NAME: ______________________________________

PERIOD:______________________________________
Week at a glance1.8
Date X X 1.8_9 1.10

Objective SWBAT predict the SWBAT develop a SWBAT compare the SWBAT evaluate the
extent to which model for the causes of causes of the French, factors that prevent
Enlightenment ideas will revolution and test it by Haitian, and Latin revolutions from being
reshape the social and applying it to the North American revolutions in revolutionary through
political order. American revolution. order to ​determine the examining the French
extent to which the Revolution.
Enlightenment led to
revolution.

CCRS Mastery Quiz:

PPV—Point of View

Standards CDI 5.A: Explain the SIO 5.B: Explain how SIO 5.B: Explain how the GOV 5.C: Explain the
intellectual and the Enlightenment Enlightenment affected causes and effects of
ideological context in affected societies over societies over time. the various revolutions
which revolutions swept time. in the period from
the Atlantic world from 1750 to 1900.
1750 to 1900.
GOV 5.C: Explain the
GOV 5.C: Explain the causes and effects of the
causes and effects of various revolutions in the Historical Thinking
SIO 5.B: Explain how the various revolutions period from 1750 to Skill 2.B: Explain the
the Enlightenment in the period from 1750 1900. point of view, purpose,
affected societies over to 1900. historical situation,
time. and/ or audience of a
source.
Historical Thinking Skill
Historical Thinking Skill 6.B: Support an
Historical Thinking Skill 5.A: Identify patterns argument using specific
3.A: Identify and among or connections and relevant evidence.
describe a claim and/or between historical
argument in a developments and
text-based or processes.
non-text-based source.

Historical Thinking Skill

6.A: Make a historically
defensible claim.

Highest Enlightenment, Declaration of three estates, Napoleon, Reign of

Leverage rationalism, natural Independence, Thomas Declaration of the Rights Terror, Napoleonic
 NAME: ______________________________________
PERIOD:______________________________________

Vocab rights, social contract, Jefferson, George of Man and the Citizen, Code, three estates,
John Locke, “life, liberty, Washington, “taxation King Louis XVI, ancien regime
and property” without representation”, Toussaint L’Ouverture,
Stamp Act, French and grands blancs​, Simon
Indian War Bolivar

Texts for All documents in Day All documents in Bolivar, Jamaica All documents in
lesson 1 Documents file: Day 2 Letter Day 4 Documents
Documents file: file:
Haitian Declaration of
Independence American Declaration of the
Declaration of For the bulk of class, Rights of Man and
Jaucourt, Independence students should be in the Citizen
Encyclopedia​ on jigsaw groups with
“Slavery” Graph of French 3 quality secondary Decree Abolishing
Estates sources from the various Feudalism
“Remember the revolutions—use your
Ladies” Letter Declaration of the textbook or any other “Robespierre…Beh
Rights of Man general overview you eads the
Graph of French and the Citizen can find that hits the key Executioner with
Slave Trade points below. His Own Hand”
Stamp Act
Robespierre, “On
Haitian Declaration the Moral and
of Independence Political Principles
of Domestic Policy”
Description of
sociedad de Bonaparte,
castas “Account of the
Internal Situation of
France”

Napoleonic Code

Imperial Catechism

Key The Scientific ·​ ​From 1776 to ·​ ​The French ·​ ​The French

Points Revolution began to
challenge preexisting
ideas about religion
and the explanations
for natural phenomena.
It first arose in Europe
in part because of their
centrality in the world
trade system and
1820, there were a Revolution was Revolution sought
series of revolutions caused by a poorly radical change and
across the Atlantic run ​monarchy​, the led to a period of
world. They shared spread of republican instability and
a number of Enlightenment violence, known as
common themes, ideals, the influence the Reign of
causes, and effects. of and debt incurred Terror, in which
by the ​American Maximilien
·​ ​The Revolution​, the Robespierre ruled
NAME: ______________________________________
PERIOD:______________________________________

competing kingdoms Enlightenment unequal system of over the execution

spurring innovation. played a role in taxation​ imposed by of more than
The scientific method sparking revolutions King Louis XVI to 10,000 enemies of
was developed during by giving educated pay for this debt, and the revolution.
this time, which elites a language the ​social inequality
proposed a new way of and rationale to that fueled France ·​ ​After the Reign
thinking about the question the divine and left many in of Terror ended,
world that emphasized justifications for hunger and poverty. France was
logic, observation, and monarchy that had (We often use the eventually ruled by
reason. been used for years. acronym MEATS to Napoleon
However, frustration help remember these Bonaparte who
​The Enlightenment with the effects of causes.) reinstated many
was a philosophical mercantilist policies less democratic
movement motivated such as taxation, ·​ ​The ideas of elements,
by reason that ineffective or Enlightenment proclaiming himself
stemmed from the mismanaged philosophers spread emperor. In
Scientific Revolution governments, and to the Americas general, after the
but applied scientific social inequality also thanks to the dust had settled
inquiry to society. Its played significant triangular trade from the revolution,
main values were: roles in these system – these ideas France saw more
questioning tradition revolutions. are evident in significant social
and religion, equality, Bolivar’s Jamaican change than
and liberty. ·​ ​The American Letter and in the rise political change. In
colonies had been of Toussaint particular some of
​Enlightenment ideas used to operating L’Ouverture. the old class
could lead to political essentially system and the
revolution and helped independently for ·​ ​Slaves in Haiti privileges that
spark a string of years. Despite successfully revolted nobles and clergy
revolutions across the mercantilist against their French had under the
Atlantic world in the restrictions on colonial masters. ancient regime
late 1700s. imports, these They gained were ended.
policies were not independence and
Those ideas also very well enforced ended slavery on the
suggested that socially and Americans were island. It was the first
there should be more generally free to successful slave
equality for make their own revolt in history.
marginalized groups decisions.
like women and slaves, ·​ ​Through the
but often these groups ·​ ​After the French influence of the
were still left out of the and Indian War in Enlightenment,
new societies that were 1763, the British creole elites in Latin
created after political Parliament imposed America sought
revolutions. a series of taxes on freedom from
the Americans to Spanish overlords.
help pay back the They were frustrated
cost of the war. at their position
These taxes hit elite below the
 NAME: ______________________________________
PERIOD:______________________________________

groups such as peninsulares as well

merchants and as at the trade
lawyers the hardest, limitations that they
fomenting an faced due to
eventual desire for mercantilism. Simon
independence. Bolivar was a
particularly influential
·​ ​These groups figure in rallying Latin
spread their ideas Americans together
using the language to resist Spanish
of the Enlightenment rule. Haiti’s example
as well as also served as an
propaganda images influence for Bólivar
and pamphlets. and Latin American
Eventually, the revolutionaries.
Declaration of
Independence ·​ ​Long essay
would be passed in question body
which the phrase paragraphs are
“life, liberty, and the framed around an
pursuit of assertion that ties
happiness” appears, back to the thesis
making direct and centers a
reference to the historical reasoning
ideas of John Locke. process. They
include multiple
pieces of specific
historical evidence,
tied back to the
assertion, and a
deeper analysis that
explains the
historical reasoning
process from the
paragraph (e.g., the
causes of the
similarity identified in
the paragraph).

Student Students may think in Students sometimes Students may try to cite The satire in the
Misconce absolutes, such as that think that it was lower documents in a LEQ illustration of
ptions these philosophes were classes in America who body paragraph or do a Robespierre
also feminists and were revolting. As we’ll sourcing analysis of their beheading the
abolitionists. It is see next week, the evidence. This is the executioner with his
worthwhile to point out social structure of biggest change from a own hand may be
the limitations of their America did not change DBQ body paragraph, so difficult for students.
 NAME: ______________________________________
PERIOD:______________________________________

beliefs in freedom if significantly after the the shift to using specific Give them supporting
students do not come to revolution—one major evidence from their questions to slow
this realization through reason why is that it head—vocabulary, down and understand
class. was merchants and people, events, etc.—is what point the artist is
lawyers who were most one worth being on the trying to make about
upset by British lookout for right away. how Robespierre’s rule
taxation, and they affected France.
Students may sought to keep their
overgeneralize the position through and
rejection of religion. after the revolution.
Although many
Enlightenment
philosophers rejected Reteaching Space:
organized religion, many Depending on the Unit
still believed in some 4 DBQ data, students
form of god or supreme could write a
being. contextualization and
DBQ thesis rather than
a body paragraph
here.

Depending on student
and teacher interest,
today could just as
easily be a deep dive
into the changes and
continuities from the
Latin American or
Haitian Revolution.
We’ll look at all three
next week.

CFS Thesis: Thesis: LEQ Body Paragraph: DBQ Body

Paragraph:
​Answers the question ·​ ​Answers the ·​ ​Includes an
using a historical question using a assertion that clearly ·​ ​Begins with an
reasoning process historical reasoning previews a historical assertion that
process argument using a echoes the prompt
​Previews multiple historical reasoning and uses language
subclaims ·​ ​Previews skill of historical
multiple subclaims reasoning
Is neither too specific ·​ ​Uses specific
nor too broad ·​ ​Is neither too evidence to support ·​ ​Includes
 NAME: ______________________________________
PERIOD:______________________________________

(subclaims could be specific nor too the assertion (from paraphrased or

turned into assertions, broad (subclaims multiple points in minimally quoted
backed up with multiple could be turned into time and/or regions, evidence from
pieces of evidence) assertions, backed as appropriate) multiple
up with multiple documents
​Includesnuance / pieces of evidence) ·​ ​Explains the
counterargument cause of the ·​ ​Explains how
·​ ​Includes nuance historical process at the evidence
Has subclaims which / counterargument issue in the supports the
each contain a line of paragraph assertion
reasoning connecting ·​ ​Has subclaims
the subclaim back to which each contain ·​ ​Uses linking
the prompt a line of reasoning language to
connecting the identify points of
subclaim back to the corroboration
prompt and/or conflict
Assertions: between
documents
​Tie back to the
question and one of the ·​ ​Analyzes the
subclaims of the thesis significance of at
least one
​Reference a historical
document’s
reasoning process historical situation,
purpose, audience,
and/or point of
view

·​ ​Includes a
specific piece of
outside evidence
that supports the
assertion

Exit ticket Write assertions, then Thesis: Develop an Write a body Write a body
a thesis: Develop an argument that paragraph: Develop an paragraph: Analyze
argument that predicts evaluates the extent to argument that one change or
the extent to which the which new ideas were evaluates a similarity continuity in French
Enlightenment will the cause of political or difference in the society or politics
reshape the existing change in North causes of any ​two after the French
social and political America between 1750 Atlantic Revolutions. Revolution.
order. and 1800.
Both the French and The French Revolution
1. The Enlightenment Although Enlightenment American revolutions set out to create a
will reshape the social ideas were used as were caused by significant change in
and political order by justification for political increased taxation. In politics because they
NAME: ______________________________________
PERIOD:______________________________________

leading to the creation of change in North the French Revolution, embraced ideals that
new nations free from America, they were not King Louis XVI raised radically challenged
colonial powers. as significant a cause of taxes on the third estate former ways of
political change as more after he ran into debt thinking. For example,
concrete factors such as from helping in the in the Declaration of
the British mercantilist American Revolution, the Rights of Man and
2. The Enlightenment policies after the French which led to the revolt of the Citizen, the
might reshape the social and Indian War and the third estate. In the National Assembly
and political order by propaganda used by American Revolution, declared that “all
giving women and elite leaders to stoke King George III citizens have right” to
enslaved people another resentment against the increased taxes like the participate in creating
set of arguments to crown. stamp tax after he ran laws, which is a
challenge their into debt in the French dramatic change from
oppression. and Indian War. In both the former absolute
revolutions, the use of monarchy that France
mercantilist had in which Louis XIV
war-mongering by kings said that the state
3. The Enlightenment
led to an increase of “c’est moi”—that is,
won’t reshape society
taxation which led to a that he took all the
because despite these
revolt by the oppressed power for himself. It is
ideas, slave trading will
populations. understandable that
continue.
this document would
speak in such radical
language of change
Overall, the since the Assembly
Enlightenment will drafted it in order to
significantly change the make a clean break
social and political order from what they saw as
by leading to the the tyranny of the
creation of independent French monarchy, so
nations and giving they would want to
marginalized groups a emphasize the
new set of arguments to differences from what
challenges their they saw as the king’s
oppressed status. failings. Echoing this
However, these sentiment was another
arguments will not act by the assembly
entirely bear fruit as which abolished the
slavery will continue feudal system.
even after the Although this
Enlightenment speaks document gave lip
highly of freedom and service to the king’s
equality. authority, perhaps to
try to avoid causing an
all-out civil war in
society, it spoke in no
uncertain terms that it
 NAME: ______________________________________
PERIOD:______________________________________

“completely abolished”
the feudal system that
had existed in France
for years. That said, at
this point in time the
National Assembly and
Louis were competing
for power, so we don’t
know if the desires of
this document actually
came to fruition in the
way they were
described.

Extras/ Standage, “Coffee” Crash Course, “Tea, Crash Course, “The

interventio in ​A History of the Taxes, and the French Revolution”
n World in Six American Revolution”
Glasses Crash Course, “Haitian
Revolutions”
Information on
Dessalines and his Crash Course, “Latin
“radical” American
Enlightenment Revolutions”
thinking
Sample Responses,
2016 Comparative
Essay

Communication
between Bólivar and
Pétion

RECIPE FOR REVOLUTION

Day 1
Document 1

Source: Haitian Declaration of Independence from France, passed by a group of slaves in 1804.

We must, with one last act of national authority, forever assure the empire of liberty in the country of our birth; we
must take any hope of re-enslaving us away from the inhuman government that for so long kept us in the most
humiliating torpor. In the end we must live independent or die. Independence or death... let these sacred words unite
us and be the signal of battle and of our reunion.
NAME: ______________________________________
PERIOD:______________________________________

Document 2

Source: Louis de Jaucourt, ​Encyclopedia​ (a famous Enlightenment text), 1755, entry on “Slavery.

Everything concurs to let humans enjoy dignity, which is natural. Everything tells us that we cannot take away from
a person that natural dignity which is liberty.

Document 3

Source: Letter from Abigail Adams to her husband John Adams, 1776. John Adams was a North American
revolutionary.

By the way in the new Code of Laws which I suppose it will be necessary for you to make I desire you would
remember the ladies, and be more generous and favourable to them than your ancestors. Do not put such unlimited
power into the hands of the Husbands. Remember all Men would be tyrants if they could. If particular care and
attention is not paid to the ladies we are determined to foment a rebellion, and will not hold ourselves bound by any
laws in which we have no voice, or representation.

Document 4

Slaves Delivered by French Ships, 1713 to 1792.

DAY 2
Document 1
Source: American Declaration of Independence, 1776.

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
NAME: ______________________________________
PERIOD:______________________________________
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.

Document 2
Source: Jackson Spielvogel, World History.

Document 3
Source: Declaration of the Rights of Man and the Citizen, passed by the French National Assembly (third
estate) in 1789.

The representatives of the French people, organized as a National Assembly, believing that the ignorance,
neglect, or contempt of the rights of man are the sole cause of public calamities and of the corruption of
governments, have determined to set forth in a solemn declaration the natural, unalienable, and sacred
rights of man, in order that this declaration, being constantly before all the members of the Social body,
shall remind them continually of their rights and duties; in order that the acts of the legislative power, as
well as those of the executive power, may be compared at any moment with the objects and purposes of
all political institutions and may thus be more respected, and, lastly, in order that the grievances of the
citizens, based hereafter upon simple and incontestable principles, shall tend to the maintenance of the
constitution and redound to the happiness of all. Therefore the National Assembly recognizes and
proclaims, in the presence and under the auspices of the Supreme Being, the following rights of man and
of the citizen:
• Men are born and remain free and equal in rights. Social distinctions may be founded only upon
the general good.

Document 4
Source: Stamp Act, passed by the British Parliament in 1765.

An act for granting and applying certain stamp duties [taxes], and other duties, in the British colonies and
plantations in America…
• upon every pack of playing cards, and all dice, which shall be sold or used within the said colonies
and plantations…
NAME: ______________________________________
PERIOD:______________________________________
• …upon every paper, commonly called a pamphlet, and upon every newspaper, containing public
news, intelligence, or occurrences, which shall be printed, dispersed, and made public, within any of the
said colonies and plantations, and for and upon such advertisements as are herein after mentioned…

Document 5
Source: Haitian Declaration of Independence, passed by a group of slaves in 1804.

We must, with one last act of national authority, forever assure the empire of liberty in the country of our
birth; we must take any hope of re-enslaving us away from the inhuman government that for so long kept
us in the most humiliating torpor. In the end we must live independent or die. Independence or death... let
these sacred words unite us and be the signal of battle and of our reunion.

…Everything revives the memories of the cruelties of this barbarous people: our laws, our habits, our
towns, everything still carries the stamp of the French. Indeed! There are still French in our island, and you
believe yourself free and independent of that Republic which, it is true, has fought all the nations, but
which has never defeated those who wanted to be free…. Vow before me to live free and independent,
and to prefer death to anything that will try to place you back in chains. Swear, finally, to pursue forever
the traitors and enemies of your independence.

Document 6
Source: Encyclopedia entry on the sociedad de castas.

A sharp split existed between those born in Europe, "peninsulares," and those born in the Americas,
creoles. Although the relationship between these two groups was sometimes friendly, as when peninsular
men married into creole families, it could also be antagonistic. Peninsulares sometimes perceived creoles
as lazy, mentally deficient, and physically degenerate, whereas creoles often saw peninsulares as
avaricious. In the sixteenth century rivalries between European-born and American-born friars for control
of the religious orders led to violence that resulted in a formal policy of alternating terms of leadership
between creoles and peninsulares. The Spanish crown's preference for European-born Spaniards in
government and church posts in the eighteenth century provoked deep resentment among elite creole
men, who had come to expect positions of influence. Their resentment helped fuel anti-Iberian sentiment
in the colonies.

DAY 4
SOURCE A
The Declaration of the Rights of Man and the Citizen (1789)

The National Assembly recognizes and declares, in the presence and under the auspices of the
Supreme Being, the following rights of man and the citizen:
1.​ ​Men are born and remain free and equal in rights. Social distinctions may be based only on
common utility. ​
 
NAME: ______________________________________
PERIOD:______________________________________
2.​ ​The purpose of all political association is the preservation of the natural and imprescriptible
rights of man. These rights are liberty, property, security, and resistance to oppression. ​
 
3.​ ​The principle of all sovereignty rests essentially in the nation. No body and no individual
may exercise authority which does not emanate expressly from the nation. ​
 
4.​ ​Liberty consists in the ability to do whatever does not harm another; hence the exercise of
the natural rights of each man has no other limits than those which assure to other members of
society the enjoyment of the same rights. These limits can only be determined by the law. ​
 
5.​ ​The law only has the right to prohibit those actions which are injurious to society. No
hindrance should be put in the way of anything not prohibited by the law, nor may any one be
forced to do what the law does not require. ​
 
6.​ ​The law is the expression of the general will. All citizens have the right to take part, in
person or by their representatives, in its formation. It must be the same for everyone whether it
protects or penalizes. All citizens being equal in its eyes are equally admissible to all public
dignities, offices, and employments, according to their ability, and with no other distinction than
that of their virtues and talents. ​
 

SOURCE B

National Assembly of France, Decree Abolishing the Feudal System (1789)

ARTICLE I. The National Assembly hereby completely abolishes the feudal system. It decrees that,
among the existing rights and dues, both feudal and ​censuel,​ all those originating in or representing
real or personal serfdom shall be abolished without indemnification. All other dues are declared
redeemable, the terms and mode of redemption to be fixed by the National Assembly. Those of the
said dues which are not extinguished by this decree shall continue to be collected until
indemnification shall take place.

​ RTICLE XI. All citizens, without distinction of birth, are eligible to any office or dignity, whether
…​ A
ecclesiastical, civil, or military; and no profession shall imply any derogation.

ARTICLE XVII. The National Assembly solemnly proclaims the king, Louis XVI, the ​Restorer of
French Liberty.​
NAME: ______________________________________
PERIOD:______________________________________
SOURCE C

Unknown artist, engraving of Robespierre and the guillotine, ​Robespierre, After Having All The
French Guillotined, Beheads the Executioner with His Own Hand​, 1793

SOURCE D

Maximilien Robespierre, speech to the National Convention, “On the Moral and Political Principles
of Domestic Policy,” (excerpt), February 5, 1794

We must smother the internal and external enemies of the Republic or perish with it; now in this
situation, the first maxim of your policy ought to be to lead the people by reason and the people’s
enemies by terror. If the spring of popular government in time of peace is virtue, the springs of
popular government in revolution are at once virtue and terror: virtue, without which terror is fatal;
terror, without which virtue is powerless. Terror is nothing other than justice, prompt, severe,
inflexible; it is therefore [part] of virtue; it is not so much a special principle as it is a consequence of
the general principle of democracy applied to our country’s most urgent needs . . .

SOURCE E

Napoleon Bonaparte, personal account delivered to the Legislative Body, ​Napoleon’s Account of
the Internal Situation of France,​ December 31, 1804
NAME: ______________________________________
PERIOD:______________________________________
The internal situation of France is today as calm as it has ever been in the most peaceful periods.
There is no agitation to disturb the public tranquility, no suggestion of those crimes which recall the
Revolution. Everywhere useful enterprises are in progress, and the general improvements, both
public and private, attest the universal confidence and sense of security. ...

It was clearly seen that for a great nation the only salvation lies in hereditary power, which can
alone assure a continuous political life which may endure for generations, even for centuries. ...

After prolonged consideration, repeated conferences with the members of the Senate, discussion in
the councils, and the suggestions of the most prudent advisers, a series of provisions was drawn up
which regulate the succession to the imperial throne... The French people, by a free and
independent expression, then manifested its desire that the imperial dignity should pass down in a
direct line through the legitimate or adopted descendants of Napoleon Bonaparte, or through the
legitimate descendants of Joseph Bonaparte, or of Louis Bonaparte.

SOURCE F

The Napoleonic Code,​ laws created by Napoleon after his rise to power.

The exercise of civil rights is independent of the type of citizen, which is only acquired and
preserved conformably to the constitutional law.

Every Frenchman shall enjoy civil rights. … Everyone should earn their own fortune for themselves;
the law does not grant any rights over the property of one’s father or mother after they have
deceased. It does not grant to them any right over the property of relations of their father or mother.
Instead, every man should make his own wealth.

SOURCE G

Source: Imperial Catechism, which all schoolchildren would read in France.

Question: What are the duties of Christians toward those who govern them, and what in particular
are our duties towards Napoleon I, our emperor?

Answer: Christians owe to the princes who govern them, and we in particular owe to Napoleon I,
our emperor, love, respect, obedience, fidelity, military service, and the taxes levied for the
preservation and defense of the empire and of his throne. We also owe him fervent prayers for his
safety and for the spiritual and temporal prosperity of the state.