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Instructional Design PRojectCI 3100Hannah Robinson03/16/16

I. Introduction

This World History unit covers the birth of ancient civilizations, traces the rise of empire, and concludes with the origins of major Eastern and Western religions. This topic interested me because my career goals involve teaching in a high school level World History classroom, and I felt that this project would better prepare me for achieving these aspirations. The unit largely focuses on early civilizations, but includes one lesson plan on the French Revolution and its relationship with empire and democracy. I am placed in a 10th grade Civics and Economics classroom at Watauga High School, and thus, my topic only relates through vertical alignment. This is not a unit that would be directly taught in a Civics and Economics classroom. However, it is certainly useful in informing a unit that incorporates themes and broad concepts from World History. It builds a comprehensive understanding of the interrelatedness of government and history, from its earliest forms represented by ancient civilizations to its more modern interpretations such as their own government. This unit describes how it is possible for ancient civilizations to evolve into empires and established a precedent that would ring true even into modern understandings.

Before beginning my research for this topic, I have had brief experience in Ancient Mediterranean History, but less background in the history of China. I have had one class that dealt with the history of Greece, Rome, and Persia, and several that touched briefly on this subject. However, it was necessary to research much more extensively in order to build the background knowledge I needed for a well-designed unit that addresses other areas of the world.

I designed this unit to flow thematically, building an understanding of the factors that result in empire, the nature of empire itself, and the lasting impact and legacy of empire. Each lesson is built to fit into the broader understanding of this definition of empire. Early civilizations migrated and settled based on access to resources. These societies developed “identity” through culture and a sense of uniqueness from their neighbors, as exemplified by their development of legal systems and rules such as Hammurabi’s Code. They then used “force” to establish themselves in the area and to juxtapose themselves against their neighbors, which the unit explores through the Han Dynasty and the Mongolian Empire: the Great Wall of China.

II. Student Background, Knowledge about the IDP topic, and Personal Experiences

The students at my internship represent a very diverse community in regards to their socio-economic makeup, gender, physical ability, and learning abilities. The class is a standard level Civics and Economics class and majority of the students are from lower income families, while a few are from middle class families. Several students participate in after school activities such as sports and clubs that offer competitions. These extracurricular activities provide a support system outside of school that encourages students to persevere in their educational aspirations. Students are motivated through hopes of scholarships, maintaining their grades to continue participating, and support from friends and coaches who want them to succeed.

The diversity of students is also represent different learning abilities and diverse needs. Several students have in class modifications for their Personal Educational Plan. Some of these students are retaking the class. Some also have the accommodation of taking tests outside of the classroom.

I have had several opportunities to have conversations with many of the students in my internship, and this has really informed my future interactions with them. This, combined with my conversations with my cooperating teacher about the students has served to enlighten the way I planned to design my lesson. I found through this internship that incorporating activities is vital to a classroom that is dynamic and educational. I have had an opportunity to experience first-hand the importance of limiting lecture in the classroom and giving more time for students to learn historical skills through independent research, hands-on activities, and empowering themselves through steering their own educational goals.

III. Evidence of the Teacher’s Essential Content Knowledge

Teaching notes are available below each lesson plan. The Annotate list of references are included at the bottom of each of their respective lessons.

Unit Overview

Content Area: World History

Unit Title: Ancient Empires and Civilizations

Grade Level: 9

Unit Summary:

In the World History- Ancient Empires and Civilizations, the classroom will explore the factors that contributed to the establishment of early civilizations and societies. Students will create a brochure to reflect their knowledge of ancient empires, and this will enable them to explore the way that these early civilizations started to establish the foundations for the future trends of World History. This assignment will be the summative assessment for the unit.

Throughout the unit, students will regularly participate in formative assessments taking the form of in class assignments that involve reading relevant primary documents related to early empires. A separate assessment will be given at the end of each lesson. Each lesson teaches a particular theme relevant to what will be included in the summative brochure project.

In class lessons include an analysis of primary documents, explorations of social structure, an investigative look at early technologies and an examination of the foundations of early religions.

Unit Purpose: Students will understand how early empires influence their current society, and they will see the origins of the ideas that permeate their everyday lives. This will help them to critique and analyze their current society and make informed decisions as future citizens.

EVIDENCE OF LEARNING

Summative Assessment: After completion of the unit, students will create a brochure reflecting the forces that influence settlement. They will base the brochure off of each individual unit and their own separate research. The brochures will be presented to the class describing their respective cultures/societies.

North Carolina Secondary Social Studies Lesson Plan:

French Revolution

Subject: WH

Topic: The French Revolution

Intern: n/a

Date: 2/19/16

Mentor Teacher: n/a

Grade Level: 9th

NC Standard Course of Study Objective:

WH.H.6.2

Analyze political revolutions in terms of their causes and impact on independence, governing bodies and church-state relations. (e.g., Glorious Revolution, American Revolution, French Revolution, Russian Revolution, Haitian, Mexican, Chinese, etc.)

· The French Revolution inspired a political turnover that shaped the way citizens thought about their country, their religion, and their traditional systems of power. It resulted in the idealization of democracy. By thinking critically about the opposition to the established government, it is possible to explore what it means to be an educated and active citizen.

NCSS Theme addressed:

2: Time, Continuity, and Change

5: Individuals, Groups, and Institutions

6:Power, Authority, and Governance

C3 Dimension:

3. Evaluating Sources and Using Evidence

4. Communicating Conclusions and Taking Informed Action

Objective Statement (must be measurable and aligned with assessment):

I can list the three estates of pre-revolution French society.

I can explain the forces that resulted in the French Revolution.

I can analyze the grievances of the three estates

Concepts/Vocabulary:

Absolute monarchy

Citizen

Nationalism

Republic

Sans-culottes

Suffrage

Tyranny

Bourgeoisie

Other content area(s) to be integrated (include standards/objectives here):

CCSS.ELA-Literacy.RH.9-10.2

CCSS.ELA-Literacy.RH.9-10.5

Activity

Description of Activities and Setting

Materials and Time

Vertical Alignment (connections with other SS content: civics, economics, history, etc.)

In the previous lesson, students extracted the main points of human rights from the demands in the Declaration of Independence. They compiled a list human rights that they felt all people deserved, and then compared this list with the complaints cited by the colonists. This lesson is designed to teach students about the ways the French Revolution was influenced by the American Revolution, and to encourage connections with modern day traces of these ideals.

Several themes relate directly to the events surrounding the French Revolution. The concept of time, continuity, and change are arguably present at every point in history. They are exemplified by Cahier of 1789 in the presentation of existing grievances of each class as a result of a continuous social structure. However, they also represent a change because of their early evidence of later motivation for revolution. It is important to consider the role of individuals, groups, and institutions as the formal political, economic, and social organizations were the driving factors that led to the revolution, and they were also what motivated the revolt. Finally, power, authority, and governance have a considerable role in developing a comprehensive understanding of the French Revolution because it is the foundation of political thought and where the concepts of multiple types of governances is originated. Also, it encourages the understanding of the concept of disagreeing with those who make the laws, and political efficacy and activism.

NCSS: Individuals (Napoleon Bonaparte, Jacques-Pierre Brissot, Marquis de Lafayette, Louis XVI), Groups (National Assembly, Committee of Public Safety, Directory, Estate-General, Jacobins), and Institutions (the King, National Convention, Parliament).

n/a

Horizontal Alignment (connections with other content areas: science, English/Language Arts, music, math, art, etc.)

Art-

K.CX.1 Understand the global, historical, societal, and cultural contexts of the visual arts.

Music-

B.CR.1 Understand global, interdisciplinary, and 21st century connections with music.

· Interpreting representative artistic pieces such as paintings of the three estates and the lyrics of the popular music from the era, students critically about the nature of the arts and their relationship with history.

Students must use their knowledge of art and music to analyze the way that these interplay with one another and reflect on the bigger picture of society in the 18th century.

n/a

I. Focus and Review (establish prior knowledge)

Instructions on the white board will ask that students write in their journals for 3-4 minutes, reflecting on the “QoD” (Question of the Day):

· What is the difference in a protest and a revolution?

· Was the Declaration of Independence a product of protest or revolution?

· List three complaints held by the colonists that you felt was the most important. Explain.

This bell-ringer will serve as a review of the last lesson, as well as preparation for the current lesson.

3-4 minutes

Journals

Writing utensils

II. Teacher Input (Present tasks, information, and guidance)

Teacher will start by introducing the essential questions and learning targets, which will be written on the board:

Essential Question:

What was the structure of Pre-Revolution French society?

Learning Target:

Students will explain the socio-economic structure of Pre-Revolution French Society.

Teacher will present a short power-point, setting the stage and the context for the French Revolution, and presenting the information necessary to understand the forces that resulted in a full on revolution (the three estates, cahiers, monarchy, enlightenment).

While necessary learning content is being presented, Students will use the information given to complete a graphic organizer of the structure of French Society.

20 minutes

PP of background information

III. Guided Practice (Elicit performance, provide assessment and feedback)

Teacher will then move on to the three images (found on the PP.) These images represent French society and the revolution, and students will walk through them with students spending a few minutes analyzing each photo. Teacher will have prepared questions encouraging questions about the pictures (see attached).

Pictures representing the Revolution (PP)

Guiding Questions

10 minutes

IV. Independent Practice – Working independently of the teacher (Retention and transfer)

Teacher will pass out copies of the three Cahiers de doléances (primary documents 1-3) and provide each student with a highlighter. Students will be given 5-10 minutes to read over the text they were given, highlighting the parts that they feel are the main points. Encourage the students to take notes in the margins.

Teacher will pass out the graphic organizer

Teacher will draw a graphic organizer on the board, split into 3 categories of the 3 estates. Students who read the clergy document will be encouraged to call out the main grievances they found in theirs, those with the nobility will do the same, followed by those with the proletariat.

While students are brainstorming the points of their documents, they will be filling in the graphic organizer handout provided to them.

Once the information from the documents is exhausted, the Teacher will fill in the holes on the three estates and how they established societal expectations for pre-revolution France.

20-30 minutes

Primary Source documents (printed and stapled-

“The Clergy of Blois, and Romoratin,” “The Nobility of Blois,” and “The Third Estate of Dourdon.”)

highlighters

V. Student-generated Closure

The Student will create a tweet that reflects their understanding of the day’s lesson by using a fake tweet generator found at: http://simitator.com/generator/twitter/tweet

They will write a tweet pretending to be a member of the one of the three estates. The tweet should be clear about which ‘estate’ they belong to, and it should reflect the opinion this estate held about the their place in society. For example, a member of the 3rd estate would write a tweet that expresses displeasure with the two ruling estates.

Completed tweets will be emailed to the teacher to count for a participation grade.

The next class will begin with an anonymous sharing of the exit tickets

5-10 minutes

1. *Assessment and Plan for Evaluation of Student Learning: Assessment for this lesson is formative. As students are participating in class, asking questions, and working individually, Teacher will observe and take notes reflecting their understanding. While students give feedback on their individual primary sources, Teacher will record those students who seem to grasp the document and those who are not reflecting that they do. The students who do not participate in suggesting answers for the primary sources, the Teacher will work more closely with on three estates graphic organizer. Those who do not reflect as often in class, the Teacher will closely examine their exit tweet for evidence of understanding. If the student does not show comprehension, Teacher will ask them to further explain their tweets at the beginning of the next class period.

2. Adaptations & Modifications: Instead of the primary sources of the Cahiers de doléances, students could examine the already completed graphic organizer of French society that breaks down French society.

3. Classroom management plan: Teacher will frequently move around the classroom during lecture time to curve off any misbehavior that may arise while students feel they are seemingly unsupervised. Students will be arranged in a T formation, which research suggests discourages students from ‘hiding in the back’ and breaks down the tendency of first row students to earn A’s, second B’s and so on.

4. Blooms Taxonomy:

Remembering—reviewing relevant points about the Declaration from the last class

Understanding—context provided by the teacher and prezi

Applying—applying information to the graphic organizer

Analyzing—reading primary documents for evidence of social classes

Evaluating—Examining primary documents (pictures)

Creating—creating a tweet reflecting their understanding

5. 21st Century Skills: eThis lesson creates global awareness, as students are seeking to understand how the French Revolution is connected with the American Revolution of the last lesson. It encourages financial, economic, business, and entrepreneurial literacy as examines the connectedness of these aspects to the revolution. It promotes civic literacy, as it examines what it means to be a protest or a revolution and why people become involved in their government.

6. Resources:

Pre-Lesson Background Information:

· http://europeanhistory.about.com/od/thefrenchrevolution/a/hfr1.htm This website is largely analysis of pre-revolution French Society, and I utilized it to further my own personal understanding of the nature of the French Revolution and society before it. It was insightful and served to enrich my lesson plan to the benefit of my students

· http://www.civicsandcitizenship.edu.au/verve/_resources/FQ2_France_before_Revolution.pdf This source was also further information on pre-revolution society, especially focused on the societal breakdown into three distinctive states. Because this is what the lesson is focused almost entirely on, it was imperative that I fully understood the content I was attempting to teach. This source informed both my PowerPoint and my teaching notes.

· Worlds Together Worlds Apart: From the Beginnings of Humankind to the Present. Pg. 561-567. This text is a college level textbook for a World History Course that offers not only an overview of the major points that should be discussed in any history classroom, but also it offers interesting opinions and historical based arguments that have been popular throughout the historiography of these points. This source informed both my PowerPoint and my teaching notes.

Access to Primary Documents

· Fordham University: French Revolution - This source contains multiple primary documents directly related to the French Revolution, three of which I utilize in my lesson plan. Not only does it provide more enriching material to use with the students, but it also makes real history accessible by providing so many primary documents

Graphic Organizer for Guiding Student’s Notes:

Guiding Analysis Questions for the 3 Political Cartoons about French Society (found on the PP):

· What are the first thoughts that come to you when you see this image?

· What does the cartoonist exaggerate? Facial expressions, clothing, etc.

· What is the purpose of this exaggerating?

· What did the artist label?

· Does the artist depict irony?

· If so, what is the point?

· What issue is this political cartoon about?

· What is the cartoonist’s opinion on this issue?

· What other opinion can you imagine another person having on this issue?

· Did you find this cartoon persuasive? Why or why not?

· What other techniques could the cartoonist have used to make this cartoon more persuasive?

Completed Graphic Organizer of French Society (Adaptions and Modifications):

Primary Document #1: The Clergy of Blois and Romoratin

The clergy of the bailliage of Blois have never believed that the constitution needed reform. Nothing is wanting to assure the welfare of king and people except that the present constitution should be religiously and inviolably observed.

The constitutional principles concerning which no doubt can be entertained are :

1. That France is a true monarchy, where a single man rules and is ruled by law alone.

2. That the general laws of the kingdom may be enacted only with the consent of the king and the nation. If the king proposes a law, the nation accepts or rejects it; if the nation demands a law, it is for the king to consent or to reject it; but in either case it is the king alone who upholds the law in his name and attends to its execution.

3. That in France we recognize as king him to whom the crown belongs by hereditary right according to the Salic law.

4. That we recognize the nation in the States General, composed of the three orders of the kingdom, which are the clergy, the nobility and the third estate.

5. That to the king belongs the right of assembling the States General, whenever he considers it necessary. For the welfare of the kingdom we ask, in common with the whole nation, that this convocation be periodical and fixed, as we particularly desire, at every five years, except in the case of the next meeting, when the great number of matters to be dealt with makes a less remote period desirable.

6. That the States General should not vote otherwise than by order.

7. That the three orders are equal in power and independent of each other, in such a manner that their unanimous consent is necessary to the expression of the nation's will.

8. That no tax may be laid without the consent of the nation.

9. That every citizen has, under the law, a sacred and inviolable right to personal liberty and to the possession of his goods.

[Source: Merrick Whitcombe, ed. "Typical Cahiers of 1789" in Translations and Reprints From The Original Sources of European History (Philadelphia: Univ. of Pennsylvania, 1898) vol. 4, no. 5, pp. 2-8.]

Primary Document #2: The Nobility of Blois

Deep and established ills cannot be cured with a single effort: the destruction of abuses is not the work of a day. Alas! Of what avail to reform them if their causes be not removed? The misfortune of France arises from the fact that it has never had a fixed constitution. A virtuous and sympathetic king seeks the counsels and cooperation of the nation to establish one; let us hasten to accomplish his desires; let us hasten to restore to his soul that peace which his virtues merit. The principles of this constitution should be simple; they may be reduced to two: Security for person, security for property; because, in fact, it is from these two fertile principles that all organization of the body politic takes its rise.

PERSONAL LIBERTY

Art. I. In order to assure the exercise of this first and most sacred of the rights of man, we ask that no citizen may be exiled, arrested or held prisoner except in cases contemplated by the law and in accordance with a decree originating in the regular courts of justice.

That in case the States General determine that provisional detention may be necessary at times, it ought to be ordained that every person so arrested shall be delivered, within twenty-four hours into the hand of appropriate judges, to be judged with the least possible delay, in conformity with the laws of the kingdom; that evocations be abolished, and that no extraordinary commission be established in any instance; finally that no person be deprived of his position, civil or military, without judgment in due form.

From the right of personal liberty arises the right to write, to think, to print and to publish, with the names of authors and publishers, all kinds of complaints and reflections upon public and private affairs, limited by the right of every citizen to seek in the established courts legal redress against author or publisher, in case of defamation or injury; limited also by all restrictions which the States General may see fit to impose in that which concerns morals and religion.

We indicate further a number of instances in which natural liberty is abridged:

1.The abuse of police regulations, which every year, in an arbitrary manner and without regular process, thrusts a number of artisans and useful citizens into prisons, work-houses and places of detention, often for trivial faults and even upon simple suspicion;

2.The abuse of exclusive privileges which fetter industry;

3.The guilds and corporations which deprive citizens of the right of using their faculties;

4.The regulations governing manufactures, the rights of inspection and marque, which impose restrictions that have lost their usefulness, and which burden industry with a tax that yields no profit to the public treasury.

TAXES

Art. 2. A tax is a partition of property.

This partition ought not to be otherwise than voluntary; in any other case the rights of property are violated: Hence it is the indefeasible and inalienable right of the nation to consent to its taxes.

According to this principle, which has been solemnly recognized by the king, no tax, real or personal, direct or indirect, nor any contribution whatsoever, under whatsoever name or form, may be established except with the consent and free and voluntary approval of the nation. Nor may said power of consenting to a tax be transferred or delegated by the nation to any magistracy or other body, or exercised by the provincial estates nor by the provincial, city or communal assemblies: superior and inferior courts shall be especially charged to attend to the execution of this article, and to prosecute as exactors those who may undertake to levy a tax which has not received the proper sanction.

SPECIAL MATTERS

3.Throughout the whole kingdom there should be but one code of laws, one system of weights and measures.

4.That a commission be established composed of the most eminent, men of letters of the capital and provinces, and citizens of all orders, to formulate a plan of national education for the benefit of all classes of society; and for the purpose of revising elementary text-book.

5.That all customs duties collected in the interior of the kingdom be abolished, and all custom-houses, offices and customs barriers be removed to the frontier.

CONCERNING THE NATIONAL CONSTITUTION

AND THE MEANS OF OBTAINING THE ABOLITION OF ABUSES

Art. 8. Up to this point we have merely indicated the abuses which have accumulated in France during a long succession of centuries; we have made it evident that the rights of citizens have been abridged by a multitude of laws which attack property, liberty and personal safety.

That these rights have suffered injury as well in the nature as in the imposition of the taxes; in the administration of justice in both civil and criminal law; that this has been the case especially in the administration of the public revenues.

It is not sufficient to suppress these abuses; it is necessary to prevent their return; there must be established in ever-active influence, moving without interruption in the direction of public prosperity, which shall bear in itself the germ of all good, a principle destructive of all evil.

In order to accomplish this great object the nobility of the bailliage of Blois demand:

That the States General about to assemble shall be permanent and shall not be dissolved until the constitution be established; but in case the labors connected with the establishment of the constitution be prolonged beyond a space of two years, the assembly shall be reorganized with new deputies freely and regularly elected.

That a fundamental and constitutional law shall assure forever the periodical assembly of the States General at frequent intervals, in such manner that they may assemble and organize themselves at a fixed time and place, without the concurrence of any act emanating from the executive power.

That the legislative power shall reside exclusively in the assembly of the nation, under the sanction of the king, and shall not be exercised by any intermediate body during the recess of the States General.

That the king shall enjoy the full extent of executive power necessary to insure the execution of the laws; but that he shall not be able in any event to modify the laws without the consent of the nation.

That the form of the military oath shall be changed, and the troops promise obedience and fidelity to the king and the nation.

That taxes may not be imposed without the consent of the nation; that taxes may be granted only for a specified time, and for no longer than the next meeting of the States General.

[Source: Merrick Whitcombe, ed. "Typical Cahiers of 1789" in Translations and Reprints From The Original Sources of European History (Philadelphia: University of Pennsylvania, 1898) vol. 4, no. 5, pp. 8-24.]

Primary Document #3: The Third Estate of Dourdon

The order of the third estate of the City, Bailliage, and County of Dourdan, imbued with gratitude prompted by the paternal kindness of the King, who deigns to restore its former rights and its former constitution, forgets at this moment its misfortunes and impotence, to harken only to its foremost sentiment and its foremost duty, that of sacrificing everything to the glory of the Patrie and the service of His Majesty. It supplicates him to accept the grievances, complaints, and remonstrances which it is permitted to bring to the foot of the throne, and to see therein only the expression of its zeal and the homage of its obedience.

It wishes:

1.That his subjects of the third estate, equal by such status to all other citizens, present themselves before the common father without other distinction which might degrade them.

2.That all the orders, already united by duty and a common desire to contribute equally to the needs of the State, also deliberate in common concerning its needs.

3.That no citizen lose his liberty except according to law; that, consequently, no one be arrested by virtue of special orders, or, if imperative circumstances necessitate such orders, that the prisoner be handed over to the regular courts of justice within forty-eight hours at the latest.

4.That no letters or writings intercepted in the post [mails] be the cause of the detention of any citizen, or be produced in court against him, except in case of conspiracy or undertaking against the State.

5.That the property of all citizens be inviolable, and that no one be required to make sacrifice thereof for the public welfare, except upon assurance of indemnification based upon the statement of freely selected appraisers. . . .

15.That every personal tax be abolished; that thus the capitation and the taille and its accessories be merged with the vingtiemes in a tax on land and real or nominal property.

16.That such tax be borne equally, without distinction, by all classes of citizens and by all kinds of property, even feudal and contingent rights.

17.That the tax substituted for the corvee be borne by all classes of citizens equally and without distinction. That said tax, at present beyond the capacity of those who pay it and the needs to which it is destined, be reduced by at least one-half. . . .

Justice

1.That the administration of justice be reformed, either by restoring strict execution of ordinances, or by reforming the sections thereof that are contrary to the dispatch and welfare of justice. . . .

7.That venality of offices be suppressed. . . .

8.That the excessive number of offices in the necessary courts be reduced in just measure, and that no one be given an office of magistracy if he is not at least twenty-five years of age, and until after a substantial public examination has verified his morality, integrity, and ability. . . .

10.That the study of law be reformed; that it be directed in a manner analogous to our legislation, and that candidates for degrees be subjected to rigorous tests which may not be evaded; that no dispensation of age or time be granted.

11.That a body of general customary law be drafted of all articles common to all the customs of the several provinces and bailliages. . . .

12.That deliberations of courts . . . which tend to prevent entry of the third estate thereto be rescinded and annulled as injurious to the citizens of that order, in contempt of the authority of the King, whose choice they limit, and contrary to the welfare of justice, the administration of which would become the patrimony of those of noble birth instead of being entrusted to merit, enlightenment, and virtue.

13.That military ordinances which restrict entrance to the service to those possessing nobility be reformed.

Finances

1.That if the Estates General considers it necessary to preserve the fees of aides, such fees be made uniform throughout the entire kingdom and reduced to a single denomination. . . .

2.That the tax of the gabelle be eliminated if possible, or that it be regulated among the several provinces of the kingdom. . . . 3. That the taxes on hides, which have totally destroyed that branch of commerce and caused it to go abroad, be suppressed forever. 4. That . . . all useless offices, either in police or in the administration of justice, be abolished and suppressed.

Agriculture

4.That the right to hunt may never affect the property of the citizen; that, accordingly, he may at all times travel over his lands, have injurious herbs uprooted, and cut luzernes, sainfoins, and other produce whenever it suits him; and that stubble may be freely raked immediately after the harvest. . . .

11.That individuals as well as communities be permitted to free themselves from the rights ofbanalite, and corvee, by payments in money or in kind, at a rate likewise established by His Majesty on the basis of the deliberations of the Estates General. . . .

15.That the militia, which devastates the country, takes workers away from husbandry, produces premature and ill-matched marriages, and imposes secret and arbitrary taxes upon those who are subject thereto, be suppressed and replaced by voluntary enlistment at the expense of the provinces.

[Source: John Hall Stewart, ed., A Documentary Survey of the French Revolution, (New York; Macmillan, 1951), pp. 76-82.]

PowerPoint Slides

French Revolution Teaching Notes

The French Revolution (1789-1799)

· Inspired by American Revolution

· Enlightenment ideals flourish, take root:

· Criticism of French’s form of government,

· Threats of jail and exile to dissenters

· Causes:

· Peasants complained about paying taxes

· Noble and Clergy paid little to no taxes

· Poverty for Peasants

· “Fiscal Crisis”

· King Louis XVI

· Revolution is coming

· Gives money to America to defeat Britain =lots of debt

· Increased taxes on the privileged

· Had to convene Estates-General

· Medieval advisory board that had not met in over a century

· Three Estates

· Clergy (first)

· Aristocracy (second)

· Everyone Else (third)

· the first and second could technically overrule the third

· Peasants

· worked and paid taxes

· want to vote as individuals, instead of bodies

· “Tennis Court Oath”

· Third Estate declared themselves the “National Assembly”- Swore to not disband until the king recognized the sovereignty of a national assembly

· King threatened to disband the Estates-General

· REVOLUTION BEGINS

· Fall of the Bastille

· July 14, 1789

· medieval armory raided for weapons

· Commanding officer beheaded

· Bastille Day – declared by the King that the capital city belonged to the crowd and the army would not emerge

· Three weeks after – French National Assembly abolished feudal privileges of nobility and clergy

· liberty, equality, and fraternity

· “Declaration of the Rights of Man and Citizen”

· Very similar to the Declaration of Independence, took ideas to the extreme

· Its purpose:

· Newfound liberties and rights to the people

· All men are equal to the law, regardless of socio-economic status

· “The principle of all sovereignty resides essentially in the nation. No body nor individual may exercise any authority which does not proceed directly from the nation.”[footnoteRef:1] [1: ]

· Women

· Olympe de Gouges writes the-

· “Declaration of the Rights of Woman and Citizen” (1791)

· Copies the Dec of Rights of Man and Citizen almost exactly

· Gives women the right to:

· Divorce, have property even when married, get an education, have public and political careers

· male assembly stuck to the “male” interpretation of the “fraternity” free men are created equal and only men are citizens.

· Mary Wollstonecraft writes the-

· Vindication of the Rights of Woman (1792)

· Foundational work for many ideas that would carry over into modern feminism

· “Men have submitted to superior strength to enjoy with impunity the pleasure of the moment; women have only done the same, and therefore till it is proved that the courtier, who servilely resigns the birthright of a man, is not a moral agent, it cannot be demonstrated that woman is essentially inferior to man because she has always been subjugated.”

· Revolution starts to become successful

· Clergy and noble are afraid, they leave

· Men and women fought over revolution goals- similarities to American Revolution

· Election of the New National Convention

· ALL adult males can vote – first kind of this election in Europe

· 1792 – French Republic announced

· Louis XVI executed (1793)

· Reign of Terror

· Jacobins not happy with King’s execution

· Start the Reign of Terror

· extend the revolution beyond France

· Maximilian Robespierre-

· Lawyer and a leader of the Jacobins

· Executed thousands of peasants because he said they were enemies to the state

· Huge increase in the military because of new conscript law, becomes world’s biggest army

· World’s largest

· Most officers from middle classes – some from lower

· Revolutionaries wanted to erase all traces of the former government.

· Changed the street names, destroyed monuments and art of the king and queen, got rid of the title system, started calling everyone ‘citizen’ (compare to ‘comrade’ in soviet Russia), created a new flag and symbol, organized new calendar.

· Movement towards “reason,” discouragement of traditional, faith based religions

· Did not work so well

· Actually based new calendar on the day of the proclamation of the French Revolution

· September 22, 1792 was the “first day” – hugely significant

· Robespierre is less and less popular

· executed July 28, 1794

· Coup d’etat= RISE OF NAPOLEAN BONAPARTE (1769-1821)

· Young, youthful General

· Goals:

· Practice religion freely, wants to establish order for the people

· Napoleon’s Empire (1799-1815)

· Lots of countries welcomed them

· Viewed as ‘liberators’

· Egypt, Portugal, Spain, Russia … doesn’t welcome him

· Mamluk troops (1798)

· People rebel under his rule – guerilla warfare ensues

· British joined

· in Peninsular War (1808-1813)

· HUGE empire

· (1812) Invaded Russia

· major European powers create alliance

· Battle of Waterloo (1815)- Napoleon Defeated

· Congress of Vienna (1815)

· “No more revolutions, no more war”

· Monarchs who were overthrown by Napoleon were given back their thrones

· new Bourbon king

· Great Britain and Russia, decide to prevent further empire in Europe

· French Revolution more influential than American Revolution – it created a domino effect of revolutions and rebellions in other countries around the globe.

North Carolina Secondary Social Studies Lesson Plan: Defining Empire

Subject: WH

Topic: Defining Empire

Intern: Hannah Robinson

Date: 02/27/16

Mentor Teacher: n/a

Grade Level: 9th

NC Standard Course of Study Objective (taken directly from the NCES):

· WH.H.2.1 Compare how different geographic issues of the ancient period influenced settlement, trading networks and the sustainability of various ancient civilizations (e.g., flooding, fertile crescent, confluence, limited fertile lands, etc.).


3. People, Places, and Environments

C3 Dimension:

· 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.

· D2.His.16.9-12. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past

Objective Statement (must be measurable and aligned with assessment; this is specific to THIS lesson):

• Students can list the resources that impacted early settlement patterns.


· Migration

· Religions, belief systems, ideologies (of empire)

· Governments, political structures, nations, military

· patterns of settlement, technology

· economy, agriculture

· trade

Other content area(s) to be integrated (include standards/objectives here—minimum ONE, maximum TWO):

WH.H.2.1 Compare how different geographic issues of the ancient period influenced settlement, trading networks and the sustainability of various ancient civilizations (e.g., flooding, fertile crescent, confluence, limited fertile lands, etc.).

WH.H.2.8

Compare the conditions, racial composition, and status of social classes, castes, and slaves in ancient societies and analyze changes in those elements.


Civics-

CE.C&G.1.4 Analyze the principles and ideals underlying American democracy in terms of how they promote freedom (i.e. separation of powers, rule of law, limited government, democracy, consent of the governed / individual rights –life, liberty, pursuit of happiness, selfgovernment, representative democracy, equal opportunity, equal protection under the law, diversity, patriotism, etc.).

· Students must have an understanding of the historical, economic, and cultural connotations of the word “empire,” how it was and is perceived, and what constitutes a real empire. Students must also understand the factors that contribute to the development of empire- geography, innovation, philosophies, necessity, etc This lesson will encourage students to understand patterns of continuity, and change over time, to contextualize historical events, and to construct a historical argument. This lesson connects well with civics content, as it creates an understanding of the origins of our governmental systems, specifically that in ancient Rome and Greece.


Science:

EEn.2.4 Evaluate how humans use water.

· This material connects well with the science curriculum, in the way that it explains the importance of various resources to humans and animals alike. It also elaborates on how these resources impact the settlement and migration patterns.

Activity

Description of Activities in Detail

Materials and Time


Introduction to the Unit Activity:

Teacher will distribute blank sheets of paper.

Students will create a mind-map- a two dimensional diagram linking words and pictures together to visual structure and classify ideas.

Students will start by writing the word ‘empire’ at the center of the blank sheets of paper Teacher distributed at the beginning of the lesson. The mind map will help to break down the themes of empire into radiating branches throughout the remainder of the lesson.

Remind students that it they are not to be overly concerned with ‘neatness’ while putting together their mind map of empire- one of the advantages of a mind map is that it is a beneficial visualization tool to discover the relationship between new ideas and concepts. Encourage students to use pictures and different colors to help organize it.

The purpose of the mind map is to take the bigger concepts (or ‘building blocks to empire’) and apply them to the rest of the unit, which will focus on each individual characteristics.

Make it clear that students will need to bring their mind map with them to the next few classes, as they will use it to guide and track their notes.

Teacher will provide an example of a mind map for empire on the overhead projector. Encourage the students to follow the basic outline to make it their own. Throughout exploring the characteristics, walk around the room and look at student’s mind map to see if they are understanding the material.

Student comprehension will be identifiable by the questions students ask, their ability to explain their mind map in a way that makes sense. Teacher should also encourage students to self-assess their comprehension and ask questions freely.

Teacher’s Example of a Mind Map,

Markers for students

Blank sheets of paper for each

10 minutes


The teacher asks students to think about the things that they NEED.

Students will transition from the “hook” to the topic of resources and settlement patterns when the teacher asks students to think about the things that they NEED. Students will be asked to call out the things they ‘can’t live without,’ while the teacher writes their responses on the board. The teacher may have to guide the student’s thinking in order to focus on the important things: water, food, shelter, etc.

Clearly establish the desired learning target and review the Lesson Essential Question for this lesson by writing them on the board.

Learning Target:

· Students will analyze the connotations of the word “empire.”

Lesson Essential Question:

· What are the factors that allow for the creation of empire?

and review the LEQ. Have the unit’s vocabulary written on the board.

Teacher will then move into the PowerPoint-guided lecture on the effects of topography, climate, and natural resources on the settlement patterns of civilizations and the rise of early river valley civilizations. The PP will also start to address early formation of trade patterns.

White board markers

PowerPoint

20 minutes


The teacher and students will work together to examine the geography of Mesopotamia and its effects on the early civilizations located there.

Teacher will pass out the Guided Practice Worksheet to guide the student’s learning.

Teacher will read aloud the Guided Practice Questions one at a time. Following each question, students will use the geography resource on their individual computers to find the answers, and report back to the teacher. Teacher will offer commentary, guidance, and advice intermittently.

Students will use their laptops to access the geography resource located at: http://www.mesopotamia.co.uk/geography/explore/exp_set.html to learn about the region of Mesopotamia and answer the questions given to them on the Guided Practice worksheet

Guided Practice Worksheet

Geography Website


Students will divide into four groups. Each will be assigned one of four regions. Teacher will “count-off” 1-4 to split the class into the four groups.

Teacher will give each group a handout of their assigned region.

Students will collaborate in order fill in the rivers deserts, plateaus and the mountain ranges present (if any). While students are completing their maps, teacher will walk around the room to offer guidance and correction when necessary.

Once they have completed their maps, they will take turns presenting the information to the rest of the class. They may have one spokes-person. The teacher will display the individual maps on the overhead projector.

Teacher will pass out blank sheets of each relevant map to the other students. As each group presents, the other students will be responsible for filling in the important information onto their map.

After each group’s presentation, the teacher will ask the class to hypothesize about what sections of the region on the respective map were settled by early civilizations. Once the students have made several theories, the teacher will then use the in-class map to demonstrate where the civilizations are located in relation to river systems, mountainous regions, etc.

Blank Map of India

Map of Mesopotamia

Map of Mediterranean

Map of Latin and South America

Markers

Map(s) of Ancient Civilizations

30 minutes


Teacher will designate each corner of the classroom to represent a specific factor that affects settlement patterns. (1. Water, 2. Natural resources/food/agriculture/ 3. Trade, 4. Geography/defense/shelter). The teacher’s will ask a series of questions, and the students will choose the corner that represents the best answer. Teacher will close by asking students to return to their seats and reminding them of homework.

n/a

10 minutes

Details to Consider:

1. *Assessment and Plan for Evaluation of Student Learning: Assessment for this lesson is largely formative. The teacher will assess the student’s progress and comprehension based on their questions, their ability to respond to questions, and the classroom closing activity. Teacher will observe and take notes reflecting their understanding levels. While students work to answer the questions about Mesopotamia and its geography, the teacher will observe and offer instructive guidance. The answers for the Geography resource activity will be submitted before moving on to the regional maps activity, and their short answers will be a summative assessment. The regional maps will be held onto for the rest of the unit to use as reference. Later in the unit, they will appear as a summative assessment, but for this lesson they are wholly formative.

2. Adaptations & Modifications: They will pair up with a partner to complete the case study of Mesopotamia activity. Students can have the option to draw out the maps if they are artistically talented. If art is not their strong suit, then instead of providing a blank map, a map with the basic outlines of the features will be given, and they will be asked to label the features.

3. Classroom management plan: Teacher will frequently move around the classroom during lecture time to curve off any misbehavior that may arise while students feel they are seemingly unsupervised. Students will be arranged in a T formation, which research suggests discourages students from ‘hiding in the back’ and breaks down the tendency of first row students to earn A’s, second B’s and so on.

During the group work, students will rearrange and move desks to make group work more conducive. At the end of the group work they will be asked to quickly and quietly rearrange the desks in the original formation.

4. Blooms Taxonomy:

Remembering—reviewing the student’s outside understanding of “empire,” recalling information about the agricultural revolution and why settlements began to appear.


Applying—applying information to the case study on Mesopotamia

Analyzing—analyzing an interactive map of the region to gain information about their resources

Evaluating—evaluating sources used to locate the relevant resources for their individual maps. Evaluating the visual information to complete the map activity.

Creating—creating individual maps creating clear representations of the geographic features reflecting the location of important resources that influence the development of ancient civilizations.

5. 21st Century Skills: This lesson creates global awareness as students are analyzing different features in different regions around the globe. It increases economic understanding because of the conversations relating to trade between ancient civilizations. It encourages creativity through the map activity, and critical thinking through the closing 4corners response, relating to the different resources.

6. References:

Background context and information:

Ted Talk- “Using Mind Maps in the Classroom” by Jeff Hook: http://ed.ted.com/on/DbAxSWbc#review

I use this source to inform myself on how to best use the strategies of Mind Maps in the classroom. While the students themselves will not utilize it for the lesson, still, my knowledge of this videos content is invaluable to using this strategy in a way that truly benefits the students.

Blank Maps of various continents: http://www.d-maps.com/index.php?lang=en

Case Study- http://www.bible-history.com/babylonia/BabyloniaGeography.htm

Model of Mind Map

Blank Maps

Ancient Mediterranean

India

Africa

Fertile Crescent

Ancient Civilizations

Image found at: https://sites.google.com/site/1ancientcivilizationsforkids/ancient-india

Map found at: http://www.mlahanas.de/Greeks/Maps.htm

Map found at: https://en.wikipedia.org/wiki/List_of_kingdoms_in_pre-colonial_Africa

Map found at: http://www.ancient.eu/image/169/

Environment Map of Africa

Blank Maps

Guided Practice Worksheet

Case Study: Mesopotamia

Identify four cities located at the mouth of the Tigris and Euphrates, where the rivers meet along the ancient coastline (noted by the purple boundary).

What modern-day country makes up most of the Mesopotamian Region?

Examine the Natural Resources map. Develop a hypothesis as to why it was so important for the people of southern Mesopotamia to develop trade with the people of other regions.

Go to the Geographic Features map. Click on different parts of the map to learn about Mesopotamia's geographic features. Use this information to chart the positive and negative environmental features of the Mesopotamia.

List 3 POSITIVE CHARACTERISTICS

List 3 NEGATIVE CHARACTERISTICS

PowerPoint Slides

Defining Empire Teaching Notes

· Human Origins in Africa

· Exodus out of the African Continent (100,000 years ago)

· Predecessors to Modern humans

· Origins of animism religions

· Myths

· Early beliefs

· Spirits, medicine doctors, rituals

· Earth – 4.5 billion years old

· Apes- 23 million years old

· Gorillas chimps Hominids

· (50,000 years ago) Tools, Bipedalism, opposable thumbs, large brain size, language

· First humans (Homo habilis, means ‘skillful man’)

· Large brain, frequent tool usage, passing on knowledge to the next generation

· Homo erectus (‘standing man’)

· Fire

· Heat, protection, cooking, warmth, symbol for certain aspects of religions

· Homo Sapiens “modern human”

· Migrate out of Africa 120,000-50,000 years ago

· Why? Climate change

· Cultures start to form

· Bury their dead, move following migrating animal patterns

· (160,000 BCE) cross the Beringia straight

· Hunter & Gatherer societies

· Took 3-4 hours to find needed food, relaxing often

· Culture:

· Homo Sapiens cave paintings- religious and community purposes, few depictions of humans

· Sculptures from bone

· Music

· Language- increased communication

Agriculture

· Wild grasses, cereals, domesticate animals

· Gradual shift to agriculture-based society.

· Dogs are the first animals domesticated

· Pastoralism: branch of agriculture concerned with the raising of livestock

· Horses

Agricultural Revolutions

City of Uruk

· Settlement and trade

· Settle close to water supplies, longer growing seasons, fertile soil, irrigation

· Trade increases because of labor specialization

River Basin Societies

· Iraq, Pakistan, Egypt

· Urbanization

· New technologies – pottery wheel, stone working

Two Lifestyles:

1. Urban- mass production

2. Closeness to nature and livestock

a. Both need each other

Writing systems

(3500 BCE)- smaller settlements, sheep, goats

· (5,000 BCE ) Long-distance trade established

· First Cities

· Sumeria

· Sacred Temples

· City-states

· Common culture

· Enuma Elish

Gods

· Sumer, Akkadian, Epic of Gilgamesh, Enuma Elish

· Ziggurat

Palace starts getting bigger than the temple

Rulers

· Priests, wealthy, people with access to power

· Little social mobility

· Early cuniform script further limits society, not everyone is literate

Early Dynastic Age (2850-2334 BCE)

Nomads start to settle along rivers

Stone and pottery

· Yellow and Yangzi River- similarities with Euphrates, Indus, and Nile societies

North Carolina Secondary Social Studies Lesson Plan

Subject: WH

Topic: Structure of Early Government

Intern: n/a

Date: 3/16/16

Mentor Teacher: n/a

Grade Level: 9th


· WH.H.2.3 Explain how codifying laws met the needs of ancient societies (e.g., Hammurabi, Draco, Justinian, Theodosius, etc.).

· King Hammurabi of Babylon ruled over a large area along the Euphrates and the Tigris River, and he saw it grow from a city-state to a very large empire. He is well known for his Babylonian law code of Ancient Mesopotamia, from which we derived the famous expression “eye for an eye, tooth for a tooth.” By examining the law systems that made early societies, students will gain a greater understanding of the importance and function of legal systems and the way legal codes have evolved.


2: Culture

5: Individuals, Groups, and Institutions

6: Power, Authority, and Governance-

C3 Dimension:




Students will examine Hammurabi’s Code of Law and explain its relevance to history.


Mesopotamia

Hammurabi’s Code

Social Structure


Anchor Standards :

CE.C&G.2.1

K.V.2

Activity


Materials and Time


CE.C&G.2.1 Analyze the structures of national, state and local governments in terms of ways they are organized to maintain order, security, welfare of the public and the protection of citizens (e.g., federalism, the three branches, court system, jurisdictions, judicial process, agencies, etc.).

· This lesson aligns very well with materials learned in Civics and Economics class. By looking at the earliest executive, legislative, judicial, and correctional systems, it is easier to understand how the systems help to create and sustain long-lasting societies by creating rules of conduct for citizen. It also helps to develop understanding for the way our society’s governmental system developed versus other societies and their systems.

n/a


K.V.2 Apply creative and critical thinking skills to artistic expression.

· Students will have an opportunity to examine a piece of art that was a stele “fingernail” above Hammurabi’s code of laws. This activity will cause students to think critically about the way art reflects a society’s beliefs about physical and everyday things such as law systems.

n/a


Teacher will start the class by asking students to take out 5 blank sheets of paper. Ask them to limit their assignment to just the front of the page. (The back half will be used again at the end of class).

Teacher will stand in front of the classroom and display a series of flashcards, holding each up for 30 seconds. The flashcards will contain a series of vocabulary words/key concepts that will be discussed later in the lesson.

Students have 30 seconds to write down everything they know about each vocabulary word or key concept. They can draw pictures, write sentences, create mind maps, and encourage them to be creative. If they can think of nothing to write down, or they have no prior knowledge of a word/phrase, tell them that it is ok for them to write the word over and over again in different fonts, as long as they are writing/drawing for the full 30 seconds.

Flashcards

Blank sheets of printer paper

Crayons/markers/colored pencils.

10 minutes


Teacher will present a short PowerPoint that provides students with the context and background of hammurabi’s code: the time frame, society, culture, and societal structure. Teacher will wrap up the prezi with a short video called “Turning Points in History- Hammurabi’s Code of Laws.”

PowerPoint

20 minutes


Hammurabi’s Code has a list of 282 total bullet points of laws and regulations to guide the Babylonian people. This is far too expansive for students to master within one lesson. Instead, students will examine a summary of the Code provided by eduplace.com.

http://www.eduplace.com/ss/hmss/6/unit/act3.1blm1.html

Students will read over the summary and proceed to answer the DBQs on the Hammurabi worksheet.

While this is happening, the teacher will walk around the classroom and guide students in their work. This should not take an extensive amount of time, the goal is not for students to analyze the laws, but to get a basic understanding of the nature of the text- its strictness, the moral code, ect. Students will then report their findings back to the classroom in a brief overview.

Hammurabi worksheet

Highlighters, notes, pen and pencil

20 minutes


Students will then split into groups of 5. Based on their lecture notes and their partner work, students will write their own “code of laws” They must have 10 total and they can use Hammurabi’s code as a guideline for what to focus on. Students will use the concepts from the lecture to guide their understanding of the important aspects to include when they think about modelling an executive system for a society.

n/a

30 minutes


For student closure, Students will refer back to the flashcards responses from the beginning of class- The teacher will repeat the activity from earlier, however, the student responses will reflect their understanding from that day’s lesson.

flashcards

5-10 minutes

1. *Assessment and Plan for Evaluation of Student Learning: Assessment for this lesson is some formative and some summative. As students are participating in class, asking questions, and working individually, Teacher will observe and take notes reflecting their understanding. Teacher will guide students as they utilize their understanding of the concepts to read over the primary source. The resulting 10 laws produced by the groups will serve as a formative assessment of their understanding. The in class closure activity will also be a formative assessment for the teacher, to find out quickly what concepts and ideas the students have grasped and what they have yet to internalized.

2. Adaptations & Modifications: In place of writing a set of their own personalized laws, students will have the option to have a conversation with the teacher individually to recount what they like and do not like about the laws and explaining why.

3. Classroom management plan: Teacher will frequently move around the classroom during lecture time to curb off misbehavior. Students will be arranged in a T formation, which research suggests discourages students from ‘hiding in the back’ and breaks down the tendency of first row students to earn A’s, second B’s and so on. Teacher will interact while group work is taking place to keep students focused on the task at hand. Students will also be reminded that the 10 laws will be submitted for a participation grade by the end of class to encourage students to focus.

4. Blooms Taxonomy:

Remembering— reviewing potential prior knowledge about Hammurabi’s code


Applying—using their understanding to think about what makes a good legal system

Analyzing—analyzing the primary document of Hammurabi’s code

Evaluating—Examining primary documents (Hammurabi’s Code)

Creating—creating a set of laws that reflects the important aspects of legal systems.

5. 21st Century Skills:

This lesson improves student’s critical thinking and creative thinking skills. It also encourages collaborative thinking and communication through the group work activity. It promotes student’s flexibility and social skills so that they are better able to complete team work activities.

6. References:


http://avalon.law.yale.edu/ancient/hamframe.asp This resource was useful to further educate myself about Hammurabi’s code and the way it lends insight into the culture that produced it. Even the basic overview is useful in the way that it better prepared my lesson plans for a quality classroom

https://www.sascurriculumpathways.com/portal/Launch?worksheetid=912 This source provided several interesting and thought provoking ideas for activities that would both engage students and teach them something valuable about history. I used this sight to get ideas for my classroom activities and to think of new ways to be more engaging with my students.

Bell-Ringer: “Flashcards”

Mesopotamia

Hammurabi’s Code

Social Structure

Laws

Punitive

Hammurabi’s Code Reading

If a judge try a case, reach a decision, and present his judgment in writing; if later error shall appear in his decision, and it be through his own fault, then he shall pay twelve times the fine set by him in the case, and he shall be publicly removed from the judge's bench, and never again shall he sit there to render judgment.

If any one owe a debt for a loan, and a storm prostrates the grain, or the harvest fail, or the grain does not grow for lack of water; in that year he need not give his creditor any grain, he washes his debt-tablet in water and pays no rent for this year.

If any one be too lazy to keep his dam in proper condition, and does not so keep it; if then the dam break and all the fields be flooded, then shall he in whose dam the break occurred be sold for money, and the money shall replace the corn which he has caused to be ruined.

If any one give another silver, gold, or anything else to keep, he shall show everything to some witness, draw up a contract, and then hand it over for safe keeping.

If any one place his property with another for safe keeping, and there, either through thieves or robbers, his property and the property of the other man be lost, the owner of the house, through whose neglect the loss took place, shall compensate the owner for all that was given to him in charge. But the owner of the house shall try to follow up and recover his property, and take it away from the thief.

If a man wish to put his son out of his house, and declare before the judge: "I want to put my son out," then the judge shall examine into his reasons. If the son be guilty of no great fault, for which he can be rightfully put out, the father shall not put him out.

If a man take a wife, and she be seized by disease, if he then desire to take a second wife he shall not put away his wife, who has been attacked by disease, but he shall keep her in the house which he has built and support her so long as she lives.

If a builder build a house for some one, even though he has not yet completed it; if then the walls seem toppling, the builder must make the walls solid from his own means.

If a builder build a house for some one, and does not construct it properly, and the house which he built fall in and kill its owner, then that builder shall be put to death.

If a veterinary surgeon perform a serious operation on an ass or an ox, and cure it, the owner shall pay the surgeon one-sixth of a shekel as a fee.

If he perform a serious operation on an ass or ox, and kill it, he shall pay the owner one-fourth of its value.

Found on eduplace.com

Copyright © 1999 Houghton Mifflin Company. All Rights Reserved.

Hammurabi’s Code Worksheet

In 1-2 sentences, summarize each of Hammurabi’s Laws outlined in the reading.

·

Law 1:

Law 2:

Law 3:

Law 4:

Law 5:

Do you think these laws are similar or different to laws in your own society?

What are the potential benefits of such a system?

What are the disadvantages?

PowerPoint Slides

Hammurabi’s Code Teaching Notes

· “An eye for an eye, and a tooth for a tooth”

· Ancient Mesopotamian culture

· Before the Bible, before Greece or Rome

· 282 laws, inscribed on a stone pillar

Discovered in 1901- French archeologists

· In Iran

Hammurabi

· Babylonian Empire (1792-50 BCE)

· Started out with only 50 sq. miles of territory- quickly conquered neighboring city-states

· Laws resulted out of a need for unification

Importance of Justice

· Universal set of laws, applies to everyone, even the upper class and ruling members of society

· Compiled out of preexisting laws

· Not the first laws – the oldest known laws are from the city of Ebla (modern day Syria) 24)) BCE, 600 years before Hammurabi.

Introduction:

"to make justice visible in the land, to destroy the wicked person and the evil-doer, that the strong might not injure the weak."

· Punishments differ based on your social class

· Some are very fair, some are not

· Some laws deal with rules about family: divorce, marriage, incest, adoption, etc

· Common day things like: payments to doctors, and other professionals

· Trial was unusual- jump into a river, those who made it back to shore are innocent, those who drowned are guilty

· Also evidence of a society in which not everyone was equal

North Carolina Secondary Social Studies Lesson Plan: The Great Wall of China

Subject: WH

Topic: Mongol Dynasty, Great Wall of China

Intern: n/a

Date: 3/16/16

Mentor Teacher: n/a

Grade Level: 9th


· WH.H.2.4 Analyze the rise and spread of various empires in terms of influence, achievements and lasting impact (e.g., Mongol, Mughal, Ottoman, Ming, Mesoamerica, Inca, Imperial states in Africa, etc.).

· By examining the way that early empires progressed and evolved, students will better understand how rleigions and traditions can trace their origins to these early empires. It also develops comprehension of globalization, trade, and the spread of ideas.


2: Culture- Cultures dynamic and change over time.

5: Individuals, Groups, and Institutions- Institutions are the formal and informal political economic and social organizations that help us carry out, organize, and manage our daily affairs.

7. Production, Distribution, and Consumption

C3 Dimension:




I can explain the lasting impact of the Ming Dynasty.


Trade

Modern Treats

Peasants

Dynasties

Ming Dynasty

Qin Dynasty

Compacted Earth

Brick

Terracotta Army

Mongols


WH.H.2.5 Analyze the development and growth of major Eastern and Western religions (e.g., Students will understand: Connections between and among empires may lead to the rise and spread of WORLD HISTORY ● Unpacked Content Current as of August 15, 2013 15 Including but not limited to Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, and Shintoism, etc.).

Activity


Materials and Time


FP.C&G.5 Analyze how political and legal systems within and outside of the United States provide a means to balance competing interests and resolve conflicts.

· This lesson correlates well with prior knowledge that students have learned from lessons related to settlement based on access to resources. It also easily connects with civics because of its relationship to the importance and services provided by the government.

n/a


6.L.2 Understand the flow of energy through ecosystems and the responses of populations to the biotic and abiotic factors in their environment.

· This lesson connects with science content because of the understanding that it lends towards the importance of managing and having access to resources for human populations.

n/a


Students will line up at the beginning of the class to participate in a “Cross the Line Activity.” Teacher will read out a series of opinion based questions. They will be formatted in “Yes/No” responses, or “Agree/Disagree” The questions will be a review from the last lesson, but they will also gauge the student’s understanding of the impact of legal systems on society.

The list “Cross the Line” questions


Teacher will present a short PowerPoint providing the students with the context and the history of the Great Wall of China- its influence from the Qin, its completion with the Han, and its target audience, the Mongols and the Manchus. Students will take notes by filling in a graphic organizer that outlines the four societies we will examine in class that day.

PowerPoint

Graphic organizer


Students will investigate the Mongol Empire at the following link:

http://afe.easia.columbia.edu/mongols/china/china.htm

They will use the information found on the website to fill out a graphic organizer that gives information about each members of society under Mongol rule. The teacher will then lead the class in a conversation about how the Ming were different from the Mongols, and how they were similar. This fits into the broader conversation of what “nationalism” and “barbarism” mean.

Computer, pencil, graphic organizer.


Students will be divided into 4 in-class groups to research an assigned society: either Mongols, Qin, Ming, or Manchus. They will be required to use their textbooks to begin with and then move to laptops to find out the societal structure, culture, rulers, and other facts about the groups.

Students will use this information to create a brochure to reflect their research on the Ming dynasty, the Qin Dynasty, the Mongols and the Manchus. The purpose of the brochure will be to encourage an imaginary audience to “visit” their specific empire.

Students will be encouraged to be creative- to paint their society as a vacation destination, but to also include a space to mention the downsides of the society.

Textbooks

Laptops

30 minutes


To wrap up the lesson, students will log onto : http://edsitement.neh.gov/sites/edsitement.neh.gov/files/GreatWall_Newest.swf

This website allows them to “build” the great wall of china by answering simple, fact based review questions. It is a good closure for the lesson, as students reflect on the important facts from the lesson that contributed to the overall building of the wall. At the same time, they can visualize how the wall was built.

5-10 minutes

Individual laptops

1. *Assessment and Plan for Evaluation of Student Learning: Assessment for this lesson is some formative and some summative. As students are participating in class, asking questions, and working individually, Teacher will observe and take notes reflecting their understanding. Teacher will facilitate the researching process by moving around the room, student to student, to make sure they are effectively completing the graphic organizer. The ease or difficulty the student has in completing the assignment will be insightful for the Teacher to assess what level of understanding each student is at. The brochure assignment may take longer than the class period. The brochure assignment will be submitted as a summative assessment of their understanding of their empire/society.

2. Adaptations & Modifications: Instead of creating a brochure to describe the society, students can draw a picture detailing the nature of the culture they research.

3. Classroom management plan: Teacher will frequently move around the classroom during lecture time to curve off any misbehavior that may arise while students feel they are seemingly unsupervised. Students will be aware the in class assignments will be counted as a grade. Teacher will answer any questions and encocurage students to delve deeper into their particular society.

4. Blooms Taxonomy:

Remembering— review from previous lesson with questions

Understanding—context provided by the teacher and PP

Applying— taking the skills they learned and applying it to create the brochure

Analyzing—analyzing the society they are assigned to research

Evaluating—evaluating the nature of their society, “good vs bad” aspects

Creating—creating a brochure that reflects the students understanding of the society.

5. 21st Century Skills:

This lesson improves student’s critical thinking and creative thinking skills. It also encourages collaborative thinking and communication through the group work activity. It promotes student’s flexibility and social skills so that they are better able to complete team work activities. It also improves student’s ‘marketing skills’ in that they are creating a brochure of ‘selling points’

6. References:


http://www.readwritethink.org/parent-afterschool-resources/activities-projects/design-travel-brochure-30297.html This website was useful in learning the best way to build an effective assignment for students to create brochures. It suggest guidelines and how to best facilitate this in the classroom.

http://www.discovery.com/tv-shows/other-shows/videos/discovery-atlas-china-revealed-the-great-wall/ I utilized this source to improve my knowledge of the Great Wall of China.

http://afe.easia.columbia.edu/mongols/china/china.htm The students use this website during the lesson to investigate diverse societies in the ancient world.

Graphic Organizer

“Cross the Line Questions”

· Should the government play a role monitoring citizen’s lives?

· Do citizens have the right to revolt when governments no longer represent them?

· Is safety more important than freedom?

· At what age should citizens be allowed to vote?

· Do you feel represented by your government?

PowerPoint Slides

Han and Mongol Teaching Notes

· Tyranny: cruel and oppressive, original definition was being ruled by persons who lacked legitimacy

· Basics:

· Agrarian-based society

· Founded by rebel peasant leader Liu Bang

· Solidified the unification that had begun during the Qin dynasty, but used less force

· Foundation laid by the Qin Dynasty

Rise of the Han Empire

Basics:

· Lasted 400 years (206 BCE-220 CE)

· Unprecedented era of peace and prosperity

· Two “eras” –

· Western (Former) Han Dynasty

· Han dynasty relies on:

· political institutions (governments), ideological supports, and control of economic assets to maintain power

Ideology

· Unprecedented era of peace and prosperity

· Reinforced the perception that this empire (and its way of life) was “right” and superior to others, because it was working

· Dynastic cycle: important political theory that every dynasty goes through a culture cycle.

· A new ruler unites China, founds a new dynasty, and gains the Mandate of Heaven

· China achieves prosperity under the new dynasty, the population increases

· Corruption becomes rampant

· natural disaster wipes out the farm land: normally they would have been able to cope with it, but the overpopulation and corruption means they cant

· Invaders attack/peasants revolt

· New Dynasty claims the Mandate of Heaven

· The dynastic cycle was the Han Dynasty’s ‘theory of exceptionalism: they said this cycle is what makes them different from all other empires. For example, Rome and Persia rose and fell, the Chinese empire didn’t because heaven would grant its mandate to anyone who could keep the empire going. The empire established by the Han had a continuity of over 2,000 years until 1911.

· Government schools: promote the scholar- official idea, become sources for recruiting local officials (to perpetuate the governmental structure)

· Establish formal institutions of learning to create a lot of well-trained bureaucrats.

· (136 BCE) Emperor Wu founds Imperial University: college for classical scholars

· By 100 BCE, it had 30,000 members (way more than the number of even the largest Roman training schools had)

· They studied the classics, but also they were naturalists and inventors

· Made important medical discoveries

· Started to rationally diagnose bodily functions

· Invented the magnetic compass

· Developed high-quality paper (replacing silk, wood, bamboo)

· Encouraged students to master Confucianism- guaranteed future entry into the ruling places, planted Confucian classics at the heart of the imperial state

Confucian Ideology (Legitimate Rule)

· “primacy of the people” it mattered if the people were thriving or just barely surviving under the rule of the contemporary leader

· But they didn’t get to vote in their ruler like the Greeks

· Analects of Confucius

· Primary source, analects of Confucius

Force

· Armies grew considerably: 50,000 crossbowmen, with mass-produced weapons made from bronze and iron

· Foot soldiers and archers extended Han imperial lands in all directions

State Building

· (like the Qin) relied on huge conscripted labor forces for special projects: canal building, roads, and defensive walls

Power and Administration

· Early Han emperors had to compromise with the aristocrats who overthrew the Qin.

Over time, the Han create the most “highly centralized bureaucracy in the world” (way more central than the Roman Empire

· 130,000+ officials in the local and central government

· All males had to register (following example of the Qin) pay taxes, and serve in the military

· Han removes powerful princes, crushes rebellions, and confiscates land controlled by regional lords

· (106) Emperor Wu divides kingdom into 13th provinces

· Civilian official and military commander share the administering of the commander

· Had to maintain political stability and ensure that taxes were collected

· Often inadequate at enforcing it

· (140-87 CE) Emperor Wu (Wudi): ruled over the longest and most eventful reigns in Chinese history

· Laissez-faire ruler, stayed out of day-to-day activities, only intervened when necessary

· Known as “the Martial Emperor” because of military campaigns

· Rarely inspected his military, never led them into battle

· Tried to cultivate the Daoism principle of wuwei (“letting things be”)

· Strict penal code: in one year, his court system prosecuted 1000 officials who got in his way

Expansion: Western Han Dynasty

· Economic prosperity, expansion of empire

Conflict Development and Transformation of Social Structures

Development of Economic Systems

Empire and Cultural Identity

· One of every 2 people are either under the direct control of Rome or China

· Elites share a common written language (based on Confucian classics) – if you used these language you were qualified for public office

Religion

· Commoners in all parts of the kingdom shared the elite’s belief system of ancestral worship, ritual practices, traditional decorum and dress for each social level, and the opinion that the Han agrarian-based empire was a small scale model of the entire cosmos

Societal Structure

· Highly structured, clearly defined social classes. Three tiered social sys

· Top: Emperor- no subject can address the emperor by name, or they would be punished. Most powerful relative was the empress dowager (the wife of the previous emperor).

· issue edicts/pardons, or if the current emperor died without designating an heir, she could appoint the new one

· First Class: wealthy landowners, government officials, scholars, nobles

· Early western Han: some military officers designated ‘kings,’ ruled over semi-autonomous fiefs (similar to the feudal system that would arise later in medieval Europe) Later in the empire, only the emperor’s relatives would be given that position.

· Those serving the government were immune from arrest, unless the emperor granted permission.

· Second Class:

· Farmers and peasants

· above the laborer but below the wealthy landowner

· Artisans and craftsmen, made useful items like swords and knives. Status below the farmer, but they were allowed to wear fancy outfits, ride in carriages and horses. They were permitted to become officials

· Third class: merchants, commoners, and servants

· Registered merchants made to wear white so that everyone can identify them as lower status. Slaves make up 1% of the dynasty’s whole population,

· privately-owned or state-owned: work in palaces and offices

· Privately owned slaves: domestic services and even farming

· Outsiders- those who lived beyond the realm were considered ‘uncivilized,’ were considered barbaric

Imperial Expansion

· Scale of dynasty is ‘unpr