1

“Is civil unrest ever effective in American society?

” LESSON

Content SS:CV:8:4.1
Standards SS:CV:8:1.2

COMPELLING Is civil unrest ever effective in American society?

QUESTION

1. What are the historical examples of revolt in America?

SUPPORTING
2. How did the people at the time feel about the revolts?
QUESTIONS

3. Were any of these revolts effective or justified and why?

1. Students know the potential consequences of mob mentality

2. Students are able to consider alternatives to revolting that people had

OBJECTIVES at the time

3. Students discuss their answers to the four questions about the revolts
based off of the opinions they formed during the lecture.

Remembering: What is the history behind revolt in the U.S.

Understanding: what the opinions of others on their actions and effects are
Apply: Write answers on note card given out
BLOOMs Analyze: What the students as individuals think about the choices made at
Taxonomy
the riots
Evaluation: Were the actions and motivations in these revolts justified?
Create: a discussion between students

C3 Standards CV:12:1.3 and 4

12:2.3
12.4.2
2.9-12
5.9-12
 2

6.9-12
8.9-12
10.9-12
12.9-12

MULTIPLE INTELLIGENCES: Given the building blocks from Bloom’s Taxonomy and the standards outlined above,
how could you connect teach these ideas with Multiple Intelligences in mind. What could you do in the lesson to target
each of these areas?
Verbal I will be Logical The students Spatial Lecture Musical
lecturing them on the will have to evaluate centralizes on a
topic as well as and formulate an slideshow and
having them watch opinion on these includes videos
and listen to various revolts and their from the days of
videos. effectiveness these events to
further gain
student attention

Bodily Will do a short Interpersonal The Intrapersonal The Naturalist

break to let the students must students must
students move discuss between think about their
around themselves and be own morals and
able to have a civil decide what they
discussion think was right or
wrong.

DIVERSITY & INCLUSION: Thinking about your topic, how can you bring diversity to the lesson. Which groups
below are obviously present? Which could you look for and either incorporate now or in a later lesson?
Genders Primarily men, Races & Ethnicities Ages & Generations Abilities Many people
but women are Large focus on More younger involved in these revolts on
certainly involved, black people’s ages, but in either side or innocent were
including some killed struggle for rights in some cases the injured or otherwise disabled
at Kent State many of the protest as a result of said protest.
younger people
are protesting
because of
decisions made
by older people.
Cultures & Religions Regions of the World Political Ideologies Wealth
People of varying Primarily America Quite a few here, In many of these cases,
cultures and as that is the focus, such as decisions made by the
religions such as given that this is republicans on wealthy had drastic negative
Africans were both theoretically an January 6th, or impacts on the lower and
 3

protested against American left-wing middle classes, leading to

and for, due to their government class. individuals them rioting
mistreatment based People from all primarily in the
on the culture in the different countries BLM riots.
US. are involved in
these revolts,
though, and some
of the effects of
these revolts were
felt in other
countries, such as
France after the
American Rev.
STUDENT PREPARATION: What do students need to do or know before this lesson?
The students need a general background on U.S. history, as well as the basics of our government structure
and political parties.

TEACHER STUDENT TIME

Opening Remember 20 minutes
Plan Lecture on the history and results of Will need to listen and
various uprisings in the U.S. Rationale is to react to videos so they
give the context and facts behind these learn and begin to form
events opinions on revolts in
history

Plan Understand 15 minutes or less

Spend time thinking about
Give students time to write their answers to these revolts and
the four questions down. Can go back in the consequences and then
slides and answer any questions at this write answers to the four
time. questions

Plan Analyze/Apply 20 minutes

Facilitate a discussion between students and the Students will each get a chance
class as a whole, ensure nothing gets out of hand to share their answers to the
and that all students’ opinions are heard four questions and any other
thoughts they may have on the
 4

issue.

Closure Evaluate/Create 5 minutes

Plan
Students will listen and add
Teacher will recap the students' thoughts and talk any final thoughts on the
about the reasonable alternatives to revolt. They questions, and bring up any last
will also collect the answer cards so students don’t questions.
lose them.

MATERIALS: What materials will you need to carry out the lesson?

Slideshow, projector, index cards, laptop

HOMEWORK:

Students could bring in news related to current day riots that are occurring or brewing.

REFLECTION: After you’ve taught the lesson, reflect on the plan. What worked? What didn’t? How will it be
modified for next time?