MR. WINCE - AZ
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​Age of Revolutions
(c.1600s-c.1800s)

Image Source - The story behind the raised fist symbol of revolution
Age of Revolutions
c.1600s-c.1800s

Skill Focus
Cause and Effect

Compelling Question
How have humans fought against social, economic and political oppression?

Essential Standards
HS.H2.1 Explain multiple causes of conflict.
HS.H4.1 Examine how historically marginalized groups have affected change on political and social institutions.
HS.H3.1: Analyze how societies, leaders, institutions, and organizations respond to societal needs and changes.
HS.H3.4: Evaluate how societies have balanced individual freedoms, responsibilities, and human dignity versus the common good.​

Learning Target
I can explain multiple causes of conflict and evaluate the outcomes of various revolutions throughout the c.1600s-c.1800s.​

Learning Process Levels

​Below are the levels of learning and understanding we are striving to achieve.

Proficiency (gray) is the goal for all students.

Use the Essential Lessons to help guide your learning.
Picture

Pre/Post-Assessment

​Before doing any Essential Lessons, complete the Pre-Assessment.

Completing this will provide data with where you are starting your learning. Submit in Schoology.


After completing the Essential Lessons by taking notes, answering guided questions, doing the activity, complete the Post-Assessment.

​The goal is to see growth in your understanding and ability to answer the prompt.
Pre/Post Assessment - Age of Revolutions
File Size: 217 kb
File Type: docx
Download File

Age of Revolutions Essential Lessons

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Build Your Own Government 

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Enlightenment Philosophers

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4 Characteristics of Revolutions

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French Revolution
May 5, 1789 – Nov 9, 1799

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Haitian Revolution
Aug 21, 1791 – Jan 1, 1804

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American Revolution
Mar 22, 1765 – Dec 15, 1791

Picture

Latin American Revolutions
Late 1700s-Early 1800s

Additional Sources

To be added soon.
What's the value of the curated resources found here?
Venmo - @dywince
Last Updated February 6th, 2023.
  • Home
    • About Mr. Wince
    • Diversity and Inclusion Statement
    • My Pedagogy Decisions >
      • Smiles and Frowns
      • Project-Based Learning >
        • Questioning >
          • Question Formulation Technique >
            • Develop a Driving Question
            • Produce Questions
            • Know the Four Rules
            • Identify Open and Closed-Ended Questions
            • Set Priority Questions
            • Plan Next Steps
            • Reflect on Learning
            • When Things Get Tough
        • Design
        • Collaboration
        • Research >
          • Goal Development
        • Project Management
        • Craftsmanship
        • Public Product
        • Reflection
      • Student Portfolios
      • How to Learn: Remembering and Forgetting
      • SBG to Ungrading
      • Reflection is Learning
      • Readings on Pedagogy
    • Why I Am A Member of TSEA
    • The Study of History
    • Class Texts and Reading Strategies >
      • A People's History of the United States by Howard Zinn
      • An Indigenous Peoples' History of the United States by Roxanne Dunbar-Ortiz
      • An African American and Latinx History of the United States
    • Course/Project Archives >
      • World History >
        • Q1 - Every Story >
          • Thinking Like a Historian and Geographer
          • Renaissance, Reformation and Scientific Revolution
          • c.1400s - c.1700s - Exploration and Colonization
        • Q2 - Economics and Labor Systems >
          • c.1600s-c.1800s - Age of Revolutions
          • c.1800s - Industrialization
        • Q3 - Conflicts and Resolutions >
          • 1914-1919 - The Great War
          • 1917-1923 - Russian Revolution
          • 1939-1945 - World War II
        • Q4 - Global Human Rights >
          • 1940s-1980s Cold War and Proxy Wars
          • Independence & Decolonization Movements
          • Modern World Issues
  • American History
    • Course Info, Student Portfolios & Sources
    • Black History Month
    • Q3 - Our American Story: Why Care? >
      • Q3 American History Weekly Agendas
      • Q3 AH Student Portfolio Expectations
      • History Readings & Socractic Seminars
      • 1900-1910s: Imperialism, Progressivism & World War I
      • 1920s: The Roaring Twenties
      • 1930s: The Great Depression
      • 1930s-1945: World War II
  • Psychology
    • Psychology Course Info, Student Portfolios & Sources
    • Q3 Project My Superpower! >
      • Q3 Psychology Weekly Agendas
      • Q3 Psychology Student Portfolio Expectations
      • Psych Readings - Socractic Seminars
      • Introduction to Psychology
      • Biological Pillar >
        • Biological Bases of Behavior
        • Sensation
        • Consciousness
        • Biological Careers in Psychology
      • Cognition Pillar >
        • Cognition
        • Memory
        • Perception
        • Intelligence
        • Cognition Careers in Psychology
      • Development and Learning Pillar >
        • Life Span Development
        • Learning
        • Language
        • Development and Learning Careers in Psychology
  • U.S. Government
    • Government Course Info, Student Portfolios & Sources
    • Q3 A More Perfect Union: 28th >
      • Q3 Government History Weekly Agendas
      • Q3 Government Student Portfolio Expectations
      • Gov. Readings - Socractic Seminars
      • Democracy Essential Lessons
      • Citizenship Essential Lessons
      • Voting Essential Lessons
  • Resources Dump