How Revolting!
| Unit: Age of Revolution |
Authors: Barry Davis |
| Grade Level: 10 |
School Address: Lyme Central
School, |
| Subject Area: Integrated
Learning Unit |
School Phone/Fax: 315-649-2417
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Overview
The Age of Revolution was an age in which the world was turned upside down and the fate of several continents changed forever. The changes that occurred during this era were political, social and economic and helped impact and form the world as we know it today.
The purpose of this unit is to create meaningful lesson plans for the Global History teacher when covering the period of Revolution. This time period is often difficult for teachers to cover in a student motivating manner.
Activities will be interactively, student centered where the students will have opportunities to apply their knowledge in a variety of interdisciplinary tasks that are appealing and definitive.
Formal and informal assessments will be made throughout the entire unit, preparing the students for success on the Global History Regents. Formal assessments will be via rubric graded projects and examinations. Informal assessments will be through teacher observation of group activities and student discussions. Both the traditional learner and non-traditional learner have been taken into consideration in creating this unit. This unit should take about six weeks to complete.
It is hoped that this will be beneficial for both the teacher and the learner.
CONTENT KNOWLEDGE
| Declarative |
Procedural |
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Political Revolutions: U.S.-Declaration of Independence, Constitution France-Old Regime, Tennis Court Oath, Bastille, Declaration of the Rights of Man, Reign of Terror, Robespierre, King Louis XVI, "Liberty, Equality, Fraternity", Napoleon, Son of Enlightenment, Napoleonic Codes, Grand Empire, Congress of Vienna, Metternich, nationalism, balance of power, self-determination political spectrum-conservative, radical, moderate, reactionary, liberal, socialist Latin America-peninsulares, creoles, mestizos, natives, slaves, junta, caudillo, cash crop, Bolivar, L’Ouverture, Diaz, Villa, Zapata, San Martin |
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Agrarian Revolution, Social Darwinism, suffrage,bourgeoise, proletariat, mercantilism, urbanization, factorysystem, middle class
Adam Smith, Karl Marx, Engels, Thomas Malthus |
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ESSENTIAL QUESTIONS
INITIATING ACTIVITY
The teacher will playmusic clips with an enlightening, revolutionary theme. Students will pick out phrases they hear and write them on paper. They will then form groups and add their responses together. The teacher will make a list of these responses on the board. Using citations from the songs students will attempt to deduce what all of these have in common and what the next unit may be about. (See references for song titles and artists).
Connection to State Learning Standards
Content Area: Social Studies
Level: Grade 10
Unit Theme: The Enlightenment
| Standard: 1 History of the U. S. and New York Students will ...use a variety of intellectual skills to demonstrate their under-standing of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. |
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Standard: 2 World History Students will use a variety of intellectual skills to demonstrate their under-standing of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. |
| Benchmarks: 3. Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups. •research and analyze the major themes and developments in New York State and United States history (e.g., colonization and settlement; Revolution and New National Period; immigration; expansion and reform era; Civil War and Reconstruction; The American labor movement; Great Depression; World Wars; contemporary United States) •prepare essays and oral reports about the important social, political, economic, scientific, technological, and cultural developments, issues, and events from New York State and United States history •understand the interrelationships between world events and developments in New York State and the United States (e.g., causes for immigration, economic opportunities, human rights abuses, and tyranny versus freedom). |
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Benchmarks:
Students will: •define culture and civilization, explaining how they developed and changed over time. Investigate the various components of cultures and civilizations including social customs, norms, values, and traditions; political systems; economic systems; religions and spiritual beliefs; and socialization or educational practices •understand the development and connectedness of Western civilization and other civilizations and cultures in many areas of the world and over time •analyze historic events from around the world by examining accounts written from different perspectives •understand the broad patterns, relationships, and interactions of cultures and civilizations during particular eras and across eras •analyze changing and competing interpretations of issues, events, and developments throughout world history.
Students will: •distinguish between the past, present, and future by creating multiple-tier timelines that display important events and developments from world history across time and place •evaluate the effectiveness of different models for the periodization of important historic events, identifying the reasons why a particular sequence for these events was chosen •analyze evidence critically and demonstrate an understanding of how circumstances of time and place influence perspective •explain the importance of analyzing narratives drawn from different times and places to understand historical events •investigate key events and developments and major turning points in world history to identify the factors that brought about change and the long-term effects of these changes.
Students will: •analyze the roles and contributions of individuals and groups to social, political, economic, cultural, and religious practices and activities •explain the dynamics of cultural change and how interactions between and among cultures has affected various cultural groups throughout the world •examine the social/cultural, political, economic, and religious norms and values of Western and other world cultures.
Students will: •identify historical problems, pose analytical questions or hypotheses, research analytical questions or test hypotheses, formulate conclusions or generalizations, raise new questions or issues for further investigation •interpret and analyze documents and artifacts related to significant developments and events in world history •plan and organize historical research projects related to regional or global interdependence •analyze different interpretations of important events, issues, or developments in world history by studying the social, political, and economic context in which they were developed; by testing the data source for reliability and validity, credibility, authority, authenticity, and completeness; and by detecting bias, distortion of the facts, and propaganda by omission, suppression, or invention of facts. (Taken from National Standards for World History) |
| Standard: 3 Geography Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live- local, national, and global-including the distribution of people, places, and environments over the Earth's surface. |
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Standard: 4 Economic Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how |
| Benchmarks:
Students will: • understand how to develop and use maps and other graphic representations to display geographic issues, problems, and questions • understand the development and interactions of social/cultural, political, economic, and religious systems in different regions of the world • analyze how the forces of cooperation and conflict among people influence the division and control of the Earth's surface (Taken from National Geography Standards, 1994) • explain how technological change affects people, places, and regions.
Students will: • select and design maps, graphs, tables, charts, diagrams, and other graphic representations to present geographic information • analyze geographic information by developing and testing inferences and hypotheses, and formulating conclusions from maps, photographs, computer models, and other geographic representations (Adapted from National Geography Standards, 1994) • develop and test generalizations and conclusions and pose analytical questions based on the results of geographic inquiry. |
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Benchmarks:
Students will: • analyze the effectiveness of varying ways societies, nations, and regions of the world attempt to satisfy their basic needs and wants by utilizing scarce resources • define and apply basic economic concepts such as scarcity, supply/demand, opportunity costs, production, resources, money and banking, economic growth, markets, costs, competition, and world economic systems • understand the nature of scarcity and how nations of the world make choices which involve economic and social costs and • explain how economic decision making has become global as a result of an interdependent world economy • understand the roles in the economic system of consumers, producers, workers, investors, and voters.
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Standard 5
Civics, citizenship, government
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.
| Benchmarks:
Students will: • analyze how the values of a nation and international organizations affect the guarantee of human rights and make provisions for human needs • consider the nature and evolution of constitutional democracies throughout the world • compare various political systems with that of the United States in terms of ideology, structure, function, institutions, decision-making processes, citizenship roles, and political culture • identify and analyze advantages and disadvantages of various governmental systems.
Students will: • analyze the disparities between civic values expressed in the United States Constitution and the United Nation Universal Declaration of Human Rights and the realities as evidenced in the political, social, and economic life in the United States and throughout the world • identify, respect, and model those core civic values inherent in our founding documents that have been forces for unity in American society • understand the dynamic relationship between federalism and state's rights. 4. The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills. Students will: • evaluate, take, and defend positions on what the fundamental values and principles of American political life are and their importance to the maintenance of constitutional democracy (Adapted from The National Standards for Civics and Government, 1994) • take, defend, and evaluate positions about attitudes that facilitate thoughtful and effective participation in public affairs • consider the need to respect the rights of others, to respect others' points of view (Adapted from The National Standards for Civics and Government, 1996) • explain how democratic principles have been used in resolving an issue or problem. |
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Learning Experiences
Declarative Knowledge
| What declarative knowledge should e in the process of acquiring & integrating? As a result of the unit, the student will know or understand… |
What experiences or activities will be used to help students acquire & integrate this knowledge? |
What strategies will be used to help students construct meaning, organize and/or store the knowledge? |
Describe what will be done. |
| Lesson 1 Concept: Enlightenment terminology including: Enlightenment, natural laws, social contract, absolute power, separation of powers, checks and balances, laissez-faire, free market, consent of the governed, enlightened despot |
Deduction Crossword puzzle Flashcards Fill in the blank |
Glossary use Mneumonic devices Mind maps/graphic organizer Brainstorming Concept patterns Note taking Deductive reasoning Cooperative learning Constructive meaning with process cause patterns Public speaking Modeling thought |
Revolution terminology will be written on cards. Each group of four students using their glossary, textbooks and prior knowledge students will create a flow chart (graphic organizer) of the terms, organizing and synthesizing the information. The teacher will ask the students to explain their thought processes for the organization they chose to the class. Students will play password or 21 Questions with vocabulary trying to deduce the terms from the clues given. Partners will change places so each has a chance to give and receive clues. Using a list of important people, terms or events of the Age of Revolution students will create an ABC book illustrating the concepts from this unit. This should be written for an upper elementary audience. |
| Lesson 2 Concept: Philosophers: Locke, Hobbes, Rousseau, Montesquieu Rulers: Catherine the Great, Frederick the Great, Louis XVI |
Compare/contrast chart Graphic organizer Catherine the Great http://www.sptimes.com/Treasures/TC.2.3.13.html http://www.netsrq.com/~dbois/cath-gr.html http://members.tripod.com/~Nevermore/CGREAT.HTM http://www.optonline.com/comptons/ceo/00893_A.html
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Textbooks Notes Small group work Class discussion Oral or written expression of opinion
Textbook readings Summarizing Paraphrasing Deduction
Movie Lord of the Flies Deduction Individual work Group debate and discussion |
Students will be divided into groups. Each group will be given a different philosopher to present to the class. During student presentations the rest of the students will be given a chart to record notes about each philosopher. From the presentations and the notes taken the students will see the similarities and differences between philosophers. Students then state or write which philosopher they most agree with supporting explanation. Students will read information about rulers and determine which enlightened despot’s rule they would have preferred to live under and explain why they did not choose one of the others. Students imagine they are stranded on a deserted island. They must determine: how the island will be run (what type of gov’t)., individual’s rights as opposed to the good of the group, laws that would be necessary to promote the common welfare of the people and consequences of behavior. |
| Lesson 3 Concept: Effects of the Enlightenment: Political Revolutions: U.S.-Declaration of Independence, Constitution France-Old Regime, Tennis Court Oath, Bastille, Declaration of the Rights of Man, Reign of Terror, Robiespierre, King Louis XVI, "Liberty, Equality, Fraternity", Napoleon, Son of Enlightenment, Napoleonic Codes, Grand Empire, Congress of Vienna, Metternich, nationalism, balance of power, self-determination political spectrum-conservative, radical, moderate, reactionary, liberal, socialist Latin America-peninsulares, creoles, mestizos, natives, slaves, junta, caudillo, cash crop, Bolivar, L’Ouverture, Diaz, Villa, Zapata, San Martin |
Create a chart comparing/contrasting the Revolutions Write a news article or create a newspaper of the events of the time
French Revolution http://history1700s.miningcocom/library/weekly/aa051698htm?pid=2765&cob=home
Create a timeline of the events leading up to the French revolution Http://www.geocities.com/CapitolHill/Lobby/8130/TheRightsofman3.htm
Game
Brainstorm and list Textbook
Timeline |
Graphic representation Summation
Opinion with support Individual writing Writing from a different perspective Pair share Small group presentation
Deduction
Logical sequencing
Individual Writing Pair share Group discussion Similarities
Graphic organizer Sequencing Summarize Create a display Inductive reasoning
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Students will create a flow chart which shows the cause &effects of the Enlightenment, & the following revolutions: American, French, Industrial, and Cultural Students will compare the views of the reactionary and liberal perspectives of the Congress of Vienna. They will have to support one of the viewpoints with at least 5 facts. The class will be divided into two teams. Each team will pool their information and present their point of view. The teacher will facilitate the discussion providing the class with the two perspectives of the Congress of Vienna. Students will be divided into small groups. The groups will be given excerpts from several historical documents: the Declaration of Independence, the Declaration of the Rights of Man, the U.S. Bill of Rights. The students will be asked to hypothesize which documents the excerpts came from. When the groups are finished, the teacher will reveal the correct documents and compare the similarities of the documents. Use the same activity with the Napoleonic Code and the U.S. Constitution. Students will play a card game where they have to obtain at least 5 signs or elements of a revolution to win the game and overthrow the old gov’t. Students will read about the Reign of Terror. After reading they will create a list of grievances. Students will create a timeline on a major revolution. The teacher will divide the class in quarters. For homework each group will create a timeline based on the important dates of that revolution. When they return with their information they will create posters of their timelines. |
| Lesson 4 Concept: Causes/Effects of the Industrial Revolution: Agrarian Revolution, Social Darwinism, suffrage, bourgeoise, proletariat, mercantilism, urbanization, factory system, middle class Cultural Revolution: Adam Smith, Karl Marx, Engels, Thomas Malthus
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Reading, interpreting, creating political cartoons
Writing from a perspective
Brainstorm Write
Individual writing
Brainstorm Individual work Library skills Notes Enlightenment Resources http://pw2.netcom.com/~giardina/reason.html http://dowling.pvt.k12.ia.us/socstudies/enlph/index.htm http://dowling.pvtk12.ia.us/socstudies/enlph/sld001.htm Rousseau http://www3.northstar.k12.ak.us/schools/tan/lite/pol/Marissa.html Hobbes http://www.freeweb.org/politica/hobbes/english.htm http://www.venturetech.com/philo/phils/hobbes.html http://setis.library.usyd.edu.au/philos/hobbrowse.html http://www.pagesz.net/~stevek/intellect/hobbes.html Montesquieu http://www-mcnair.berkeley.edu/95Journal/JannieChan.html Philosophers http://www.earlham.edu/~peters/gpi/philo.htm http://www.geocities.com/ad_container/pop.html?cuid=10183&keywords=none Revolution http://www.unipissing.ca/department/history/2155/edespots.htm http://members.aol.com/agentmess/frenchrev/summary.html http://www.fordham.edu/halsall/mod/marseill.html Web Page Construction http://muskingum.edu/~csun/lessonplan.html
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Graphic representation and physical pictograph of information.
Research/summarizing Individual writing Compare/contrast Library/internet skills
Modeling Charts from previous activities
Research and summarize Cooperative learning groups
Proposition/support Graphic organizer Physical pictorial Graphic representation
Modeling Individual self-evaluation Cooperative learning Graphic organizers Summarize
Internet search Library skills Summarizing Individual writing Note taking |
Students will be shown political cartoons and discuss the symbols and author’s intent. They will create their own cartoon that expresses a particular viewpoint about the Industrial or Cultural Revolution ideas. Students will pretend they are a newspaper reporter who lived during the Industrial Revolution. He/she is given two assignments: to write a story about the wealthy owner of a textile factory in England and then write a story about a poor coal miner in Wales. Students must use appropriate terminology and vocabulary. Students may use the internet or previous knowledge to complete the activity. Students will be given a revolution: French, U.S., Latin American, Industrial, Cultural. Students will create a bumper sticker slogan to draw attention to their point of view as a member or either the elite class or the revolutionary class. Students will be divided into groups. Each group will be assigned a different colonial Latin American class (peninsulare, creole, mestizo, free black, slave, wealthy woman, poor woman and priest). Groups will create a five day diary describing that person’s daily life. Students will choose a revolution and for that revolution create a poster which supports the ideas of that revolution with 7 facts
Students will be divided into groups. Each group will be given a Document Based Question (DBQ) based on a topic of the unit. The members of the group will be required to analyze, interpret, and identify the source. When finished each group will hand their copy to the teacher. The teacher will pass their "answers" to the question to another group to "grade" using a DBQ rubric. When grading is done the teacher will lead a discussion comparing the answers and results of the rubric. Students will be given a list of historical personalities of the Age of Revolution. They will research the person and using that information create an imaginary interview with that person. |
Learning Experiences
Procedural Knowledge
| What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to: |
What will be done to help students construct models, shape & internalize the knowledge? |
Describe what will be done. |
| Create comparison charts
Write a description of a week in the life-diary journal writing, narrative, explanatory, descriptive writing
Organize a poster
Create a newspaper
Draw a cartoon
Author and illustrate a book
Timeline
Bumper Sticker |
Modeling, note taking
Diary format and rubric List requirements of journal entries Graphic organizers to organize ideas http://www.msstate.edu/Archives/History/Latin_America/aguirre.let See rubric
Model of format http://www.stg.brown.edu/projects/h…ow/victorian/history/chadwick2.html http://ab.edu/~delcol_l/worker.html
Demonstrate/model
Rubric of requirements
Visual example
Summarizing/use of key words |
Students will create comparison charts for the various revolutions, their causes and effects and philosophers of the Age of Revolutions. Students will use information about Latin America to formulate an idea of a realistic lifestyle of one of the classes of Latin American society.
Students will research the Industrial Revolution conditions and write a news article reflecting two different perspectives. Students will analyze a cartoon (DBQ) based on the Industrial Revolution and then synthesize this information creating their own cartoon which reflects their understanding of the topic. They will present this cartoon to the class for analyses.
Students will create an ABC book illustrating the concepts and their knowledge of the Age of Revolution. Students will identify the significant events of the Revolutionary era and present them in a chronological manner. Students will synthesize information given on the Revolutions and create a bumper sticker which summarizes in less than 10 words their viewpoint. |
Learning Experiences
Extending and Refining
| What knowledge will students be extending and refining? Specifically, they will be extending and refining their understanding of… |
What reasoning process will they be using? |
Describe what will be done. |
| Causes of Revolutions
How to interpret questions using Data Based Questions |
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Students will play card game where they have to collect 5 different cause cards to declare a revolution and win the game. This will help them classify causes as political, social, economic and inductively reason the causes of revolution. Teach the students how to respond to a Document Based Question (DBQ) successfully. Select a document based on information that the students have previously studied and mastered. Provide the rubric used to evaluate the document. Define the terms analysis, interpretation, and identifying the source through the following activities: Analysis definition: to break the document down into its parts. Activity 1-Play a piece of contemporary music that the students are familiar with and have them listen to the lyrics. Ask the students to write down lyrics they heard. Activity 2-Show the students a picture of a piece of architecture. Ask the students to write down what they see. (For example: Arc de Triomphe, Eiffel Tower) Interpretation definition: to go deeper than the surface and prove your understanding of the document in order to give it meaning (visual definition: think of the layers of an onion that are being peeled back). Activity 1continued: After students have listened to the music pass out a copy of the lyrics. In groups, have them read the lyrics and determine what the content means. Have students appoint a reporter and record the responses on newsprint to be shared orally and visually with the other groups. Activity 2 continued: After viewing a piece of architecture, the groups should give the architecture meaning by using the "pass along paragraph", which is a paragraph created one sentence at a time by each individual in the group. The group needs to be given time to edit and revise the product so they may analyze each other’s responses. Identify the Source definition: to find where the document came from and give the source credit. Activity: Have students look at their textbooks and credit the source. Next, hand out a document of your choice, have students correctly document the source. |
| Planning Guide |
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Unit: Age of Enlightenment |
| Step 1 |
Step 2 |
Step 3 |
| What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to........... |
What reasoning process will they be using? |
Describe student's products and performances and the criteria for evaluation. |
| How to respond to a DBQ, to meet with success on the NYS Global History Regents |
[x ] Decision Making
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Products/Performances |
| Criteria for evaluation Assessment- Using a DBQ (Document Based Question), analyze, interpret and identify the source for homework. Have students bring the finished product back for teacher analysis. The teacher should evaluate and select three or four sample works of varying skill, delete the name, and use them for peer evaluation in which students will use the rubric to rank the papers. Discussion will follow which focuses on justification for the group’s rubric grades. Web Sites Suggested: http://www.yale.edu./lawweb/avalon/avalon.html http://www.nara.gov/education/ http://history.cc.ukans.edu/history/index.html
A note of thanks to Lori Griffith, Copenhagen Central School and Jo-Ann Webb, Watertown High School for their contributions to this DBQ activity. |
DBQ Rubric
(Document Based Question)
Score each category from 0 to 5 (with 5 being the best possible score.)
Analysis:
Interpretation: _________
-5pts-
several comparisons and or contrasts clearly shown
*shows a great understanding of the document
*includes four or more pieces of outside information which are relevant
-4pts-
*many comparisons and or contrasts clearly shown
*shows much understanding of the document
*includes between three to four pieces of outside information which is relevant
-3pts-
*compares and or contrasts
*shows a clear understanding of the document
*includes between two or three pieces of outside information which is relevant
-2pts-
* some comparisons and or contrasts shown
*shows a some understanding of the document
*includes between one to three pieces of outside information which is relevant
-1pt-
*few comparisons and or contrasts shown
*shows a little understanding of the document
*includes at least one piece of outside information which is relevant
-0pt-
*no comparison and or contrast shown
*shows no understanding of the document
*no outside information which is relevant shown
Source:
Total _________
Comments:
Rubric: Poster
| Element #1 |
Element #2 |
Element #3 |
Element #4 |
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| Accuracy of Theme |
Organization/Appearance |
Creativity |
Understanding |
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| 4 |
Shows great understanding of the theme. All items depicted fit the theme and contain accurate, pertinent information. |
Items on poster are organized in a manner pleasing to the eye. They are of a size easily seen from many feet away. Color plays a major part in attractiveness. The poster is very neat. It is apparent there was a great deal of planning. |
Ideas are presented in a creative format that show initiative and forethought. It is bold and stands out from the majority of other work. |
It is evident there is a clear understanding of the information presented. |
| 3 |
Shows an average understanding of the theme. Items shown are generalized, but accurate. |
Organization is neat and can be seen from a short distance. Use of several colors creates a nice visual. Planning is apparent. |
Poster shows creativity and effort. |
An understanding of the information is shown. |
| 2 |
Shows some understanding of the theme. Some items do not fit the theme. |
Organization is not consistent. Size of print minimal. Use of color limited. Planning is minimal. Neatness is lacking |
Poster is basic with little creative effort. |
Understanding of information is minimal or confused. |
| 1 |
Theme is not readily apparent. Items do not match them. |
Poster is not organized. Neatness is nonexistent. Only black and white used. Print size too small. Lack of planning is apparent. |
Poster shows no creative effort. |
Understanding of information is nonexistent. |
Initiating Activity Bibliography
Name ________________________________
Web Page Worksheet
Choose a personality from the Age of Revolution Unit and using several sources fill in the information below. You may use only 1 encyclopedia, 1 web site, and 1 other source for your information.
Scanned photo of person:
Name of person: _____________________________
Birth date: _______________________
Birth place : _______________________
Famous documents, speeches actions:
Basic ideas of this person:
Impact of these ideas on the world:
Your reaction to this person’s philosophy:
Culminating Activity-Television News Show
As a culminating experience to end the unit on Revolution you and your group will develop and present a news feature highlighting one of the events which occurred during the Age of Revolution, which will be videotaped for class viewing and critiquing.
Your news feature will include a clear indication of who is reporting the news, what the feature is about, the major historical figures involved and what the outcomes of the event were. Clarity of the oral presentation will also be a focus of this exercise.
The student will develop a set of pertinent questions to use when interviewing the subject(s) to gain insightful information that presents a definite point of view. There should be an opening topic sentence that will introduce the setting to the viewer. Next the interviewer should present appropriately focused questions to the subject(s). The interviewer should then summarize with a closing statement and sign off the air.
Culminating Activity
Learning Standards:
STANDARD 2: World History
Students will use a variety of intellectual skills to demonstrate their under-standing of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.
STANDARD 4: Economics
Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.
1. The study of economics requires an understanding of major economic concepts and systems, the principles of economic decisions making, and the interdependence of economies and economic systems throughout the world.
STANDARD 5: Civics, Citizenship and Government
Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.
Rubric: Television Interview
Verbal Presentation- Speaks clearly, concisely, catches audiences attention, seems confident with material and audience
Content- Organization. Arranging thoughts in a pattern that is easy to follow. Avoids overgeneralizations. Uses important facts
Decorum- Presents material with proper etiquette, attire, demeanor, and has extras which enhance the performance
| Verbal Presentation X3 |
Content X5 |
Decorum X2 |
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| Exemplary 10 |
Speaker has excellent volume control and rate of speaking. Enunciates clearly. Speaks with enthusiasm. Has excellent eye contact and gestures. |
Content has a clear focus that was well organized and it was evident that the individual/ group was in command of the material. They had realistic, detailed factual, material. |
Attire, demeanor, posture and extras enhanced the show. |
| Highly qualified 9/8 |
Speaker has good volume control and rate of speaking. Can be understood Good eye contact. Gestures were professional. |
Good focus. Organization was clearly given thought. It was clear the presenter knew their subject. and much research was shown. Many facts and details presented. |
Attitude and demeanor aided the reality of the show. |
| Competent 7/6 |
Volume control and rate of speaking uneven. Sometimes confused and not understood. Occasional eye contact. Seemed like more practice was needed. |
Focus apparent, but not maintained throughout presentation. A basic understanding of the background of material was evident. Preparatory work wasn’t obvious. Some facts and details missing. |
Attitude and demeanor didn’t detract or add to the quality of the show. |
| Not Yet Competent 0-5 |
Speaker difficult to hear. Speaks in a monotone , too fast or slow or without enthusiasm. Very little eye contact. Not confident with the material. Needs much more practice. |
Lack of focus. Organization disjointed. The viewer has difficult time following the segment shown. Few facts and little detail present. Little evidence of research. |
Inappropriate and /or distracting attitude and demeanor. |
Causes of Revolution Game:
There are three kinds of cards in the deck each representing a category of systems that make up a society. The categories that will be used in this game are political, social, and economic. Each card will have a cause written on it. To play the game students must collect 3 political reasons for revolution, 1 social reason and 1 economic reason. Once they have collected all five cards they may lay them down and win the game by declaring a revolution. Cards are color coded so there is no confusion as to what category each cause is related to. Students will receive 5 cards to begin the game and then draw from the deck discarding 1 card from their hand until they have formed the hand necessary to win the game.
Although it is included in this particular game in the category of social, the teacher should also point out that by itself religion could also be a cause of revolution.
If the teacher chooses the topics could be written on the board and the students could make their own decks in small groups. This would allow the students to categorize the topics under the headings of political, social and economic reasons. Then they could construct their own color-coded decks.
It should be pointed out that these reasons are somewhat universal and could apply to revolutions throughout history and time.
Political
Economic
Social