Industrialization

11.2

J. Berg, Edison High School

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Designer:  John W. Berg, Edison High School

 Publication Date:  November 8, 2005 

 Standard (Include analysis skills and language arts standards): 11.1  Describe the Enlightenment and the rise of democratic ideas as the context in which the nation was founded.

NOTE:  The above standard is performed in a Modern World History classroom (tenth grade).

Learning Objective, based on Standard 11.1:

Key concepts (California Concepts Collection II/Vocabulary): 

Aristocracy, Direct Democracy, Monarchy, Republic, Representative Government, Federal System, Senate, Constitutional Monarchy, Divine Right, Natural Rights, Due Process of Law, Social Contract

Learning Outcome/ "Big Idea"/ "Essential Learning" (Objective):  To understand the background of both the enlightenment and the role of the Ancient Greeks and Romans and its impact upon the democratic and republican ideas which contributed to the founding of our nation.

TCI Strategies/Procedure: 

• A.  Preview Assignment
  • Day 1:  Using the activity on page 4 of the prologue in Modern World History: Patterns of Interaction, do the following activity:
  • 1.  Examine the picture on page 4.  What do you see?  What’s going on?
  • 2.  (Think-Pair-Share) Discuss with a partner:  Why would people risk their lives for democracy?  How do the personal freedoms associated with democracy affect the quality of a person’s life?
  • 3.  Partners then share responses in whole class format, and teacher facilitates responses. 
• B.  Multiple Intelligence Strategy:  Problem Solving Groupwork
  • Days 2 and 3:
  • 1.  Groups of 3:  “Getting to Know Your Democratic Ideas Small Group Project”
  • 2.  Presentations, and students take notes on the other student’s presentations.  This allows students to understand key “democratic idea” concepts from both the Ancient Greeks and Romans, as well as concepts important in the enlightenment, which have a direct bearing on the U.S. government today.
• C.  TCI Interactive Notes--Development of Greek Democracy
  • Day 4:
  • 1.  Using TCI’s interactive lecture notes, students help me fill in the chart on the development of Greek Democracy.  Basically we do TCI’s simulation which demonstrates the move from aristocracy to democracy which the Greeks made over 400 years.  Then, the students read a selection on those concepts and help me fill in the chart (handouts included)
• D.  TCI Style Experiential Exercise--The Roman Empire Simulation
  • Day 5:  Students participate in a bona fide “Ancient Roman Free-for-all” in which they experience the difficulties of transferring power within the context of the Roman empire (handout included).  The hope is that students can compare our system with the Ancient Romans to understand the extent to which our government system is similar and/or different to the Romans.
• E.  TCI Style Debrief and Lecture of Roman System of Government
  • Day 6:  After the simulation, the students debrief the experience of forming a Roman government.  Then I simply lecture on some of the finer points of Rome’s government, using key ideas from the text Modern World History: Patterns of Interaction, section 1 of Prologue.  Students are questioned as to how those democratic ideas of the Romans are seen today in America and a brief discussion ensues.
• F.  Processing Assignment/Multiple Intelligence Assessment (As 15 points of extra credit opportunity on assessment, some days later)
  • Create a magazine advertisement advertising the virtues of either Roman government or Greek government.  In your advertisement, include the following:
    • 1.  a short, catchy slogan which “pumps up” the type of government you chose
    • 2.  3 key events in the history of the development of Roman or Greek government
    • 3.  a one-sentence recommendation of the type of government you have chosen
    • 4. a visual graphic illustrating the form of government you have chosen
• G.  Multiple Intelligence Assessment
  • Multiple Intelligence Assessment
  • Question 1 above, listed as both Processing Assignment and Multiple Intelligence Assessment.  <visual/spatial intelligence>
  • Question 2: <visual/spatial intelligence>  (Handout included) 
  • <famous painting of men writing the constitution>
  • This picture illustrates which of the following “democratic ideas” concepts:
    • a.  social contract
    • b.  divine right
    • c.  aristocracy
    • d.  none of the above.

 EL/Inclusion Strategies: 

• Considerate Text
• Textbook Page Numbers or Handouts
• pp. 2-27 in Modern World History, Patterns of Interaction
• The text was made considerate by chunking the text in such a way that different groups are responsible for presenting the information together (jigsaw).
•  

Materials: 

• Text--Modern World History, Patterns of Interaction
• Interactive Student Notebooks
• Butcher Paper
• Markers, Crayons, Colored Pencils

 

Opportunities to Learn/Perform (Procedure): 

 

1.  What will students need to do to achieve knowledge and skills identified in standards and learning outcomes? Listed above in “TCI Strategies/Procedure” section.

Technology Component:  N/A

Primary sources: N/A, otherwise quotations in textbook

TCI Resources: TCI History Alive! Ancient Greeks Simulation and Interactive Lecture

Other Resources:  N/A

 Assessment (Description of 2 or more assessment tasks with specific directions, questions, and prompts): Listed above in TCI Strategies/Procedures section.

1.Attach rubric to explain criteria (required)  Same as in “F” in “TCI Strategies/Procedures” section.

Reflection:

1. What did student samples reveal?

Student samples revealed the following for the different phases of the unit:

1.         Problem Solving Groupwork:  Students did a great job conveying the meaning of the terms as applied to the standards, and I feel did excellent with their explanations and presentations.  I think this was a great vocabulary builder but also a wonderful way for students to interact together during the second week of school--building teamwork, which is part of the TCI curriculum.  Since I started this year building teams the first week of school, this activity went better than in past years.

2.         Multiple Intelligence Assessment:  Students did a fine job with the advertisement on the test.  I think that the students really enjoy being creative when trying to demonstrate the learning of a concept.  next year I don’t want to do this on an assessment, but in class.  i was constrained a bit by time so I had to put it on the test, but I wasn’t quite sure how it would go.  But, since the student samples were demonstrative of key content standards, I think I would like to use this activity during class.

 

2. What do I need to model, change or adjust regarding criteria, assessment and opportunities to learn?  I may have addressed some of this, but I think if I had more time, I would have tried to do a little more with regard to America’s constitution and to specifically design an activity to correlate the vocabulary words with the U.S. constitution.  Also, the content of the lesson is fairly broad when compared to the U.S. History standard which it addresses.  Once again, although I feel that the students learned the concepts, I would like to work to relate what they learned more within the context of U.S. History.  This is fairly difficult to do in the context of a World History class.  Also, I think that I may have tried to make the series of lessons too “big” -- meaning that it was difficult to incorporate the enlightenment to the degree that it was written on the eleventh grade standard.