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K–12 teaching and learning · from the UNC School of Education

Changes in a Democratic Society, Lesson 3 of 3

This lesson is a follow-up lesson to the Changes in a Democratic Society, Lessons 1 and 2 of 3. Students will reflect upon and respond to a sculpture by Auguste Rodin, "Monument for the Defense of Paris." Permission has been granted by Ackland Art Museum to use the following sculptures: "Monument for the Defense of Paris" (Auguste Rodin) and "Wisdom Supporting Liberty" (Aime-Jules Dalou).

A lesson plan for grade 8 English Language Arts and Social Studies

By Karen Wagoner

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  • Change in a Democratic Society, Lesson 1 of 3 This lesson will demonstrate how art can imitate society. Students will learn about democracy in America through an examination of and a Paideia seminar on "The Sword of Damocles," an oil painting by British painter Richard Westall. This lesson should be used after a study of colonial times in America and through the American Revolution.
  • Changes in a Democratic Society, Lesson 2 of 3 This lesson is the post seminar activity to the Changes in a Democratic Society, Lesson 1 of 3. Students will participate in tiered assignments reflecting on the Westall painting, "The Sword of Damocles," and the prior day's Paideia seminar on that painting.

Related pages

  • Changes in a Democratic Society, Lesson 2 of 3: This lesson is the post seminar activity to the Changes in a Democratic Society, Lesson 1 of 3. Students will participate in tiered assignments reflecting on the Westall painting, "The Sword of Damocles," and the prior day's Paideia seminar on that painting.
  • Change in a Democratic Society, Lesson 1 of 3: This lesson will demonstrate how art can imitate society. Students will learn about democracy in America through an examination of and a Paideia seminar on "The Sword of Damocles," an oil painting by British painter Richard Westall. This lesson should be used after a study of colonial times in America and through the American Revolution.
  • Intrigue of the Past: Teach your students about North Carolina's fascinating past. This edition contains lesson plans about the fundamental concepts, processes, and issues of archaeology, as well as essays for the teacher with detailed information about four periods in North Carolina's ancient history.

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Learning outcomes

Concept Goal:

  • Students will use information from primary and secondary sources to reflect on the formation of American democracy.
  • Students will understand and appreciate the American system of government.
  • Students will examine artwork which reflects the theme of democracy.

Content Goals:

  • Students will understand the history of democracy in the U.S.
  • Students will investigate the framework of the Constitution as the scaffold of democracy.
  • Students will identify the key components in the Constitution which established democracy.

Process Goals:

  • Students will develop reasoning skills in Social Studies.

Content Outcome:

  • Learners will identify implications of democratic change.
  • Learners will examine how democracy requires change to persist or endure to meet the changes in society.
  • Learners will investigate how change in a democracy is caused by the influence of individuals and groups.

Teacher planning

Time required for lesson

1-2 Days

Materials/resources

  • Research materials in the media center and on-line
  • U.S. History textbook
  • Selected art work from Ackland Art Museum
  • On-line museum sites
  • On-line sites displaying specific war monuments

Technology resources

  • Computers with Internet access
  • PowerPoint

Pre-activities

Students should have participated in the pre-seminar activities in Changes in a Democratic Society, Lessons 1 and 2 of 3.

  1. To introduce this lesson, select a student to look at a picture of Rodin’s “Thinker” (Consult “Relevant Web Sites” for link to “Thinker”). Then the student should assume the same pose.
  2. Have the class identify the statue and the artist from their common knowledge.
  3. As a class, generate a “Know, Want to Know, and Learn” (KWL) chart on Rodin (See “Supplemental Resources/Information for Teacher” for explanation on how to do a KWL chart).

Activities

The class will be divided into tiered instruction groups by the teacher. The attached discussion sheets will be used.

Tier I students will respond to the sculpture as they discuss the handout that is attached (IRodin.rtf) in their group. The questions will be written on the handout by the group. Next, the group can put their first two questions into two or more PowerPoint slides to make a group presentation to the class.

Likewise, Tier II will use the handout that is attached (IIRodin.rtf) to work in a group to answer the handout. Then that group will put their first two questions into two or more PowerPoint slides to share with the class.

Tier III will be for students who need more in-depth study. They will work as a group on the handout in the attachment (IIIRodin.rtf). Tier III will also include research to the North Carolina Vietnam Memorial Monument. This site is referenced in Relevant Web Sites . Tier III students will put their first two questions into at least two PowerPoint slides.

The teacher will take up the graphic organizer to compare and contrast the two monuments in question number 5. If desired for the Tier III group, the teacher may reference “Wisdom Supporting Liberty” in the attached PowerPoint (PPRodin.ppt) and make a comparison with it as well as an example to assist the group.

Assessment

Teachers will use the attached checklist to assess student performance, which focuses on student participation in cooperative group work (Checklist.rtf.)

Students may also be given a checklist for their group to do a self evaluation of their work.

The teacher will need to come back to the KWL chart at the conclusion of the lesson to culminate the activity. The teacher could then solicit additional responses for information the class still wants to learn. This could be a springboard for an independent study for the high ability learner who wishes to pursue the subject in more depth.

Supplemental information

The KWL chart includes a list of class contributions regarding what they already know about Rodin. These can be written on a large sheet of paper or overhead transparency. Next, the class tells what they want to know about the sculptor. This chart is used again as an assessment tool to tell what they have learned at the end of the study.

Have the students examine the “Project for a Monument for the Defense of Paris” as located in the PowerPoint in attachment (PPRodin.ppt). Please begin with this source so the students are able to make their own discoveries before reading what the art historians have to say.

Attachments:

Related websites

Image of “The Thinker”
Thinker

Biographical Information on Rodin
Rodin

Description of Rodin Sculpture (This gets you into the Ackland Art Museum Web site. Use the left scroll bar to scroll down to the “Monument for the Defense of Paris” and then click on it. The image and description will appear on the right side of the screen.)
Rodin Description

Image of N. C. Vietnam Memorial Monument (Click on the image of the soldier carrying his comrade.)
NC Vietnam Memorial

Comments

This unit was developed during and following summer institutes at William and Mary on Curriculum for High-Ability Learners and at LEARN NC for integrated curriculum using visual art through the Ackland Art Museum.

Additional information

1. Description of what happened when students did the activities, including length of time spent on the activity.

Our students had a class of 45 minutes to work in the computer lab. Several students in the groups were not comfortable with PowerPoint. As a result, maintaining focus and engagement on the task at hand were more challenging. The teacher structured the groups to provide balance. An additional day in the lab could have provided the “luxury” of bringing students up to speed on the mechanics of PowerPoint. We could have also done slides in the presentation on different computers and merged them into the group presentation.


2. Description of student outcomes.

Students learned some of the fine points of group collaboration. Several students wanted another lesson on PowerPoint. They learned that it was important to stay on task.


3. Description of student opinions.

While a few students did not want the teachers to lecture as much, the majority benefited from additional didactic instruction. The class realized that a trip to the Ackland would have enhanced the learning experience. Actually seeing the sculpture would offer a clearer understanding and a better appreciation of the artwork. A student wrote, “We had a long, deep discussion on how we felt about the situation. I learned a lot about my partner.” Another student observed, “I learned about seeing a sculpture beyond the surface, such as seeing the anger and fear in the Spirit of War sculpture.” One student summed it up beautifully: “I learned that statues can say a lot more than they seem to.”


4. Teacher reflection on strengths and effective components as well as future improvements.

More computer time and training for students on PowerPoint is crucial. During our on-line research, we discovered that a few students did not have permission to be on the Internet. Thus, we needed alternate research materials for them. Depending on the maturity level and make up of the class, even smaller groups might be more productive. It was affirming for the teachers to see the students take charge of their learning and to step up to the plate for some higher level thinking skills. Many of them needed the encouragement to utilize the lesson plan. With individual effort, peer interaction, and teacher support, the integration of art, technology, and Social Studies became a reality.

North Carolina Curriculum Alignment

Social Studies (2003)

Grade 8

  • Goal 2: The learner will trace the causes and effects of the Revolutionary War, and assess the impact of major events, problems, and personalities during the Constitutional Period in North Carolina and the new nation.
    • Objective 2.01: Trace the events leading up to the Revolutionary War and evaluate their relative significance in the onset of hostilities.
    • Objective 2.02: Describe the contributions of key North Carolina and national personalities from the Revolutionary War era and assess their influence on the outcome of the war.
    • Objective 2.05: Describe the impact of documents such as the Mecklenburg Resolves, the Halifax Resolves, the Albany Plan of Union, the Declaration of Independence, the State Constitution of 1776, the Articles of Confederation, the United States Constitution, and the Bill of Rights on the formation of the state and national governments.

English Language Arts (2004)

Grade 8

  • Goal 1: The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues.
    • Objective 1.03: Interact in group activities and/or seminars in which the student:
      • shares personal reactions to questions raised.
      • gives reasons and cites examples from text in support of expressed opinions.
      • clarifies, illustrates, or expands on a response when asked to do so, and asks classmates for similar expansion.
    • Objective 1.04: Reflect on learning experiences by:
      • evaluating how personal perspectives are influenced by society, cultural differences, and historical issues.
      • appraising changes in self throughout the learning process.
      • evaluating personal circumstances and background that shape interaction with text.
  • Goal 2: The learner will use and evaluate information from a variety of sources.
    • Objective 2.01: Analyze and evaluate informational materials that are read, heard, and/or viewed by:
      • monitoring comprehension for understanding of what is read, heard and/or viewed.
      • recognizing the characteristics of informational materials.
      • summarizing information.
      • determining the importance of information.
      • making connections to related topics/information.
      • drawing inferences.
      • generating questions.
      • extending ideas.
  • Goal 4: The learner will continue to refine critical thinking skills and create criteria to evaluate print and non-print materials.
    • Objective 4.01: Analyze the purpose of the author or creator and the impact of that purpose by:
      • monitoring comprehension for understanding of what is read, heard, and/or viewed.
      • evaluating any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques.
      • evaluating the underlying assumptions of the author/creator.
      • evaluate the effects of the author's craft on the reader/viewer/listener.