Global Reactions (Unit 6: Age of Revolutions)
1 Day
Learning Target Objective(s)
 Students will be able to assess the influence previous revolutions
had on the Latin American Revolutions.
Lesson Essential Question
How were the Latin American Revolutions influenced by previous
revolutions?
Plan of Instruction
Activity
Pre-Lesson
(Prior Knowledge &
Content)
Acquisition / Teacher
Input
(Establish objectives,
set learning
parameters)
Ms. Calloway
World History
Instructional Materials &
Resources
 Khan Academy – Crash
Course Videos (Haitian
Revolution & Latin
American Revolutions)
 Internet Access
 Computer Access
 Posters
 Markers, Glue, Scissors
 Printer Access
Description of Activities/Setting
 Students will watch Crash Course videos
on Khan Academy (as a class) for the
Haitian Revolution and Latin American
Revolutions.
 They will take notes during the videos.
 In between videos, we will pause to
discuss the first video (Haitian) and make
sure the students have a good
understanding before we move on to the
next one.
 Immediately following the videos, we will
have a class discussion and I will answer
any questions the students may have – also
filling in any gaps in their notes.
 I will make sure students know what
spanish colonies were liberated and who
lead each revolution.
 We will also discuss influence that prior
revolutions had on these events.
Purpose (Rationale)
This video will allow the
students to see how prior
revolutions were influential
to the Haitian and Latin
American Revolutions.
It will also give them
background knowledge
before they move on to the
group activity, which
requires them to go more in
depth and utilize their
critical thinking skills.
 I will separate the class into groups. Each
group will be assigned a leader from one
of the four Latin American revolutions –
ex. Toussaint L’Ouverture, Miguel
Hidalgo, San Martin, Simon Bolivar.
 Each group will design a poster that
includes the years the leader was born and
died, a list (or drawing) of countries
liberated by them, 7 reserached facts about
the leader and their strategies, and a
This will help the students to
understand the significance
of the Latin American
revolutions and how they
were influenced by prior
revolutions.
The students will be learning
from each other, rather than
listening to me or reading a
book.
Extending & Refining
(Guided Practice)
printed photograph.
 Following completion of the posters, each
group will present to the rest of the class.
All students who are not presenting will
take notes based on the presentation of the
poster.
 Students will be graded on their
presentation and participation as well as
the poster itself.
This will allow students to
teach each other and they
will decide what is important
about each figure and each
revolution.
Adjusting/ReCentering
(Assessing student
progress, adjustments)
 I will be observing the class as they design
their posters. I will make sure that at least
two of the group members understand
what they are supposed to be doing, so that
if anyone in the group has questions, they
can try and help each other.
 If a student wants to work alone, they are
allowed to do so, but they have to present
the poster by themselves.
I do not think this lesson will
require much re-adjustment
because the students will be
working collaboratively in
groups. Hopefully, they will
be able to motivate each
other and help one another if
a problem arises.
Extending & Refining
II
(Independent practice)
 Students will work in groups, using
primary and secondary sources in order to
complete their poster on a Latin American
Revolutionary leader.
 Their posters will allow them to learn more
in depth about the leaders of the
revolutions.
 These posters will promote higher level
thinking and will go beyond just basic fact
recall.
Students will be responsible
for locating the information
and figuring out what they
find important and
significant in relation to the
revolutions.
Upon completing the poster,
students should understand
how Latin America was
changed before and after the
Revolutions.
Students will have to utilize
their historical thinking,
research, interpretation, and
cause and effect skills.
Closure
(Student-driven,
teacher directed close
to lesson)
 The lesson will conclude with a discussion
about who the students believe is the
strongest/most effective leader and why.
 The students’ posters will be displayed on
the wall.
 For a “ticket-out-the-door”, I’m going to
have students list three ways Latin
America was impacted due to the
revolutions.
The lesson will close with a
class discussion about the
leaders of the Latin
American revolutions. It will
allow students to express
their own opinion, as long as
they have evidentiary
support to their beliefs.
The Exit Ticket will show
me if they understood the
impact revolutions had on
Latin America.
The next unit will be on
Global Conflicts – so it will
tie in with revolutions in
regards to challenging
authority and power. Also, I
will talk about imperialism.
Assessments
Formative Assessments
 Latin American Revolution Poster
 This will serve as a formative assessment
because it will show me whether or not the
students understand the revolutions of Latin
America and the how significant they were in
history.
Summative assessment
 End of Unit Exam (next day)
 It will test the students’ knowledge on the
entire unit in regards to Revolutions. It will
utilize their historical thinking skills. Also, the
Napoleon Project will serve as the essay
portion of the exam.
Key People – Events – Groups - Terms
 Toussaint L’Ouverture
 Venezuela
 Miguel Hidalgo
 Haiti
 San Martin
 Argentina
 Simon Bolivar
 Mexico
 Santo Domingo
 Leger Felicite Sonthonax
 Treaty of Basel (1795)
Concepts & Themes
 Race
 Class
 Power
 Authority
 Independence
 Revolt
 Rebellion
 Revolution
 Slavery


 Mestizo
 Mulatto




Lesson Vocabulary
 Peninsulares
 L’Ouverture
 “Liberator”
 Creole
Correlations: State
NC Essential Standards
 WH.H.6 – Understand the Age of Revolutions
and Rebellions.
 WH.H.6.1 - Explain how new ideas and theories
of the universe altered political thought and
affected economic and social conditions (e.g.,
Scientific Revolution, Enlightenment,
rationalism, secularism, humanism, tolerance,
empiricism, natural rights, contractual
government, laissez-faire economics, Bacon,
Descartes, Galileo, Newton, inductive and
deductive reasoning, heliocentric, inquisition,
woks of Locke, Montesquieu, Rousseau, Bolivar,
Jefferson, Paine, Adam Smith, etc.).
 WH.H.6.2 - Analyze political revolutions in terms
of their causes and impact on independence,
governing bodies and church-state relations. (e.g.,
Correlations: National
Common Core & C3 Framework
 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.
 D2.His.1.9-12: Evaluate how historical events
and developments were shaped by unique
circumstances of time and place as well as
broader historical contexts.
Glorious Revolution, American Revolution,
French Revolution, Russian Revolution, Haitian,
Mexican, Chinese, etc.).
Research Notes & Sources (Citations)



Haitian Revolution - http://www.pbs.org/wgbh/aia/part3/3p2990.html ;
http://www.britannica.com/place/Haiti/Government-and-society#toc217447 ;
Inspiration - http://williamsonhistory.weebly.com/lesson-plans.html
Teachinghistory.org Lesson Plan Gateway
This template is a modification of the North Carolina Secondary Social Studies Lesson Plan
Template (“the six-point lesson plan”)