MODERN W ORLD, PART I : REVOLUTIONS OF THE 19TH CENTURY

9TH GRADE MAIN LESSON BLOCK

OCTOBER 24 - NOVEMBER 21, 2011

NANCY BOWMAN, INSTRUCTOR

OVERVIEW:

This block is the first of two modern history blocks presented in the 9th grade at Emerson Waldorf School.  In it, we examine the ideas as well as the events of some of the seminal revolutions of the west over the past two centuries. We begin by reviewing briefly the American and industrial revolutions that were studied in eighth grade; we will then move on to consider economic, social, and political revolutions that stood in contrast (if not outright opposition) to those watershed events. Various utopian communes, the writings of Marx and Engels, the creation and activities of unions, and finally the Russian revolution and the unfolding of Russian communism under Stalin will all be examined. As we explore the meaning (and perhaps merits) of revolution, democracy, republicanism, nationalism, and communism, students will think about the “necessity” of revolution in today’s world. I look forward to hearing from them as to how they think the world should change – and how they can be a part of it!

We will resume our study of revolution in the modern era in the spring.

In each block, students will be working with primary sources – the building blocks of history – and begin to understand the research and writing process.

G RADE DISTRIBUTION:

Participation

30%

Main Lesson Book

30%

Test

20%

Group presentation

10%

Notebooks/homework 10%

Note 1: Lateness with assignments will result in a loss of points – roughly 1/3 of a grade for each day late.

Note 2: The Main Lesson book will be bound and its contents will be neat, proofread, handwritten, and appropriately artistic. There will be time set aside in class for the binding of the book, and some time allotted for work on the contents of the book. Students should expect to have to work on this outside of class as well.

Note 3: The reading in this class is not overwhelming in its length, but is often challenging in style and content. I understand this and do not expect that students will come in with perfect comprehension.

(That’s what discussion is for.) I do expect, though, that they will have grappled with the material to the best of their ability before coming to class.

Note 4: Students MUST retain an organized notebook for this class. In this notebook will be class notes, handouts, and drafts of essays for the main lesson book. Students need to accustom themselves to note-taking and the organized retention of all class materials as a requirement for success in high schoolcourses.

THE MEANING OF GRADES:

Represents excellence. An “A” is awarded for work that demonstrates an excellent command of the ideas and information that we have been discussing, and a good measure of sophistication in the presentation of those ideas and that information.

The work also demonstrates great care in presentation: there are few if any careless errors; the work is neat; margins have been observed; the demands of the assignment have been understood, met, and perhaps in some areas exceeded.

With respect to participation in class, an A indicates that the student has been consistently

prepared and willing to enter into a discussion of the material, sharing his/her perspective with the rest of the class. It doesn’t mean that one is talking all of the time, but that one is contributing to the exploration and discoveries undertaken each day.

Represents good – perhaps very good – work, but short of excellence. There may be good

content, but more careless errors. Or there may be few errors, but not the same clarity, depth of thought, inquiry, or thoroughness that is awarded an A.

In terms of participation, the student is usually prepared but perhaps not as willing to speak up, or as able to articulate his or her thoughts.

Represents a bare meeting of the requirements. The work done is adequate, but probably does not demonstrate strong comprehension, great care, or deep interest.

In discussion, a C represents minimal participation. When there is minimal participation, it is hard for me to know what the level of preparation is each day, and the student is not sharing ideas with others and thus enriching the class.

Represents a frequent failure to meet basic requirements of the class or to take any real care with one’s work.

Represents an utter failure to meet the basic requirements of the class. Indeed, one’s lack of engagement may have become damaging to the class. (It is hard and unusual for anyone to get an F in my class, although it is possible to fail an individual assignment.)