Rise of the Revolution Grade Nine

Transcription

1 Ohio Standards Connection: Citizenship Rights and Responsibilities Benchmark A Analyze ways people achieve governmental change, including political action, social protest, and revolution. Indicator 1 Analyze and evaluate the influence of various forms of citizen action on public policy including: a. The French Revolution b. The international movement to abolish the slave trade and slavery; c. The Russian Revolution; d. The independence movement in India; e. The fall of communism in Europe; f. The end of apartheid. Lesson Summary: Students will analyze the influence of various forms of citizen action on public policy during the period of the French Revolution. They will complete a chart and participate in class to determine the different forms of action taken during this time period. Following instruction, students will write a culminating essay. Estimated Duration: One hour and 40 minutes Commentary: While this lesson only deals with one aspect of the gradelevel indicator, it can serve as a model for lessons addressing other aspects of the indicator. Reviewers indicated that while the lesson might be difficult, the students were interested in the topic. One reviewer noted that the textbook used had the necessary content to start the assignment and the lesson could be completed with the outside resources available in the district. Pre-Assessment: Have students record answers to the questions on Attachment A, Pre-Assessment Worksheet. Allow five to 10 minutes for students to work. After the allotted time, collect the student papers. Review responses by asking for students to volunteer their answers. Scoring Guidelines: Check student answers with Attachment B, Pre-Assessment Worksheet Answer Key. Based on the oral responses when reviewing the pre-assessment and the quality of the written responses, determine if additional work is needed with terminology and examples before proceeding with the lesson. If necessary, discuss the definitions with the class and have the class generate additional examples for each definition. Students who were successful on the pre-assessment may be called upon to identify and explain examples. 1

2 Post-Assessment: Using their completed charts (Attachment D) as a guide, have students individually complete the writing activity found in Attachment C, Post-Assessment Essay and Scoring Rubric. Scoring Guidelines: See Attachment C, Post-Assessment Essay and Scoring Rubric, for a detailed grading rubric. Instructional Procedures: Day One 1. Review any questions from the pre-assessment. 2. Divide the class into groups of two or three students. Once the groups are formed, pose this problem: Remember the definitions the class reviewed as part of the pre-assessment activity. Imagine that your local government instituted a curfew for teenagers. Using the categories of political action, social protest and revolution, what actions could you take if you wanted the local curfew changed? a. Have groups write their means of doing the following: Political Action (e.g., present petition to the mayor; request action at a city council meeting). Social Protest (e.g., make posters of complaints, hold protest march). Revolution (e.g., take over the police department). b. Upon completion, have students share their responses with the class. Discuss which actions would be most likely to achieve the desired change. 3. Distribute Attachment D, Comparative Chart, to each student and assign each student a different row on the chart to complete. Indicate if students will work individually, in pairs or in groups on the assignment. Have each student use textbook, print or other resources to find the answers for his/her row. If any students do not complete this activity in class, have them finish the assignment for homework. Day Two 4. Using a question-and answer-method, have the students assigned the first row share their answers (see Attachment E for the answers). Discuss as needed. Have the remainder of the class fill in these spaces on their charts as the answers are discussed. Next, have the students in the second row share their responses with the class. Repeat until all rows have been discussed. Add any additional information at any time to clarify the entries for the students. 5. Conclude the lesson by answering any questions the students may have about the entries on the chart. 6. Distribute Attachment C, Post-Assessment Essay and Scoring Rubric, and review with the class. Answer any questions and set a date for completion. Differentiated Instructional Support: Instruction is differentiated according to learner needs, to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s). 2

3 Allow students to choose from a variety of options to demonstrate knowledge learned including an oral report or presentation. Give students additional time for completion of the essay or permit them to work with a partner. Require each student to turn in an individual essay. Allow students to work in groups to complete the Comparative Chart. Each student should take notes to ensure they have complete information. Challenge students to look more closely into the factors that led to change and analyze how the actions taken by citizens created conditions leading to political change. Extensions: Have students extend their charts to include episodes such as the Indian independence movement and the overthrow of dictatorial governments in Europe. Have them compare and contrast these developments using the same structure as the post-assessment essay. Instruct students to use the Internet to find other cases of revolution around the world. Direct students to look for parallels with the events leading up to the American and French Revolutions and note what happened in each instance. Ask students to report their findings to the class. Have students conduct an interview with someone who has lived through a revolution for a personal perspective on this form of citizen action. Homework Options and Home Connections: Send the Comparative Charts to students via and allow the students to work at home. Instruct students to use the Internet or other resources to find a revolution (social, political or cultural) happening in the world today, such as the Technological Revolution, and report their findings to the class. Interdisciplinary Connections: English Language Arts: Have students read excerpts from works of literature pertaining to the French Revolution to gain a sense of the times. Materials and Resources: The inclusion of a specific resource in any lesson formulated by the Ohio Department of Education should not be interpreted as an endorsement of that particular resource, or any of its contents, by the Ohio Department of Education. The Ohio Department of Education does not endorse any particular resource. The Web addresses listed are for a given site s main page, therefore, it may be necessary to search within that site to find the specific information required for a given lesson. Please note that information published on the Internet changes over time, therefore the links provided may no longer contain the specific information related to a given lesson. Teachers are advised to preview all sites before using them with students. For the teacher: None. For the student: Writing materials, textbook, other resources on the French Revolution. 3

4 Vocabulary: revolution (political definition) political action social protest politics public policy Rise of the Revolution Grade Nine Technology Connections: Use a word processor to fill in charts or complete the essay. The Internet can be used for additional research for the homework. Use to send the Comparative Chart to students for homework. Research Connections: Marzano, R. et al. Classroom Instruction that Works: Research Based Strategies for Increasing Student Achievement, Alexandria, VA: Association for Supervision and Curriculum Development, Homework and practice provide students with opportunities to deepen their understanding and skills related to content that has been presented to them. General Tips: Events leading to the American Revolution have been placed in Attachment D, Comparative Chart, as examples of how the chart is to be completed. The students can use their knowledge from the American Revolution to build their understanding for the French Revolution. Attachments: Attachment A, Pre-Assessment Worksheet Attachment B, Pre-Assessment Worksheet Answer Key Attachment C, Post-Assessment Essay and Scoring Rubric Attachment D, Comparative Chart Attachment E, Comparative Chart Answer Key 4

5 Attachment A Pre-Assessment Worksheet Rise of Revolution Name: Date: Answer the following questions to the best of your ability. This will not be scored for a grade, but is meant to see what you know. 1. What is a social protest? 2. Give an example of a social protest. 3. What is a political action? 4. Give an example of political action. 5. What is a revolution, in the political sense of the term? 6. Give a historical example of a revolution. 5

6 Attachment B Pre-Assessment Worksheet Answer Key Rise of Revolution [Definitions for 1, 3 and 5 are based upon standard dictionary definitions.] 1. What is a social protest? A social protest occurs when a group or groups in a society organize a public demonstration of disapproval regarding a policy or action. 2. Give an example of a social protest. Answers will vary, but might reference civil rights marches or anti-war protests. 3. What is a political action? Political action includes activities organized by citizens to bring about changes in law, public policy or governmental conduct. 4. Give an example of political action. Answers will vary, but might reference signing petitions or lobbying. 5. What is a revolution, in the political sense of the term? A revolution is a fundamental change in political organization, especially the overthrow of a government or ruler and the substitution of another by the governed. 6. Give a historical example of a revolution. Examples that might be cited: the American Revolution, the French Revolution, the Russian Revolution or the Glorious Revolution. 6

7 Name: Date: Attachment C Post-Assessment Essay and Scoring Rubric Rise of Revolution Directions: Using your completed chart as a guide, individually respond to the following writing prompt: Consider the events associated with the French Revolution and prepare an essay that analyzes the ways citizens attempted to achieve governmental change. The essay should identify one example each for social protest, political action and revolution. The circumstances surrounding each instance of citizen action and the impacts or results of each action should be discussed completely and in detail. Scoring Rubric Four points: The student response contains a complete and detailed analysis of one correctly identified example each for social protest, political action and revolution related to the French Revolution. Three points: The student response contains a complete, but not detailed, analysis of one correctly identified example each for social protest, political action and revolution related to the French Revolution. OR The student response contains a complete and detailed analysis of citizen action of one correctly identified example each for two of the following: social protest, political action or revolution related to the French Revolution. Two points: The student response contains a complete, but not detailed, analysis of one correctly identified example each for two of the following: social protest, political action or revolution related to the French Revolution. OR The student response contains a complete and detailed analysis of one correctly identified example for one of the following: social protest, political action or revolution related to the French Revolution. One point: The student response contains a complete, but not detailed, analysis of one correctly identified example for one of the following: social protest, political action or revolution related to the French Revolution. No points: The student response does not meet any of the above criteria. The response may discuss the French Revolution, but not analyze the role of citizen action. The response may discuss citizen actions that did not actually occur during the French Revolution. The response may analyze actions related to other historical events or hypothetical examples of citizen action. 7

8 Attachment D Comparative Chart Rise of Revolution Name: Date: Directions: The purpose of the chart below is to gather information relating to different types of actions used by citizens to bring about changes in public policy. Complete the entries on the chart for France, Use the examples from the American Colonies/United States, as a model. Categorize each action as political action, social protest or revolution. Complete the remaining columns based on information in the textbook or other resources. American Colonies/United States, Citizen Action Type of Action Change Desired Public Policy Change/Reaction Desired Result Achieved? Stamp Act Congress/Declaration of Rights and Grievances (Oct. 19, 1765) Political Action Repeal of the Stamp Act Stamp Act repealed; Declaratory Act passed Stamp Act-yes; Declaratory Actlargely ignored Colonists sign nonimportation agreements (1765) Social Protest Repeal of the Stamp Act Stamp Act Repealed; Declaratory Act passed Stamp Act-yes; Declaratory Actlargely ignored Colonists sign nonimportation agreements ( ) Social Protest Repeal of the Townshend duties Duties repealed except for the duty on tea Partially Boston Tea Party (Dec. 16, 1773) Social Protest Repeal of the Tea Act (monopoly on tea trade for the East India Co.) Tea Act retained; Coercive Acts passed No (Coercive Acts tighten British control over Massachusetts) First Continental Congress/ Declaration and Resolves (Oct. 14, 1774) Political Action Repeal of several acts of Parliament, including the Coercive Acts Appeal ignored No Revolutionary War ( ) Revolution Independence for the United States Recognition of the United States in the Treaty of Paris Yes 8

9 Attachment D (continued) Comparative Chart Rise of Revolution France, Citizen Action Type of Action Change Desired Public Policy Change/Reaction Desired Result Achieved? Meeting of the National Assembly/Tennis Court Oath (June 1789) Storming of the Bastille (July 14, 1789) National Assembly adopts Declaration of the Rights of Man and of the Citizen (Aug. 26, 1789) Women s march on Versailles (Oct. 1789) Meeting of the National Assembly/ new constitution proclaimed (Sept. 3, 1791) 9

10 Attachment E Comparative Chart Answer Key France, Citizen Action Type of Action Change Desired Public Policy Change/Reaction Desired Result Achieved? Meeting of the National Assembly/Tennis Court Oath (June 1789) Political Action A constitution with equal voting privileges in the legislature for the third estate Monarchy accepts National Assembly as legislative body with equal voting privileges, but does not endorse the idea of a constitution Partially Storming of the Bastille (July 14, 1789) Social Protest/ Revolution Prevent king s troops from entering Paris Troops withdrawn Yes National Assembly adopts Declaration of the Rights of Man and of the Citizen (Aug. 26, 1789) Political Action Inclusion of rights in a new constitution Monarchy lets Declaration stand Yes Women s march on Versailles (Oct. 1789) Social Protest Return of the king to Paris King returns to Tuileries Palace Yes Meeting of the National Assembly/ new constitution proclaimed (Sept. 3, 1791) Political Action Political reforms in line with Declaration of Rights of Man and of the Citizen Constitution is accepted by the king; monarchy is given limited powers Yes (Later opposition from conservatives and radicals as well as foreign invasion led to next stage of revolution) 10