Revolution: The Call to Battle: Teacher’s Guide
Grade Level: 9-12
Curriculum Focus: World History
Lesson Duration: One to two class periods
Program Description
This episode of the series on innovations in war and civilization explores how revolutions in
military deployment and in political thought affected Europe and the United States in the 18th and
19th centuries.
I. Marching Across Europe (8 min.)
II. American Colonialism (11 min.)
III. Codes of War (8 min.)
IV. The Rise and Fall of Napoleon (23 min.)
Onscreen Questions
•
What is the relationship between revolution and warfare?
•
What are some ways that revolutions affect society?
Lesson Plan
Student Objectives
•
Develop a definition of the term “revolution” that distinguishes it from a war.
•
Review and classify one of four major historical conflicts.
•
Report findings to the class.
Materials
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Revolution: The Call to Battle video and VCR, or DVD and DVD player
•
Computer with Internet access
•
Paper and pencils
Revolution: The Call to Battle: Teacher’s Guide
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Procedures
1. Begin the lesson by asking students what they think a revolution is and how it differs from a
war. Record their responses. Help students draft a definition of “revolution” that includes these
points:
•
A revolution is a battle fought for principles and ideals.
•
A revolution may be fought by volunteers, as opposed to professional soldiers, who are
committed to the principles of the war.
•
Wars are fought by professional soldiers who focus on military tactics and strategies.
•
Wars often are the result of territorial conflicts.
2. Divide the class into four groups and assign each group one of these conflicts:
•
Seven Years’ War
•
American Revolution
•
French Revolution
•
Military campaigns of Napoleon
3. Tell the groups that they will research their assigned conflict, and then prepare and deliver a
class presentation that answers these questions:
•
What were the reasons for the conflict?
•
In your opinion, was it a war or a revolution?
•
What factors did you use to arrive at your conclusion?
•
Is it sometimes difficult to tell whether a conflict is a war or a revolution? Why?
4. Suggest the following Web sites to guide students’ research. To get them started, you may want
to show a few minutes of the video, Revolution: The Call to Battle.
The Seven Years’ War
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http://www.militaryheritage.com/louisbg.htm
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http://www.militaryheritage.com/wm_henry.htm
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http://odur.let.rug.nl/~usa/E/7yearswar2/7years01.htm
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http://odur.let.rug.nl/~usa/E/7yearswar2/7years02.htm
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http://odur.let.rug.nl/~usa/E/7yearswar2/7years03.htm
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http://earlyamerica.com/review/1998/scalping.html
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http://www.heritage.nf.ca/exploration/7years.html
The American Revolution
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http://www.pbs.org/ktca/liberty/chronicle/timeline.html
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http://odur.let.rug.nl/~usa/E/revolution/revo2.htm
•
http://odur.let.rug.nl/~usa/E/revolution/revo3.htm
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Revolution: The Call to Battle: Teacher’s Guide
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http://odur.let.rug.nl/~usa/E/revolution/revo4b.htm
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http://odur.let.rug.nl/~usa/E/revolution/revo4c.htm
The French Revolution
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http://chnm.gmu.edu/revolution/chap1a.html
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http://chnm.gmu.edu/revolution/chap1b.html
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http://chnm.gmu.edu/revolution/chap1c.html
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http://chnm.gmu.edu/revolution/chap1d.html
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http://chnm.gmu.edu/revolution/chap2a.html
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http://www.britannia.com/history/euro/1/2_2.htm
The Military Campaigns of Napoleon
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http://www.britannia.com/history/euro/1/2_3.html
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http://www.lucidcafe.com/library/95aug/napoleon.html
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http://www.geocities.com/CollegePark/Den/7664/naplifehistory.html
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http://www.napoleonguide.com/leaders_napoleon.htm
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http://www.angelfire.com/journal/French/NAPOLEONBONAPARTE3.html
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http://members.tripod.com/~mhkerekes/napoleontl.htm
5. Allow students time in class to complete their research and prepare their presentations. Each
group should select one or more presenters.
6. Following the presentations, discuss the groups’ research findings and any differences of
opinion. Ask students: In your opinion, which conflicts were wars? Which were revolutions?
Why is it sometimes difficult to tell?
7. Conclude the lesson by revisiting the definition of “revolution” that the class developed at the
beginning of the lesson. Based on what students know now, how would they revise that
definition?
Assessment
Use the following three-point rubric to evaluate students’ work during this lesson.
•
3 points: Students actively participated in class discussions; completed their research
carefully and thoroughly; made a thoughtful, accurate, and engaging presentation to the
class.
•
2 points: Students participated in class discussions; completed their research; made an
accurate and competent presentation to the class.
•
1 point: Students did not participate in class discussions; had difficulty completing their
research; made an incomplete and unsatisfactory presentation to the class.
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3
Revolution: The Call to Battle: Teacher’s Guide
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Vocabulary
American Revolution
Definition: A Conflict between the 13 Colonies and Great Britain that took place between 1775
and 1783; this conflict resulted in the birth of a new nation, the United States of America.
Context: Because the American Revolution was fought for principles that resulted in the
formation of a nation based on democratic ideals, most scholars consider the conflict a
revolution rather than a war.
French Revolution
Definition: Conflict that took place in France between 1789 and 1799; this conflict changed the
structure of the French government and introduced democratic ideals to the country
Context: While the French Revolution did not result in a democratic government, it did end the
autocratic rule of the monarchy and strengthen the standing of the French middle class.
Napoleon Bonaparte
Definition: French military leader who lived between 1769 and 1821 and ruled France as its
emperor from 1804 to 1814
Context: Napoleon Bonaparte was not content ruling France; he wanted to conquer Europe,
which proved to be his downfall.
revolution
Definition: Conflict fought for strongly valued ideals and beliefs, often by civilian soldiers
willing to die for their principles; many times it ends with the existing government being
overthrown and replaced by another.
Context: People fighting in a revolution find courage and strength in their cause, which allows
them to engage in struggles they would otherwise avoid.
Seven Years’ War
Definition: Territorial conflict that took place between 1756 and 1763, and involved nearly every
country in Europe as well as America and India; it did not result in any substantial territory
changes in Europe.
Context: The Seven Years’ War—also known as the French and Indian Wars—was a territorial
dispute over North American land; in the end, Britain was victorious over France.
war
Definition: Conflict between states or nations, often a battle over territory
Context: In addition to the Seven Years’ War, the British and the French fought territorial wars
in India and Africa.
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Revolution: The Call to Battle: Teacher’s Guide
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Academic Standards
Mid-continent Research for Education and Learning (McREL)
McREL's Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education
addresses 14 content areas. To view the standards and benchmarks, visit link:
http://www.mcrel.org/compendium/browse.asp
This lesson plan addresses the following national standards:
•
Language Arts—Viewing: Uses viewing skills and strategies to understand and interpret
visual media; Writing: Uses the general skills and strategies of the writing process, Gathers
and uses information for research purposes
•
History—World History: Era 7 - An Age of Revolutions, 1750-1914; World History Across
the Eras: Understands long-term changes and recurring patterns in world history
The National Council for the Social Studies (NCSS)
NCSS has developed national guidelines for teaching social studies. To become a member of NCSS,
or to view the standards online, go to http://www.socialstudies.org
This lesson plan addresses the following thematic standards:
•
Culture
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Time, Continuity, and Change
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Power, Authority, and Governance
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Global Connections
Support Materials
Develop custom worksheets, educational puzzles, online quizzes, and more with the free teaching tools
offered on the Discoveryschool.com Web site. Create and print support materials, or save them to a
Custom Classroom account for future use. To learn more, visit
•
http://school.discovery.com/teachingtools/teachingtools.html
DVD Content
This program is available in an interactive DVD format. The following information and activities are
specific to the DVD version.
Published by Discovery Education. © 2005. All rights reserved.
Revolution: The Call to Battle: Teacher’s Guide
6
How To Use the DVD
The DVD starting screen has the following options:
Play Video—This plays the video from start to finish. There are no programmed stops, except by
using a remote control. With a computer, depending on the particular software player, a pause
button is included with the other video controls.
Video Index—Here the video is divided into four parts (see below), indicated by video thumbnail
icons. Watching all parts in sequence is similar to watching the video from start to finish. Brief
descriptions and total running times are noted for each part. To play a particular segment, press
Enter on the remote for TV playback; on a computer, click once to highlight a thumbnail and read
the accompanying text description and click again to start the video.
Curriculum Units—These are specially edited video segments pulled from different sections of the
video (see below). These nonlinear segments align with key ideas in the unit of instruction. They
include onscreen pre- and post-viewing questions, reproduced below in this Teacher’s Guide. Total
running times for these segments are noted. To play a particular segment, press Enter on the TV
remote or click once on the Curriculum Unit title on a computer.
Standards Link—Selecting this option displays a single screen that lists the national academic
standards the video addresses.
Teacher Resources—This screen gives the technical support number and Web site address.
Video Index
I. Marching Across Europe (8 min.)
One of the world’s earliest revolutionaries, Frederick the Great employed the art of military drill in
an attempt to conquer Europe. Learn about Frederick’s tactics and the Seven Years’ War.
II. American Colonialism (11 min.)
Most of the rebel soldiers who fought in the American Revolution were not highly trained career
soldiers like their opponents. But they had something the British lacked—desire for freedom.
III. Codes of War (8 min.)
Throughout the ages, wars have been fought on different lands and under different circumstances.
Explore the many reasons soldiers decide to fight and the intangible bonds that develop in battle.
IV. The Rise and Fall of Napoleon (23 min.)
The French Revolution forever changed France’s military, allowing soldiers to advance due to
ability rather than lineage. One of these military talents was Napoleon Bonaparte, France’s selfproclaimed emperor.
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Revolution: The Call to Battle: Teacher’s Guide
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Curriculum Units
1. Frederick’s Tactics
Pre-viewing question
Q: Why is drill—marching precisely in time—no longer necessary on the battlefield?
A: Answers will vary.
Post-viewing question
Q: How did Frederick use drill to overtake his enemies?
A: Frederick’s men were well trained in drill, the idea being that men who could march in sync on
parade grounds could do the same on the battlefield. In his battle with Austria, Frederick had his
men change direction while hidden from sight; they would then reappear unexpectedly and
surprise their enemy.
2. The Seven Years’ War at Sea
Pre-viewing question
Q: Do you think it is easier to win a battle at sea or on land?
A: Answers will vary.
Post-viewing question
Q: What made the warship such an important weapon in the Seven Years’ War?
A: Britain and France had large enough fleets to extend the war to great distances, making the
Seven Years’ War a global war. Equipped with cannons, the warships carried as much firepower as
an entire army, making them floating fortresses.
3. British Advancement
Pre-viewing question
Q: Why is money an important part of war?
A: Answers will vary.
Post-viewing question
Q: Why did the British build more ships than the French?
A: The ability to pay for expensive new ships was almost as important as the battles themselves. As
an island nation, Britain had always devoted most of its military budget to naval operations, while
France divided its budget between preparing for sea and costly land battles. Britain was the most
successful trading nation in Europe. The more ships it built, the greater its wealth and power.
4. An American Revolution
Pre-viewing question
Q: Why was the Northeast region the military key to America in the 18th century?
A: Answers will vary.
Post-viewing question
Q: Why was controlling the Hudson River important for winning the American Revolution?
A: The Hudson was considered a “military highway” linking the New York colony to the Saint
Lawrence Seaway and Canada. By winning the attack at Fort Ticonderoga, the Americans were
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Revolution: The Call to Battle: Teacher’s Guide
8
able to control the Hudson—and the Northeast—and make sure that the British would not be able
to use it
5. Guerrilla Warfare
Pre-viewing question
Q: What is the difference between guerrilla warfare and organized war?
A: Guerrilla warfare is fought by small groups of people using surprise tactics. Without rules for
this style of warfare, the object is to defeat your opponent in any way possible. Organized war uses
codes of conduct and large-scale engagement in which enemies are aware of where and when they
will meet their opponents.
Post-viewing question
Q: What advantages did the Americans have over the British?
A: Because they were fighting for freedom, the Americans were willing to die for their cause; the
British were not as committed. American soldiers employed guerrilla tactics, and the British
adhered to the standards of organized war. British soldiers marching in formation were easy targets
for Americans firing shots from behind fences and woods.
6. Battles at Saratoga
Pre-viewing question
Q: Do you think political motivation can make or break a war?
A: Answers will vary.
Post-viewing question
Q: Why was Saratoga the turning point of the war?
A: American troops defeated the British at Saratoga. Humiliated, Britain was on the run; France
recognized American independence and declared war on Britain. Spain and Holland followed, and
the Americans took full advantage.
7. Reasons to Fight
Pre-viewing question
Q: What are some things you would be willing to fight for?
A: Answers will vary.
Post-viewing question
Q: What are some factors that encourage people to risk their lives in war?
A: Usually people fight harder for a political ideal. Soldiers also fight when they are forced to do so,
and when they believe a tangible prize exists. Often soldiers form strong bonds, which motivates
them to look out for each other. Soldiers are more motivated if they know they’ll be cared for if
injured.
8. Do Unto Others
Pre-viewing question
Q: What is honor?
A: Answers will vary.
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Revolution: The Call to Battle: Teacher’s Guide
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Post-viewing question
Q: What are the connections between honor and warfare?
A: Answers will vary.
9. French Revolutionary Ideals
Pre-viewing question
Q: Would you voluntarily fight for your country?
A: Answers will vary.
Post-viewing question
Q: What were the French revolutionaries fighting for?
A: The French Revolution sought to change an old society from top to bottom. Liberty, equality,
and fraternity were the revolutionaries’ ideal.
10. Napoleon’s Rise
Pre-viewing question
Q: Are soldiers today ranked by ability or breeding?
A: Answers will vary.
Post-viewing question
Q: How did Napoleon modernize the French Army?
A: Napoleon perfected the idea of a combat division, an army of a few thousand men. To move
quickly, he divided the French Army into subdivisions of individual corps, each with its own
commanders and responsibilities.
11. Conquering Europe
Pre-viewing question
Q: What are some reasons that nations attack other nations?
A: Answers will vary.
Post-viewing question
Q: Why did the French attack the British-held Hougoumont?
A: The French tried to break into the fortified farmhouse to crumble the right end of the British line,
which would greatly weaken the British position.
12. The End at Waterloo
Pre-viewing question
Q: Why would it be crucial that your enemy stand up in a gun battle?
A: Answers will vary.
Post-viewing question
Q: How were the British able to fend off the French cavalry?
A: When the French cavalry attacked the British line, the well-disciplined soldiers were told to hold
their fire until the horses got within about 50 yards, at which point they fired as one. Frightened by
the horses and the heavy fire, the horses would not move any closer. The French had to go outside
the battlefield squares, regroup, and try again—and again.
Published by Discovery Education. © 2005. All rights reserved.