Consolidation and Revolt

R O S S I N S T I T U T E A C A D E M Y

Consolidation and Revolt

Ross School

Grade 11 Integrated Unit



Ross School




Ross School



> Global perspective

> Cultural History narrative

> Integrated learning

> Multiple Intelligences

> Understanding by design

> Project-based learning

Key Elements


Students look at various expressions of cultural consolidation in the

late 19th century such as nationalism and imperialism, and consequent

cultural exchange. We discuss the question of cultural identities, how

they are formed and maintained, and their relationships to groups,

individuals, and government. Students study the forms and causes of

imperialism in this time period, the accompanying imperialist attitudes,

rationales and justifications, and the perspective and experience of the

colonized. The centerpiece of the unit is an integrated project in which

students work in groups to examine and peer teach a particular revolt

or resistance movement against imperialism.

Unit Description


> One of the features of global culture is the energizing of traditional cultures that have been repressed by the forces of industrial modernization and colonization.

> A new interest in identity emerges an exploration of consciousness and visionary experience.

> The conflict between nation-states creates new international structures not limited to national identity.

> Linear systems of causation with their reductionist emphasis give way to ocmplex dynamical systems, chaos and uncertainty.

Enduring Understandings


> What is cultural/national identity and where does it come from?

> How does cultural identity create bonds and/or boundaries?

> What are the costs and rewards of imperialism?

> What is the legacy of consolidation and expansion of cultural and/or political power?

Essential Questions


Cultural History Class


Cultural History Class> Nationalism












Cultural History Class> Nationalism> Demographic shifts












Cultural History Class> Nationalism> Demographic shifts> The 2nd Industrial Revolution



RAILROAD MILEAGE




Cultural History Class> Nationalism> Demographic shifts> The 2nd Industrial Revolution> The doctrine of “progress”


Cultural History Class> Nationalism> Demographic shifts> The 2nd Industrial Revolution> The doctrine of “progress”


Cultural History Class> Nationalism> Demographic shifts> The 2nd Industrial Revolution> The doctrine of “progress”> The New Imperialism


Cultural History Class> Nationalism> Demographic shifts> The 2nd Industrial Revolution> The doctrine of “progress”> The New Imperialism


Cultural History Class> Nationalism> Demographic shifts> The 2nd Industrial Revolution> The doctrine of “progress”> The New Imperialism> China & Britain










Cultural History Class> Nationalism> Demographic shifts> The 2nd Industrial Revolution> The doctrine of “progress”> The New Imperialism> China & Britain> The Scramble for Africa








Cultural History Class> Nationalism> Demographic shifts> The 2nd Industrial Revolution> The doctrine of “progress”> The New Imperialism> China & Britain> The Scramble for Africa> The “opening” of Japan












Cultural History Class> Nationalism> Demographic shifts> The 2nd Industrial Revolution> The doctrine of “progress”> The New Imperialism> China & Britain> The Scramble for Africa> The “opening” of Japan> Marxism


Cultural History Class> Nationalism> Demographic shifts> The 2nd Industrial Revolution> The doctrine of “progress”> The New Imperialism> China & Britain> The Scramble for Africa> The “opening” of Japan> Marxism


Cultural History Class> Nationalism> Demographic shifts> The 2nd Industrial Revolution> The doctrine of “progress”> The New Imperialism> China & Britain> The Scramble for Africa> The “opening” of Japan> Marxism> Social Darwinism


Cultural History Class> Nationalism> Demographic shifts> The 2nd Industrial Revolution> The doctrine of “progress”> The New Imperialism> China & Britain> The Scramble for Africa> The “opening” of Japan> Marxism> Social Darwinism> Reactions to Western

Imperialism



Imperialism



Imperialism


English Class


English ClassStudents examine, respond to and reflect upon texts that render the conflict between colonized and colonizing cultures.



> Adventures of Huckleberry Finn (Mark Twain)







> Things Fall Apart (Chinua Achebe)




> Things Fall Apart (Chinua Achebe)




> Things Fall Apart (Chinua Achebe)> "White Man's Burden” (Rudyard Kipling)




> Things Fall Apart (Chinua Achebe)> "White Man's Burden” (Rudyard Kipling)




> Things Fall Apart (Chinua Achebe)> "White Man's Burden” (Rudyard Kipling)> "To the Person Sitting in Darkness” (Twain)> "The Philippine Mess: Letter to Joseph

Twitchell" (Twain)





Twitchell" (Twain)





Twitchell" (Twain)> "Shooting an Elephant” (Orwell)> "A Hanging" (Orwell)











> Skills: Narrative technique, point of view, character development, textual analysis, critical thinking, timed writing, public speaking, listening to others


Science Class


Science ClassEvolution and Genetics


Science ClassEvolution and Genetics


Science ClassEvolution and Genetics> Evidence of evolution


Science ClassEvolution and Genetics> Evidence of evolution> HMS Beagle


Science ClassEvolution and Genetics> Evidence of evolution> HMS Beagle


Science ClassEvolution and Genetics> Evidence of evolution> HMS Beagle> Radioactive dating


Science ClassEvolution and Genetics> Evidence of evolution> HMS Beagle> Radioactive dating> Natural selection


Science ClassEvolution and Genetics> Evidence of evolution> HMS Beagle> Radioactive dating> Natural selection> Mendel’s experiments


Science ClassEvolution and Genetics> Evidence of evolution> HMS Beagle> Radioactive dating> Natural selection> Mendel’s experiments


Science ClassEvolution and Genetics> Evidence of evolution> HMS Beagle> Radioactive dating> Natural selection> Mendel’s experiments> Mitosis & meiosis


Science ClassEvolution and Genetics> Evidence of evolution> HMS Beagle> Radioactive dating> Natural selection> Mendel’s experiments> Mitosis & meiosis


Science ClassEvolution and Genetics> Evidence of evolution> HMS Beagle> Radioactive dating> Natural selection> Mendel’s experiments> Mitosis & meiosis> Introductory population genetics

& Punnett squares



& Punnett squares



& Punnett squares> Gene pool and the definition of

evolution (macro- versus micro-evolution).



& Punnett squares> Gene pool and the definition of

evolution (macro- versus micro-evolution).

> What are the primary mechanisms of evolution?> How are species created? > Sex-linked traits


Mathematics Class


Mathematics ClassStatistics



> Density curves



> Density curves> Normal distributions



> Density curves> Normal distributions> Standard deviation



> Density curves> Normal distributions> Standard deviation> Correlation



> Density curves> Normal distributions> Standard deviation> Correlation> Regression



> Density curves> Normal distributions> Standard deviation> Correlation> Regression> Random samples



> Density curves> Normal distributions> Standard deviation> Correlation> Regression> Random samples> Comparative experiments



> Density curves> Normal distributions> Standard deviation> Correlation> Regression> Random samples> Comparative experiments



> Density curves> Normal distributions> Standard deviation> Correlation> Regression> Random samples> Comparative experiments> Graphical representation of data



> Density curves> Normal distributions> Standard deviation> Correlation> Regression> Random samples> Comparative experiments> Graphical representation of data



> Density curves> Normal distributions> Standard deviation> Correlation> Regression> Random samples> Comparative experiments> Graphical representation of data> How can data be organized and interpreted?



> Density curves> Normal distributions> Standard deviation> Correlation> Regression> Random samples> Comparative experiments> Graphical representation of data> How can data be organized and interpreted?> How can patterns in data be summarized?



> Density curves> Normal distributions> Standard deviation> Correlation> Regression> Random samples> Comparative experiments> Graphical representation of data> How can data be organized and interpreted?> How can patterns in data be summarized?> How can relationships be described using scatter plots?



> Density curves> Normal distributions> Standard deviation> Correlation> Regression> Random samples> Comparative experiments> Graphical representation of data> How can data be organized and interpreted?> How can patterns in data be summarized?> How can relationships be described using scatter plots?> How can these methods be used to understand social organization?


Integrated Arts

> Playwriting> Interpreting theatrical scripts> Dramatic content and structure> Character motivation> Role of protagonist and

antagonist> Conflict and resolution> Character construction> Scene construction> Conveying information through

dialogue

Texts> A Jubilee by Anton Chekhov

Theatrical works, methods & movements in 19th & 20th century Europe & America


Integrated Arts

> Playwriting> Interpreting theatrical scripts> Dramatic content and structure> Character motivation> Role of protagonist and

antagonist> Conflict and resolution> Character construction> Scene construction> Conveying information through

dialogue

Texts> A Jubilee by Anton Chekhov

Theatrical works, methods & movements in 19th & 20th century Europe & America


Overview of all DomainsHistory English Math Science Performing Arts

Nationalism

Demographic shifts

The 2nd Industrial Revolution

The doctrine of “progress”

Imperialism (China, Africa, Japan)

Marxism

Research

Writing

Critical thinking

Primary sources

Narrative technique

Point of view

Character development

Textual Analysis

Critical thinking

Timed writing

Public speaking

Listening to others

Huckleberry Finn

Things Fall Apart

Various topical essays or poetry

Statistics

Density curves

Normal distributions

Standard deviation

Correlation

Regression

Random samples

Comparative experiments

Graphical representation of data

Biology and Evolution

Evidence of evolution

HMS Beagle

Radioactive dating

Natural selection

Mendel’s experiments

Mitosis & meiosis

Introductory population genetics

Punnett squares

Gene pool

Playwriting

Textual analysis and interpretation

Theater history

Dramatic content and structure

Elements of a “hero”

Character definition and motivation

Conflict and resolution

A Jubilee

Riders to the Sea

The Hairy Ape


> Bridgewater: Using Excel spreadsheets, students examine and manipulate statistical information from passenger lists from an immigrant ship from London in the late 19th century.

> Domains involved: Math, History, English, Technology

> Students manipulate data and make graphs.

> Students write a brief essay assessed by Math, English and Cultural History teachers.

Integrated Learning Experiences


> Students evaluate contemporary texts about Social Darwinism in light of what they have learned about evolution and its mechanisms.

> Students explore whether the ideas they have learned about how physical traits evolve can be applied to complex behaviors and phenotypes in human society.

> Domains involved: Cultural History, Science



Integrated Learning ExperiencesGeorge Orwell Essays

> In two essays by George Orwell (“Shooting an Elephant,” “A Hanging”) students reflect upon Orwell’s portrayal of the psyche of the oppressor.

> In a 400-500 word reflection, students discuss how Orwell portrays the effects of British imperialism on the British themselves, particularly Orwell himself who plays a central role in each of the essays.

>Domains Involved: English and History


Mark Twain Assignment

> After reading Twain’s “To the Person Sitting in Darkness” and “The Philippine Mess,” as well as The Adventures of Huckleberry Finn, students compose a speech or a letter from Twain’s point of view on the subject of US imperialism.

> Students draw upon Twain’s general feelings, and the evolution of his feelings, about imperialism, as well as on his specific thoughts about the situation in the Philippines.

> Domains involved: English and History



Integrated Learning ExperiencesEugenics

> Students look at the American eugenics movement in the context of late19th/early 20th century immigration, Social Darwinism, genetics, modern statistics, nativism, and fascism.

> Domains involved: History, Math, Science

> Student assignment: short answers to questions on topics.

















National Anthems

> In learning how cultural & political identities are formed and maintained, students listen to various national anthems, writing and reflecting on what they evoke.

> Students view a controversial interpretation of the US National Anthem during a time of political turmoil (Vietnam War era—Jimi Hendrix at the Woodstock festival).

> Students reflect upon how cultural symbols develop, maintain and shift meaning.

MI Learning Experiences


MI Learning ExperiencesImages of Imperialism

> Students analyze images to understand the motivations, justifications and rationales for 19th century imperialism.














> In this simulation activity, students research a leader of a resistance movement against western dominance in the late 19th/early 20th century. They work in groups to construct a play whose story is that of charging the leader with a crime (usually “treason”) for which he or she is tried. They then perform the play in front of their peers and communicate the varying points-of-view connected with these resistance movements and the circumstances surrounding them.

> Students role-play witnesses, advocates, judges and leaders.

> Domains involved: History, English, Integrated Arts

Tasks> Individual research on assigned leaders> Group preparation of storyboard and script> Group rehearsal and performance

The Trial Project


> Teachers create the leader list and assign groups. Students randomly choose the leader they will work on.

> Over the years the list has changed and been varied; usually 6-8 in total.

> Leaders have included: Wovoka (the United States), The Mahdi (Sudan), Louis Riel (Canada), Patrick Pearse (Ireland), Emiliano Zapata (Mexico), John Chilembwe (Malawi), Marcus Garvey (United States), Mary Baker Eddy (United States), Victoria Woodhull (United States), Bal Gangadhar Tilak (India), Makario Sakay (Philippines), Emilio Aguinaldo (Philippines), Ida B. Wells (United States)

The Trial Project





The Trial Project





The Trial Project





The Trial Project





The Trial Project





The Trial Project





The Trial Project





The Trial Project





The Trial Project





The Trial Project





The Trial Project





The Trial Project





The Trial Project





The Trial Project





The Trial Project


Trial of Mohammed Ahmed (the Mahdi)

JUDGE: Mohammed Ahmed, known largely as the Mahdi, is charged with raising a rebel army, treason, resisting arrest, murder, incitement to murder, and conspiracy to murder…How do you plead?

DEFENSE ATTORNEY: …He has done nothing but inspire people to believe a new freedom is attainable. This rebel army was not raised by my client. If you were only to look at the Sudanese, you would see how much they unanimously wish to overthrow the Anglo-Egyptian government…

THE MAHDI: By corrupting our society, by forcing a way of life, an alien culture on the people of Sudan, the Anglos kill of the best parts of Islamic culture, our culture. Even this court I’m tried in has no place in our true society… You say your government is here to benefit our community, to “uplift” it, but if that were true your government wouldn’t oppress our people. What right does one people have to impose cultural policies on another? You do not practice what you preach. Instead of benefiting our society you demand heavy taxes and force innocent people to join your military and kill for your meaningless causes.

Student Work: Script Excerpts


Trial of Patrick Pearse

JUDGE: Mr. Pearse I will remind you that this court will only recognize Ireland as a province. There is no such thing as the Irish Republic. Mention it again and I will order you executed on the spot.

PROSECUTING ATTORNEY: Thank you your Honor. Mr. Pearse, please try again to explain your justification for this revolt.

MR PEARSE: My politics are the politics of nationalism. I am an Irish nationalist. I believe, like you, in the logic of self-rule for a distinct people, in our case a Gaelic people whose traditions and language and history unite them. My revolt was successful—

PROSECUTING ATTORNEY: Not very successful.

MR PEARSE: My revolt was successful in that it gave my people hope; it gave them inspiration for the republic that should exist…

Student Work: Script Excerpts


> Nativistic rebellions against westerners were not only to liberate the people from oppression but also to keep alive the culture that had existed long before the arrival of western powers. Many indigenous peoples did not like the influence of the western ways and fought to keep their old traditions.

> It was amazing how the western powers justified their domination by using not just technology but also ideas about science like Darwin’s new theory that helped them ‘explain’ how their guns could kill off a massive native army which of course has nothing to do with biology.

> I always knew that statistics could tell any story you want them to and I guess this was true from the very beginning of probability theory when eugenics (white imperialists) tried to explain why one group was better than another.

Student Work: Unit Reflections


> It was interesting how the modern cultures combined their traditional religious beliefs with their weapons of modern science to dominate the cultures that didn’t have those modern ideas yet.

> Sometimes the indigenous groups, as in Wovoka and John Chilembwe [sic], were influenced by the imported ideas of the peoples they fought against, such as Christianity. It was like the guy in China whose name I can’t remember who thought he was Jesus’ brother.

Student Work: Unit Reflections


> When I first heard about [the Trial Project] I had strong doubt that I would enjoy the process. What I liked about it though was that since students had to write a play, they had to present the emotions and the impact that the leader really had on the people. Whereas, in a paper, it would mainly just be the facts about what happened. …

> Writing a play and having to use acting as tool to express the impact, was challenging but not impossible. I was also very passionate about the leader I was studying and so I felt a personal connection to him, and so writing about him, and expressing his feelings was fun for me.

> The Trial Project involved not only researching the leaders but creating a production that re-lived the actual struggles and beliefs. This helped me gain a better and more realistic understanding of the leaders and a revolutionaries; I gained a better understanding of the situation [Chilembwe’s] people were in and how their oppression had affected him.

Student Work: Project Reflections


> The Trial Project allowed you to really see what your leader went through. Working in the group was helpful because you got to hear other peoples ideas. Also hearing how other groups decided to present their trial was really helpful. When groups really got into it, you could see what a trial might have actually been like. By making the rest of the class decide if the defendant was innocent or guilty made the overall trial more interesting and made people listen more closely.

> One of the strengths of the Trial Project was that it really displayed how none of these situations was really clear-cut, how can you find the right answer? Ms. Clark always says don’t judge the past by the standards of the present and this really forces that idea.

Student Work: Project Reflections


> Demonstrate responsibility to the natural world and the capacity to make individual and collaborative contributions to the human community

> Integrated knowledge, critical thinking abilities and problem-solving skills

> Demonstrate ability to create and communicate effectively through diverse modes of human expression

> Demonstrate capacity to be introspective and to know oneself in a holistic, “well” manner; commitment to better oneself by courageously facing one’s failures and building on successes

> Intellectual passion, curiosity and commitment to learning

> Ability to envision the future and develop strategies to effect positive change

> Imaginative, Humane Leadership

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Consolidation and Revolt