This lesson will have you really digging into revolution. For this quick opening activity, you’ll choose something in your life or in your local, regional, national, or global community that you would like to see changed. Using the lyrics from a revolution-related or protest song, you will think through the changes you’d like to see, why you would like to see them, and the actions you might take to make those changes happen. This should help you apply lessons learned from history to issues that exist today, which will help make this history more usable.

There have been famous songs throughout human history that have called for revolution or change. Your teacher is going to share one of these songs with you. Your job is to think about the call to action that the song is suggesting, and then think about something in your life today for which you would like to see immediate change. Using the song lyrics to guide you, your teacher will have you consider how you might make this change. The following questions should help guide your thinking:

• What kind of change do you want to see?
• Why do you want to see the change?
• How will you make this change happen (for example, via peaceful protests or civil disobedience)?

Be prepared to present your ideas about the change you want to see and how you would make those changes happen. In this lesson, you are going to learn a ton about revolutions—what causes them, what the consequences of revolutions are, and so on. You should think about the revolution or change you want to see today as you consider other revolutions in history…perhaps it will spark some ideas for how you can promote positive change in the world!

Between 1775 and 1825, a series of revolutions overturned the administration of aristocratic or overseas rulers in several parts of the Atlantic world. The French, American, Haitian, and Latin American revolutions were wars of independence inspired to some extent by liberal political ideas, but they only partly lived up to their promise.

So far, you have seen a series of economic, political, and ideological changes, and you have been told that these led to revolutions. But what, and where, were those revolutions, and what did they accomplish? In this article, you will briefly encounter four sets of revolutions as evidence to help you respond to the Unit 2 Problem: How were ideas about political identity and political experience transformed by the liberal and democratic revolutions that created nationalism and nation-states? What were the limits of these transformations?

Preview – Skimming for Gist

Fill out the Skimming section of the Three Close Reads Worksheet as you complete your first close read. As a reminder, this should be a quick process!

Key Ideas – Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. How, according to the author, did the Seven Years’ War help lead to both the American and French Revolutions?
2. What were the results of the American Revolution in terms of achieving independence? What were the results in terms of creating an egalitarian society?
3. How did the French Revolution transform France? What was not transformed?
4. Why, according to the author, was the Haitian Revolution the most radical of them all?
5. What fears, according to the author, led to internal divisions within the Latin American revolutions?

Evaluating and Corroborating

At the end of the third close read, respond to the following question:

1. This article lists a bunch of different revolutions, and some were more revolutionary than others. What sort of things can political revolutions change? Are there any limits on the change these sorts of revolutions can bring? Why or why not? What are the limits?

We often learn about the US War of Independence, the French Revolution, and revolutions in Haiti and Latin America as a set of “Atlantic revolutions” that share some characteristics and were connected to each other by shared ideas and trade networks. But West Africa was also part of this increasingly linked Atlantic world. Were West African revolutions part of this Atlantic “Age of Revolutions”? Did these conflicts share causes and impacts with those across the ocean? This article argues that to some degree, they did. You will have to decide whether you agree or not.

As you study the revolutions of the eighteenth and nineteenth centuries, you may see some patterns. For example, historians see revolutions in different parts of the Atlantic as being linked by shared ideas but also as reactions to economic inequality. West Africa is often left out of these discussions. By looking at new research on revolutions in West Africa, you can get a sense of how political events in this region had both similarities and, in some cases, differences to other parts of the Atlantic world. This will help you understand the broader pattern of the revolutions you are studying.

Preview—Skimming for Gist

Fill out the Skimming for Gist section of the Three Close Reads worksheet as you complete your first close read. As a reminder, this should be a quick process!

Key Ideas—Understanding Content

For this reading, you should be looking for unfamiliar vocabulary words, the major claim and key supporting details, and analysis and evidence. By the end of the second close read, you should be able to answer the following questions:

1. When did ‘Uthman dan Fodio’s revolution take place in northern Nigeria? What other revolutions in the Atlantic world were taking place right around this time?
2. What economic factors led to revolutions like ‘Uthman Dan Fodio’s in West Africa, according to the article? Were these factors similar or different from other parts of the Atlantic?
3. What was the ideology or unifying force for revolution in West Africa, according to the article, and why?
4. What revolutionary state did ‘Uthman dan Fodio create? How revolutionary was this state, and other new Islamic states, according to the article?

Evaluating and Corroborating

At the end of the third close read, respond to the following questions:

1. Why do you think the history of West Africa has generally been left out of the study of revolutions in the Atlantic in this period?
2. Would you include ‘Uthman dan Fodio and the Islamic revolutions of West Africa as one of the “Atlantic revolutions”? In what ways was it linked or similar to other revolutions in this period, and in what ways was it unique or unconnected?

In the late eighteenth century, the French colony of Saint Domingue teetered on an unstable social pyramid. At the top of the hierarchy were wealthy white plantation owners who enslaved the vast majority of the island’s population: hundreds of thousands of enslaved Africans and their descendants. New ideas about natural rights swirled around the Atlantic world and reached the people of Saint Domingue—including enslaved people—and helped launch the most radical of the Atlantic revolutions. But the fight didn’t end with independence, as the new nation of Haiti continued to struggle for its survival and the end of slavery.

This video will provide you with evidence to evaluate the revolutions of the long nineteenth century through the lens of history’s most successful slave revolt. It will also help you support, extend, and challenge all three frame narratives. The Haitian Revolution challenged ideas about who had rights. It was made possible by networks of free and enslaved people who exchanged information around the Atlantic world. And it defied the plantation system that was the foundation of global production and distribution during the long nineteenth century.

Preview—Skimming for Gist

As a reminder, open and skim the transcript, and read the questions before you watch the video.

Key Ideas—Understanding Content

Think about the following questions as you watch this video.

1. Who made up the social classes in Saint Domingue, and why was this social pyramid unstable?
2. According to Dr. Daut, what was life like for an enslaved person in Saint Domingue?
3. According to the Dr. Daut, what was the goal of the revolutionaries in the revolution’s early days?
4. Who was Toussaint Louverture, and why did he fight first with the Spanish and then with the French?
5. How did enslaved people learn about revolutionary ideas?
6. This video makes the argument that Haiti’s struggle continued long after the revolution and independence. What evidence is provided to support this point?

Evaluating and Corroborating

1. This video makes the argument that the Haitian Revolution was the most radical of the Atlantic revolutions. Do you agree? What evidence from the video supports your view?

In the eighteenth and nineteenth centuries, all kinds of women became active in the fight for change. While these fights for rights may not seem particularly revolutionary today, and while not all of these women are famous or well known, these women were agents of change in history, helping to push the boundaries of what was “normal” at the time. In this activity, you will engage in an in-depth study of one revolutionary woman to illuminate just how “revolutionary” this person was, and how her impact is still felt and seen in women’s lives around the world today. You will create an influence campaign to show others how this woman’s history is still usable and important in today’s world.

CCOT
You will have to determine how the changes spurred by revolutionary women still impact lives today. In doing this, you will have to look at how those changes have persisted.

In this activity, you will research one revolutionary woman from history, with the goal of creating a mini-influencer campaign in order to show that your woman was the most revolutionary. Your teacher will start by reading the following passage to you – feel free to read along!

The eighteenth century marked a significant turning point for much of the world. It was an era of tremendous change, as people developed new ways to examine human nature using science, and at times called for radical political revolutions. It was the period of time in which intellectuals discussed creating a social contract between the people and the government. These new republican governments required the consent of the people because in the words of Thomas Jefferson, “all men are created equal.” You might ask, “What about women?” Abigail Adams brought up the question in a letter to her husband, an author of the US Constitution, requesting, “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.” The mere fact that women were active in fighting for change is one of the most revolutionary elements of that century and after. Some of these fighters were intellectual women of the European Enlightenment. But the revolutionary spirit had a much wider reach, including women from varying socio-economic and geographical backgrounds.

What do you think it means to “Remember the Ladies, and be more generous and favourable to them than [their] ancestors”? After you’ve discussed your ideas with the class, it’s time to start learning more about revolutionary women. You are going to both remember and celebrate revolutionary women by creating an influencer campaign for one woman. So, what does it take to be “most revolutionary”? Well, that will be determined by the class, but generally, it will be the woman whom you show to have fostered the most change, with the effects of those changes still being felt around the globe today.

Once you’ve been assigned a revolutionary woman to study, take out the Revolutionary Women Worksheet. First, read the excerpt that aligns to the geographic area your woman is from. You might also want to check out the other excerpts so you have a sense of the competition. Then, you should conduct Internet research to find out more about the woman you are studying. Consider the following questions as you dive into your research.

• Do they go by other names?
• What was their childhood and background like?
• What made them ordinary?
• What made them extraordinary?

Be sure to use the research cards on the Revolutionary Women Worksheet to help you evaluate and record your sources.

Once you have a good sense of why the woman you are studying is revolutionary, it’s time to move on to the influencer campaign. Your teacher will tell you who the specific audience is for this campaign so that you can target your materials accordingly. The audience will ultimately vote on the campaigns to identify the top three most revolutionary women in history.

For this campaign, the woman is the “influencer” and you’re the marketers collaborating with her. Your campaign must include at least five slides that incorporate the following information in one way or another. Feel free to get creative, but also make sure you address each of the criteria, in no particular order:

1. Product being endorsed
   • This is the agent of change/change itself (in this case, the woman).
2. Review(s) of the product
   • How did the change go? Was it positive, negative, or somewhere in between?
   • Find and cite 2-3 credible sources who may have offered an opinion on this change, whether positive, negative, or somewhere in between.
3. Contextualization
   • Why did this happen at this time? What were the contexts and conditions that helped spur this change?
4. Reach
   • How many people did this impact? (That is, study the reach of the impact and display it somehow).
5. Relevance to today
   • Why is this person still important today? Where do we see their revolution at work?

The campaigns could be created using PowerPoint, Google Slides, or your teacher may suggest other options. They should include, where possible, images, data, and perhaps even videos that help strengthen the campaign. Each final product should be something that the audience can click through without requiring any outside information to understand what the campaign is about. In this way, the judges/audience could do a gallery walk through the campaigns without needing anyone there to explain them.

Once the campaigns have been shared and voted on, and the top three women selected, wrap up with a discussion of why the women chosen were the most revolutionary. Was it more about what they did or more about how the campaigner was able to argue their position? And were these the more well-known women or were the women chosen more representative of everyday women who happened to do something revolutionary? Finally, talk about how you were able to trace this historical impact over time, and think about other ways you can continue to connect the past to today, making sure that the history you learn is usable and applicable to you.

Manuela Sáenz (1797-18) was born into rebellion. The daughter of a wealthy Ecuadorian merchant, she became a rebel and spy for ‎Simón Bolívar during the wars for Latin American independence. She also rebelled against the rules governing how women should act in her society. But she could not have done it without her enslaved companions, Jonotas and Natan, about whom we know little.

Political revolutions, industrialization, and the movements that accompanied them were supposed to have changed peoples’ lives and provided them with many more opportunities. But did they? Manuela Sáenz’ story, and that of her two compatriots shows how some people could push the boundaries, but also how some limits remained in place.

Read 1: Observe

As you read this graphic biography for the first time, review the Read 1: Observe section of your Three Close Reads for Graphic Bios Tool. Be sure to record one question in the thought bubble on the top-right. You don’t need to write anything else down. However, if you’d like to record your observations, feel free to do so on scrap paper.

Read 2: Understand

On the tool, summarize the main idea of the comic and provide two pieces of evidence that helped you understand the creator’s main idea. You can do this only in writing or you can get creative with some art. Some of the evidence you find may come in the form of text (words). But other evidence will come in the form of art (images). You should read the text looking for unfamiliar vocabulary words, the main idea, and key supporting details. You should also spend some time looking at the images and the way in which the page is designed. By the end of the second close read, you should be able to answer the following questions:

1. What was Manuela Sáenz’ status when she was growing up?
2. How did Manuela’s father try to teach her to be obedient, and what was the result?
3. Who were Manuela Sáenz’ companions, and why don’t we know a lot about them?
4. How did Manuela, Jonatas, and Natan serve Simón Bolívar and the revolutionaries?
5. How does the artist show Manuela’s attempt to break out of confinement using art?
6. How does the artist portray Jonotas and Natan? Why does she make this choice?

Read 3: Connect

In this read, you should use the graphic biography as evidence to support, extend, or challenge claims made in this unit of the course. On the bottom of the tool, record what you learned about this person’s life and how it relates to what you’re learning.

1. How does this biography of Manuela Sáenz support, extend, or challenge what you have learned about social transformations and their limits during the long nineteenth century?

To Be Continued…

On the second page of the tool, your teacher might ask you to extend the graphic biography to a second page. This is where you can draw and write what you think might come next. Here, you can become a co-creator of this graphic biography!

We’re used to hearing about revolutions in the US, France, Latin America, and Haiti. Less frequently do we hear about the role of Indigenous Americans in this revolutionary history. The first large-scale, successful revolt against colonizers in the United States was launched in 1680 by the Pueblo people of New Mexico. The Pueblo Revolt of 1680 temporarily drove out the Spanish and helped ensure the endurance of Pueblo culture and communities into the present. In this video, Jerad Koepp interviews Porter Swentzell about the causes, experiences, and long-term effects of the revolt.

This video provides you with evidence to evaluate the Age of Revolutions through the lens of an earlier, lesser-known revolt. It will help you extend the narratives about revolution and colonization that you’re encountering by including a successful Indigenous revolution. It will also help you understand how Indigenous peoples around the world took part in making—and contesting—the modern world.

Preview – Skimming for Gist

Remember to open and skim the transcript, and then read the questions below before you watch the video.

Key Ideas – Factual

Think about the following questions as you watch this video.

1. How does Dr. Swentzell describe the Pueblos of New Mexico before Spanish arrival?
2. Why did the Spanish decide to invade New Mexico and what were some of the immediate consequences of the decision?
3. What are some examples that Dr. Swentzell provides about how Pueblo people experienced colonization?
4. What are some of the ways that Pueblo people resisted Spanish colonization before 1680?
5. The Pueblo Revolt of 1680 was about many different issues, but it was sparked by one big event. What were the main grievances, and what was the big event?
6. How did the Pueblos coordinate the revolt? Was it successful?
7. The Pueblo Revolt of 1680 is sometimes called the first and most successful revolt against European colonialism. Does Dr. Swentzell agree? What evidence does he mention to support or challenge this idea?

Evaluating and Corroborating

1. This video makes the argument that the Pueblo Revolt of 1680 should be included in the stories about the Age of Revolutions—including the American, French, Latin American, and Haitian Revolutions. Can you think of any evidence you’ve learned in this course that challenges that claim?

In this activity, you’ll create a recipe that explains the causes for a particular political revolution. Since revolutions are often messy (and bloody!), analyzing the causes and categorizing them will allow you to expand your understanding of how causation helps to explain historical processes and how historians focus on particular causes to shape people’s understanding of these events.

Comparison, claim testing
You will further develop your causation skills by comparing different revolutions. By evaluating the similarities between revolutions, you will be able to understand causal relationships more fully, specifically as they relate to the causes of revolutions across different temporal and spatial settings. As always, you should claim test the assertions you make in order to provide sound logic and solid reasoning when determining the causes and effects of a historical event.

For this activity, you’ll be creating a recipe to “cook up” a political revolution. First, you’ll be assigned one of the revolutions you’ve learned about earlier in this lesson. Then, your task will be to create a recipe that consists of causes (your list of ingredients) for your revolution. You’ll also include detailed directions about how to combine all the ingredients in your recipe. These directions will actually be an account of how the causes led to a revolution.

Part 1: Categorizing Causes

First, your teacher will break the class into groups of two to three students and assign each group one of the following political revolutions: American, French, or Latin American. Then your teacher will either hand out or have you download the Causation – Recipe for a Revolution worksheet, which includes the Causation Tool, and have you review the video or video transcript for your assigned revolution. While watching or reading, make a list of all the causes and consequences you can find for your assigned revolution. You might need to conduct additional research to find enough causes (eight to ten) to create your recipe. If you do conduct outside research, make sure someone in your group keeps a list of where you found your information/sources. As you research, be sure to include the appropriate evidence (that is, the “good” evidence) for the causes and effects for your revolution. These might include dates, key terms, and names that relate to the revolution.

After your group has identified all your causes and effects, your teacher will review a few more aspects of causation with you, along with the language we use to describe them.

• Time: Long term, intermediate term, and short term
• Historical significance:
  • Amount – How many people’s lives were affected by the cause/effect?
  • Depth – Were people living in the time period being studied deeply affected by the cause/effect?
  • Endurance – Were the changes people experienced as a result of this cause/effect long-lasting and/or recurring?

In this activity, you are adding one more category: type. Categorizing causes by historical type will help you group similar causes together, which is the kind of analysis that historians do when they categorize the economic or political causes of an event or process. Review the different categories for type. There’s also a mnemonic device to help you remember these categories: PIECES.

• Type: Historical type
  • (P) Political – What type of government, organization, or power structure was there? Who was in charge? Did people vote or have a say?
  • (I) Innovation – What did they invent? Were there any new developments or technologies?
  • ($) Economic – What jobs were there? Did they use money? Did they trade?
  • (C) Cultural – What/whom did they worship? What/whom did they believe in? Did they have written language? Did they leave any artifacts behind, such as art, customs, sports, dress, language, music, dance, foods, celebrations?
  • (E) Environmental – How did they attempt to control or use the environment? What impact did the land, water, and nature around them have on the way they lived?
  • (S) Social – Were there different roles for men and women? Did they live in family units? Did they interact with other groups? Did they have a social structure (enslaved, priests, kings)?

After you've reviewed this category of causal analysis, complete the Causation Tool. You should categorize your causes for time and type (we'll get to the other categories of causation in later activities) and list the effects.

Part 2: Creating the Recipe

Use your causes from the Causation Tool to create your recipe for revolution. Here are the steps you’ll have to follow to create your recipe:

1. Write the list of “ingredients” (the causes of the revolution). Note: You should have eight to ten causes in your list of ingredients.
2. Next, rank your causes from most essential to least essential, with 1 being the most essential. This will be your ingredient list for the recipe. Then, explain how your top three ingredients compare with the bottom three. Ranking the causes will help you understand the relative significance of each cause.
3. Create “directions” (that is, preparation steps). This can be accomplished by answering the following question: How does each cause come together (or get “mixed”) to create revolution? Think about the verbs you might see in a recipe such as mix, blend, stir, chop, and sprinkle. There are lots of other examples—use your imagination! Your directions must include:
   • The event that triggered the revolution
   • Timeframe/periodization
   • Historical context

Your teacher may have you share your recipes with the class, and will collect your worksheets and use them to assess how your causation skills are progressing.

How revolutionary was the American Revolution? This video examines how the aftermath of the Seven Years War collided with Enlightenment ideas about sovereignty and equality to create revolution. The revolution did have far-reaching impacts, such as getting rid of the aristocracy. But for a revolution that claimed “all men are created equal”, it benefited rich white men much more than it benefited women, enslaved people, and men who didn’t own land. The same rich white men who held power in the Thirteen Colonies continued to hold power after they became the United States of America.

This video provides evidence at a national scale for responding to the Unit 2 Problem: How were ideas about political identity and political experience transformed by the liberal and democratic revolutions that created nationalism and nation-states? What were the limits of these transformations? It may also challenge some assumptions about the American Revolution, especially in the context of the community frame narrative presented in this course.

Preview – Skimming for Gist

Before you watch the video, open and skim the transcript. Additionally, you should always read the questions below before you watch the video (a good habit to use in reading, too!). These pre-viewing strategies will help you know what to look and listen for as you watch the video. If there is time, your teacher may have you watch the video one time without stopping, and then give you time to watch again to pause and find the answers.

Key Ideas – Understanding Content

Think about the following questions as you watch this video:

1. How did the Seven Years’ War help cause the American Revolution?
2. Britain fought the expensive Seven Years’ War to defend their American colonies and went to war against the revolutionaries in an attempt to keep them under British rule. Why were the colonies so valuable to Britain?
3. What methods did the colonists use to protest British policies?
4. Who did the revolution benefit the most? Who benefited the least?
5. What does John Green think was the most important change produced by the American Revolution? Was it revolutionary?

Evaluating and Corroborating

1. John Green lists a lot of different factors that led to the revolution. Make a list of what you think were the three most important causes. Are the items on your list political causes or material causes?
2. John Green says that, after the Revolution, Americans “came to view themselves as equal to each other.” Do you agree? When viewed through the communities frame, was the American Revolution revolutionary?

This video examines the causes and effects of the French Revolution. John Green explains how the revolution took a radical turn that undermined its idealistic beginnings. He argues that the French Revolution was much more revolutionary than the American Revolution, even though not a lot changed in France after it was over. The video highlights some long-term effects of the French Revolution.

This video provides evidence at a national scale for responding to the Unit 2 Problem: How were ideas about political identity and political experience transformed by the liberal and democratic revolutions that created nationalism and nation-states? What were the limits of these transformations? It will also help you to ask questions about the communities frame, in particular how the liberal and national revolutions of the nineteenth century reshaped how people all over the world understood their place in political communities.

Preview – Skimming for Gist

Before you watch the video, open and skim the transcript. Additionally, you should always read the questions below before you watch the video (a good habit to use in reading, too!). These pre-viewing strategies will help you know what to look and listen for as you watch the video. If there is time, your teacher may have you watch the video one time without stopping, and then give you time to watch again to pause and find the answers.

Key Ideas – Understanding Content

Think about the following questions as you watch this video:

1. Things weren’t going well in France in the years leading up to 1789. What were the political and economic problems facing King Louis XVI?
2. What was the Estates General, and what happened when Louis XVI called its first meeting since 1614?
3. Why did the rulers of European nations like Austria, Prussia, and Britain oppose the revolution?
4. What was the Terror?
5. Make two lists: In what ways does John Green argue that the French Revolution was revolutionary? In what ways was it not revolutionary?

Evaluating and Corroborating

1. Do you think the French Revolution was mainly caused by Enlightenment ideas like sovereignty, or do you think economic factors were more important?
2. John Green says that the French Revolution was more impactful and more revolutionary than the American Revolution. Do you agree? Why or why not?

This video tackles the widespread and complex series of events that led to an entire continent gaining independence from three centuries of rule by European empires. John Green explains the complex social and racial hierarchies that existed before the revolutions. He highlights some of the major moments of the revolutions in Brazil, Mexico, Venezuela, and Argentina. The revolutionary South Americans failed to build a unified South America, as imagined by Simón Bolivar, but they did build several new and independent nation-states.

This video provides evidence at a national scale for responding to the Unit 2 Problem: How were ideas about political identity and political experience transformed by the liberal and democratic revolutions that created nationalism and nation-states? What were the limits of these transformations? It will also help you to ask questions about the networks frame, in particular by connecting revolutions in Latin America to earlier events in the United States, Haiti, and France. How did those earlier revolutions affect Latin America? Were these the same kind of revolutions? Did they start for similar reasons? Did they transform their communities in similar ways?

Preview – Skimming for Gist

Before you watch the video, open and skim the transcript. Additionally, you should always read the questions below before you watch the video (a good habit to use in reading, too!). These pre-viewing strategies will help you know what to look and listen for as you watch the video. If there is time, your teacher may have you watch the video one time without stopping, and then give you time to watch again to pause and find the answers.

Key Ideas – Understanding Content

Think about the following questions as you watch this video:

1. What were the three institutions that controlled life in Latin America before the revolutions, according to John Green?
2. What is transculturation and why was it important?
3. Why was Brazil the last country to fully abolish slavery (not until 1888)?
4. How did Simón Bolivar overcome the divisions created by the social hierarchy of Latin American society in order to build successful revolutions?
5. What aspects of Latin American society did the revolutions change? What stayed the same?

Evaluating and Corroborating

1. The three other Crash Course videos on revolutions are all about revolutions in one nation—the United States, France, and Haiti. Why do you think John Green talks about revolutionary movements in all these different places that would become nation-states (Mexico, Brazil, Venezuela, etc.) as a single event? Do you agree that they are as interconnected as he makes it seem?
2. How were the social hierarchies in Latin American communities similar to American, French, and Haitian society before their revolutions? How were they different? How did these social structures and their relationship to production and distribution help create revolution?

You practice testing claims a lot in this course. You make claims as well, often within the context of writing assignments. This activity gives you the opportunity to practice making claims, which will help you make strong historical arguments both verbally and in writing.

Claim testing
In many ways, claim testing is really shorthand for “making and testing claims.” In this activity, you will practice your claim-making skills.

This is a quick activity where you’re asked to make two claims about revolutions. Today you’re just making claims, but you’ll be making counterclaims in similar activities later in the course!

Think about the political revolutions you learned about earlier in this unit. Pick two revolutions, and for each, come up with a claim for what caused the revolution. If you completed the Recipe for a Revolution activity, pick different revolutions from the ones used in that activity. For each claim, find two pieces of evidence that support it. You should be able to support your claims using course materials, but your teacher might ask you to use the Internet, as well.

Be prepared to share your claims at the end of class. Note that most if not all of these claims are causal claims. Historical claims often relate to historical thinking practices such as causation, CCOT, and comparison. You should consider the types of historical claims you want to make when you respond to a particular type of historical question.