masthead, closeup of compass

11 lessons found; showing 10 per page, sorted by Title...
Showing Grade 10, Unit 2, Rise of Democratic Ideas: Glorious, American, and French Revolutions
<-- Previous | Next -->

French Revolution, The

score logo from SCORE H/SS!

http://hti.osu.edu/content/lessonplans/FrenchRev.cfm

Description: The French Revolution challenged political, social and cultural norms in European society. Politically, the governmental structure of the Revolution moved from an absolute monarchy to a constitutional monarchy to a republic and finally to an oligarchy. At each stage, the question of who should hold political power was further refined. The Revolution also undercut the traditional social hierarchy of France, by reducing the privileges of the First (clergy) and Second (nobility) Estates. The Revolution had a dramatic cultural impact in terms of building nationalism. After researching the events that led to unrest in France, hold a mock National Assembly. Standards 10.2.1, 10.2.2, and 10.2.4

Author: History Teaching Institute, Ohio State University

Lesson ID: 390

Growth of Democratic Tradition: Age of Enlightenment - A Virtual Museum

score logo from SCORE H/SS!

http://rims.k12.ca.us/score_lessons/growth_of_democratic/

Description: During the Enlightenment, or Age of Reason,intellectuals began to examine the standards by which rulers governed. These new liberal ideas stated that individuals had natural rights and that government was an agreement or contract between the people and their ruler. In this governmental contract both the ruler and the citizen had rights and responsibilities. Compare and contrast the ideas of the philosophers and explore their development in time. Standards 7.11.5, 8.1.2, 10.2.1, 11.1.1, and 12.1.1

Author: Marie A. Rosa, Norte Vista Hight School

Lesson ID: 480

How Revolting It Is! Comparing the French and American Revolutions in January 1793

score logo from SCORE H/SS!

http://rims.k12.ca.us/score_lessons/revolting/

Description: You are an American newspaper publisher in 1793 and you receive a letter requesting help from the Committee of Public Safety, the revolutionaries in France. They want you to write an article for Americans about supporting France in the common war against Austria, Prussia, and most likely Britain and Russia. The article will be based on ideas you find in French and American political documents. It will be an opinion piece, a work of propaganda. You are trying to convince Americans to help France. Second, they want you to participate in a discussion with leaders of the Committee of Public Safety, the current government of France, and share with them your real findings. You need to give them a realistic appraisal; are there enough similarities and enough shared interests that France might really expect newly independent America to help in the French war? Standards 8.01.3, 10.2.1, 10.2.2. and 10.2.3

Author: James Hill, College of Education

Lesson ID: 535

The Bill of Rights - A Virtual Museum

score logo from SCORE H/SS!

http://rims.k12.ca.us/score_lessons/bill_of_rights/

Description: On April 30, 1789, George Washington was sworn in as the first president of the United States. The new United States Constitution had already been ratified, yet the future of the new country was still at risk. Many of the founding fathers were demanding a "bill of rights" which would protect the people from the government. This list of rights was to be added to the Constitution to guarantee individual liberties, to make sure that the new government would not treat citizens like the old colonial government of Great Britain did. But not everyone agreed that this bill of rights was necessary. Learn about the rights that are protected by this famous document in the Web Museum designed for Language Learners. Apply the protected rights to a list of example events to discuss with your class. Then open your local newspaper to find other examples of challenges to rights in America. Standards 5.7.2, 5.7.3, 8.2.6, 10.2.2, 11.1.2, 12.1.6, and 12.5.1 civics

Author: Robert Houghton, Indio Middle School

Lesson ID: 1021

The Enlightenment Music Contract

score logo from SCORE H/SS!

http://rims.k12.ca.us/score_lessons/enlightenment_music_contract/

Description: You are a member of a famous music group and a scholar of history. Using your musical skills and your knowledge of history and social science you are commissioned to write a song about a particular contemporary social problem while presenting the wisdom of one of the Enlightenment philosophes. It is your chance to "rock," philosophically and musically speaking. Standards 7.11.4, 7.11.5 and 10.2.1

Author: Freda Kelly, Truman Middle School

Lesson ID: 1029

Comparing Human Rights in a Democracy and an Authoritarian Society

http://www.cyberlearning-world.com/lessons/sept4usg.htm

Description: Identify the principles of American democracy; compare American democracy and authoritarianism on a chart, and examine human rights around the world and evaluate the status of human rights in the United States. Write a letter to an imaginary student in an authoritarian country describing what life and politics are like in the United States. Standards 8.1.2, 10.1.3, and 12.3.4

Author: George Cassutto, University of Maryland

Lesson ID: 247

Democracy for All

http://www.streetlaw.org/democlesson.html

Description: Democracy exists in a country because the people believe in it and practice its principles. Democratic principles are defined as the ideas which most people believe are essential for a democracy. Create a poster called "On the Road to Democracy" identifying the essential principles of democracy in a society. Compare your list to the "Signposts of Democracy" developed by political scientists. Then evaluate the level of democracy that exists in the fictional country of Democratia." Compare this list to conditions in the nation and the time you studying. Standards 10.1.2, 11.1.1, and 12.1.1 civics (You will not need an Internet connection in your classroom for this lesson.)

Author: Ed O'Brien, National Institute for Education in the Law

Lesson ID: 306

Dream of Classical Perfection

http://www.getty.edu/education/for_teachers/curricula/neoclassicism/neocl_lesson03.html

Description: Research how classical Greek art and philosophy influenced values of the French Revolution and the visual style of Neoclassical art by examining paintings from the Getty Museum. Students will examine primary sources in order to draw conclusions about the influence of Greek classical art and compare the goals of the French Revolution to those of Neoclassical artists. Students will understand how visual language and style reflect underlying values in society by writing an analysis of the narrative in a work of art. Standards 7.11.4, 7.11.5, and 10.2.1

Author: Getty Museum

Lesson ID: 1399

Origins of the Bill of Rights

http://www.billofrightsinstitute.org/pdf/borday/bory_u1_l1.pdf

Description: America was created as a nation of rights. The Founders saw themselves as heirs to a legacy of increasing freedom stretching back to the Magna Carta. Unlike the original English system, wherein power derived from the king, the Founders believed that power resided with the people. Students will learn about and describe the "Rights of Englishmen," and explore how the concepts behind English Common Law and the concept of natural rights influenced the American Revolution. Standard 8.2.1, 10.2.1, 10.2.2, 11.01.2, and 12.01.4

Author: Bill of Rights Institute

Lesson ID: 76

Trial of Napoleon Bonaparte

http://www.louisiana101.com/ideas_trial.html

Description: The purpose of this trial is to judge the actions of Napoleon Bonaparte. Was he a great leader and patriot, or was he a power-hungry dictator? The year is 1815 and his last 100 days as a general have ended on the fields of Waterloo. What are we to do with this man? Our task is to examine his life and produce a verdict on the charge of "crimes against humanity", a charge later used against the Nazis after World War II. Be careful, because the Congress of Vienna - which is sponsoring this trial - may not be completely innocent! Standards 10.2.4, and 12.9.4

Author: Colin Welch, Chilliwack Senior Secondary School

Lesson ID: 1132

11 lessons found; showing 10 per page, sorted by Title...
Showing Grade 10, Unit 2, Rise of Democratic Ideas: Glorious, American, and French Revolutions
<-- Previous | Next -->

Questions, comments, and suggestions may be addressed to webmaster@rims.k12.ca.us.

Resources on the SCORE H/SS pages were evaluated by history/social science leaders in California. Going beyond these links allows student access to unknown material. Each school site is responsible for evaluating resources for appropriateness in the local school community.

A Project of the San Bernardino County Superintendent of Schools.

Copyright © 1996-2008 SCORE H/SS. All Rights Reserved.