1. “ Consolidation and Revolt” Grade 11 Integrated Unit Ross School East Hampton, New York
2. Team 11 History: Carrie Clark English: Shelby Raebeck Science: Hugh McGuinness Performing Arts: Gerard Doyle Mathematics: Gary Skellington Wellness: Michelle Delgiornio Media Studies: Marie Maciak Visual Arts: Jen Cross Learning Specialist: Jamey Greco Tech Support: Sy Abramowitz
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4. A ten-week unit, from mid-19th century to post-World War I (approximately 1920) Description In this unit 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.
5. Enduring Understandings (year-long) Cultural identity can be a source of political power. One of the features of planetary culture is the retrieval of nativistic cultures that have been repressed by the forces of industrial modernization and colonization. Modernization has created a web of interconnections that call for global dialogue and cooperation Globalization and transnational phenomena challenge nationalism and internationalism.
6. Essential Questions: 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 resistance to consolidation and expansion of cultural and/or political power?
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8. In the English class… Students 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) "White Man's Burden” (Rudyard Kipling) "To the Person Sitting in Darkness” (Twain) "The Philippine Mess: Letter to Joseph 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
9. In the Science class students study Evolution and Genetics: Evidence of evolution HMS Beagle Radioactive dating Natural selection Mendel’s experiments Mitosis & meiosis Introductory population genetics & Punnett squares Gene pool and the definition of evolution (macro- versus micro-evolution). Evolution vs Creationism What are the primary mechanisms of evolution? How are species created?
10. In Mathematics students study Statistics: 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?
11. In the Integrated Arts class students study Theater Arts: Theatrical works, methods & movements in 19 th & 20 th century Europe & America Playwriting Interpreting theatrical scripts. Dramatic content and structure The “common man” as hero Character motivation Role of protagonist and antagonist Conflict and resolution Character construction Scene construction Conveying information through dialogue TEXTS A Jubilee by Anton Chekhov Riders To The Sea by J. M. Synge The Hairy Ape by Eugene O’Neill
12. 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 BIOLOGY--EVOLUTION Origin of life Mechanisms of evolution Darwin HMS Beagle Migration and Isolation Evidence of evolution Mutation Observation skills Data recording Scientific reading and writing STATISTICS Density curves Normal distributions Standard deviation Correlation Regression Addition of integers Division of integers Percentages Graphing Calculator use 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 Nationalism Demographic shifts The 2nd Industrial Revolution The doctrine of “progress” Imperialism (China, Africa, Japan) Marxism Research Writing Critical Thinking Performing Arts Science Math English History
13. Integrated learning experiences Bridgewater: Using Excel spreadsheets, students examine and manipulate statistical information from passenger lists from an immigrant ship from London in the late 19 th 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.
14. Integrated learning experiences (continued) Social Darwinism 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
15. Integrated learning experiences (continued) George 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 to 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
16. Integrated learning experiences (continued) Mark Twain assignment After reading Twain’s “To the Person Sitting in the Dark,” 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. Domain’s involved: English and History
17. Integrated learning experiences (continued) Eugenics Students look at the American eugenics movement in the context of late19th/early 20 th century immigration, Social Darwinism, genetics, modern statistics, nativism, and fascism. Domains involved: History, Math, Science Student assignment: short answers to questions on topics.
18. Learning experiences using Multiple Intelligences 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.
19. Learning experiences using Multiple Intelligences (continued) Images of Imperialism : Students analyze images to understand the motivations, justifications and rationales for 19th century imperialism.
20. Learning experiences using Multiple Intelligences (continued) The Industrial Workplace Students read texts related to late 19th century industrial workplace and respond to them with a tableaux or another physical demonstration of its core ideas. For example: “Perhaps the most prominent single element in modern scientific management is the task idea. The work of every workman is fully planned out by the management at least one day in advance, and each man receives in most cases complete written instructions, describing in detail the task which he is to accomplish, as well as the means to be used in doing the work… This task specifies not only what is to be done but how it is to be done and the exact time allowed for doing it… Scientific management consists very largely in preparing for and carrying out these tasks.” (Frederick Winslow Taylor, Principles of Scientific Management , 1911)
21. Another example: “ Modern Industry has converted the little workshop of the patriarchal master into the great factory of the industrial capitalist. Masses of laborers, crowded into the factory, are organized like soldiers. As privates of the industrial army, they are placed under the command of a perfect hierarchy of officers and sergeants. Not only are they slaves of the bourgeois class, and of the bourgeois state; they are daily and hourly enslaved by the machine, by the overseer, and, above all, in the individual bourgeois manufacturer himself. The more openly this despotism proclaims gain to be its end and aim, the more petty, the more hateful and the more embittering it is…. …” Marx and Engels, The Manifesto of the Communist Party , 1848
22. The unit’s centerpiece: “The Trial Project” 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
23. Wovoka (the United States) The Mahdi (Sudan) Louis Riel (Canada) Patrick Pearse (Ireland) Emiliano Zapata (Mexico) John Chilembwe (Malawi) Marcus Garvey (United States) 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: Mary Baker Eddy (United States) Victoria Woodhull (United States) Bal Gangadhar Tilak (India) Makario Sakay (Philippines) Emilio Aguinaldo (Philippines) Ida B. Wells (United States)
24. Script excerpts: 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…
25. Speaking for himself… THE MAHDI: By corrupting our society, by forcing a way of life, an alien culture on the people of Sudan, the Anglos kill off 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.
26. Student Work: Scripts. Another example: 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 Irish Republic that should exist…
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28. Student Work: Unit Reflections “ 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. ” “ 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.”
29. Student Work: Project 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.”
30. Student Work: Project Reflections “ 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.” “ 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.”
31. Student Work: Project Reflections “ 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.” THE END
Editor's Notes
GLOBAL CONSCIOUSNESS, SENSTIVITY, UNDERSTANDING, GLOBAL SELF-REPRESENTATION
Reshape to include more global/westerners dynamic
Note: this unit focuses on the first two EUs
Nationalism Demographic shifts ( migration, urbanization ) populatin density 1820, 1900 Berlin: -A typical example of the expansion of a European city brought about by the construction of railways and the development of consumer industries. This map shows how the lived experience, the practical community, of a European was undergoing change leading up to this time. The small circle in the middle shows Berlin’s walled city, 1738. The darker color surrounding it shows the extent to which the city had grown by 1830 (urbanization). The red on the outside shows Berlin 1914. At the same time that these national identities were maturing, the people of new and consolidating nations were spreading around the globe. Note that the red arrows represent emigration from Europe, and are the most numerous. A Doctrine of Progress : enlightened, confident, self-satisfied, inevitable Cecil Rhodes, British diamond mine tycoon in South Africa, proudly embraces an aspiration to dominate an entire continent in this contemporary cartoon. The Second Industrial Revolution ( advances in communications, transportation and production technologies ) The doctrine of “Progress” The New Imperialism The “White Man’s Burden” The Scramble for Africa Karl Marx Darwin and Social Darwinism Eugenics Reactions / Resistance to Western Imperialism
Adventures of Huckleberry Finn (Mark Twain) Things Fall Apart (Chinua Achebe) NOTE: ADD VARIOUS PRIMARY SOURCES OR OMIT AN ORWELL AND/OR TWAIN "White Man's Burden” (Rudyard Kipling) "To the Person Sitting in Darkness” (Twain) (satire of filipino american war. Compare kaiser, czar, joseph chamberlain (br colonial secretary), kitchener (british field markshall, south africa, sudan) unnamed “french” "The Philippine Mess: Letter to Joseph Twitchell" (Twain) Reverend Joseph Hopkins Twichell, writer and pakichenerstor, was Mark Twain's closest friend for over forty years. They met at a church social after the Civil War when Hopkins was pastor of Asylum Hill Congregational Church in Hartford, his only pastorate for almost 50 years. "Shooting an Elephant” "A Hanging" (Orwell)
Examples of biological knowledge that can only make sense in light of evolution (eg fossil records and dna) Spoofing evolution: Late 19 th century cartoon portrays a simian Charles Darwin explaining his controversial theory of evolution to an ape, with the help of a mirror. London Sketchbook ” May 1874 “ This is the ape of form… and four or five descents since”
How can data be organized and interpreted? What is central tendency and how can it be measured? How can patterns in data be summarized by density curves? How can these methods be used to understand social organization? How can patterns in data be summarized by density curves? How can relationships be described using scatter plots? How can these methods be used to understand social organization?
How do the image and definition of the protagonist manifest themselves in modern theatre. How does theatre implement and/or reflect change, global or local? How does the image and definition of the Protagonist change with the Onslaught of the Industrial Revolution?
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 resistance to consolidation and expansion of cultural and/or political power?
Students learn a lot about the period by analyzing data, eg number of men, number of children, countries of origin, occupation (domestic, laborer, clerk, staymaker, mechanic, farmer, servant, butcher, dressmaker, “factory”) overwhelmingly unskilled. Died on voyage, ,
Brazil, sweden, UK, zimbabwe, US Woodstock was 1969
From Woodbridge’s “ Rudiments of Geography” textbook(1823), sample excerpts: “ The people [of New England] are generally distinguished for industry, enterprize and intelligence, and for good education and good morals.” “ The state of morals and manners in the Southern States has been improving for several years past.” “ The Northern countries of Africa were anciently among the most enlightened in the world…These are now among the lowest of half-civilized nations. The rest of African has always been in a savage or barbarous state.” “ The Abyssians, and some of the people of Egypt, profess a corrupt Christianity, but not deserving of the name. All the other nations of Africa are sunk in superstition and vice; and some nations have been found who do not believe in any God.” “ The Danes [people from Denmark] are an honest, industrious people but not distinguished for enterprise or learning.” “ The Swedes have public schools, and are generally well-informed and honest, as well as intelligent and sprightly.” Questions for students include: “ Are there any civilized countries in Asia? What countries are half-civilized? What countries are barbarous?
Topic, efficiency movement, mechanization, plight of worker. Also Marx, Zola, Knights of Labor Other examples of MI lessons: Triaal Project, draw a political cartoon, using film
Other examples of MI lessons: Triaal Project, draw a political cartoon, using film
Leaders were generally not successful
FINDING FORCES IN UBIQUITOUS PHENOMENA Muhammad Ahmed Al Mahdi declared a jihad, raised an army, and led a successful religious war to topple the secular Ottoman-Egyptian-British military occupation. His principal opponent was the British general Charles George Gordon who was eventually killed after the fall of Khartoum. Without the religious certainty of Muhammad, Mahdism lost much of its momentum and never spread beyond the frontiers of Sudan. Seeking to avenge the massacre of Khartoum and the execution of General Gordon, the British launched another invasion which met the Mahdi's army at the gates of Khartoum and destroyed it at the battle of Omdurman in 1898. The state he founded was doomed to reconquest by the militarily superior British Empire. Louis Riel (October 22, 1844 – November 16, 1885) was a Canadian politician, a founder of the province of Manitoba, and leader of the Métis people of the Canadian prairies. He led two resistance movements against the Canadian government that sought to preserve Métis rights and culture as their homelands in the Northwest came progressively under the Canadian sphere of influence. Emiliano Zapata Salazar (August 8, 1879–April 10, 1919) was a leading figure in the Mexican Revolution, which broke out in 1910, and which was initially directed against the dictatorship of Porfirio Díaz. He formed and commanded an important revolutionary force, the Liberation Army of the South. he social system of the time was a sort of proto-capitalist feudal system, with large landed estates (haciendas) controlling more and more of the land and squeezing out the independent communities of Native Americans and mestizos, who were then subsequently forced into debt slavery (peonaje) on the haciendas. Reverend John Chilembwe (1871 – February 3, 1915) was an orthodox Baptist educator and an early figure in resistance to colonialism in Nyasaland, now Malawi. Today John Chilembwe is celebrated as a hero for independence, and John Chilembwe Day is observed annually on January 15 in Malawi. Marcus Mosiah Garvey, Jr., National Hero of Jamaica (August 17, 1887 – June 10, 1940), was a publisher, journalist, entrepreneur, Black nationalist, orator, black separatist, and founder of the Universal Negro Improvement Association and African Communities League (UNIA-ACL).[1] Garvey was born in St. Ann's Bay, Saint Ann Parish, Jamaica to Marcus Mosiah Garvey, Sr., a mason, and Sarah Jane Richards, a domestic worker and farmer. Of his eleven siblings, only Garvey and his sister, Indiana, reached maturity. Garvey's father was known to have a large library, and it was from his father that he gained his love for reading. [2] Garvey is best remembered as an important proponent of the Back-to-Africa movement, which encouraged those of African descent to return to their ancestral homelands.[3] This movement would eventually inspire other movements, ranging from the Nation of Islam, to the Rastafari movement, which proclaims Garvey to be a prophet. Garvey said he wanted those of African ancestry to "redeem" Africa and for the European colonial powers to leave it. Victoria Claflin Woodhull (September 23, 1838 – June 9, 1927) was an American suffragist (see Suffragette) who was publicized in Gilded Age newspapers as a leader of the American woman's suffrage movement in the 19th century. She became a colorful and notorious symbol for women's rights, free love, and labor reforms. The authorship of her speeches and articles is disputed. Some contend that many of her speeches on these subjects were not written by Woodhull herself, but her role as a representative of these movements was nonetheless powerful and controversial. She is probably most famous for her declaration to run for the United States Presidency in 1872. Tilak father of indian unrest militant hindu nationalist, founder home rule movement Macario Sacay y de León (or Macario Sakay) was a Filipino general in the Philippine-American War who continued the resistance against American rule in his country. Sakay A member of the Katipunan movement of Andres Bonifacio, he founded a Tagalog Republic in opposition to the colonial rule of the U.S. On 14 July 1906, after receiving a letter from the American governor-general promising amnesty for himself and his men in exchange for surrender, Sacay, one of the last remaining Filipino generals, finally surrendered. Three days later, he was arrested nevertheless and imprisoned. Convicted as a "tulisan" or bandit, Sacay was executed on 13 September 1907. Emilio Aguinaldo y Famy (March 22, 1869 – February 6, 1964) was a Filipino general, politician, and independence leader. He played an instrumental role in Philippine independence during the Philippine Revolution against Spain and the Philippine-American War that resisted American occupation. In the Philippines, Aguinaldo is considered to be the country's first and the youngest Philippine President, though his government failed to obtain any foreign recognition. da B. Wells, also known as Ida B. Wells-Barnett (July 16, 1862 – March 25, 1931), was an African American civil rights advocate and women's rights activist. Fearless in her opposition to lynchings, Wells documented hundreds of these atrocities.
Samples of student work..research, script, reflection
Themes, cultural identity, cultural clash, oppression,
