Democracy and Revolutions Ideas and Revolutions

Goals & Objectives Students will learn the different perspectives of the different philosophers that affected the major revolutions of the world. Students will identify and evaluate the positive ideas of the major philosophers in regards to the idea of revolution (despite their sometimes negative effects) and how ideas influence revolution. California State Content Standards 10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. 10.2.1 Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simn Bolvar, Thomas Jefferson, James Madison). Common Core Literacy Standards CCSS.ELA-LITERACY.SL.9-10.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. CCSS.ELA-LITERACY.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. Driving Historical Question How do ideas inspire events that make an impact (both positive and negative) on history? Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) Time: 5 minutes The teacher will read the quote by Thomas Jefferson that says, I hold it that a little rebellion now and then is a good thing, and as necessary in the political world as storms in the physical. The quote will be written on the board along with Thomas Jeffersons name. The teacher will then explain that Thomas Jefferson was one of the philosophers who inspired the American Revolution. Then, the teacher will ask what he means when he says "a little rebellion is a good thing?" Vocabulary (Content Language Development) Time: The vocabulary words and their definitions will be on the handout that has each philosophers mini biography typed out and will coincide with their main ideas. Natural

Rights will be with John Locke, Checks and Balances will be with Montesquieu, Popular Sovereignty will be with Rousseau, Liberty will be with Bolivar, Limited Government will be with Jefferson, and Individual Rights will be with Madison. Natural Rights Checks and Balances Sovereignty Liberty Limited Government Personal Freedoms Content Delivery (Method of Instruction) Time: 10 minutes The teacher will handout a sheet that has the major philosophers and a short summary on their main ideas and their main accomplishments, along with a picture of the philosopher to promote memory of the ideas. The teacher will briefly go over each one, focusing on their main ideas (including the vocabulary). The teacher will then draw a mindmap on the board writing the major revolutions (the French, American, and Spanish revolutions) and their main purposes. The teacher will ask the students what the purposes are before they write them. The students will have learned about the revolutions in previous lessons. Student Engagement (Critical Thinking & Student Activities) Time: 20 minutes The teacher will then say that the revolutions were inspired by these philosophers on the handout, but then ask rhetorically, how? The teacher will then introduce the Caf Conversations discussion activity. The teacher will inform the students that they will become the philosophers for a day and have conversations with each other. The conversations will be about why the people in their country should have a revolution. The scenario is that their country wants them to only eat fast food, but is going to make them pay for it and in the meantime the lawmakers are raising the prices of fast food. Each student must discuss why there might be a possible revolution. The teacher will give 12 students a vocabulary word on a card that is associated with each philosopher, 12 students a card with the word citizen, and 12 students a card with the word government, indicating their characters. They will then be assigned a number on a piece of paper, 1 through 12, indicating which group they will be in. There will be groups of threes with no same character in one group. On the piece of paper with their number there will be a series of questions to get the students started on their discussion. Questions such as, What are your main beliefs? How does that make you feel about the government? What is your reasoning behind this decision? What upsets you most about the governments decision? What would you do to change this situation? Would you be against or for a revolution? Lesson Closure Time: 11 minutes The teacher will ask the students to think about their conversations with each other. The teacher will ask the students to share what their experience was like and ask, Did it change their point of view? How many ideas and decisions go into a revolution? When you were having your discussions, were you persuaded by what certain things people said? The teacher will then ask the students to answer a question on a blank sheet of paper in one paragraph: In what ways are revolutions both positive and negative events?

Think about the ideas of the philosophers and the quote by Thomas Jefferson. This will be their ticket out the door. Assessments (Formative & Summative) Formative: The teacher will assess prior knowledge by asking what they know about the revolutions they have previously learned about. The teacher will walk around during the activity assessing if the students are able to use the given knowledge to have a discussion and answer the given questions. Summative: The teacher will see if the students have grasped the purpose of the discussion through holding a class discussion and asking questions about the main issue. The teacher will read the answers to the question given at the end of class to see if the subject needs to be revisited. Accommodations for English Learners, Striving Readers and Students with Special Needs English Learners will be given a character based on their level. More advanced will be given the role of a philosopher. This way they are still able to converse with those that are philosophers and grasp their ideas, but are not pressured into conforming to the character they have to read about. Striving Readers and ELs are given the vocabulary written out. The mindmap helps Striving Readers and ELs because it is a visual. The conversations help ELs with their speaking skills and are in small enough groups to have them be comfortable. The groups are specially planned so that ELs are put with proficient English Speakers and Striving Readers are put with proficient readers. Resources (Books, Websites, Handouts, Materials) Dictionaries Merriam-webster.com Yourdictionary.com Macmillandictionary.com Biographies Biography.com http://www.ushistory.org/us/20b.asp http://www.iun.edu/~hisdcl/h114_2002/enlightenment2.htm http://www.historytoday.com/john-lynch/simon-bolivar-and-spanish-revolutions-0 http://www.fee.org/the_freeman/detail/john-locke-natural-rights-to-life-liberty-andproperty http://www.americaslibrary.gov/aa/madison/aa_madison_father_3.html Quotation http://www.monticello.org/site/jefferson/little-rebellionquotation