Course Profile World History: The West and the World (CHY4C), Grade 12, College Preparation, Catholic

Unit 2: The Enlightenment to Napoleon 1715–1815

Time: 23 hours

Unit Description

Students explore the major intellectual, political, economic, and social changes between 1715 and 1815. Students examine the major thinkers and important documents that acted as impetus to change. Students learn through the reading of primary sources, comparison organizers, class discussions, writing in role, map activities, jigsaw activities, and teacher-directed lessons. The teacher introduces students to the unit culminating activity, and in role they investigate the enlightenment, social realities of the time and finally, understand the cause and effect relationship between ideas and political/social change. Global concerns emerge as students develop an awareness of how and why the West came to influence the world. Students discuss and assess important issues such as human dignity, individual thoughts, rights and freedoms, and the paradigms of mercantilism and laissez-faire in light of Gospel values. Students are called to respond to issues with a sense of tolerance, equity, and social justice. In all their work, students develop important academic skills.

Unit Synopsis Chart

Activity	Time	Learning Expectations	Assessment Categories	Tasks
2.1 The Enlightened Mind	2.5 hours	CCV.01, HIV.01, SEV.01, CC1.02, CH1.02, CH3.04, HI1.02, HI2.01 CGE7e, CGE3f	Knowledge/ Understanding Thinking/Inquiry Application Communication	Organizer chart on satire
2.2 Political/ Economic Thought	3 hours	CCV.03, CHV.01, CHV.02, CHV.04, SEV.03, CC1.02, CC3.01, CH1.01, CH1.02, CH4.01, SE3.02, SE4.01 CGE3f, CGE1h, CGE7e, CGE2e	Knowledge/ Understanding Thinking/Inquiry Communication	Class presentations
2.3 The Evolution of the Global Village	4 hours	CO1.01, CO2.02, CH1.03, CH2.03, CH2.04, SE3.04 CGE1d, CGE1h, CGE7e	Knowledge/ Understanding	Film study
2.4 Art and Society in the 18th Century World	2 hours	CHV.03, CH3.01, CH3.02, CH3.03, CH3.04 CGE3b, CGE3f	Knowledge/ Understanding Thinking/Inquiry	Teacher-directed art history lesson
2.5 The American Revolution	2.5 hours	COV.03, CCV.03, CHV.04, HIV.03, CO1.02, CC2.02, CH1.02, CH4.01, HI1.03 CGE2b, CGE5g	Knowledge/ Understanding Application Communication	Map Activity
2.6 The French Revolution and Napoleon	6 hours	COV.03, HIV.03, HIV.04, CO3.01, CC1.02, CC1.03, CC2.02, CH3.03, CH4.04, SE3.01, HIV.03, HI2.01, HI3.01 CGE3b, CGE3f	Knowledge/ Understanding Thinking/Inquiry Application Communication	Debate of the Estates Timeline (Appendix 2.6.1)
2.7 The Unit Culminating Activity	3 hours	CCV.02, HIV.02, SEV.04, CO2.01, CC1.02, CC1.03, CH4.01, CH4.02, SE4.01, HI3.01, HI3.03 CGE1h, CGE2e	Knowledge/ Understanding Thinking/Inquiry Application Communication	The West on Trial Position Paper

Activity 2.1: The Enlightened Mind

Time: 2.5 hours

Description

This activity introduces the Enlightenment ideas by relating them to similar movements in the modern world. The study of satire provides one approach to this unit. Students read segments of texts such as Jonathan Swift’s Gulliver’s Travels and compare them to modern satire such as The Simpsons, Saturday Night Live, Mad TV, Seinfeld, or Third Rock From the Sun. Class discussions focus on identifying the elements of life that are satirized. What religious and social values are demonstrated? What are the reasons for dissatisfaction? The teacher assigns roles to individual students to prepare for the culminating activity.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE3f - examines, evaluates, and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

Strand(s): Change and Continuity; Social, Economic and Political Structures;
Methods of Historical Inquiry

Overall Expectations

CCV.01 - describe how the historical concept of change is used to analyse developments in the West and throughout the world since the sixteenth century;

HIV.01 - demonstrate an ability to locate, select, and organize information from a variety of sources;

SEV.01 - demonstrate an understanding of selected diverse social structures and principles that have guided social organization in Western and non-Western societies since the sixteenth century.

Specific Expectations

CC1.02 - identify influential forces that have facilitated the process of change (e.g., increase in literacy, humanism and liberalism, scientific revolutions) and those that have tended to impede it (e.g., rigid class or caste systems, reactionary and conservative philosophies, traditional customs);

CH1.02 - describe examples of the pivotal influence of modern Western thought on economic, social, and political developments of the West (e.g., the development of mercantile and laissez-faire economies, national identification and the rise of the sovereign nation-state system, socialism and labour movements, the concept of positive progress, the spread of popular democracy);

CH3.04 - assess the extent to which art reinforces and/or challenges prevailing social and political values (e.g., plays by Shakespeare, Molière, Hellman, Miller; novels by Dickens, Sand, Gordimer, Rushdie; music by Mozart, Stravinsky, R. Murray Schafer; visual art by Poussin, Goya, Cassatt, Picasso; films by Kurosawa, Kubrick, Disney);

HI1.02 - conduct organized research, using a variety of information sources (e.g., primary and secondary sources, audio-visual materials, Internet sites);

HI2.01 - demonstrate an ability to distinguish bias, prejudice, stereotyping, or a lack of substantiation in statements, arguments, and opinions.

Planning Notes

· The teacher should identify manageable sections of each of Gulliver’s four journeys to be read. Cancopy rights must be verified unless the school has enough copies of the actual text.

· The teacher should arrange for appropriate clips of a modern satire such as those listed under Teaching/Learning Strategy 3. The board’s policy on viewing such episodes in class must be observed and followed.

· The teacher should prepare an organizer for students to use to compare their findings as they
read 18th Century satire and watch 21st Century satire. This may include such elements as family life, views of outsiders, stereotyping, the role of religion, and social values.

· Some students may not have access to the modern satires listed. The teacher should be able to provide ways for them to view at least one or two episodes of the series listed above.

Prior Knowledge & Skills

· Students must be aware of issues discussed in Unit 1. This will be used to analyse the world presented in 18th Century satire.

Teaching/Learning Strategies

1. The teacher should introduce the Unit 2 culminating activity so that students are aware of requirements while they work through the unit. The teacher assigns roles to individual students. (See Appendix 2.7.1.) The teacher should remind students at the end of each activity that they should collect information for their role in the trial. If a student needs more information regarding his/her role, he/she must do further research outside class time.

2. Students should form groups of three or four. Each group should receive a different two- or three-page section of Gulliver’s Travels. To ensure participation, roles should be assigned to each group member (recorder, reporter, materials handler). The teacher provides an organizer chart on the board or as a handout. This should include elements such as family life, views of outsiders, stereotyping, the role of religion, politics, and social values. Students should look at the reality of each of these elements in the 17th Century from Unit 1, the way in which each is presented in the satirical readings, and changes suggested by the satirist.

3. Students share their findings, adding to their organizer as needed. The same groups analyses a modern satire such as The Simpsons, Mad TV, The Air Farce, This Hour Has 22 Minutes or
Third Rock From the Sun. This may be done as a homework assignment with clips shown to the class the next day where possible. A similar organizer should be completed.

4. Students again share their findings, pointing out similarities and differences between 18th Century satire and satire of the 21st Century.

5. The stage has now been set for a discussion of the Enlightenment. The teacher should provide a board note or textbook reading to introduce this concept as well as the major thinkers of the time.

Assessment & Evaluation of Student Achievement

· Summative teacher evaluation of the student organizer. (Knowledge/Understanding)

· Formative teacher assessment of student participation regarding their findings based upon the homework assignment. (Thinking/Inquiry, Application)

Accommodations

· Word banks may need to be provided for ESL students, especially for Gulliver’s Travels.

Resources

Irwin, William, Mark T. Conrad, and Aeon J. Skoble, eds. The Simpsons and Philosophy: The D’oh! Of Homer. Open Court Publishers, 2001. ISBN 0-8126-9433-3

Irwin, William, ed. Seinfeld and Philosophy. Open Court Publishers, 2000. ISBN 0-8126-9409-0

Swift, Jonathan. Gulliver’s Travels. Oxford University Press Inc., 2000. ISBN 0192100378

Websites

http://www.jaffebros.com/lee/gulliver/index.html – Contains literary criticism, identification of satire

http://www.teachwithmovies.org/guides/gullivers-travels.html – A website with discussion questions, vocabulary, a brief context of Gulliver’s Travels within the Enlightenment and information regarding the video.

http://www.audiobookclassics.com/IBS/SimpleCat/Product/asp/product-id/67168.html – This website allows you to purchase Gulliver’s Travels on audiocassette.

http://www.classicreader.com/booktoc.php/sid.1/bookid.89/ – This website contains an online version of the novel.

Activity 2.2: Political and Economic Thought

Time: 3 hours

Description

Students study some of the major thinkers of the Enlightenment and identify how their ideas changed the societies in which they lived and continue to impact upon parliamentary democracies like Canada. Students examine the questions: In what ways have these changes been impacted by social values and ethics? Have these contributed positively or negatively to the creation of a just society? Students will learn through intense biographical scrutiny how specific thinkers reacted to the changes they saw occurring in the 18th Century, as absolute rule gave way to enlightened despotism and eventually to constitutional monarchy. Students build organizers to examine the intellectual ferment in Europe to demonstrate how the debates on the continent and in Britain influenced the New World.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE3f - examines, evaluates, and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society;

CGE1h - respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE7e - witness Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful, and compassionate society;

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life.

Strand(s): Change and Continuity; Citizenship and Heritage; Social, Economic and Political Structures;
Methods of Historical Inquiry.

Overall Expectations

CCV.03 - demonstrate an understanding of the importance and use of chronology and cause and effect in historical analysis of developments in the West and throughout the world since the sixteenth century;

CHV.01 - describe key Western beliefs, philosophies, and ideologies that have affected the West and the rest of the world since the sixteenth century;

CHV.02 - describe ideas and cultures from around the world that have influenced the course of world history since the sixteenth century;

CHV.04 - describe the range and diversity of concepts of citizenship and human rights that have developed since the sixteenth century;

SEV.03 - describe the key developments and innovations in political organization in the West and the rest of the world since the sixteenth century.

Specific Expectations

CC1.02 - identify influential forces that have facilitated the process of change (e.g., increase in literacy, humanism and liberalism, scientific revolutions) and those that have tended to impede it (e.g., rigid class or class systems, reactionary and conservative philosophies, traditional customs);

CC3.01 - demonstrate an understanding of the importance of chronology as a tool in analysing the history of events in the West and the rest of the world since the sixteenth century (e.g., by tracing the expansion of political enfranchisement, military technological innovation, agricultural and scientific developments);

CH1.01 - identify the central tenets of selected modern beliefs and philosophies and how they have shaped Western thought (e.g., the Reformation and Calvinism, rationalism and empiricism, romanticism etc.);

CH1.02 - describe examples of the pivotal influence of modern western thought on economic, social and political developments of the West (e.g., the development of mercantile and laissez-faire economies, national identification and the rise of the sovereign nation state system, socialism and labour movements, the concept of positive progress, the spread of popular democracy);

CH4.01 - describe key elements of various forms of human servitude (e.g., slavery, indenture, gender role restrictions);

SE3.02 - identify key elements of the relationship between the form of government and the culture of various societies (e.g., African tribalism, Chinese and Japanese dynastic traditions, Islamic theocracies, English parliamentarianism, American republicanism);

SE4.01 - identify the key factors that effected the position of women in pre-industrial societies (e.g., traditional cultural limitations, property rights, family roles, economic and political participation).

Planning Notes

· The teacher makes short, concise articles and websites available to the students in order to contextualize how each thinker fits into the Enlightenment period.

· The teacher obtains copies of a song and video such as the Beatles’ “Revolution” and the “Taxman”.

· The teacher obtains large coloured chart paper and markers which students use to organize the era and highlight categories.

Prior Knowledge & Skills

· Students have a broader understanding of the role of satire and its origins in social commentary from the previous unit.

· Students are familiar with the climate of critical thinking that marks the period being studied and how the growth of scientific knowledge changed the world of permanence in social affairs to one of instability.

Teaching/Learning Strategies

1. The first lesson begins with students facing a board that says “freedom” in the middle and “rights” and “responsibilities” on either side.

2. Students receive a handout with the title “Enlightenment: Political and Economic Thought.” Below is a quotation that says: “It has been said that the American Revolution was the child of the Enlightenment and the parent of the French Revolution.” The lyrics of a song with a theme similar to the Beatles song “Revolution” will appear below this and on the reverse will be the lyrics to a song similar to “Taxman.” Students will listen to the songs and the teacher will brainstorm with them some of the ideas that the songwriters were addressing in the songs.

3. Students explore some of the many reasons why people may want revolution and why these reasons were considered unacceptable until certain writers examined absolutism, enlightened despotism, and constitutional monarchy.

4. Students create groups of four before they are assigned readings from a variety of the texts, websites, and profiles provided below. The major thinkers in this activity include Locke, Bayle, Montesquieu, Voltaire, Rousseau, and Smith.

5. Each group becomes an expert group on one writer but reads all the profiles. Each group receives chart paper that includes the following categories to organize the chart: “Name,” “Country of origin,” “Major works and dates,” “Role of government,” and “Nature of man.” Students find pictures to embellish the information on their charts. The teacher books the library/resource centre, where possible, to review the material on file as well as the listed websites.

6. The third lesson is devoted to presentations about the charts and to allow students to demonstrate the specific expertise developed about their particular writers. Students ask questions after each presentation.

7. At the end of the class the teacher delivers a lecture style presentation that explores the relationship of the philosophers to the revolutions in France and America.

Assessment & Evaluation of Student Achievement

· Formative teacher assessment by means of a teacher observation checklist provides the assessment of the chart paper exercise (Thinking/Inquiry).

· Summative teacher evaluation though the use of a teacher-developed rubric that measures Knowledge/Understanding of each expert group, Thinking/Inquiry (acknowledgement of the relative influence in the events of their time), and Communication (oral presentation skills).

· Formative teacher assessment of the student presentations and students’ ability to question the presenter (Communication).

Accommodations

· Students with less-developed reading skills may require assistance by provision of smaller chunks of the readings.

Resources

For Beginners series. Totem Books, 2001. – www.writersandreaders.com

Davis, K. Don’t know Much about History. New York: Avon Books, 1999. ISBN 0380712520

Johnson, P. Intellectuals. London: Phoenix Press, 1998. ISBN 1842120395

Hazard, P. The European Mind 1680-1715. New York: New American Library, 1963. Library of Congress catalogue number 53-2514.

Heilbroner, R. The Worldly philosophers. Places Simon and Schuster, 1992. ISBN 067163318x

Postman, N. Building a Bridge to the Eighteenth century. New York: Vintage Books, 2000.
ISBN 0375701273

Websites

http://www.sonoma.edu/history/reason

http://network.rutgers.edu/~jlynch/18th

http://www.wsu.edu/8000 – The European Enlightenment

http://history.evansville.net – The development of Western civilization

http://www.europeanhistory.about.com – The Age of enlightenment

http://www.johnlocke.org/ – John Locke Foundation and links

http:/www.lett.unipmn.it/~mori/bayle/ – Pierre Bayle home page and links

http://www.wabash.edu – Rousseau Association and links

http://www.voltaire.ox.ac.uk/voltaire_english.html – Voltaire foundation links

http://www.brittanica.com – Montesquieu and links

http://www2.lucidcafe.com/lucidcafe/library/96jun/smith.html – Adam Smith and other good links

http://www.csun.edu/~hcedu013/plans.html – Lesson Plans for teachers

http://www.fordham.edu/halsall/mod/hs1000.html – Documents and notes for teachers

Activity 2.3: The Evolution of the Global Village

Time: 4 hours

Description

Students examine the ways in which two European imperial powers, Spain and Portugal, dealt with the indigenous populations in their territories of Latin America and the influence of the Jesuit and Dominican orders of priests. The conflict among colonial powers and the Jesuits’ response to the mercantile trade in slavery brought the politics of the courts and the papacy into conflict over the actions of one of its most powerful order of priests. Students compare and contrast the manner in which colonial powers viewed the native and aboriginal populations in Latin America and North America. Through the use of a film like those listed in the resource section of this activity, students enter the world and mindset of 18th Century colonizers, Guarani Indians, and priests to gain a deeper understanding of the ways in which “frontier” justice was applied to the native populations. Students compare and contrast the responses of the indigenous peoples of North and South America to inter-colonial conflict.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE 1d - develops attitudes and values founded on catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;

CGE1h - respects the faith traditions, world religions and the life journeys of all people of goodwill;

CGE7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

Strand(s): Local, National, and Global; Citizenship and Heritage; Social, Economic
and Political Structures

Specific Expectations

CO1.01 - identify the roots and describe the nature of a variety of communities and groups founded on religious, ethnic, and/or intellectual principles (e.g., Jesuits, Zen Buddhists, Sikhs, Mennonites, Christian Scientists, Bonsai B’rith, pacifists, environmentalists.);

CO2.02 - describe key aspects of the impact of Western colonization on both the colonizer and the colonized (e.g., enrichment and impoverishment, introduction of new foods, materials, products and ideas, destruction of cultures through disease and policy; revival of commitment to indigenous cultural identities;

CH1.03 - describe key examples of the impact of modern Western thought on the non-Western world (e.g., transformation or loss of indigenous religions, cultures and economies; creation of new national boundaries and identities, as in Africa and South Asia, adoption of Western ideas, such as those of liberalism, social democracy, and communism);

CH2.03 - demonstrate an understanding of how European imperialism transformed traditions in the non-Western world (influence of Christian missionaries in China and Africa, development of the ecomienda system of land holding in Latin America);

CH2.04 - describe key conflicts and controversies that arose as a result of resistance to the assertive spread of modern Western ideas (e.g., Aboriginal American resistance to European settlement, the Opium wars, Gandhi's non-violence);

SE3.04 - describe key government responses to the social consequences of some of the major economic changes in the west and the rest of the world (expansionist or protectionist trade legislation, labour and social welfare legislation, nationalization of essential industries).

Planning Notes

· The teacher should locate specific film clips which highlight the dominant power relations which existed between colonizing powers and native peoples.

· The teacher should create a handout for guided viewing. It may involve specific interest groups (colonizing power, colonials, indigenous peoples, Church).

Prior Knowledge & Skills

· Students should have research and critical-thinking skills

Teaching/Learning Strategies

1. The teacher introduces students to the variety of written resources in the library/resource centre or websites listed in the resource list of this activity to find background on the topics of the Jesuits’ and the empires’ relationships with the indigenous populations. The class may choose from a list of groups (British, French, Portuguese, Spanish, etc.). This is a homework assignment.

2. The teacher begins with an overhead map showing the area of concentration of the major indigenous populations of North and South America. Brainstorming the names of some of these tribes with students will help them to recall some names. The teacher provides statistics on the populations of native people before and after the arrival of colonial powers.

3. Students receive two brief articles that provide background on the Spanish-Portuguese conflict in Latin America and the French-Indian wars in North America.

4. Students form six groups and use the balance of the period to build a timeline of the major treaties that impacted indigenous peoples from 1700.

5. Students receive chart paper to name the treaties, countries, battles, and settlement for indigenous populations. They share these with the rest of the class.

6. Students view the teacher-selected clips and engage in class discussion. How factual is the portrayal of indigenous participation? Did the students see references to intellectual/political movements already discussed in class?

Assessment & Evaluation of Student Achievement

· Summative evaluation of student-prepared charts (Knowledge/Understanding)

· Summative evaluation of all Achievement Categories on unit test

Accommodations

· Students with difficulties in written expression may respond to the questions in an oral test format.

· Students can be grouped with students who have stronger written and conceptual skills.

Resources

Film

The Mission. 1987.

The Last of the Mohicans. 1992. Produced by Morgan Creek Fox.

Anderson, Fred. Crucible of War. New York: Vintage Publishers, 2001. ISBN 0375706364

Berrigan, Daniel. The Mission: a film journal. San Francisco: Harper and Row Publishers, 1986.
ISBN 0062500562

Caraman, Phillip. The lost paradise: the Jesuit Republic in South America. New York: Seabury Press, 1976. ISBN 0816492956

Casas, Bartoleme de Las. Witness: Writings of Bartoleme de Las Casas. Maryknoll, NY: Orbis Books, 1992. ISBN 0883447908

Churchill, Ward. A Little matter of Genocide: Holocaust and Denial in the Americas. San Francisco City: Light Books, 1997. ISBN 0872863239

Mitchell, David. The Jesuits: a history. New York: Franklin Watts Publishers, 1981. ISBN 0531099474

Wright, Ronald. Stolen Continents: the “New World” through Indian eyes. Toronto: Penguin Books, 1993. ISBN 0414013932x

Zinn, Howard. A People’s history of the United States 1492-Present. Harper Perennial Books, 1995. ISBN 0060926430

Websites

http://www.sun.ac.za/forlang/bergman/real/ – The history of the Catholic Church in Latin America

http://www.teachwithmovies.org/guides/mission.html – Teach with movies website

http://www.history.acusd.edu/gen/filmnotes/mohicans

http://www.ups.edu/fculty/bar/lear/syllaby/h280

http://www.historicaltextaechive.com/sections.php?

http://www.carnegiemuseums.org/cmnh

http://www.execp.com/~dboals

http://www.lanic.utexas.edu

http://www.mariner.org/age

http://www.awesomelibrary.org

http://www.odinscastle.org

http://academic.brooklyn.cuny.edu/history/virtual/core4-movies.htm

http://www.yale.edu/ynhti/curriculum/guides/1992/2/92.02.06.x.html

http://www.newadvent.org/cathen/14906.a.htm

http://www.fordam.edu/halsall/modhs.

http://www.csun.edu.

Activity 2.4: Art and Society in the 18th Century World

Time: 2 hours

Description

This is a teacher-directed lesson on artistic and musical movements. The focus is on art as a reflection of the values and lifestyles of the society from which it comes. A conscious attempt should be made to incorporate art from non-Western communities. Major artistic movements will be highlighted (Renaissance, Baroque, Expressionism, Cubism, etc.).

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE3b - creates, adapts, and evaluates new ideas in light of the common good;

CGE3f - examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

Strand(s): Communities: Local, National and Global; Change and Continuity; Citizenship and Heritage;
Social, Economic and Political Structures; Methods of Historical Inquiry

Overall Expectations

CHV.03 - analyse different forms of artistic expression and how they reflect their particular historical period.

Specific Expectations

CH3.01 - describe key developments in a variety of modes of artistic expression in the West since the sixteenth century (e.g., classical, baroque, romantic, and modern literature, music, and art; traditional and modern architectural styles; rise of popular culture and entertainments);

CH3.02 - demonstrate an understanding of key forms and styles of artistic expression throughout the world (e.g., Japanese painting and theatre, East Indian and African music, legend and mysticism in indigenous cultures, Latin American dance and literature);

CH3.03 - describe a variety of forces that helped to bring about changes in modern Western artistic expression (e.g., the Scientific Revolution, the Enlightenment, industrialization, urbanization, electrification);

Planning Notes

· The teacher should locate resources for the various artistic movements. Many art websites will allow downloading of images. See Resources. Hard copy images may also be used.

· The teacher should also locate information from resources about major musicians (CD or tape).

· The teacher produces an organizer as a student handout (Artistic Period, Major Artists, Social Comment of the Artist, How it Reflects Society, What Does it say about our Relationship with God?)

Prior Knowledge & Skills

· Students utilize analytical skills in order to view art as a reflection of its time.

Teaching/Learning Strategies

1. The teacher leads a brainstorming session on Art, (definition of Art, examples of Art as a reflection of the society and the history) the reasons it is necessary, messages it sends, etc. Student ideas are printed on the board.

2. The teacher begins the “Art Show” discussing major works and figures as he/she goes. Students should complete the handout.

3. The teacher expands the discussion beyond visual art to include music, literature, architecture, etc.

Assessment & Evaluation of Student Achievement

· Formative Assessment of Knowledge/Understanding and Thinking/Inquiry in an Art quiz.

Accommodations

· Students with writing difficulty may be encouraged to view the show without completing the student handout. They receive a completed organizer either before or after class.

Resources

www.moma.org/

www.artchive.com/ftp_site.htm

www.about.com/arthistory/

http://witcombe.bcpw.sbc.edu/ARTHLinks.html

Activity 2.5: The American Revolution

Time: 2.5 hours

Description

Students explore the change from a colonial culture in America to the development of a new country with a republican form of government and a formal Bill of Rights as part of its constitution. Key issues include the reasons for colonisation, the relationship between the mother country and the colonies, religious beliefs, social values, the seed of discontent, and an analysis of Thomas Paine’s “Common Sense,” the Declaration of Independence, and the Constitution of the United States. Another major focus that continues throughout the activity is the debate about whether the conflict was a revolution or a war of independence. By means of a map study, comparison chart, timelines, and an evaluation of primary documents, students are provided with a link to Unit 1 and the French Revolution.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE2b - reads, understands, and uses written materials effectively;

CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.

Strand(s): Communities: Local, National, and Global Change and Continuity,
Citizenship and Heritage, Social, Economic, and Political Structures,
Methods of Historical Inquiry

Overall Expectations

COV.03 - evaluate key factors that have led to conflict and war or to cooperation and peace;

CCV.03 - demonstrate an understanding of the importance and use of chronology and cause and effect in historical analyses of developments in the West and throughout the world since the sixteenth century;

CHV.04 - describe the range and diversity of concepts of citizenship and human rights that have developed since the sixteenth century;

HIV.03 - communicate opinions based on effective research clearly and concisely.

Specific Expectations

CO1.02 - describe key aspects of the character of rural communities that developed in the West and in the rest of the world (e.g., traditional communal villages, family farms and large farms or plantations, farms involved in modern international agribusiness; differing roles of elders, women, and children);

CC2.02 - identify the key ways in which political institutions have contributed to a sense of continuity (e.g., dynastic and national governments, political bureaucracies, legal traditions and judicial systems);

CH4.01 - describe key elements of various forms of human servitude (e.g., slavery, indenture, gender role restrictions);

HI1.03 - organize research findings, using a variety of methods and forms (e.g., note taking; graphs and charts, maps and diagrams).

Planning Notes

· Prepare a set up of blank maps of the thirteen colonies.

· Arrange to have a map that includes the time of arrival for the colonists.

· Plan an organizing chart that includes elements such as colony, original settlers, reasons for colonization, major focus of economic activity, use of slavery.

· On an overhead prepare a timeline of the Acts of Parliament that preceded the war between England and the Thirteen Colonies.

· Prepare copies of Thomas Paine’s “Common Sense,” the Declaration of Independence, and the American Constitution for each student.

Prior Knowledge & Skills

· Knowledge of religious dissent in England.

· Awareness of the importance of the English Civil War.

· Familiarity with the major ideas of John Locke, Thomas Hobbes, Voltaire, Montesquieu, and Jean Jacques Rousseau.

Teaching/Learning Strategies

1. The teacher leads a brainstorming session on the definition of a “revolution.” Students compose their own definition of what constitutes a revolution.

2. The teacher distributes blank maps of the Thirteen Colonies and indicates that each map must include the name of each colony, the year of initial colonization, capital cities, and major bodies of water.

3. The teacher reviews map making guidelines that students learned in Grade 9 Canadian Geography regarding lettering, shading, legends, and horizontal versus vertical lines.

4. Students construct the map using information from a class map and a textbook.

5. To gain a better understanding of the reasons for and the nature of colonization, students in groups develop a chart from the textbook showing each colony and its religious background, form of colonial government, major economic focus, and the use of slavery.

6. The teacher leads a discussion based on the chart to outline the development of the growing movement of independence in the colonies. The teacher may draw a comparison from the students of a teenager/parent model and relate similar ideas regarding the mother country and the colony. Some issues include rights, expectations, responsibilities, finances, and differences of opinion.

7. Students, from an overhead prepared by the teacher, create a timeline outlining the major problems leading up to the battles of Lexington and Concord. These include the Navigation Act of 1660, Quebec Act of 1663, Stamp Act of 1765, Townsend Acts of 1767, Tea Act of 1773, and the Coercive Acts of 1774.

8. A teacher-directed activity outlines the contributions of the philosophers (Hobbes, Locke, Montesquieu, Rousseau and Voltaire) to the Declaration of Independence, Common Sense, and the US Constitution.

Assessment & Evaluation of Student Achievement

· Formative teacher evaluation using a checklist with the following criteria:

· accurate placement of colonies, capital cities, bodies of water and the year of colonization (Knowledge/Understanding);

· correct use of map-making guidelines (Application, Knowledge/Understanding)

· general neatness and clarity (Communication).

· Formative teacher assessment of student discussion regarding teenager/parent and Mother country/colony comparison (Thinking/Inquiry).

Accommodations

· Some students may need help constructing the chart on colonization.

Resources

Appleby, Joyce. Inheriting the Revolution: The First Generation of Americans. Cambridge, Mass: Harvard University Press, 2001.

Countryman, Edward. The American Revolution. New York, New York: Hill & Wang Inc., 1985.

Knill, Harry. American Revolution. Santa Barbara, California: Bellerophon Books, 1992.

Nash, Gary B. The Urban Crucible: The Northern Seaports and the Origin of the American Revolution. Cambridge, Massachusetts: Harvard University Press, 1986.

Reid, John P. Constitutional History of the American Revolution, Vol. 3: The Authority to Legislate. Madison, Wisconsin: University of Wisconsin Press, 1991.

Wood, Gordon S. The American Revolution: A History. Mississauga: Random House, 2001.

Websites

http://education.yahoo.com/reference/encyclopedia/index.html

http://www.historyplace.com/unitedstates/revolution/index.html

http://www.fordham.edu/halsall/mod/modsbook12.html

http://www.nara.gov/exhall/charters/declaration/decmain.html

http://www.access.gpo.gov/congress/senate/constitution/toc.html

http://www.bartleby.com/133/

Video

Liberty! The American Revolution. PBS Video, 1998. 360 min.

The American Revolution. Arts and Entertainment Network, 1996. 300 min.

Activity 2.6: The French Revolution and Napoleon

Time: 6 hours

Description

Students study the many changes that took place in France from the Revolution of 1789 to the fall of Napoleon in 1815. This was a very important period in European history because of its impact not just on Europe but on international politics. During this time period, France went through a vast spectrum of political, social, economic, and religious changes that still affect society. For example, the Napoleonic Code still plays a part in Quebec Civil Law. Through the use of class discussion, a debate, an opinion paper, and a timeline, students study the changes while learning to argue a particular point of view. This activity allows students to demonstrate their ability to respect thoughts and ideas of others as well as to discover how fundamental values impact society’s beliefs.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE3b - creates, adapts, and evaluates new ideas in light of the common good;

CGE3f - examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

Strand(s): Communities: Local, National, and Global Change and Continuity, Citizenship and Heritage,
Social, Economic, and Political Structures, Methods of Historical Inquiry

Overall Expectations

COV.03 - evaluate key factors that have led to conflict and war or to cooperation and peace;

HIV.03 - communicate opinions based on effective research clearly and concisely;

HIV.04 - demonstrate an ability to think creatively, manage time efficiently, and work effectively in independent and collaborative study.

Specific Expectations

CO3.01 - describe the key factors that have led to conflict and war (e.g., demographic pressures, as seen in the Bantu, Chinese, Indian, and European migrations and related conflicts; personal, religious, cultural, and racial issues, as seen in the Napoleonic Wars, the Russian pogroms, the American Civil War, the Mahdist insurrections, World War II, and genocides, including the Holocaust; national and imperial rivalries, as seen in the Seven Years’ War, World War I, and the Cold War);

CC1.03 - assess the influence of key individuals and groups who helped shape Western attitudes to change (e.g., Gutenberg, Galileo, Watt, Faraday, Darwin, Curie, Edison, Ford, Gates; explorers and innovators, Luddites, Fabians, feminists, environmentalists);

CH3.03 - describe key elements of selected forces that helped to bring about changes in modern Western artistic expression (e.g., the Scientific Revolution, the Enlightenment, industrialization, urbanization, electrification);

CH4.04 - describe pivotal attempts of national and international bodies to recognize and enhance human rights (e.g., Declaration of the Rights of Man and of the Citizen, Geneva Conventions on war, war crimes tribunals, Universal Declaration of Human Rights);

SE3.01 - describe key stages in the rise of the modern nation state in the West and subsequently in the rest of the world (e.g., the military and price revolutions, national administrative bureaucracies, French revolutionary “nation-at-arms,” romantic and liberal nationalism, wars for national liberation);

HIV.03 - communicate opinions based on effective research clearly and concisely;

HI2.01 - demonstrate an ability to distinguish bias, prejudice, stereotyping, or a lack of substantiation in statements, arguments, and opinions;

HI3.01 - communicate effectively, using a variety of styles and forms (e.g., reports or essays, debates, role playing, group presentations).

Planning Notes

The teacher should:

· assign a reading and summarizing homework assignment from the textbook that introduces the Estate system in pre-revolutionary France;

· prepare an overhead that outlines the major problems that existed in France prior to the Revolution;

· prepare the number of debate topics based upon the number of students in the class. One-half of the students represent the first and second Estates, while the other half of the students represent the third Estate;

· arrange the classroom in a setting that is conducive to debate;

· if time permits, arrange for computer access so that students can use Internet sites and computer sourced encyclopedias for their debate research. If the research can only be done for homework, supply the students with suitable websites for the debate;

· review the credibility and reliability of Internet sites.

Prior Knowledge & Skills

· Knowledge of the characteristics of a feudal society, absolute, enlightened and constitutional monarchies, and the ideas of philosophers: John Locke, Thomas Hobbes, Voltaire, Montesquieu and Jean Jacques Rousseau.

· Awareness of the definition of a revolution.

Teaching/Learning Strategies

1. As an introduction to the activity, the teacher assigns homework regarding the three Estates in France prior to the Revolution of 1789. From their textbooks, the students may complete the assignment in either note or chart form. Important aspects of the work must include the membership of each Estate and its political, social, and economic rights.

2. Using information from student responses, the teacher reviews the Estate system. Class discussion includes the concept of a class system. Students compare the system in France to present day Canadian society. As well, the teacher asks the students to identify other contemporary nations that may exhibit characteristics of pre-revolutionary France.

3. To introduce specific causes of the French Revolution, on an overhead the teacher outlines the major reasons for the events of 1789. These include a weak monarchy, divisions within the clergy, an ineffective nobility, a restricted middle class, overtaxed peasants, the American Revolution, and finally, financial crisis and drought.

4. At this point, the teacher outlines the topics for the debate. Depending on the number of students the topics include: the National Assembly and Tennis Court Oath, the Fall the Bastille, the Declaration of the Rights of Man, the Constitutional Monarchy, Foreign threats to the Revolution, the Development of Political Parties; Jacobins, Cordelier, Girondins, Danton and Marat, the National Convention and the Execution of Louis XVI, Robespierre and the Reign of Terror, the Constitution of 1795, and the Rise of Napoleon.

5. Students are provided with the expectations for the debate. Each student is responsible for explaining a specific topic and defending it from the point of view of the First and Second Estate or the Third Estate. The teacher emphasizes that students must attempt to defend their side even if they personally disagree. This encourages students to see an event from a different point of view. Each student has approximately three to five minutes to present specific information on his or her topic (http://education.yahoo.com/reference/encyclopedia/index.html contains enough general information). Since the characteristics are presented once from each side, the students construct a chart that includes the specific topic and each Estate’s major characteristics and point of view. The teacher acts as a debate chairperson and at the end of each topic adds relevant information that may have been overlooked by the presenters.

6. As a homework assignment, the students prepare, from the textbook or from sources at home such as the Internet or encyclopaedias, a timeline that illustrates Napoleon’s rise to power to his exile on St. Helena. The timeline includes: the Coup d’etat of 1799, the Concordat of 1801, the Napoleonic code of 1804, Continental System of 1805, the wars of the Third Coalition 1803–1807, the Campaign in Russia in 1812, the collapse of the Empire 1813 to 1815. Students are to briefly explain the major characteristics of each topic.

7. From a teacher-based lesson, the students add information that focuses on Napoleon’s social, domestic, foreign, economic, and religious policies for each major heading of the timeline.

8. In a brainstorming session, the students attempt to determine the ways that France had changed from 1789 to the end of Napoleon’s reign as emperor.

Assessment & Evaluation of Student Achievement

· Formative teacher assessment of the homework assignment regarding the three Estates. Feedback to the student focuses on note-taking skills. (Thinking/Inquiry, Application)

· Summative evaluation by the teacher of student participation in the debate. (Communication, Knowledge/Understanding)

· Summative teacher evaluation of the debate using a rubric: Knowledge/Understanding (historical accuracy), Thinking/Inquiry, Application (arguing from a point of view) and Communication

· Summative teacher evaluation of the student timeline by means of a checklist. (Thinking/Inquiry, Application)

Accommodations

· Some students may need assistance with reading and note taking.

· For the debate, students may need help with their research skills and the preparation for a three- to five-minute presentation.

· Some students may require a practice session before presenting their topic.

· Students with writing difficulties may require assistance with organization.

Resources

Allen, Rodney. Threshold of Terror: The Last Hours of the Monarchy in the French Revolution. Gloucester, England: Sutton Publishing, 1999.

Doyle, William. Oxford History of the French Revolution. Don Mills: Oxford University Press, 1990.

Livesey, James. Making Democracy in the French Revolution. Cambridge Mass.: Harvard University Press, 2001.

Thompson, J.M. Napoleon Bonaparte. Gloucester, England: Sutton Publishing, 2001.

Vovelle, Michel. The Fall of the French Monarchy. Toronto: Cambridge University Press, 1980.

Weider, Ben and Emile Guegen. Napoleon: the Man Who Shaped Europe. Kent, England: Spellmount Publishers, 2000.

Websites

http://education.yahoo.com/reference/encyclopedia/index.html

http://www.fordham.edu/halsall/mod/modsbook13.html

http://www.napoleon-journal.com/

http://www.geocities.com/thefrenchrevolution/

Video

Napoleon: An Empires Special. PBS Videos. 216 min.

Activity 2.7: Unit Culminating Activity – The West on Trial

Time: 3 hours

Description

The mock trial format allows students to practise and apply the skills of historical research, identify bias, and present and defend a point of view. Witnesses’ testimony is based on information collected throughout the unit from the perspective of the character chosen or assigned prior to Activity 2.1. The question before the court will be: “Did the West influence the world between 1715 and 1815 because of biblical teachings or in spite of them?” A position paper after the trial demonstrates the students’ learning throughout the unit.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations

CGE1h - respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

Strand(s): Communities: Local, National and Global; Change and Continuity;
Methods of Historical Inquiry; Social, Economic and Political Structures

Overall Expectations

CCV.02 - describe how the historical concept of continuity is used to analyse developments in the West and throughout the world since the sixteenth century;

HIV.02 - demonstrate an understanding of the steps in the process of historical interpretation and analysis;

SEV.04 - demonstrate an understanding of key aspects of women’s economic, social, and political lives in Western and non-Western societies since the sixteenth century.

Specific Expectations

CO2.01 - describe key factors that have prompted and facilitated increasing interaction between peoples since the sixteenth century (e.g., changes in transportation; demographic pressures; religious, dynastic, and national ambitions);

CH4.01 - describe key elements of various forms of human servitude (e.g., slavery, indenture, gender role restrictions);

CH4.02 - describe the efforts of individuals and groups who facilitated the advancement of individual and collective human rights (e.g., Locke, Kropotkin, Martin Luther King Jr., Nelson Mandela, Aung San Suu Kyi; suffragists, Médecins Sans Frontières);

SE4.01 - identify the key factors that affected the position of women in pre-industrial societies (e.g., traditional cultural limitations, property rights, family roles, economic and political participation);

HI3.01 - communicate effectively, using a variety of styles and forms (e.g., reports or essays, debates, role playing, group presentations);

HI3.03 - express opinions and conclusions clearly, articulately, and in a manner that respects the opinions of others.

Planning Notes

· the teacher should locate the format of a mock trial. There are many of these available (check with law teachers in your school or the Internet). It may need to be adapted to meet the needs of your class. Note: The success of the mock trial will depend on the ability to prepare the class in the time available in order to ensure that students are prepared appropriately; specific direction must be provided for their out-of-class work. If time is a factor, using the position paper only may be a fallback possibility;

· copies of the Catechism should be available to the class;

· the teacher finds props which will make the trial more realistic such as a gavel, judge’s robe, typewriter for the court secretary, etc.

Prior Knowledge & Skills

· Each student must have collected enough evidence to present testimony before the court.

· Students must be aware of courtroom protocol before the trial begins.

Teaching/Learning Strategies

1. Students should be made aware of the criteria for evaluation (see Appendix 2.7.2).

2. The teacher introduces the position paper at this time. Students should take notes as both the defence and prosecution present their case.

3. Minimal class time can be given for students to prepare testimony. The defence and prosecution may advise witnesses of the general line of questions prior to the preparation of testimony. These should focus on Catholic principles, so copies of the Catechism or the New Testament should be made available. Students should hand in a copy of their testimony prior to the trial so that the teacher can offer guidance if necessary.

4. Basic courtroom procedures should be agreed upon: the length of individual testimonies, cross-examination procedures, the order of witnesses, etc. These should be available with the mock trial planning notes.

5. Allow at least two days for the actual trial. Students should listen carefully to all testimony and take notes. Quotes from specific witnesses may prove helpful in the final position paper.

6. The final position paper may be handed in two to three days after the end of the trial.

Assessment & Evaluation of Student Achievement

· Formative assessment of trial preparation by means of observation. (Thinking/Inquiry, Application)

· Summative evaluation of trial performance through a rubric. Possible criteria may be: Knowledge/Understanding of the character’s values and opinions, Thinking/Inquiry regarding the issues of the unit in role, Application of unit learning, and Communication at the trial.

· Summative evaluation by the teacher of the Position paper by means of a rubric. Required elements include: clear position taken, at least three supporting arguments, reference to the words of at least three characters from the trial, application of Catholic values as well as a fair representation of the West between 1715 and 1815. (Knowledge/Understanding, Thinking/Inquiry, Application, Communication)

Accommodations

· Students who are not comfortable with the oral testimony required during the trial should prepare their testimony beforehand.

· Structures and guidelines for the position paper should be provided in the form of a worksheet with major elements outlined.

Resources

http://www.ccle.fourh.umn.edu/mock3.pdf
– a detailed mock trial format with student handouts for various roles

http://www.ccle.fourh.umn.edu/lessons.html
– the main website for a range of activities dealing with trial procedures

Appendix 2.6.1

Debate of the Estates Timeline: Assessment Rubric

Categories/ Criteria

Level 1
(50-59%)

Level 2
(60-69%)

Level 3
(70-79%)

Level 4
(80-100%)

Knowledge/ Understanding

of the facts to support their argument

- supports argument with relevant facts to a limited degree

- supports argument with relevant facts to some degree

- supports argument with relevant facts to a considerable degree

- supports argument frequently with relevant facts to a high degree

Thinking/ Inquiry

critical-thinking quality of rebuttal

- makes rebuttal with limited effectiveness; few good counter arguments

- makes somewhat effective rebuttal; a few fair counter arguments

- makes effective rebuttal; many good counter arguments

- makes highly effective rebuttal; numerous excellent counter arguments

Communication

- communicates orally with limited effectiveness

- communicates orally with some effectiveness

- communicates orally with considerable effectiveness

- communicates orally with great effectiveness

Application

- transfers knowledge previously gained from unit to the debate with minimal effectiveness

- transfers knowledge previously gained from unit to the debate with moderate effectiveness

- transfers knowledge previously gained from unit to the debate in an effective manner

- transfers knowledge previously gained from unit to the debate in a highly effective manner

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 2.7.1

Unit 2 Culminating Activity: The West on Trial

At the close of Unit 2, the class engages in a mock trial to answer the question, “Did the West influence the world between 1715 and 1815 because of biblical values or in spite of them?” An individual position paper due after the trial demonstrates the student’s historically informed verdict.

Each student receives or chooses a role at the beginning of the unit. After each activity, each student collects evidence either in defense or prosecution of the West. The central question to be answered is: “Where are there examples of yourself or others staying true to the religious vision or turning against it?” These notes will form the basis of students’ testimony in role during the trial.

Required Roles

· Judge (this will likely be the teacher in order to offer an impartial voice);

· Defense Counsel (one or two students, depending on the size of the class);

· Prosecution (one or two students, depending on the size of the class)

* Students should be encouraged to allow the evidence to speak for itself and so should not

be advised at the beginning of the unit if their character will speak for the defence or the prosecution.

Possible Witnesses for the Defense:

· Church leader

· Jacques Louis David

· French soldier

· American farmer

· Jesuit living in China

· Portuguese slave trader

· French female nobility

· Thomas Jefferson

· American pioneering woman

Possible Witnesses for the Prosecution:

· Male African slave living in Maryland

· Abolitionist pamphleteer

· Montesquieu

· Muslim trader

· Rousseau

· Mozart

· French peasant

· Swahili leader in Africa

· Voltaire

Some time will be allocated to the collection of evidence throughout the unit. These notes will form the basis of trial testimony.

Appendix 2.7.2

Unit 2 Culminating Activity: The West on Trial

Categories/ Criteria

Level 1
(50-59%)

Level 2
(60-69%)

Level 3
(70-79%)

Level 4
(80-100%)

Knowledge/ Understanding

Understanding of the student’s assigned character

- demonstrates limited understanding of his/her role

- demonstrates some understanding of his/her role

- demonstrates considerable understanding of his/her role

- demonstrates a high degree of understanding of his/her role

Thinking/ Inquiry

Use of critical thinking skills in testimony

- applies critical thinking skills in his/her testimony with limited effectiveness

- applies critical thinking skills in his/her testimony with moderate effectiveness

- applies critical thinking skills in his/her testimony with considerable effectiveness

- applies critical thinking skills in his/her testimony with a high degree of effectiveness

Communication

Communication of character’s attitudes and possible biases with clarity

- communicates character’s attitudes and possible biases with limited clarity

- communicates character’s attitudes and possible biases with some clarity

- communicates character’s attitudes and possible biases with considerable clarity

- communicates character’s and possible biases with considerable clarity

Application

Application of knowledge of events and people

- demonstrates limited skill in applying knowledge of events and people

- demonstrates some skill in applying knowledge of events and people

- demonstrates considerable skill in applying knowledge of events and people

- demonstrates a high degree of skill in applying knowledge of events and people

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

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