolution embodied ideas of the Enlightenment and spread those ideas and examples to Saint Domingue which the students will see
gave way to the Haitian Revolution. The lecture before the activity will explain this concept and will give an idea to the students of how this led to the social
stratification in Haiti.
I will use the role play to introduce Haitian society and class structure to the students. This activity will also give a sense of continuity between the French
and Haitian Revolution. Every figure or role in this activity will give a sense of the different perspectives and and goals of each class, race, and even gender.
Common Core CCR Standards
CCSS.ELA-LITERACY.RH9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the
course of the text.
CCSS.ELA-LITERACY.RH9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Arizona Standards
Concept 2: Places and Regions: PO 2.
Describe the factors (e.g., demographics, political systems, economic systems, resources, culture) that contribute to the variations between developing and
developed regions
NCSS Theme
1.3 People, Places, and Environment Shows the relationship between people, places, and environment.

Description of what you as an instructor need to know to teach this lesson.

I need to understand the French Revolution and Triangular Trade. I also need to know about the historic figures for the role play as well as the social and
economic system that was in place in Saint Domingue. The main source I will be using is the book by Jeremy D. Popkin, Facing Racial Revolution:
Eyewitness Accounts of the Haitian Insurrection
Assessment
I will be using verbal questions to review previous knowledge of the Triangular Trade as well as material of the French Revolution covered in this unit. This
will be an informal assessment. I will then hand out a worksheet to formally assess the students knowledge of the historic figures as well as the connections
between geography and the French Revolution. Not only will the students fill out this worksheet but we will have a discussion based off their answers and
answer some questions together.
Instructional Material
Prezi to review previous knowledge
Projector, Computer to display the Prezi
Worksheet to fill out
Historic Figures Descriptions worksheet
Use of Technology
I will need access to a computer connected to the internet to show my prezi. I will also need a projector in order to show this Prezi to the students.
Use of Inquiry
My students will be walking around looking for other historic characters in order to understand the different social classes of Saint Domingue, also how they
responded to the French Revolution ideals. The different characters will also give an impression of the beginning of the Haitian Revolution. But it is up to
the students to find and discover the social stratification as well as understanding the beginning of the Haitian Revolution and how it connects to the French
Revolution and how it differs from the French.
Accommodations

For my students who have special needs there are characters who are repeated so people with the same character can team up to understand their character.
They can also go find other characters together.
Lesson Outline
We will begin by reviewing the French Revolution and Triangular Trade. The students will then be assigned a historic figure and given a worksheet telling
them to find other historic figures and describing them. Afterwards we will reconvene and discuss these people and how they are influenced by the French
Revolution and contribute to the Haitian Revolution. We will do an informal comparison and contrast between the two revolutions.
Henry Baptiste (made up name source is from unnamed author)
I left France and joined the military in 1875. I was stationed in Saint-Domingue until a few years later when I deserted my post and worked as a plantation
manager. After a few years of saving money I bought my own land and started my own plantation. The year is 1790 and some of my fellow grand blanc
(great white) plantation owners are vying for more power that the French National Assembly is trying to take away from us. I tend to agree with the
homeland country I will admit I owe quite a bit of money to the merchants back in France. But other plantation owners are trying to find buyers from other
countries. They also seem intent on stomping out the competition of gens de couleor (free men of color) for these buyers. I am content with my buyers in
France and have no desire to wrong the gens de couleor. In fact my concubine is a gen de couleor. They only people who need to be put in their place are my
slaves there seems to be tension stirring among them. It does not help that the gens de couleor are upset about their rights. I think it is causing tension even
among my own slaves.

Vincent Og
Last year (1789) I confronted the National Assembly about rights for gens de couleor (free men of color) and was turned down. Well I attempted to address
the National Assembly again this year. My people need political rights equal to those of the grand blanc (great whites) or even the petite blanc (little whites).
I own land like the grand blancs. I dress like the grand blancs. For goodness sakes I own slaves like the grand blancs. But I dont have the same voting rights
and cannot hold any type of political office. It is time for the gens de couleor to stand up for what is right. Only two months ago did my small insurgence in
the NorthProvince end. It is the first of what is soon to be many rebellions. I am currently in Santo Domingo (the neighboring Spanish colony). But I plan on
coming back and fighting for the same rights that the citizens of France are fighting for. The only words I care about right now is liberty, equality, and
fraternity.

M. Gros
I am a lawyer in the North Province of Saint-Domingue. It is really frustrating to know that I still dont have equal status or rights to those in the grand blanc
(great whites) class after the French Revolution. I have a respectable career and am at least a petite blanc (little white). Apparently the revolutions ideas have

not completely reached the colonies quite yet. I joined the North Province Assembly in 1792 but quickly had to flee off the island because of the controversy
of my accusations against the grand blancs. If the gens de couleor (free men of color) can have their own insurgence, in which I was held prisoner by the
black insurgents, then certainly I can have the same rights as these grand blancs.

Toussaint Louverture
I was born as a slave on a plantation in Saint Domingue. I have received some education, which isnt common for slaves but isnt unheard of. I was born a
slave, but nature gave me the soul of a free man. I eventually gained my freedom rising my status from slave to gen de couloer (free men of color). Other
gens de couloer have recently attempted an insurgent uprising this last year (1791) I understand their plight, especially after the French Revolution has
started. I agree that people deserve the rights equal to that of the grand blanc (great white) class but this may be the perfect opportunity for slaves to also
obtain their freedom. What seemed like one insurgence seems to grow the tensions on the island. I feel obligated to help be a part of what I hope to continue
the French Revolutions ideals of liberty, equality, and fraternity.

Madame Clement
I live on my husbands plantation and I think that this whole revolution is ridiculous. I am perfectly content with how my life is though other plantation
owners are dissatisfied and want more money and feel threatened by the national assembly. I was there the night the insurgence occurred in the North
Province. In the middle of the night we awoke to intruders in the house. My daughters ran into the bedroom but the intruders found their way into the
bedroom as well and shot my husband on the spot. In the chaos of the moment I recognized one of my previous maid servants among the intruders, Charlotte
and I begged for the lives of my daughters and mine. Charlotte stood in our defense and convinced the leader to take us prisoner instead. I knew that the
revolution back home had caused tensions among the lower class here but I never expected to have to beg for my life. This all feels so surreal and my
daughters are hysterical. The most important thing is for us to stick together.
Claude Lyon
I was also there the night of the insurgence at North Province. I heard gun shots and woke immediately in the middle of the night. I heard intruders in the
house and I heard screams from the other tenants. I opened the window and realized there was no escape and quickly crouched behind the bed. It wasnt long
before the mob found me though. Just before they were getting ready to beat me to death what seemed to be the leader stopped them. I recognized him I had
done a job on his masters plantation before. His name was Boukman, we were worked together when I surveyed his masters land. He was a smart, good
man but I never thought I would see him again, much less with my life in his hands while I was not clothed properly. I am not sure if he spared my life
because of our work together or if he knew that I am not a full white man. I am beneath the grand blanc class, a mulato. The next few days it became clear
that not all these slaves had the same merciful attitude as Boukman, there was several attempts on my life. Even the guards seemed less than happy to save
my life time and time again. Ive heard talk about what they plan to do with all the prisoners. They intend to keep clergy alive for religious services; doctors
alive for all medical needs; and women alive to reproduce a higher class of children. I fear that I may not live too much longer without the help of Boukman.
Boukman

As a slave I have tried to keep track of the events in France. This talk of all men being equal gives me hope that I could have a better future than my father
and grandfather. More and more slaves have been gathering in secret to air grievances against our masters. My masters have been kind over the years but it
doesnt change that I have no rights and am unlikely to gain any rights for myself or my future children. We recently heard that though the king has been
taken to Paris, the National Assembly plans to keep him in power. A lot of people here fear that if the King remains in power we will never have the rights
we deserve, the rights that they have spoken of in this revolution. I do not wish to partake in violence but I believe that if it comes down to it I can keep
people in check. My family has had respect among our class and now is the time to use that respect to keep our heads rather than kill everyone in sight.

Marie Jeanne Jouette

The night of the insurgence there was pressure from other slaves to either burn your masters plantation and join the rebellion or be taken captive. Though I
wanted my freedom, I didnt want to burn my home or harm my masters, especially in front of my son. That night ruined my life because I refused to take
part in the rebellion. It feels like things are out of hand. People I once called friend also feel pressured to join the insurrection here in North Province. People
I once called friend took my son away and I have not seen my ten year old son in two years as I have been held prisoner. But according to leaders among the
rebellion, that because we were not given our three free days a week, we have to fight for permanent freedom.
Role Play Worksheet
1. Find someone of the class grand blancs. Who is this person? What are his/her opinions of the French Revolution? What do others in his/her class
believe?

2. Find someone of the class gens de couloer. Who is this person? What are his/her opinions of the French Revolution? What class of people is this
particular person concerned about? Who is he/she not concerned about?

3. Find someone of the class of slaves. Who is this person? What are his/her opinions of the French Revolution? What class of people is this particular
person concerned about? Who is he/she not concerned about?

4. Find someone of the class petite blanc. Who is this person? What do they do for a living? What are his/her opinions of the French Revolution? How
does this person contribute to the rebellion taking place?

5. Find someone who was taken prisoner in the insurgence at north Province. What class is this person from? Why have they been taken captive?

6. Find a woman involved in the insurgence. Who is she? What is her class? What happened to her?

7. Find a slave who fought in the insurgence. Who is this person? Why are they fighting in this rebellion?

Atlantic Revolutions: Haitian Revolution

In this last lesson, will tie up the last lesson and connect the Haitian Revolution to the French Revolution but also compare it to the American Revolution.
This will be the only lesson that will consist primarily of a lecture. But throughout the entire lecture I will have my students do short three to five minute
think, pair, share exercises to involve them in the lecture. We will also consistently include primary sources throughout the lecture for analysis.
Enduring Understanding
Students will understand the contradiction of the language of the French Revolution compared to the actions and rights of people in Saint Domingue.
Students will understand the connections between the French Revolution and the Haitian Revolution.
Students will understand the domino effect of the actions and language of these revolutions had in South America
Essential Questions
How did events in France help cause revolution in Haiti?
Which revolution was the most radical?
How is the literature of the French revolution different than the treatment of slaves and people of African origin in Saint Domingue?
Content Objectives
I have two content objectives with this final lesson: sum up the Haitian Revolution through lecture and primary source analysis. It is also my goal that the
students are able to compare all three revolutions and then begin research papers as a summative assessment on revolutions in South America.
Common Core CCR Standards
CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the
course of the text.

CCSS.ELA-LITERACY.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Arizona Standards
Concept Six: Age of Revolution PO 1.
Contrast the development of representative, limited government in England with the development and continuation of absolute monarchies in other European
nations
NCSS Theme
1.6 Power, Authority, and Governance
1.9 Global Connections
Description of what you as an instructor need to know to teach this lesson.
I need to understand the French Revolution and how it impacted the Haitian Revolution. I need to understand the events of the Haitian Revolution and how it
compares to the other two revolutions. I also need to know about the historic figures for the role play as well as the social and economic system that was in
place in Saint Domingue. The main source I will be using is the book by Jeremy D. Popkin, Facing Racial Revolution: Eyewitness Accounts of the Haitian
Insurrection.
Assessment
Throughout the lecture I will have the students perform informal assessment of think pair share which consists of discussion. But I will end with a formal
summative assessment of an essay. Students will take the same analysis we have been performing this entire time with each revolution and perform this same
form of analysis on a South American countrys revolution of their choice. They will be required to write a three to four page essay with one primary source
and two secondary sources.
Instructional Material
PowerPoint (for lecture - The Haitian Revolution (ppt))
Rubric and Prompt (for summative assessment)
Use of Inquiry
Throughout my lecture I will be using inquiry by asking discussion questions for think pair = share assessments. This use of inquiry will demand students
to answer the Essential Questions and draw bigger connections to the entire unit.
Lesson Outline
(This lesson was created by the educators at Yale University and was modified by myself)

We review quickly the French Revolution of 1789 and begin with a question: What is a Revolution? What makes a Revolution revolutionary? I then ask
them What was revolutionary about the French Revolution? Students discuss the influence of the Enlightenment and its triumph in the Revolutions
outcomes and the influence of Napoleon in the spread of those ideas I then tell them that at a Teacher Workshop about the American, French and Haitian
Revolutions, the guest lecturer declared the Haitian Revolution to be the most radical or revolutionary of the three. I use that as the basis for the Essential
Question: To what extent is the Haitian Revolution the most radical revolution? OR To what extent is the Haitian Revolution a triumph of
Enlightenment ideas? We begin the lesson with students taking out their notes and answers to questions about the Haitian Revolution from reading assigned
for that day. They can refer to it while we proceed with the Power Point presentation. The Power Point presentation is divided into several parts:
The Introduction Slide with other Essential Questions that support the BIG Question (2 mins.)
Mini-lecture (slides 2 and 3) with background information that is not in the text reading (more detailed historical background and a graphic organizer
illustrating the colonial social pyramid) (8 mins.)
Source Examination and Analysis (slides 4 8) sources examine the social, political and economic factors that led to outbreak of revolution in Haiti (15
mins.)
Review of main events / assigned reading (slides 9 14) graphic organizers and portraits organize the material simply for students comprehension (15
mins.)
Final Discussion: Slide 15 Wrap Up Discussion where students discuss the extent to which the Haitian Revolution was truly radical; the extent to which it
History Research Paper Rubric

Student Name

Element
Margins,
Font,
M Structure,
L Outline, etc.
A
Parenthetic
Citations

Score________ / 200

200-180 = A

179-160 = B

Correct format
All elements present: Margins, Page Numbering, Spacing, Font, Thesis bolded
Length exceeds minimum page requirements

R
M

Works Cited

Minor format errors

Missing one element

Minimum page requirements not

met (less than 3 full pages)

139-0 = D or Lower
Many and/or severe format errors
Missing, incomplete and/or incorrect
more than one of the elements
Insufficient length

Correct format
Few or no errors (0-1)
Effective and varied use of parenthetical
citations

Correct format
Few errors (2-3)

Correct format
At least 3 sources cited in document
Knows when to cite
Some errors but not distracting to reader
(4 or less)
Sufficient citation of facts

Incorrect format
Does not use all documents from Works
Cited page
Insufficient citations of facts and/or not
citing paraphrased quotes
Many errors (5+)
No citations used

No format errors
Uses 3+ types of sources
Uses 4+ sources

No format errors
Uses 2+ types of sources
Uses 4+ sources

Correct format with some minor errors

(less than 2)
Uses 3 types of sources
Sources alphabetized

F
O

159-140 = C

Uses less than 3 types of sources

Sources not alphabetized
Incorrect format
Too many errors (3+)
No Works Cited page

Score

A
T
Engaging vehicular opening
Compelling position

Vehicular opening strong

Strong position

Vehicular opening present

Topic is evident
Position is apparent

Vehicular opening missing

Topic, thesis and/or position is not
present or unclear
Thesis is not arguable or is a statement
of fact

Organization

Strong use of topic sentences

Organization is clear and effective

Consistent use of topic sentences

Organization is well-defined

Topic sentences used

Some organization evident

Weak or no topic sentences used

Little organization evident

Facts:

Concrete detail engaging and compelling

Concrete detail used consistently to form
a cohesive argument

Concrete detail systematically builds

argument

Concrete detail supports thesis

Concrete detail is relevant to position
Sufficient data to prove thesis

Some concrete detail does not support

thesis
Weak data
Incorrect use of concrete detail
Too much factual data reads like a
report

Consistently weaves commentary and

concrete detail
Draws reader to position
Ideas clearly presented
Compelling
Ratio of facts to opinion is effectively
balanced and appropriate to topic

Commentary helps develop argument

Persuades reader
Develops clear ties between
commentary and thesis
Ratio of facts to opinion well balanced
and appropriate to topic

Some links between commentary, facts,

and thesis
Convincing
Appropriate to topic
Holds readers interest
Adequate balance between fact and
commentary

Commentary may be present but not

tied to factual data
Insufficient use of commentary or too
much commentary (essay like)
Not engaging
Repetitive commentary

Synthesis of information
Raises issues to greater whole
Smooth and logical

Compelling
Clearly goes beyond thesis
Raises new or related issue for future
discussion

Conclusion repeats opening or thesis

Weak or lacking conclusion
Leaves reader hanging

Opening/
C

Thesis
Statement

Quality/
Quantity

T
Commentary:
Quality/
E

Quantity

Conclusion

Effective
Sense of completion
Attempts to go beyond thesis
Attempts to look at big picture

S
T
Y
L
E

Readability
Mechanics
(Grammar,
punctuation,
etc)

Demonstrates unique style

Develops style
Paper is interesting to read
Some sentence variety
Consistently varies sentence structure and Consistent use of transitions
length
Transitions are varied
Demonstrates excellence in grammar,
syntax, and mechanics of writing
throughout the paper

Evidence of careful editing and revising

Few errors throughout the paper
Syntax is good throughout paper

Paper reads smoothly

Progression inconsistent; choppy
Clear progression of argument
Style not clearly developed
Attempts originality and sentence variety Sentences lack variety or originality
Errors distract reader
Reader not engaged
Evidence of editing and revising
Little or no evidence of editing or
revising
Some mechanical errors, but do not
Many grammar errors
interfere with readability
Minor problems with grammar or syntax Many mechanical errors
Poor syntax

Research Essay Prompt

Research revolutions in South America and choose a particular country. You will write a three to
four page research paper on this South American countrys revolution. It must consist of at least
one primary source and two secondary sources. You will provide an overview of the entire
revolution and finish with an analysis of the primary source, you need to quote all three or more
sources. Be sure that that the primary source you choose reflects the revolutions ideals and if
possible the definition of freedom or rights of man. Be sure to draw connections to one of the
three revolutions we have discussed in class.

Bibliography
Armstrong, Catherine. The Atlantic Experience: Peoples, Places, Ideas Chapter Seven
Dependence and Independence Palgrave MacMillan. New York 2013.
Foner, Eric. The Story of American Freedom. New York, Norton and Company, 1998.
Lynch, John. The Spanish American Revolutions 1808-1826 Library of Congress 1986.
Popkin, Jeremy D., Facing Racial Revolution: Eyewitness Accounts of the Haitian Insurrection.
Chicago, The University of Chicago Press, 2007.
Schweikart, Larry. A Patriots History of the United States. New York, Sentinel 2004.
Tomlinson, Carol and Jay McTighe. Integrating Differentiated Instruction & Understanding by
Design Connecting Content and Kids. Alexandria, (Va.: Association for Supervision and
Curriculum Development, 2006).