Focus Plan
Texarkana Independent School District
GRADING
PERIOD:
writer:
4th Six Weeks
PLAN CODE:
SS10.4.5
Bates
Course/subject:
World History
Grade(s):
10th
Time allotted
for instruction:
1 – 2 days *if sample TAKS
questions are used as a
benchmark test
Title:
Revolutions Around the World
Lesson TOPIC:
Students will analyze major political revolutions since the 17th century
using charts and concept web.
TAKS Objective:
Objective 5: Use critical thinking skills to analyze social studies
information.
FoCUS TEKS and
Student Expectation:
WH 8 The student understands causes and effect of major political
revolutions since the 17th century. The student is expected to:
(A) identify causes and evaluate effects of major political
revolutions since the 17th century, including the..,
American and French revolutions.
(B) summarize the ideas from the …., American and
French revolutions concerning separation of powers, liberty,
equality, democracy, popular sovereignty, human rights,
constitutionalism and nationalism;
(C) evaluate how the American Revolution differed from the
French revolution, including its long-term impact on political
developments around the world
WH 25 The student applies critical-thinking skills to organize and use
information acquired from a variety of sources including
electronic technology. The student is expected to:
(C) analyze information by sequencing, categorizing,
identifying cause-and-effect relationships, comparing,
contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences
and conclusions
Supporting TEKS and
Student Expectations:
Concepts
Enduring Understandings/Generalizations/Principles
The student will understand that
Cause/effect
analyzing a series of causes and effects helps uncover the relationship
between the events
summarizing condenses information of the major political revolutions
since the 17th century
evaluating information allows the student to better understand the
history and relevance of events and issues
Summarize
Evaluate
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
I.
Sequence of Activities (Instructional Strategies)
A.
Focus/connections/anticipatory set
The teacher will use an overhead projector to display a concept web (Graphic
Organizer 2, page 133 Prentice Hall Skills Transparencies).
The teacher will write the word “Revolution” in the center oval .
B.
Instructional activities
(demonstrations, lectures, examples, hands-on experiences, role play, active
learning experience, art, music, modeling, discussion, reading, listening, viewing,
etc.)
1. Objective: Analyze major political revolutions since the 17th century.
2. Procedures: Students will complete a chart (Handout #1) listing the causes, dates,
leaders and long-term impact of political revolutions in America, France,
Mexico and Latin America. The students will then write an essay
analyzing the cause and effects of two revolutions of their choice.
3. Modeling: The teacher will brainstorm with the students for ideas of various
revolutions in society. Student may associate the word “revolution” with
war. The teacher will then write “war” in one of the ovals.
The teacher will explain the word “revolution” means change and war is
most often associated with revolution. Encourage students to think of other
“changes or revolutions” in society.
Suggestions:
Music (rock ‘n roll, rap, hip hop)
Communication: Internet
Media – Cable T. V.
Clothing – styles change (low rider slacks/jeans)
Food industry: fast food chains (McDonalds, etc)
When the concept map is completed, the teacher will ask,
“Did any of these changes have a long-term impact on society?”
“Which changes?” “Why?”
C.
Guided activity or strategy
The teacher will state, “Our focus today is on Revolutions Around the World. The
political revolutions we will consider are the American, French, Mexican and Latin
America described in the following power point.”
II.
D.
Accommodations/modifications
E.
Enrichment
STUDENT PERFORMANCE
A.
Description
Students will complete Handout #1 – Revolutions Around the World Chart as the
power point is presented.
B.
Accommodations/modifications
For those students needing modifications, the countries will be filled in.
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
C.
iii.
Enrichment
Assessment of Activities
A.
Description
Students will be assessed informally for class participation in completing the concept web
and as they take notes and complete the chart.
B.
Rubrics/grading criteria
Revolutions Around the World Rubric:
Quality
Description
Attempted
Minimal
The essay is incomplete.
The essay is complete but does not
adequately analyze the cause and
impact of the two revolutions.
Adequate
The essay analyzes each of the causes
and impact of the two revolutions
clearly.
The essay is well written, skillfully
analyzes all the causes of both
revolutions and the long-term impact
of each.
Points
Possible
50
Points
Earned
Comments
75
Exemplary
C.
Accommodations/modifications
D.
Enrichment
E.
Sample discussion questions
1.
2.
3.
4.
5.
6.
7.
IV.
90
100
What caused discontent among the citizens in America?
Which documents influenced the writing of the Declaration of Independence?
Did the American Revolution impact future political issues? How?
When did France declare its independence from absolute monarchy?
What effect did the American Constitution have on the French’s constitution?
How did the French Revolution affect other countries around the world?
Americans celebrate July 4th as Independence Day. What French holiday is
celebrated for independence? When is Independence Day celebrated in
Mexico?
TAKS Preparation
A.
Transition to TAKS context
The Power Point of the Revolutions Around the World summarized and condensed
information of the major political revolutions since the 17 th century. It also helped
analyze a series of causes and long-term impact of the revolutions. By
summarizing and analyzing the events and issues we can gain a better
understanding of the history and relevance of each as well as the individuals who played a major
role.
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
B.
Sample TAKS questions
1. 2003 TAKS Objective 01 TEKS 8.4 C
The tax laws imposed on the colonists by the British government
were viewed as unfair and created support for declaring independence
because –
A
the laws did not apply to all British colonists
B
colonists were taxed without direct representation
in Parliament
C
the laws were designed to deregulate trade
D
British merchants were taxed at a higher rate than
Colonial merchants
Correct Answer: B
2. 2003 TAKS Objective 01 TEKS 8.16 (C)
One factor that enabled the growth of independent colonial
government in British North America was the –
A
lack of social and economic provisions in the charters
B
creation of wealth through the development of industry
C
difficulty of exercising governmental control from a
Distance
D
extensive cooperation between native peoples and settlers
Correct Answer:
3. 2003 TAKS Objective 01 TEKS 8.4 (C)
Use the information in the box and your knowledge of social studies to answer the
following question.
Challenges for Leaders
of the American Revolution



Developing diplomatic relations
Limited financial resources
Accusations of treason
The information in the box represents some of the challenges that
leaders of the American Revolution faced when they –
A
B
C
D
began participating in the slave trade
established trade relations with Spain
attempted to negotiate a peaceful settlement with France
declared independence from Great Britain
Correct Answer: D
4. 2003 TAKS Objective 01 TEKS 8.4 (B)
Which document is correctly paired with its author?
A Thomas Paine – Articles of Confederation
B George Washington – Virginia Bill of Rights
C Thomas Jefferson – Declaration of Independence
D John Hancock – U. S. Constitution
Correct Answer: C
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
5. 2003 TAKS Objective 02 TEKS W.12 (C)
Cut and Paste question #16
At the Battle of Trafalgar in 1805, Great Britain defeated the French and Spanish
navies. What geographic advantage did Great Britain gain as a result of this victory?
A
B
C
D
Control of the route of passage between the Atlantic Ocean and the
Mediterranean Sea
A beachhead from which to conquer the Kingdom of Naples
Control of the border between France and Spain
Direct access to trade routes to Prussia
Correct Answer: A
6. 2004 TAKS Objective 01 TEKS 8.4 (B)
Thomas Jefferson’s main contribution to the American Revolution was –
A
B
C
D
writing the Declaration of Independence
securing French support for the American independence movement
leading American troops to victory at the Battle of Saratoga
representing Virginia at the Constitutional Convention
Correct Answer: A
7. 2004 TAKS Objective 01 TEKS 8.1 (C)
Which newspaper headline would most likely have appeared in Philadelphia in 1776?
Copy and paste answers
Correct Answer: C
8. 2004 TAKS Objective 01 TEKS 8.4 (B)
Use the information in the box and your knowledge of social studies to answer the
following question.




Delegate to the First and Second
Continental Congresses
Diplomat during the Revolutionary
War
Participated in negotiating the Treaty
of Paris, 1783
Served as second president of the
United States
Which of the following Founding Fathers is described above?
A
B
C
D
Alexander Hamilton
John Adams
George Washington
Thomas Paine
Correct Answer: John Adams
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
9. 2004 TAKS Objective 01 TEKS 8.4 (B)
Which of the following individuals was appointed commander of the Continental army by the Second
Continental Congress in 1775?
A
Thomas Jefferson
B
John Adams
C
George Washington
D
Nathan Hale
Correct Answer: C
10. 2004 TAKS Objective 1 TEKS 8.4 (C)
One of the purposes of the Declaration of Independence was to –
A
end slavery and the slave trade
B
reduce economic competition between small and large colonies
C
encourage people in England to revolt against the British king
D
justify the American colonists’ revolution to the rest of the world
Correct Answer: D
11. 2004 TAKS Objective 05 TEKS 8.3 (D)
Use the excerpt and your social studies skills to answer the following question.
[T] he period of debate is closed. Arms, as the last resource, decide
the contest ….Every thing that is right or natural pleads for separation.
Thomas Paine, Common Sense, 1776
The contest Thomas Paine refers to in the excerpt above is the –
A
argument concerning the limits of state power
B
British struggle to control transatlantic trade
C
argument concerning the legality of slavery
D
struggle for the independence of the American colonies
Correct Answer: D
12. 2004 TAKS Objective 01 TEKS 8.4 (C)
The Declaration of Independence proclaimed the American colonists’ intention toA
B
C
D
attack British Loyalists
form a new nation
seize British merchant ships
end the slave trade
Correct Answer: B
13. 2006 TAKS Objective 01 TEKS 8.4 (C)
Cut and paste political cartoon Question #49, page 152
Which colonial issue is this cartoon most likely about?
A
B
C
D
Censorship of the press
Taxation without representation
Establishing a national religion
Quartering of troop
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
Correct Answer: B
14. 2006 TAKS Objective 01 TEKS 8.4 (B)
Following the battles of Lexington and Concord in 1775, the Second Continental Congress
created the Continental Army. The commander in charge of uniting American militias under
This new army was –
A
B
C
D
Baron von Steuben
Benjamin Franklin
Thomas Jefferson
George Washington
Correct Answer: D
15. 2006 TAKS Objective 04 TEKS 8.20 (A)
John Locke’s philosophy of natural rights asserts that all people have certain basic rights
from birth. In the Declaration of Independence, these rights are referred to as –
A
B
C
D
political rights
unalienable rights
states’ rights
women’s rights
Correct Answer: B
16. 2006 TAKS Objective 04 TEKS 8.16 (D)
Under the constitutional principle of popular sovereignty, the authority of
government is derived from –
A
B
C
D
state legislatures
the U. S. Supreme Court
acts of the U. S. Congress
the will of the people
Correct Answer: D
17. 2006 TAKS Objective 01 TEKS 8.4 (B)
Use the illustration and your knowledge of social studies to answer the following question.
Cut and paste scroll (question #38, page 144)
Which Revolutionary Era leader is described above?
A
B
C
D
Thomas Jefferson
John Adams
Benedict Arnold
Alexander Hamilton
Correct Answer: A
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District
18. 2006 TAKS Objective 02 TEKS 8.10 (B)
Use the maps and your knowledge of social studies to answer the following question.
Cut and paste maps (question #1 page 116)
According to the maps, areas under European colonial power in Latin America were –
A
B
C
D
significantly reduced by 1830
confined to the Caribbean in 1800
centered near Cape Horn by 1830
far from the equator in 1800
Correct Answer: A
V.
Key Vocabulary
Constitutional government, popular sovereignty, republic, nationalism
VI.
Resources
A.
Textbook
Prentice Hall World History Connections To Today (pages 456-495; 516-535)
B.
Supplementary materials
Graphic Organizer 2 (Prentice Hall, Skills Transparencies)
Handout #1
Handout #1 Modified
Revolutions Around the World Power Point
Revolutions Around the World Rubric
*Sample TAKS Questions Transparency(s) or Benchmark Test of Questions
C.
Technology
Overhead projector
T. V., VCR
World History Visions Voices Views Tape 5 – Enlightenment and Revolution
VII.
follow up activities
(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)
The Industrial Revolution will be the next lesson in this sequence.
VIII.
Teacher Notes
Print out note pages for Power Point.
Day 2: There are 18 TAKS questions from 2003 – 2006 tests. The teacher
may choose to combine the questions into a practice or benchmark
test. If so, Visions Voices Views Tape #5 – Enlightenment and
Revolution would be an excellent review prior to the benchmark.
Preview before showing. The last segment on Free Speech is
recommended for an enrichment class.
 Division of Curriculum and Instruction  School Improvement Department  Texarkana Independent School District