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

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.

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

By Sharyn West

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  • 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.
  • 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).

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  • 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.
  • 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).
  • Confederate Currency: An Inflation Simulation: Using primary sources from the Documenting the American South collection, this lesson provides a brief simulation of inflation during the Civil War while introducing students to issues faced on the home front.

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Learning outcomes

Concept Goal:

  • Students will gather information from primary and secondary sources to learn about the formation of American democracy.
  • Students will develop an understanding and appreciation of the American system of government.
  • Students will examine art work which reflects the theme of democracy.

Content Goal:

  • 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 be able to 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

2-3 Days

Materials/resources

  • Copy of the U.S. Constitution
  • Research materials in the media center and on line American history textbook, such as American Journeys, Glencoe McGraw-Hill Publishers, ISBN 0-02-821685-7
  • Current newspapers and magazines
  • Television news
  • Selected art work from the Ackland Museum

Technology resources

  • Internet
  • PowerPoint

Pre-activities

Vocabulary work:

Small groups will brainstorm words about democracy. Then the groups will share their words and sort as the groups compare lists. Additional terms can be added by the teacher. A suggested vocabulary list is included (see Voc in attachments).

Students will generate things they believe that a democracy is. For example, a democracy is man-made. Democracy has limits. Democracy exists through procedures and standards. Citizens have the right to participate.

Students will follow up with things that a democracy is not. Such as, a democracy is not totalitarianism. A democracy is not a monarchy. A democracy is not repressive, or is it?

Activities

The first lesson in a series using the resources of the Ackland will be a Paideia seminar using the oil painting by British painter Richard Westall entitled “The Sword of Damocles.” The students will view at the museum or on line the 1812 painting by Mr. Westall. Also, the attached PowerPoint presentation, PPDamocles.ppt, contains a downloaded copy of the painting and some discussion questions. Permission has been granted by Ackland Art Museum for use of the painting. Teachers may find the PowerPoint a quick access to the work. Teachers MUST be Paideia trained to facilitate this component of the unit.

Pre-Seminar Activity

In class, discuss the meaning of the idiom: The grass is always greener on the other side. Students then write responses to the following questions:

  • Have you ever wanted to trade places with someone? Why?
  • Have you traded places with someone only to discover that their situation was not everything you thought it would be?

This is an in-class assignment. Students will exchange papers and read them. At the bottom of the partner’s paper, the student will record one positive response and one suggestion for improvement and return the paper. Teacher will collect papers.

Investigate the story of the sword of Damocles. Students will need to be able to identify Damocles and Dionysius. They will need to explain the significance of the sword. Sources about Damocles are limited on the web. Perhaps print sources from the media center would be more helpful. In summary, Damocles was a courtier in the court of the tyrant Dionysius. Damocles talked enviously about the extravagant life of the rich and famous Dionysius. Damocles is invited to a lavish dinner where he is so impressed by the feast that he does not originally notice the sword that is “suspended by a single thread.” The lesson Dionysius was enacting was that the fates of those in power can be as dangerous as the situation that Damocles faced.

One site that has information about Damocles is Damocles. Within this site, click on references and links. Then, scroll down to SPECIAL BONUS and click on images for information on Damocles.

Seminar Activity

If time allows, begin the seminar with a very quick, 3-question pop quiz to ensure that students have read the information about Damocles, Dionysius, and the sword. Collect it and grade it. Begin the seminar. If your class membership is 20 or less, all students can participate in the inner circle. However, if you have more than 20 students in your class, you will have to assign some students to the outer circle. The pop quiz and seminar questions are attached as Seminar.rtf. The outer circle activity is referenced as OCAssessment.rtf.

Assessment

Assessment will be two fold. The outer circle students will be evaluated on their response to the handout that they used during the seminar. See the attachment, OCAssessment. The inner circle will be evaluated by the teacher with the expectation of four quality responses for an A, three quality responses for a B, and two quality responses for a C. Teacher will document this during seminar with a roster of students to document number and quality of individual responses. The quality of a response is outlined in the Outer Circle Assessment (see OCAssessment).

Supplemental information

Background information on painting:
Westall

Language Arts teachers can use the PowerPoint presentation as a springboard for writing assignments.

Attachments:

Related websites

Information on Damocles.

Information on Damocles and Dionysius.

Stories of Sword of Damocles.

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 Ackland Art Museum.

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

This activity was compressed into two forty-five minute class periods because of the availability of the computer lab for the next lessons. The students had a good time thinking about changing places. The next class was the first seminar of the year and it went very well. Students were well behaved and engaged for the seminar.


2. Description of student outcomes.

The students felt successful in the seminar. The outer circle activities focused the students on the discussion. The inner circle had a strong discussion. Students, overall, did quite well.


3. Description of student opinions.

Students felt successful and enjoyed the seminar.


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

More flexibility in scheduling would have been helpful. With a campus of 70+ teachers sharing a lab, the scheduling was based on availability rather than best timing.

This lesson plan was created in a LEARN NC workshop held in Chapel Hill. This workshop was funded by the North Carolina School of Science and Mathematics for the purpose of giving teachers the time, energy, and resources to create lesson plans. Using the Ackland Museum in Chapel Hill was an inspiration for helping us to incorporate the elements of arts education into our series of lessons.

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 3: The learner will continue to refine the understanding and use of argument.
    • Objective 3.03: Evaluate and create arguments that persuade by:
      • understanding the importance of the engagement of audience by establishing a context, creating a persona, and otherwise developing interest.
      • noting and/or developing a controlling idea that makes a clear and knowledgeable judgment.
      • arranging details, reasons, and examples effectively and persuasively.
      • anticipating and addressing reader/listener concerns and counterarguments.
      • recognizing and/or creating an organizing structure appropriate to purpose, audience, and context.
  • Goal 4: The learner will continue to refine critical thinking skills and create criteria to evaluate print and non-print materials.
    • Objective 4.02: Analyze and develop (with limited assistance) and apply appropriate criteria to evaluate the quality of the communication by:
      • using knowledge of language structure and literary or media techniques.
      • drawing conclusions based on evidence, reasons, or relevant information.
      • considering the implications, consequences, or impact of those conclusions.
    • Objective 4.03: Use the stance of a critic to:
      • consider alternative points of view or reasons.
      • remain fair-minded and open to other interpretations.
      • construct a critical response/review of a work/topic.