An Age of Revolution?
Driving Question: How revolutionary were the Atlantic revolutions?
The Age of Revolution extended beyond America and France, and many types of people participated. In this lesson, we’ll meet the women and the enslaved and colonized people who fought for or were affected by revolutions around the world.
Learning Objectives:
- Evaluate the narrative of the Age of Revolution by examining the roles of women, enslaved people, and colonial subjects during this period.
- Analyze the causes and consequences of the Haitian Revolution and Pueblo Revolt.
- Use a graphic biography to support, extend, or challenge the overarching narratives from this period.
Vocab Terms:
- abolish
- colony
- enslave
- liberation
- oppression
- plantation
- reform
- slavery
This activity has a few more layers than a traditional opener. Each student takes the perspective of a mystery identity that’s tied to a different video, article, activity, or graphic bio from this lesson. Be sure to consider student strengths as you match them with an identity. If you want more ideas for modifying materials for your classroom, check out our Differentiation Guide for support.
The view of the Age of Revolution changes depending on whose perspective we adopt. Consider how different people experienced revolutionary events.
Revolutionaries, Robots, and Rock-and-Roll:
- Students work with an AI to select three revolutionaries from the long nineteenth century.
- Next, they prompt the AI to help them write lyrics for a song that addresses issues important to each band member.
- Finally, students refining their AI prompts to improve the lyrics.
Why this rocks: Focusing on issues that revolutionaries would most want to sing about will deepen students’ understanding of the motivations behind revolutions while also refining their prompt-writing skills.
About 12 million Africans were forcibly transported to the Americas during the transatlantic slave trade. Once in the Americas, many enslaved Africans participated in rebellions and revolutions to reclaim their freedom.
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Guiding Questions
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Before you watch
Preview the questions below, and then review the transcript.
While you watch
Look for answers to these questions:
- What were the main social classes in Saint-Domingue, and why was this social pyramid unstable?
- What was life like for an enslaved person in Saint-Domingue?
- What was the goal of the revolutionaries in the revolution’s early days?
- Who was Toussaint Louverture, and why did he fight first with the Spanish and then with the French?
- How did enslaved people learn about revolutionary ideas?
After you watch
Respond to this question: This video makes the argument that the Haitian Revolution was the most radical of the Atlantic revolutions. Do you agree?
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Guiding Questions
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Before you read
Skim the full comic, paying attention to things like prominent colors, shapes, and types of text and fonts. How do you know where to start and in which direction to read? What’s in the gutters (the space between panels)? Who is the focus of the comic? What big questions do you have?
While you read
Look for answers to these questions:
- How many Africans were enslaved from the Gold Coast and how many were taken to Jamaica?
- How did the Windward Maroons defeat the British?
- Why was Queen Nanny both respected and feared?
- What concessions did the Windward Maroons have to make to the British in order to secure peace with them?
- How does the artist use art and design to demonstrate Queen Nanny’s journey and position in the Windward Maroon society?
After you read
Respond to this question: Do you think Queen Nanny was a revolutionary like some of the other people you’re learning about in this unit? Why or why not?
The Lesson Guide includes some sample answers your students might respond with when comparing the three revolutions in this activity. If your students aren’t familiar with the concept of a diagram, the graphic organizer here might need some additional explanation. For more tips, this blog post offers deeper insight into how to effectively teach historical comparison in your classroom.
Revolutionary movements erupted in many places beyond America and France. Use the materials below to evaluate whether these are part of the same narrative.
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Guiding Questions
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Before you watch
Preview the questions below, and then review the transcript.
While you watch
Look for answers to these questions:
- Why did the Spanish decide to invade New Mexico and what were some of the immediate consequences of the decision?
- What are some examples of how Pueblo people experienced colonization?
- What are some of the ways that Pueblo people resisted Spanish colonization before 1680?
- What big event sparked the Pueblo Revolt?
- How did the Pueblos coordinate the revolt? Was it successful?
After you watch
Respond to these questions: In what ways does the Pueblo Revolt fit the pattern of other revolutions you’ve learned about? In what ways does it stand out?
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Guiding Questions
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Before you read
Preview the questions below, and then skim the article. Be sure to look at the section headings and any images.
While you read
Look for answers to these questions:
- When did ‘Uthman dan Fodio’s revolution take place in northern Nigeria? What other revolutions in the Atlantic world were taking place around this time?
- What economic factors led to revolutions in West Africa?
- What was the ideology or unifying force for revolution in West Africa?
- What revolutionary state did ‘Uthman dan Fodio create? How revolutionary was this state?
After you read
Respond to this question: Would you include these West African revolutions as part of the Atlantic revolutions?
See the Lesson Guide to download the readings and the Research Cards you’ll need to run this class activity.
Blog post: “Revolutionary Women: Little Tweaks Make a Perfect Fit!” Read an experienced teacher’s take on teaching this activity.
Though revolutionary narratives are often centered on founding fathers, plenty of women played central roles in defining the Age of Revolution.
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Guiding Questions
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Before you read
Preview the questions below, and then skim the comic, paying attention to things like prominent colors, shapes, and types of text and fonts. How do you know where to start and in which direction to read? What’s in the gutters (the space between panels)? Who or what is the focus of the comic?
While you read
- How did Sáenz’s father try to teach her to be obedient? What was the result?
- Who were Sáenz’s companions? Why don’t we know a lot about them?
- How did Manuela Sáenz, Jonotas, and Natan serve Simón Bolívar and the revolutionaries?
- How does the artist show Sáenz’s attempt to break out of confinement using art?
- How does the artist portray Jonotas and Natan? Why does she make this choice?
After you read
Respond to this question: 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?
Some revolutions get all the attention. But were the big names really the most revolutionary?
Khanmigo Writing Coach is an AI-powered tool designed specifically for teachers and students in K–12 and secondary classrooms. This tool can help you teach many OER Project: World History writing activities. It can be used to provide individual feedback and revisions on early student work. If you’re interested, check out this Khanmigo Writing Coach Guide.
Analyze these documents describing the political revolutions of the long nineteenth century. Then, build an argument detailing the most significant causes of political revolutions during this time period.
