DOCUMENT RESUME

ED 062 248 SO 002 953 AUTHCR Hem, Joan TITLE Social Studies; Politics and Revolution. INSTITUTION Dade County Public Schools, Miami, Fla. PUB DATE 71 NOTE 34p.4 Authorized course of instruction for the Quinmester Program EDRS PRICE MF-$0.65 HC$3.29 DESCRIPTORS *Activism; Activity Units; Behavioral Objectives; Curriculum Guides; Grade 10; Grade 11; Grade 12; Politics; Resource Guides; Secondary Grades; *Social Action; *Soclal Change: Social Structure; *Social Studies Units; Social Values; Socioeconomic Influences IDENTIFIERS Flortda; *Quinmester Program; Revolution ABSTRACT This quinmester course for grades ten through twelve emphasizes major causes and symptoms of revolution, and also examines other forms of change available to society. Goals pursued throughout the course are for the student to: analyze what happens, why, and the cost of a revolution; understand "revolution as a problemsolving technique"; instill an awareness of the nature of revolutionary struggle, and the possibility that a revolution "won"may ultimately be "lost"; analyze the type of society that exists after sucha restructuring. Ten units are: 1) The different levels of change within a society and the ways to differentiate between them; 2) Causes of a revolution; 3) Application of the causal theories; 4) Students' generalization from data about the primary and secondary causes of revolution; 5) Application of generalizations; 6) Examination of the resolution of revolutionary activity; 7) Students' proposal of reasons for change in direction ofa revolution; 8) Examination of the aftermath of a revolution; 9) Students° proposal of reasons why the goals of a revolution were metor not met; 10) Analysis of revolution as a problem solving technique. A list of resource materials and five appendices are provided. Related documents are SO 002 708 through SO 002 718, SO 002 768 through SO 002 792, and SO 002 949 through SO 002 970. (Author/SJM) AUTHORIZED COURSE OF INSTRUCTION FOR THE UI

POLITICS AND REVOLUTION

614148.19 61414.10 .. 471 SOCIAL STUDIES

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'DIVISION OF INSTRUCTION*1911 POLITICS AND REVOLUTION SOCIAL STUDIES 6414.106448.19 2raeliCISee3.g3nm2aglnia2VS2 r0E23Crel C Written by Joan Heggy C325§20gQ2g4"gET,Seq0PggaiiQ'411ZAVIC318P2.4eVgCgO331511gri 2 for the n112:341;210:*Pq ' Dade CountyDivision Public ofSchools Instruction Miami, Florida 1971 DADE COUNTY SCHOOL BOARD

Mr. William Lehman, Chairman Mr. G. Holmes Braddock, Vice-Chairman Mrs. Ethel Beckham Mrs. Crutcher Harrison Mrs. Anna Brenner Meyers Dr. Ben Sheppard Mr. William H. Turner

Dr. E. L. Whigham, Superintendent of Schools Dade County Public Schools Miami, Florida 33132

Published by the Dade County School Board

Copies of this publication may be obtained through

Textbook Services 2210 S. W. Third Street Miami, Florida 33135 Price: $.75

3 INTRODUCTION resources,planarequinmester meantinstructional andto administrative beother neither programs,factors. all-inclusive organization This course of study was written as a part of a total effort taking into account student needs and nor prescriptive;of schools. but rather, an aide to teachers The materials and information to revise curriculumcharacteristics, to fit the available in this guide as they porateofcontent, study. into teaching their lessons.strategies, class The major intent of this publication Teachers may then accept the model activities, and materials all related is.to provide a broad framework framework in total or draw ideas ofto goals a described and objectives, course from it to incor- majorororientedand corequisite learningsubdivisions information activities, experiences. of thefor andthe 4)teacher; "indicators.The guide is divided into 1) course. The content outline illustrates, materials.in a broad goalsThe objectives section, 2)and a learningcontent outline,activities 3) The first section provides of success" refers to suggested general terms, the scope and descriptive and goal- prerequisiteobjectives categories:a placeprovidesset of of given ora totalin learning addition picture activities. to of the the aforementionedi essential textual or other material; concept or main idea and specific behavioral The materials section of the supplementary teacher resources;alternate and supple- classroom materials to guide lists resources in four section, hopefully, objectives for use in andcourse:mentary send tostudent : resources. Anyone having recommendations relating e.g., pretests, readings, vocabulary, etc. Social Studies Office, Room 306, Lindsey The appendix may include other to this publication is urged to write them down Hopkins, A-1. material appropriate for a specific JamesSocial A. StudiesFleming Consultant DRASTICSUGGESTOTHERCOURSE FORMSDESCRIPTION: STEPBOTH OFASPHILOSOPHICAL CHANGEREVOLUTION. AVAILABLE AND PRACTICAL TO A SOCIETY. REASONS WHY A PORTION ALTHOUGH FOCUSING PRIMARILY ON REVOLUTIONARY WHILE THE CLASS AS A UNIT INQUIRES INTO THE THIS PROVIDES SOME GROUNDWORK FOR THE NEXT STEP - TO OF A SOCIETY WOULD UNDERTAKE SUCHCHANGE, A THIS COURSE ALSO EXAMINES CAUSES, RESOLUTION, AND AFTERMATH GRADEONOF CONCURRENTTHE LEVEL: RUSSIAN STUDIES REVOLUTION, OF OTHER THE EXAMPLES.STUDENTS WILL ALSO 10-12 MAKE HYPOTHESES ABOUT REVOLUTIONS IN GENERAL, BASED INDICATORSCOURSE STATUS: OF SUCCESS: ELECTIVE - FULFILLS THE REQUIREMENT FOR POLITICAL STUDIES. NONE CULTURECOURSE RATIONALE: THAT OUR STUDENTS MUST SURELY FAIL TO APPRECIATE THE THE WORD REVOLUTION HAS BEEN SO COMMERCIALIZED AND GLAMORIZED SCARRING EFFECT OF EVEN THE MOST SUCCESSFUL, IN OUR "EXPRESS YOURSELF" crt AWILL-INTENTIONED CONSIDERREVOLUTIONARYREVOLUTION, REVOLUTION THIS STRUGGLE, REVOLUTION. COURSE AS ONE THEIS OF DESIGNEDPOSSIBILITY MANY PROBLEM-SOLVING TO INSTILLTHAT A REVOLUTIONAN AWARENESS "WON" OF THE BY UNDERTAKING AN IN-DEPTH STUDY OF THE AFTERMATH AS WELL AS THE TECHNIQUES. MAY ULTIMATELY BE "LOST," AND THE NEED TO FOLLOWING: THE DELICATE NATURE OF CAUSES OF GOALS:1) THE STUDENTS WILL EXAMMNE DIFFERENT LEVELS OF 3)2). THE STUDENTS WILL IDENTIFYGENERALIZE REVOLUTIONARY FROM DATA ABOUT ACTIVITY THE CAUSES CHANGEOF A POLITICAL IN A SOCIETY REVOLUTION. AND DIFFERENTIATE AMONGIN ATHEM. GIVEN COUNTRY AND PREDICT THE OUTCOME. 5)4) THEANDUSING STUDENTSPROPOSE SELECTED REASONSWILL EXAMPLES, WHY THE THEGOALS STUDENTS OF THE REVOLUTION CRITICALLY DISCUSS."REVOLUTION AS A PROBLEM-SOLVING TECHNIQUE." WILL EXAMINE THE RESOLUTION AND AFTERMATH WERE MET OR NOT MET. OF REVOLUTIONS, COURSE OUTLINE: I. The different levels of changesociety within and a the ways to differentiate VI. Examination of the resolution of revolutionary activity. between them.C.B.A. TheEvolutionary coup d'etat change ofwithin a system a system A.B. In In Russia. countries selected for individualor group study. II. Causes of a revolution. E.D. RevolutionThe rebellion VIII. ExaminationVII. Students of the aftermath of direction of a revolution. propose reasons for change in a A.C.B. The TheoriesRevolutionary philosophers of revolution. literature. of revolution. revolution.A.B. In In the countries USSR. selected for individual 3.2.1. CraneChalmers Karl Brinton,Marx, Johnson, The The Communist RevolutionaryAnatomy Manifesto.Change.of IX. Students propose reasons why the goalsof a revolution were met or not met. and group study. III. Application of the causal theories. A. To the Russian RevOlution. Revolution. X. Analyzation of revolution as solvinga problem- technique. IV. Students generalize from data about theprimary andB, Tosecondary revolutions causes selected of revolution. for individualor group study, V. Application of generalizations (IV.).A. Identification of revolutionaryactivity in a given nation. GOAL 1: EXAMINE DIFFERENT LEVELS OF CHANGE IN A SOCIETY AND DIFFERENTIATE AMONG THEM. DECkEESSOCIETY OF CHANGE IN A FOCUS The students will examine OBJECTIVE 1. From a list compiled by the teacher, LEARNING ACTIVITIES students can pick out indifferenttiate a society between levels and them. differen-of change ExamplesorderTheysituations shouldto workofa. itemsalsothey Votingcoward explainthinkthat to couldareamend reiections illustrative bethe placed Constitution. of a tentative definition of "revolution." as well as selections in on this list are: revolutionary activit y Notothi,Aingsio toup teacher:for they this are course going ;:ome students may c.b. GuerillaA group ofwarfare generals in alltaking the ofcitieslegislative, a given and nation. population and iudicial power centers.over a nation's executive, centers rathernotRemindto alearn vocational themthan "how-to-do-it." that"how-to,"At course;this is 2. (Alternate or supplement to ofwhat#1).this tentative types question: of definition, activity would "If you were observing as in #1. you see?" List on board the answers a full-scaleProceed revolution, with formulation to Why,stiesses and what what cost. happens, 3. Ask students to list all possibleaska school students administration to complete distasteful this activity to them. forms of reaction against individually. If done on board, Ask them changenecessarypossibleliststo list possibleand formshere indefend order- of inonly reaction.theira of givena "mild recognitionorder situation. to of extreme" listing. of ttie the subtle degrees of Have several students read their A consensusoriginal islist not of 4. The following activities enableThecarggoryarrive teacher the at (or acan categoricaladd choose some), from definition the suggested of levels of ask the students to find students to inductively activities for each societal change. a common changecategoriesdenominatorthe(1) common evolutionaryof ain systemindenominator the the following activitieschange into within order: presented, and then (3) Coup d'etat a definition in the followinga system (4) rebellion (2) evolutionary reformulate 1 (5) revolution. a. Evolutionary change within a system. LEARNING ACTIVITIES Suggested activities: (2)(1) Many Screen News Digest films Studentselection,instance read etc.Vol. selection or7, Vol.Is. 4 6, fromon Is. the Comparative 5 1964on the presidential Kennedy Political are good for this, for assassination (3) CourtDecisions,Fr-1mDied,"Systems, set decisionsp. of96. ed.students acetates Edwin (Example, viewFenton, entitled acetatescivil entitled Maior Supreme Court rights on controversial "The Day Kennedy or rights (4) History:Prepareofselections alleged handout criminals). (a)from "Theof The any ChartistsHuman or Present Adventure:all of the Readings following ina PetitionWorld to the House of (c)(h) Improvementpp."TheCommons," 20-22. Obiects pp.in andthe17-19. Methodscondition of the of the British Fabian Society," (6)(5) tratingTeacherReforms."Show thepresents definition example to ofbe anyapplied current to thisevent category. illus-Workingfilm entitled Class," "Englishpp. 22-25 History: 19th Century necessarily"Cansubsequent(Not you that detect synonomous categories).in thissomething first with similar example,peaceful about evolutionarychange.) all-Begin these discussion examples?" at this point (do the same with all For openers, the teacher could ask, change is not b. Evolutionary change of a system.(2)(1) Prepare-handout Students read fromabout any transition conventional fromment history 4thtext about reasons for the Constitutional Convention. Suggested activities: to 5th French or govern- 2 In(Harvard)Republic. Search of France, Center for International You can take short excerpts from pp. 90-93, Affairs FOCUS OBJECTIVE (3) Show film entitled "English the Glorious Revolution" LEARNING ACTIVITIES History: Restoration and (5)(4) Show Florida "Screen voters NewsDiscussion approval Digest to arriveDegaulle, fromat newspaper 195R. article can be writtenof 1968 on board.constitutionVo. 5, Is. 9" on return of - excerpt , change. c. The Coup d'etat. (1) Students read handout of Tried to KILL Hitler." Look Suggested activities: a definition of the level ofexcerpts from "The Men Who 12/15/64. 4(2) Teacher nama tocoup(attempt -Suharto, demise (examples: in ofCambodia Egypt Diem, any '71). Ugandain.Latin Readers '71, America, Indonesia Greece, Viet- can prepare handout of news story describing - Sihanouk to Lon Nol, Turkey '71 Guide the best source for - Sukarno ce.) (4)(3) AskWith if any luck, there Ifdiscuss thisso, ask,handout plot "Does of material. the movie. any students viewed the movie, "Z." -If anyone know what is happeling mayin X?"be a current coup ii the news. so, coupchange. is only(Note:d. directedThe the rebellion. discussion toward one should level eliCit of tonational certain life.) lower-AbilityDiscussion students, to arrive at a definition of the This category may present as they may see no the idea that thesome difficulty level of A tionaryshoulddifferencegood(1) Preparedefinition heChange, taken between handout Johnson,intoof arebellion accountrebellionon theChalmers. two inis and subsequentreadingsfound a revolution.Suggested activities: abouton p. the 136, Taiping Revolu- evaluations. This (2) Read (in first person) "Bloody Sunday'WorldCothmunism:GreatRebellion, History. Russian p.Source Revolution,"84, inReadings The Human and Adventure:Interpretations Readings p. 102, The USSR and and the First in 3 Ope-ti-tgprepare(-tote: handoutShots," 1905 situation p.on 163,"Bloody Russia:can Sunday," be usedSelected laterentitled Rpadings, to illustrate"The or FOCUS OBJECTIVE LEARNING ACTIVITIES (3).Students report ol the following rebellions:rebellion as (b)(a)first JacqueriePugachev step to Revolt(France revolution) (Russia - 1351) - 1773-75) Discussion ro arrive at the definition(e)(d)(c) TibetanCzechoslovakiaHulgarian of the Reliellioi levelRevolt -of 1961-69- -1956 1959 Sepoy Rebellion (Ildia -1357) change. e. Me revolution. (2)(1) ShowTeacher film or eltitled student "Englishreads excerpts History: andfrom Civil Dr.Zhivago War." Suegested activities: Absolutism- (3) Teacher or student reads "SettlingBow," classtheAccounts(from Russianin sets passagespamphlet ii of Revolutiol).Lolg these dealingCommunist pamphlets. with China. cataclysmic Some schools nature have of (4) Prepare handouts on one or both Adventure:ofRevolutiunWorkers readingsthe followilg in Readinsts onofRevolt the1848 revolutiois -in June Berlin,"World 1848 History; of " p.15.1.1430% 12 "The inor The"TheParis Human 5. Some culminating activitieschange. for objective:a. Studelts write a report on an example Discussionof Categories to arriveA-D at a definition of the level of h. For discussion: Ask studentscorrectly levelillustrateto(omit read of revolutions) matchanysocietal such description the an change. exampleexample. or hring of with the in thea newspaper corresponding clipping to They should be able to Industrialp.suggestisIndustrial c16, used for inPeter Revolution. athisRevolution scholarly, Laslett's context. andyet "The explaininterestirig world whywe havethe article wordlost," on"revolution" theMan Alone, For better students, I would FOCUS OBJECTIVE c. Assign a book report on Robert Ruark's SomethinR of Value LEARNING ACTIVITIES d. Teacher lists a variety ofplacement. placecurrent(story these situations. of situationsMau Mau uprising.) i, their proper category and defend Students GOAL 2: GENERALIZE FROM DATA ABOUT THE CAUSES OF A POL TICAL REVOLUTION. TEL; WHY OF A REVOLUTION FOCUS The students will suggest OBJECTIVE 1. Review the definition of a revolution (as agreed LEARNING ACTIVITIES upon by the reasons(See Appendixfor a revolution. A.) 2. Ask the class to list all possiblediscussrevolutionaryclass intheMreasons the to activity.previous identifyfor fomenting sectiol.) those which the class List theSe reasons on the board and agrees upon. 3. (Alternate activity to #2).committeewhy Each he studentwould who engagewill, in turn,revolutionary organize activity.this material into can write the reasons Organize a one 4. Pose a situation, listing increasingAskmasterrevisions students list. levels and to keepstate of repression.it at for what comparison level of withrepression later findings.they would The class can then discuss it to make final example,begin to aengage school in situation: revolutionary activityFirst and why.level - No restrictions on students. For FourthSeventh Level level - Students- Students may may leave leave room room only onlypermission, with with teacher's teacher's regardlessunless an emergency.of reason. explailto overthrow why they the chose school Level administration? Six ratherAsk thanTenth students Five, level etc. - Students Begin may never leave room. "At what point would you foment a revolution Students should Givenbetweenstudents additional the will surface distinguish data and- the 1. The students should read excerptstophilosophically geleralize froma. Locke,theabout defendworks whyJohn, largeofrevolutiois: "Of -lumbersCivil GoVernment," of people would 32 Problems revolt. iithose World who revolution.underlying cause of a 6 b. Marx, Karl, The Communist ManifestoHistory. (for coldensed version, FOCUS OBJECTIVE see The Human Adventure, p. 8) LEARNING ACTIVITIES e.d.c. "QuotationsLenin, "The DeclarationV.I., from "What Chairman ofIs Independence"To Mao," (SeeTradition Communism In Theory And Practice) Be Done" or "The State and Revolutio and Change in Class discussionf. "Declaration questions toof followthe RightsShipingFour Societies of Western (ed., Society Felton) (ed., Fenton). of Man and the Citizen," The activity #1 (2)(1) WhichWhat do.statements all these haveworks Whodiffer? would be influenced by the the strongest appealhave to you?in common? statements which did How do they (4)(3) Lenin Based said: on "Without ariesthinknot haveto it be ais philosophicallystrong possible appeal for to opposed you? to your answers to questions 1 and 2, do a revolutionary theory there is two self-defined revolution- one another? you 2. Based on the previous discussiol, youno agree?revolutionary movement." selected students could What did he mean? Do Some-beginin coniunction suggesteda prolectb.a. KowislarFelton sourceswith (ed.), Englishand for Frizzle, Athis New project History Discovering of the United States. on revolutiolary literature. or U.S. History Quin courses. are: This could be done 3. Certain students revolutionaryc. philosophyOratory of ofthe certain Americal writers Revolution, ald (a tape) may also wish to ilvestigate the alti- American History. compare their viewssources: withc. b.a.Excellentthe ThomasJean pre-revolution Jacques Hobbes,for slow Rousseau Leviathan. readersphilosophers. is Jacques Bossuet's defense of - "The Social Contract". Some suggested FOCUS OBJECTIVE the divine right of kings in "The Divine Right of Kings LEARNING ACTIVITIES vs. 4. At this point, the teacher should present certain Theonthe Clashp. Natural152 of of Ideas TheRights Shaping(downtown of the of People,"SocialWestern Studies). Society.)Topic 3, (AlsoWorld foundHistory: specifystudentstheories.theories the should shout basic listthe assumptions causesthe basic and made componentssymptoms by the of authorsof revolution. these of theories these Recommended theories.follow: well-known The and a. Studelts Appendixmaterialismshouldcauses B) alsoand as symptomsbe the able basis toof identityrevolutionof Narx's the worldas concept stated view oftherein.(see dialectical diagram can reread.the Communist Manifesto and list the They related in b.Chalmers Using theJohnson's lecture social method, system pinpoint theory..See the causes and symptoms . 5. Ask students the following (ortotext similar)arrive Revolutionary at sequence the objective: Chan,ge of questions and Appendix C. teacher b.a. DoCould you wesee use any the difference words "surface" betweendifferentiateabouthave the consideredandyour causes"underlying" earlier between ofin asuggestionsclass? therevolution to different and types the informationof causes beir we c. Which occurs first - surfaceharderdiscussed? ortwo underlying? typesto detect? of causes? Basically, how can we distinguish between these Which is easier for outsiders to see? Which is ofThe theoriesrevolution students about willto the theapply eventscauses 1. Note becausethis subject. of the availablilty of much resourceWhich ismaterial more important concerning tofor the our teacher: study? However, the teacher may substitute another The Russian Revolution is suggested causation.theirlutionpreceding own and theoriesthe begin Russian to of construct Revo- 8 revolutionthe basic ifformat. sufficient materials permit the class to follow yyl- _ FOCUS OBJECTIVE 2. The class should view a few of the films and LEARNING ACTIVITIES filmstrips listed below.for this .Then, revolution.c.b.a. FilmstripFilmthey -should WhoNightmare - Goes Thelist RiseThere, inthe Red, ofobvious pt.1Communism, pt. 1"surface" pt.1 causes 3. Ask the students if they detectedsupport evidenceanye.d. of Also,Filmstrip the theoriesread -from The given historySoviet above. Unionchapter Today, in any AVC text. pt. 1 in the films to 4. The class should conduct forpoint, later though discussion. tentative, should be listed an in-depth investigation of the con- Theirin their ideas notes. at this CbJ withcouldditionsto pre-revolutionarythe be andwholea.divided Thetrends class. USSR among of and Russia pre-revolutionarygroups, Communism: from who the would following Russia. books: The teacher should prepare handouts dealing Source Readins and Interpretation report their findings This work e.d.c.b. ExcerptsRussia:The Human Selectedfrom Adventure:Readings Dr. ReadinZhivago, s Anna Karenina, Nicholas and in World History f. Concurrent assignments forAlexandria the(2)(1) less RelatedLook able up topertinentstudent: #1, a joint facts veport on Rasputin couldthe presentand "Monk" relate facts had why such influence on the royal family. (4)(3) AssignRead to an class, oral report"I Killed Rasputin," goodaboutReader's book Hemophilia. Digest.for this, (Nicholas but it is and Quite Alexandria long.) is on the wealth of the czars. a very The 9 ofstudent the Life can series use as on a thesource Russian and anRevolution A-V aid, (1967)section 1 FOCUS OBJECTIVE LEARNING ACTIVITIES OrcausalcausesBasedtheory the onteachertheoriesof supported activitythe Russiancan are 14,bybegin best whatRevolution.the thesupported classhappened discussion should byin their Russia?" listby asking, investigations.the etc.underlying "Is Marx's Ask the students which The students will analyze 6. The students notes should Thebevarioussubsequent checkedstudents hypotheses at unitsshould this require pointlistand conclusions all becausethat revolutions each reachedstudent (successful bypossess the class. theand causesfromrevolutions allof revolutions.data and about generalize the doneNigerian,EnglishTheunsuccessful) listindividually (1600's), couldand (perhaps) includethat orCuban, fitin the groups.the theirBolivian. following:Irish. definitions Mexican, of Chinese, revolution. Algerian, The students will select a This assignment can be French, American, followingrevolution a.outline: forReread investigation theories concerning and proceed Russiancauses accordingtentative ofRevolution. revolutions toconclusions the and reached about the causes of the c.b. WriteGather conclusions information which about should the andpre-revolutionary(2) include:(1) trends Any Evidence new in theoriesthe to nationconditionssupport suggested selected any (or by for all)the study. evidence.of the theories. d. Culminating discussion by entire(1)(3) class:AskComparison students to which class theory conclusions had the on strongest thethe causes Russianstudent support. of Revolution.should suggest reasons why. If the causes are different, variousevidence,resultsEach(or group atoftheories leasttheits(or classinvestigation. individual)more into shouldthan a workable one) beginshould are causalto contributesupported synthesize theory by thethe If all the theories the 10 variables).(listing primary and secondary causes, isolating FOCUS OBJECTIVE (2) Any new theories suggested by the evidence should LEARNING ACTIVITIES (4)(3) ReviewThe students the Russian should Revolution compare .betheir and included askknowledgehas if provided inthis theof previousfurther insightactivity. into its causes. activity the e. Students should retain informationuse (5)in activitiesNotes about should sources listed be fortaken under and goal checked. 4. causesthe beginning of revolutions of this with unit. their ideas stated at

11 THE FUTURE OFGO REVOLUTION;. 3: IDENTIFY REVOLUTIONARYFOCUS ACTIVITY IN A GIVEN The students will identify OBJECTIVE COUNTRY AND PREDICT THE OUTCOME. LEARNING ACTIVITIES a revolutionarygiven country. activity in 1. Ask the students if there opportunity"natural"expressed,islike to.consider becausethey to utilizemight offor the consider thiscurrent availability unit. theevents. US4.. a particular country they would If no preferences of materials and the This would be a are 2. Ask the students potentiallysuggest reasons revolutionary. why the nation under discussion to review the evidence they possess and is 3. Either individually beingtheir studied. theories and conclusions to the If investigating the U.S., the students or in groups, the students should apply country (or countries) could: c.b.a. investigatecollect thenewspaper revolutionary and magazine organizationsdistributedrefute articles this and andpremise analyze individuals its impact literature currently being to support or d. examine U.S. history textsnationany,politicalto between:ietermine has experiencedsystem the whetherpresent internal theyand pastpose diffrculties periods when the to determine the contrast, if a real threat to our f.e. tracecompare the conditions post-war changesin the U.S.conditionsinlife with (for the inexample, pre-revolutionarythe countries civil rights, they have college studied. any area of our national dorm and The students will predict andvisitationtionary" defend reasons orregulations, "evolutionary." for labeling censorship, these welfarechanges regulations)"revolu- mentionedthe outcome activity. of the above- 1. The students should pool theiractivities. findingsa. How from many the of you feel that thebyutionary? U.S. the isclass. potentially revol- Suggested question sequence:Defend your answers using the theories studied previous 12 theories to make them apply to the United States? Do you need to qualify or change these FOCUS OBJECTIVE LEARNING ACTIVITIES b. How many of you feel that theyourexhibit totheoriesU.S. pointthe does theU.S. ofwe notsymptoms viewscene.have presently bystudied showingof a revolutionarycannot that bethe successfully causal society? applied Defend c. Can it he said that all societiesDefenda studies,revolution?scciety yourcontain isis answer. inthe thereal United seeds danger Statesof of collapse?close to this point? If so, then at what point can we say that Based on your d. Can a society indefinitely Unitedbasicmanyprevent(Recall sypmtoms problemsStates a revolutionGoal doing are inl's orderpresent? activitiesany when ofto theseavoid for things? this answer.) How? a revolution?Can a society correct Is the How? 2. Role-playing: a.e. AskWould the you students like to to see list a revolutioncertain(Note people in answersthis and/or nation? for organizations discussion at the end of the next unit.) Why? . shouldrevolutionforthat these theyassume inorganizations.think thisthe would rolescountry. mostof these and leastpeople like or becometo spokesmen (Students can reverse rolesA. selected number of students see a b. After the role-playing exercise,questions:(1)to appreciateaskDo thesethe following people the opposition's or organizations viewpoint.) havefor good their positions? Do these reasons justify reasons (2) Do the revolutionary types representtheretueisolatedprcmoting a futuretrend "middle" problem? revolution? orof thegroups nation who ofwant a dyingpeaceful way change?of life? Are Do the status quo types represent retaining the status quo? an Who 13 are.they?two types? Axe they more Influential than the above FOCUS OBJECTIVE 3. Debate: The United States should be Thesuccessfully United States evolutionary. is not revolutionary, but LEARNING ACTIVITIES torn down and rebuilt or 4. Culminating exercise. applyingpotentiallyThe United the States revolutionarytheories ( or already studied. aThe nation students of their should choice make )a ishypothesis (or- andis not)defend their hypotheses by - GOAL 4: USING SELECTED EXAMPLES, EXAMINE THE RESOLUTION AND AFTERMATH OF REVOLUTIONS, AND PROPOSE REASONS WHY THE REVOLUTION - THEN WHAT? GOALS OF THE REVOLUTION FOCUSWERE MET Using selected examples, OBJECTIVE OR NOT MET. 1. At this point, the teacher and students should undertake a LEARNING ACTIVITIES tionarythe resolutionstudents activity. will of revolu-examine countriesgroups).parallelthe Russian returning study,theya. TeacherRevolution have the to alreadyteacher organizedthe and resolution studied.returningthe activities: students phase to the (individualsin resolutionthe particular or of (1) Show any of the following not alreadyclass:(c)(b)(a) shown WhoTheNiOtmare toGoesRise the There,ofin Communism,Red, pt. pt. 1 1 pt. 1 (3)(2) PrepareUsing any handouts AVC text, on theassign general the sectionevents(a)the ofdescribing eventsA 1917:moderately of 1917. easy set of readings entitledof the Tsars" "The Endis found in Russia: Selected (b) For the better reader I suggest htguitaga,"TheinRevolution:Revolution FebruaryThe USSRP. 169. ofandSome 1917," Communism. Neglected p. 106, Aspects," and "The p. Russian 146, (4) A few students can be assigned the offollowing (c)The "OnTrue portionsthe Believer Eve of (orthe theyRussian can Revolution"be distrubutedKerenskyp. 123, by and inA.as The"The Human March Adventure. Revolution" by L. Trotsky, handouts)(a) Chapters for use 15-17 in analyzingon the "men the of revolutions words,"IIand masses" the"fanatioS" studied: "men of action." And part 2 on the and general characteristics. (5) A special assi nment for those interestederature:theory(b) Chapterin aboutThe lit- True literature18 forBeliever a discussion in offers the "active anof interestingthe ofphase" characteristics the "active(see phase." 15 footnotes 2,4, and 5, Chapter 18) FOCUS OBJECTIVE (6) Assign readings about Lenin's LEARNING ACTIVITIES (b)(a) "What"Lenin is as to the be ArchitectDone," Communism of.Practice.32 Problems in World History. role in thethe revolution. Russian Revolution," in Theory and (7) Culminating discussion (or quiz) (a)(d)(c) Restate"Leninism,""Nikclai the Lenin, reasons-forRussia: Organizer Selected the of USSR and Communism. February 1917questions:Revolution,"Readinzs. The (b) Describe Democraticbetweenrevolution.the reasons February government. for and the bctober weakness 1917 of the Provisional the events and conditions prevailing and determine b. Parallel student activities: (1) The students should gather (d)(c) DetermineWhy did the the revolution "change hands?"Bolshevik revolution. reasons for the success of the material about the theoneassignedresolution informationperiod country. becauseof the about revolutionarythe necessary students shouldactivity have retained Library work should not exceed sources. in their (2) In groups or in class discussion, theshare(c)(b)(a) DidHowtheir thewasdid answers revolutionitthe ultimately revolution to the "change followingresolved? actually hands?" question:begin? studentsIf shoul so, why? Theto students propose shouldreasons begin for the (e)(d) Generalize If the revolution reasons forchanged the losshands, of didtheIfcontrolthe not, Itrevolution) Russian why?(of example? from one group to another. follow revolution.change in direction of a 16 .(Teacher:questions.)organizing see Appendix class Fconclusions for for this suggestions in group of FOCUS OBJECTIVE LEARNING ACTIVITIES (g)(0 BasedHow many on theof youconclusions who wished we tohave drawn,byare potential the what most revolutionaries?important questions to be considered see a revolution (3) Suggested special report: modern revolutions. (see Miami Herald 6-7-71questions?in the United States have considered these Guerilla Warfare and p. lk) Therevolutions.the students aftermath will of examineselected 2. Classroom work on the aftermathThisstudents.continuirg sectionof the Russianshould alsoRevolution. to usebe donetheir as assigned a parallel countries. study with a. Begin with the Civil War (1918-1921)(2)(1) PrepareAssign and War thishandouts: on topicCommunism. as an oral report.(a) "Lenin Rules in the Kremlin," p. 130, in The b. Present materials illustratingsince all the aspects revolution. of Soviet life (b) "Mrs. Ivanov's Nightmare," p. 153,andHuman in Communism.The Adventure. USSR For example: (1) Prepare handouts from the assorted readings(c)(b)(a) Russia?TheCommunism in: Human Selected Adventurein Theory Readings and Practice (2) Show films: (b)(a)(e)(d) StalinLeninSoviet The USSRand Society Trotskyand Communism (e)(d)(c) SovietScreenThe Rise Russia:News of DigeatKhrushchev, pts. 1 and 2 From Revolution to Empire , Vol. 10, Is. 4 17 (3) Show filmstrips: (b)(a) NationsThe Soviet of TodayUnion Today - The Soviet Union Today.8 parts. Rts. 1 and 2 COAL 5: WILL CRITICALLY DISCUSS "REVOLUTIONFOCUS AS A PROBLEM-SOLVING TECHNIQUE." OBJECTIVE THEREVOLUTION- PROBLEM? WILL IT SOLVE problem-solvingdiscussThe students "revolution will technique." critically as a 1. This goal should have been Thispursued sectio% throughout is included primarily LEARNING ACTIVITIES as a summarizing exercise. the course. 2. Suggested sequence of questions for b.discussiona. If Which a revolution revolutions was wenot have "worth Why?studiedsociety's it," werethen problems "worthhow haveit?" been solved other than or essay: could that C. Is revolution a "sure cure"controlhave fortion? beenthe reiTolutionary illschanged? of a society? activity? Or how should the character of the revolution Is it possible to always be able to by revolu- 3. Have the students play the determinesimulation(see C underthe alternative "Alternate coursesstudent ofand action classWhat materials")other problem-solving techniques would game on revolution open to the you suggest? to C11 4. Ask students if they think it"quiet participants.is possible revolution" (see The Greening of America to accomplish a under teacher content resources)b.d.c.a. Youth TheIncreasingIncreasingly lowering "politics"based numberon: ofyouth-oriented inthe ofthe voting people U.S. age andundervalues inother the in nations.U.S.agethe ofU.S. 25. 5. Debate: bombshell!)homethe precincts.precinct where (If properlythey attend researched, school rather this couldthan inbe their College students should be permitted to register in a

,:=4....:%;iir.iuic.i11:-,14S-dali.61.4ite;i4...s....-:,:..., -,.. 18 _ MATERIALS: 2.1. Alternate Recommended student basic and textual class andmaterial: otherA. materials:Textual: None A class set of any AVC text. B. Audio-Visual. (1) Films (d)(c)(b)(a) Enc!lishEnf,,lishEnctlishLenin and History: History: History:Trotsky Absolutism19th Century and Reforms. Civil War Restoration and the Glorious Revolution 1-314651-051811-125651-05180 * (g)(0(e) TheSND, Nightmare Rise Vol. of 5, Khrushchev,in Is. Red, 9 pts. pts.1 and 1 2and 2 and 1-315011-31063 1-126901-314991-31062 1:;ws1;ND=Screen Digest (j)(i)(h)(k) SND, Soviet Vol. Russia: 10,7,6, Is.Is. 454 From Revolution to Empire 1-133261-132351-127081-12696 (2) Filmstrips (m)(1) Stalin,Who Goes Josef There, pts. 1 and 2 and 1-31473 1-314711-31574 (c)(b)(a) TheNations SovietRise ofof Union TodayCommunism; Today,- Soviet 335.4, Union Guidance Today,Pleasantville, Associates,Filmstrip NewHouse, Pleasantville, York. Inc., New NewYork, York. 947. pts. 1 and 2, 947.085, Guidance Associates, (3) Miscellaneous (b)(a) Acetates Tape - The- "Mhjor Oratory of the American Revolution Supreme Court Decisions" 1-00137 C. Other (1) A simulation game on revolution Abt.(based Associates; Inc., 55 Wheeler St., Cambridge, Mass. 02138 on the English Civil War) available from D. Supplemental pupil resources: (1) For students doing research on revolutionary(a) Fenton, literature: Edwin, ed., A-New History of the United States New York: Holt-, Rinehart, (2) For students doing research on the American(b) Kcwnslar, Revolution: Allan O. and Frizzle, DonaldHolt,and Winston,Rinehart,B., Discovering Inc., and Winston,1969. Inc., 1967. American History. New York: (3) For students doing research (b)(a) AEP, American Public history Issues texts.Series, The AmericanEducation Revolution. Publications, 1967. on China: Columbus, Ohio: American (c)(b)(a) QuotationsFenton,AEP, Public Edwin, from Issues ed.,Chairman Series,Tradition Mao Communist Tse-Tung. and Rinehart,Publications,Change China. in andFour 1968.Winston, Societies. Inc., 1968. Peking: Foreign Languages Press, 1966. Columbus, Ohio: American Education New York: Holt, (4) For students doing research on Cuba:(a) AEP, Public Issues Series, Revolution and World Politics. Columbus, Ohio: (5) Class aids: (a) Life Magazine - a four part seriesAmeiican on the Education 50th anniversary Publications, of the 1970.Russian Revolution, (1967). (c)(b) A Ifnumber it is of convenient, Problems in I Europeanwould suggestRussianDwightavailable making E.Revolutions. lee; to a.film theBoston: students catalog D.C. forandHeath usedepartmental in their research.A-V aids Civilizationand (general Company) editors, are pertinent Ralph W.to Greenlawthe English, French, & and 3. Teacher reference material: A. Basic references: (2)(1) Johnson,Brinton, Chalmers,Crane, The Revolutionary Anatomy of Revolution. Change. Boston: Little, BrownNew and York: Company, Vintage 1966. Books, 1938. B. *(1) Eisen, Sydney(2) Fenton,and Filler, Edwin, Maurice, ed., Comparative The Human Adventure:Winston,NewPolitical York: Inc., Harcourt,Systems.Readin 1967. Brace & World, Inc., 1964. New York: Holt, Rinehart, and s in World History. (5)(4)(3) Fenton, Edwin,Edwin, ed.,ed., 32TheTradition Problems Shaping and inofandAnd ChaneWorldWestern Winston, inHistory. Society.Four Inc., Societies. 1968. New York: Chicago: Scott, ForesmanNew York: and Co.,Holt, 1964. Rinehart Holt, Rinehart ro *(8) Rublin, Hyman,(7)(6) Josephson,Hoffman, ed., Russia, Stanley Eric Selectedand et. Mary, al., Readings. ed.,In Search ManUniversity Alone. of France. Press, 1963. New York: Dell Publishing Co., Inc., 1962. Boston:Cambridge, Houghton Massachusetts: Mifflin Co., Harvard 1969. GO *(11) Rieber, Alfred(10) "The J. andMen(9) Nelson, WhoMehlinger, Tried Robert to Howard Kill C., Hitler,"D.,The ed.,USSR Look,Communismand Communism: DecemberInterpretations.Publishing in Theory 15,Source Co., 1964. and 1964.Readings Practice. and Chicago: Scott, Foresman and Co., 1964. San Francisco: Chandler * Priority sources (13)(12) Youssoupoff,Sociological PrinceResources Felix, for "Ithe Killed Social Rasputin," Studies,New York: SovietLost 1954. Splendor. Society. (experimental) Also available from Readers' Digest. G.P. Putnam's Sons, C. Content resources. "Are We in the Middle of the Second American Revolution?" (symposium), New York Times Ehrmann,Cruse, Harold, J., Literature Rebellion and or Revolution.Magazine. May 17, 1970, p. 26-7. Boston:San Diego, California: Beacon Press. Morrow Publishers, 1968. Moore,Leiden, Barrington, C., and Schmitt, Social K.,Origins Politics of Dictatorship ofNew Violence: York: Prentice-Halland Revolution Democracy. (spec.) in the Modern World. Boston: Beacon Press, 1966. Trotsky,"Revolution:Reich, CharlesL., Literature The A.,.The 'Past andGreening Future,"Revolution. of America.Life. Ann Arbor, Michigan:67:100-12, U. October of Michigan 10; 67:59-66, Press.New York:October Random 17, 1969.House, 1970. Winegarter,Wheeler,See reading H., Renne, Politicslist for"Literary ofPolitical Revolution. Revolutionism," Theory: Left Commentary.and Right, 6448.08. Berkeley, California: Vol. 49, No. 6, June 1970. Glendessary Press. APPENDIX A Notes to the Teacher: .1. Early in the course, the teacherNotthe allshould appearance causes stress produce ofthat all thelack the predicted ofright revolutionary causative effect, factors, does not doom this study to irrelevancy. activity, despite ofnotbediagnosed. the givennecessarily "high equal costs" timea revolution with the quashedmore dramatic or "sold-out", revolutionary but rather outbursts. The process of adjustment and accommodation - certainly a fact to be illustrated in this study. even though the symptoms may have been properly must not be overlooked and should may reflect an assessment A revolution avoided is . 2. There is no single groupingmustsociology.literature, of becauses worked fordominated out a revolutionby the in classthe topast andbe by"discovered"judged economic on its and'nolitical by internal the logic. theorists, Causes may vary greatly, based on a given, like time and place. Hence, the class should now stresses political All of this class. The corollaries,beinvestigation.shouldspend re-taught somebe stressea, timepossiblitias,to,provide building possibly the aetc. studentbase graded, of withknowledge an understandable from which it method of organizing Also, note-taking, which is usually associated with factual listings, must This should be done at the beginning of theso course.that every student possesses the framework of can operate. Note-taking, then, arguments, APPENDIX B. DIALECTICAL !TATEPTALISM I I D IWI I 1 Slave society Feudal society Capitalist society tca 1' t hre I ri r a I ro Jill)1 n I U :11 T s 1 g R oci V 1 * ------I _._. - - Phi I a I CE IP ....) CS I (owners 4 slaves) - Alords - serrs) _ -> S (capitalists workers) _ _ - 7' Ii w y aI :0 I AT s AT AT he I 1 ft I SNI 1 CJ Rise of ncrchantRine of proletarian ri e Rise of I P ' h l M I classlandowning . (bourgeoisie) (worldwide) class 1o l S 1 1 FP1 who ..j,controls the substructure 1110 A.will also control the mamma superstructurel te at I 10. m ar I et 1 I ait I I AT - AntithesisT - Thesis I I I 1 CSPP - ClassPrivateS struggle- PropertySynthesis 1 I I. I I APPENDIXSome.major C causes and symptoms of revolution taken from Chalmers Johnson's Revolutionary Change. 2.1. What A society creates whose disequilibrium? values anddisequilibrium, realitiestherefore, exist immune thereby in harmonyfrom potentially revolution; is a society revolutionary. conversely, in equilibrium the opposite and, situation creates a society in A.D.C.B. Exogenous EndogenousExogenous value environmenteavironmentvalue - changing- changing -- changing changingsources sourcesinnovations) sources(ie,sources (ie, missionaries, (ie,acceptance(ie, importedinventions) ofPeace technologiesnew Corps)theories andor creativeskills) 4.3. Characteristics If these changes of arethe suddendisequilibratedstate or intense, of equilibrium, system: the society hence will the have revolutionary difficulty situation.returning to a co.) D.C.B.A. QuestioningTheManyMost tendency personsimportant of forfeel values- the valuespersonal societyincreases no "internallongerand to explanationreceptivitybecome provide tension" polarized. an ofto acceptable andexistance.ideology. maladjustment. symbolic definition 41111M1M11- APPENDIX D Some major causes and symptoms of 2.1. Economic'discontent:The government, rather than the revolutionwhole society, taken exreriences from Crane seriousBrinton's financial The Anatomy difficulties. of Revolution: 3. The government isb.a; inefficient Of greaterlesseralso importanceorimportance being incompetent done in -an mayhinder inefficient be tryingtheir economictoor makeincompetent reforms, manner. I:at this - the activity.- the'existence among a group, or groups,economic that prevailing misery Of conditions certain groups. 4.6.5. Desertion ClassThe appearance hatreds of the increasing ofintellectuals. the revolutionary becauseratherare shifted classas mythwicked. tobarriers (folklore,a "good no vs. longer symbols, evil" regarded plane. or ideology) as-natural, - the but problems c.) * This book is immensely readable and very helpful for all units of.this 8.course.7. Strong The ruling social class antagonisms is divided, stemmingthe inept, corresponding from and a inparticular shaky social economic positionclass attainingcondition. or political wealth power. without APPENDIX1. Recommended E reat.ing Revolutions:32 Problems in World History. "Problem 18: A Comparison of the American for.both the teacher and students studying and French Revolutions," the French or American 2. Some considerations for your conclusions: A. If those who begin the revolutionFrench,certain doand definitenot Chinese. ends, the revolution may " change hands."visualize its scope or organize toward For example, Russian, B. If those who revolt know whatAmerican, theirthey Cuban,logical and conclusions, English. they will probably-"retain" want and are organized to pursue these goals the revolution. For example, to CO C. Unsuccessful revolutions shouldretributionofthe successthe bepeople reasons dealt due orare withtowhyan better other awakeningthe revolutionariesorfactors? worse to much off neededbecause lost. changes? of Special projects can be assigned to determine whether Was the cause not just, or here.the thwarted revolution. Students should be able to state was the lack Was there