1. Question

Charles Dickens published A Tale of Two Cities in 1859. The novel is set during the French Revolution (1789-1799), and reflects themes related to injustice and the struggle for power among social classes in Europe. “Liberté, égalité, fraternité!” (“Liberty, equality, fraternity”) was a motto of the French revolutionaries.

These themes of power and justice have arisen in our world again and again. Many contemporary political revolutions begin with an uprising of those without power against those who hold the most power.

What causes these revolutions? What motivates people to change the power structure in a society? Are such revolutions ever justified?

1 2 3 654 Next

Is a revolution a justifiable means of changing the power structure in a society? Why or why not?

Liberté, égalité, fraternité!

Select the image above to watch the NBC Learn video Egypt Celebrates Military’s Showdown with MorsiImage Source: NBC Learn

2. Information Sources

Use the digital resources below to learn more about the French Revolution and a modern revolution or uprising, and to complete the Student Activity on Slide 3.

French Revolution: French Revolution – Brief Overview from

Mr.Dowling.com French Revolution - Brain Pop video all about the

French Revolution The French Revolution – World Book Encyclopedia

article French Revolution – Encyclopedia article from SIRS

DIscovererModern revolutions/uprisings: Arab Spring - Interactive timeline of many middle

east protests, from The Guardian Has the Revolution Come to Spain? Article from

Time magazine about protests in Spain Labor Notes: Article about the Greek debt crisis Turkey’s Standing People Protest: Article from The

Guardian about protests in Turkey Another modern revolution/uprising of your

choice, as approved by your teacher or library media specialist.

1 2 3 654 Next

Select the image above to read the article 'Woman in red' sprayed with tear gas becomes symbol of Turkey protests from NY Daily NewsImage Source: NY Daily News

3. Student Activity

Choose a modern uprising that you discovered by using the resources on Slide 2.

Compare conditions, rationales, and goals between the modern uprising and the French Revolution to identify similarities and differences.

Use this notes chart to record your findings.

Think about what motivates people to change the power structure in a society. Based on what you have learned, form an opinion about whether revolution is a justifiable means to that end.

1 2 3 654 Next

Storming of the Bastille (about 1800), an oil painting on canvas by an unknown artist; Chateau Versailles (Giraudon/Art Resource) Image Source: World Book Student

4. Assessment Activity

Do you think that the people of France were justified when they revolted against their government in the French Revolution?

Do you think that the people in the modern revolution you researched were justified when they rose up against their own government?

Considering your learning about the French Revolution and a modern revolution or uprising, is a revolution a justifiable means of changing the power structure in a society? Why/why not?

Use an Argument Organizer like this one to state your opinion in response to this Essential Question, and to support it with evidence from your research.

Make and support your argument in a class discussion/debate, either face to face or using a collaborative online space like a Wiki page, Edmodo, or Voice Thread (as directed by your teacher/library media specialist).

1 2 3 654 Next

Image Source: Photograph by Andrew Burton, located at The Guardian

5. Enrichment Activities

Extension:Film and edit the debates using a Flip

Cam or the school broadcasting studio. Share the footage with the school community on a school/class Wiki space or Website.

Additional Resources: BrainPop video about Napoleon

Bonaparte The French Revolution Song: a song

and video by musician and artist Jeffrey Lewis, from History.com

Exploring the French Revolution: a site with more than 600 primary documents about the French Revolution

Revolutions: An overview of revolutions and causes, from AETN

1 2 3 654 Next

The Uprising (L'Emeute) Daumier, Honoré 1808-1879Image Source: The Phillips Collection

6. Teacher Support Materials

Common Core State Standards CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-Literacy.CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.WHST.6-8.1 Write arguments focused on discipline-specific content.CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Standards for the 21st Century Learner 1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning.2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations.

Maryland Technology Literacy Standards for Students3.0: Use a variety of technologies for learning and collaboration.

Time Frame: 1-2 class periods

Differentiation: Direct students to use comprehension tools

included in databases, such as: audio read-aloud, labeled reading levels, and embedded dictionaries.

Learning Styles: Visual, Auditory, Kinesthetic, Tactile, Active, Reflective, Global, Analytical

Notes to the teacher:Consult with your school library media specialist for collaboration/co-teaching or support with implementing this digital research lesson.Refer to these support materials as needed for using :PBworks WikiEdmodoVoice ThreadFlip Video

Last updated: July 2013 Created by Anna Conner, BCPS Library Media Specialist and Kelly Ray, Resource Teacher- BCPS Department of Digital Learning

BCPS Slam Dunk Research Model, Copyright 2012, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module.

1 2 3 654