Have an account?
Suggestions for you See more
Enlightenment Influences
Enlightenment, why government, magna carta, 4th - 6th , influences on american government, 9th - 12th , american revolution, enlightenment review.
Compare and Contrast Revolutions
9th - 12th grade, social studies.
8 questions
Introducing new Paper mode
No student devices needed. Know more
What were the direct causes of the American Revolution? Check all that apply.
Colonists’ rights were restricted.
Colonists were not represented in Parliament.
Colonists didn’t want England ruling from far away.
Colonists were frustrated with high taxation.
Colonists had a negative reaction to the Boston Tea Party.
Which revolution(s) established long-lasting democratic traditions?
the American Revolution
the American and Glorious revolutions
the Glorious and French revolutions
the Glorious Revolution
Which revolutions were caused by a reaction to absolute authority?
the American and French revolutions
the Glorious and American revolutions
the French, American, and Glorious revolutions
The American Revolution had the most influence on the French Revolution by
suggesting the idea of the Declaration of Independence.
showing that perseverance and determination are assets.
insisting on fighting for the ideals of the Enlightenment.
inspiring the French people to demand their rights as citizens.
Unfair taxation was a cause in which revolutions?
the Glorious, American, and French revolutions
A common goal of the Glorious, American, and French revolutions was
to raise standards for the lower classes.
to make sure the rich didn’t take advantage of the poor.
to establish a more democratic government.
to establish fair taxation standards.
The goals of the American Revolution were most influenced by
the Enlightenment and the French Revolution.
the Glorious Revolution and the Enlightenment.
the Enlightenment and the English Bill of Rights.
the Glorious Revolution and the English Bill of Rights.
Which idea is shared by both the Declaration of Independence and the Declaration of the Rights of Man?
that church and the state should be separate
that men and women have equal rights
that resistance to tyranny is a right
that all men have natural rights
Explore all questions with a free account
Continue with email
Continue with phone
The New York Times
The learning network | revolt comparing historical revolutions.
Revolt! Comparing Historical Revolutions
Global History
Teaching ideas based on New York Times content.
- See all in Global History »
- See all lesson plans »
Overview | What is a revolution, and how is it different from other kinds of revolts and conflicts? How do the protests in Egypt compare with historical revolutions? In this lesson, students work together to define revolution and engage in research to help them create infographics that represent various historical revolutions around the world.
Materials | Poster paper, markers, computer with Internet access and projector, copies of the handout Revolt! (PDF)
Warm-Up | Students work in small groups to respond to the following prompt:
How you would define the word revolution ? How would you distinguish a revolution from a civil war, an uprising, a coup d’etat, a rebellion or revolt, or a protest or demonstration? What elements do revolutions and other kinds of conflicts have in common? What elements set them apart? Are some of these terms synonymous? If so, which ones? Can the word revolution be used to mean different things? What examples from history illustrate your ideas?
Each group should write the definitions, historical events and other ideas they generated on their sheet of poster paper and post the sheet on the board or wall nearby.
Next, reconvene the class and read aloud each group’s poster. Then ask: What do you notice? On what ideas does the class have a general consensus? On what ideas do have some difference of opinion? Note whether any groups used the same historical event to illustrate different ideas. Briefly discuss, and clarify any misunderstandings, but allow for difference of opinion if groups can back up their ideas with convincing historical evidence.
You might also want to differentiate between political revolutions and revolutionary social changes like the Industrial Revolution .
Conclude the discussion by using elements of each groups’ definition to construct a class definition of “revolution.” Compare the class definition with dictionary definitions and textbook definitions to see how it compares. Does our definition go into greater detail? Less detail? Do you want to add anything from the dictionary definition to ours? Why or why not?
Related | The slide show “Unpredictable Uprisings” provides photos and brief overviews of historical revolutions and related events, including the American Revolution:
Even the American Revolution took years to arrive at the country’s present Constitution. With upheaval gripping several Arab nations ruled by oppressive or corrupt regimes, here is a historical sampler of the twists and turns of revolutions. Many start out broad-based, but often not for long.
Read and view the entire slide show with your class, using the questions below.
Questions | For discussion and reading comprehension:
- What are the commonalities and differences between and among these uprisings?
- Without the captions, what story do these photographs tell? If you had not read the captions, what would you think that this slide show was about? Why?
- Do all of the events included in this slide show fit our definition of revolution? If not, which ones do not fit our definition and why?
- What questions do you come away from this slide show with? Which of these events would you like to know more about?
RELATED RESOURCES
From the learning network.
- Lesson: Ways to Teach About the Unrest in Egypt
- Lesson: Talkin’ ‘Bout a Revolution
- Lesson: Preserve, Protect and Defend? Considering Violent Protests and American Values
From NYTimes.com
- Opinion: The Quest for Dignity
- Interactive: Why the Arab World is Seething
- Week in Review: How a Single Match Can Ignite a Revolution
Around the Web
- World Revolutions Video Lecture
- Listverse: Top 10 Revolutions Felt Around the World
- Timeline: Revolutions
Activity | In small groups, students will research different historical revolutions from across the globe. Give students the Revolt! handout (PDF) to guide their research.
You might choose to assign groups to research the revolutions depicted in the slide show, revolutions that are covered in your curriculum or the conflicts in the list below, which includes suggested starting points for research. For primary source material, they might also use the New York Times archives on NYTimes.com or in the Proquest database.
The American Revolution (1775-1783) Secondary Sources: PBS: Liberty! The American Revolution and History.com: American Revolution Primary Sources: Internet Modern History Sourcebook: American Independence
The Haitian Revolution (1794-1804) Secondary Sources: PBS: The Haitian Revolution and Britannica Academic Edition: The Haitian Revolution Primary Sources: Digital History: The Haitian Revolution
The French Revolution (1789-1799) Secondary Sources: History.com: French Revolution and Britannica Academic Edition: French Revolution Primary Sources: Internet Modern History Sourcebook: French Revolution
The Russian Revolution (1917) Secondary Sources: Britannica Academic Edition: Russian Revolution of 1917 , About.com: Russian Revolution and History Guide: Lecture on the Russian Revolution Primary Sources: Internet Modern History Sourcebook: Russian Revolution
The Cuban Revolution (1956-1959) Secondary Sources: PBS: Fidel Castro and History.com: Batista Forced Out Castro-Led Revolution Primary Sources: Casa Historia: Cuba and the Castro Revolution
The Iranian Revolution (1978-1979) Secondary Sources: BBC In Pictures: The Iranian Revolution and Britannica Academic Edition: Iranian Revolution of 1978-79 Primary Sources: Internet Modern History Sourcebook: Iranian Revolution
The Nicaraguan Revolution (1979) Secondary Sources: Country Studies: The Sandinista Revolution and University of Pittsburgh: The Sandinista Revolution (PDF) Primary Sources: National Security Archive Electronic Briefing Book: The Contras, Cocaine, and Covert Operations and Finding Dulcinea: On This Day: Reagan Endorses Support of Nicaraguan Contras
After the groups are finished collecting information about their assigned revolution, reconvene the class to discuss the following question: Now that you have a more in-depth understanding of one historical revolution, is there anything you would change about our class definition? If so, why and how would you change it?
Going further | Groups work together to create an infographic that graphically represents the answers to all of the questions on the Revolt! handout.
In an upcoming class, students conduct a gallery walk to view all groups’ infographics, taking notes on what commonalities exist among all of the revolutions. Then discuss the common elements and the extent to which these events qualify as revolutions, with respect to the definitions that the class generated. Does our definition need tweaking?
Alternatively or additionally, familiarize students with the winter 2011 events in Egypt , and discuss whether they would define that uprising as a revolution or not, given their understanding of the definition and their learning about other revolutions.
Standards | This lesson is correlated to McREL’s national standards (it can also be aligned to the new Common Core State Standards ):
World History 44. Understands the search for community, stability and peace in an interdependent world. 46. Understands long-term changes and recurring patterns in world history.
Geography 13. Understands the forces of cooperation and conflict that shape the divisions of Earth’s surface.
Language Arts 1. Demonstrates competence in the general skills and strategies of the writing process. 4. Gathers and uses information for research purposes. 5. Uses the general skills and strategies of the reading process. 7. Demonstrates competence in the general skills and strategies for reading a variety of informational texts.
Civics 22. Understands how the world is organized politically into nation-states, how nation-states interact with one another, and issues surrounding United States foreign policy. 23. Understands the impact of significant political and nonpolitical developments on the United States and other nations.
Historical Understanding 1. Understands and knows how to analyze chronological relationships and patterns. 2. Understands the historical perspective.
Life Skills: Working With Others 1. Contributes to the overall effort of a group. 4. Displays effective interpersonal communication skills. 5. Demonstrates leadership skills.
Comments are no longer being accepted.
Revolution info
This was very helpful
What's Next
IMAGES
VIDEO
COMMENTS
Study with Quizlet and memorize flashcards containing terms like Enlightenment thinkers believed in forming a(n)______social contract between people and their government. They explained that the_____class system absolute power of citizens needed to be protected. They also wanted to combine dismantle protect______powers in government., The most significant cause of the French Revolution was ...
4,623 solutions. The Impact of Brunelleschi's Perspective on Renaissance Art. Chapter 28: Revolutions and National States in the Atlantic World. Renaissance, Reformation, Scientific Revolution, Age of Exploration, Columbian Exchange, TransAtlantic Slave Trade. Enlightenment Ideas and Scientific Revolution Overview.
Study with Quizlet and memorize flashcards containing terms like Enlightenment thinkers believed in forming a(n) BLANK contract between people and their government., They explained that the BLANK of citizens needed to be protected., They also wanted to BLANK powers in government. and more.
inspiring the French people to demand their rights as citizens. A common goal of the Glorious, American, and French revolutions was. to make sure the rich didn't take advantage of the poor. the Glorious Revolution and the English Bill of Rights. Which idea is shared by both the Declaration of Independence and the Declaration of the Rights of Man?
Activity | In small groups, students will research different historical revolutions from across the globe. Give students the Revolt! handout (PDF) to guide their research.. You might choose to assign groups to research the revolutions depicted in the slide show, revolutions that are covered in your curriculum or the conflicts in the list below, which includes suggested starting points for ...
Test your knowledge on the goals and effects of major revolutions including the French, American, and Glorious Revolutions. This quiz will challenge you to identify key objectives and outcomes that shaped modern democratic governance. Dive into the details of each revolution's impact on society and politics.
The French Revolution was a conflict rooted in envy, with desperate peasants whipped into a frenzy. The Americans, in contrast, did not envy the British; they wanted to be left alone to chart their own political destiny. In contrast to the American symbol of liberty, the Liberty Bell, we have the French symbol of liberty, the guillotine.
Question 2: Student gives specific evidence to compare the similarities between the two anthems and revolutions. 2. Question 3: Student gives specific evidence to contrast the differences between the two anthems and revolutions. 2. Question 4: Student gives specific evidence to argue why one anthem more fully reflects ideas of the Enlightenment. 2
in turmoil. 1. An outcome of which revolution (s) resulted in conflict and a temporary return to absolute rule? the Glorious and French revolutions. the Glorious Revolution. the French and American revolutions. the French Revolution. 2. The American Revolution had the most influence on the French Revolution by.
Inventing the French Revolution: Essays on French Political Culture in the Eighteenth Century. New York: Cambridge University Press, 1990. This is one of the best studies of the impact of Rousseau's political philosophy on the French Revolution. de Tocqueville, Alexis. The Old Regime and the French Revolution. Translated by Stuart Gilbert.