A Tale of Two Cities - Morality within Revolution

Instructional Design

Welcome, teachers! I hope you find these lessons useful. This page will overview the entire project.

Abstract:

This project is for students who are reading and studying A Tale of Two Cities by Charles Dickens and for teachers who desire to integrate the use of primary sources as a key component for learning. It is designed for sophomore Honors students, yet can be used for other years as well. The lessons in this unit are just a portion of an entire unit on this novel and will incorporate primary sources from the Library of Congress. Students will be expected to collaborate, prepare independently, and use appropriate technology. This should provide unusual insights about the novel and help both teachers and students employ literary devices with the sources.

Literary Outcomes:

Students will apply what has been learned about literary devices significant to an Honors student. They will comprehend and synthesize materials into novel understanding and use of technology. They will improve their reading comprehension and written analysis. They will think creatively and apply this to original documents.

Time Required:

The entire unit takes about five weeks. These three lessons can cover about seven to ten class days and can serve as a useful synthesis on the novel, once reading is completed.

Curriculum Context:

This unit serves as a continuum of the thematic study of "The Search for Morality" within the sophomore Honors program.

State Standards:

listed within the respective lessons

National Technology Standards:

Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCR's, audiotapes, and other technologies.

Use a variety of media and technology resources for directed and independent learning activities.

Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom.

Demonstrate positive social and ethical behaviors when using technology.

Gather information and communicate with others using telecommunications, with support from teachers, familty members, or student partners.

A Tale of Two Cities – Morality in Revolution
Lesson / Choice #1

Background:
Students will have read Book the First in the novel.  This lesson covers two class periods.  The lesson uses critical reading from essential passages that highlight the establishment of conflicts, characters, and historical setting.  The connection is for students to understand the role of political cartoons as they apply to historical events and to link this to Dickens’s use of tone. 

Texts:
LOC political cartoons
A Tale of Two Cities

Essential Question:
How can revolution be a “moral act”?
How does Dickens’s use of tone establish the historical basis for this novel?

Lesson objectives:

1. Students will be able to recall significant events in Book the First.
2. Students will justify one significant passage from each of the chapters in this section.
3. Students will understand tone and purpose in political cartoons.

Class design (Day 1):

1. Students will discuss in small groups of three (assigned by teacher) important events, using “take one – give one” activity. (10)
2. Students will then complete a “graffiti” where they brainstorm and write on posters their nominations for the most significant passage with a reason conveying the tone of the passage.  (20)
3. Class discussion ensues with students debating and evaluating their choices. (10)
4. Students synthesize for homework how these characters convey any morality through these passages.  This is also the beginning for tomorrow.

Class design (Day 2)

1. Class begins with review of homework. (10)  Teacher explains assessment choice.
2. Teacher models two political cartoons (using primary sources from LOC) with student feedback on what the offer in terms of tone, purpose. 
3. Teacher gives choices for captions for these features.  Class discusses pros and cons.
4. Teacher reviews web page for directions.  Students sign up for first choice.
5. Closure: final discussion on what evidence of morality is present in any situations or characters in first section.

Assessment:
Using primary sources, students will complete choice #1 if so desired.  If they do not complete this one, they have two other choices.  A minimum of eight students are eligible (four Power Points).
Connections to Illinois State Standards:

5.C.4b  Produce oral presentations and written documents using supportive research and incorporating contemporary technology.
5.B.4a  Choose and evaluate primary and secondary sources (print and nonprint) for a variety of purposes.
5.A.4b  Design and present a project (e.g., research report, scientific study, career/higher education opportunities) using various formats from multiple sources.
1.B.4b  Analyze, interpret and compare a variety of texts for purpose, structure, content, detail and effect.
1.C.4c  Interpret, evaluate and apply informa­tion from a variety of sources to other situations (e.g., academic, vocational, technical, personal).
2.A.4d  Describe the influence of the author’s language structure and word choice to convey the author’s viewpoint.
2.B.4a  Critique ideas and impressions generated by oral, visual, written and electronic materials.

A Tale of Two Cities – Morality in Revolution / Lesson 3

Background:
Students will have read Book the Third in the novel.  This lesson covers one (or more) class period(s).  The lesson uses examples of written documents from the Library of Congress to assist students’ understanding of writing primary documents themselves.  They will use models from essays, poetry, and song to emulate and write their own versions of documents that engage the novel and their application of it. 

Texts:
Sources from the LOC
A Tale of Two Cities

Essential Question:
How do Sydney Carton and Monsieur Manette symbolize what is right and wrong about revolution?

Lesson Objectives:

1. Students will be able to recall significant events in Book the Third.
2. Students will write their own documents, using the novel as a basis for comprehension and accuracy.
3. Students will understand Dickens’s tone throughout the end of the novel and use this as a source in their own documents.

Lesson Design:

1. Students will preview sources from DeToqueville, Jefferson, Paine, America Singing, American at the First Bastille Celebration, and a document on the French Revolution.
2. Students will collaborate in small groups to explore connections, comparisons between the documents and the characters of Manette and Carton from the novel.
3. Teacher will explain components and differences among the literary types (essay, song, poetry) with students choosing a character to frame their writing and to assume their point-of-view.
4. Students will work individually on their choices.

Assessment:
Using primary sources, students will complete choice #3.  This is done individually.
Connections to Illinois State Standards:

5.C.4b  Produce oral presentations and written documents using supportive research and incorporating contemporary technology.
5.B.4a  Choose and evaluate primary and secondary sources (print and nonprint) for a variety of purposes.
3.B.4b  Produce, edit, revise and format work for submission and/or publication (e.g., manu­script form, appropriate citation of sources) using contemporary technology.
3.B.4a  Produce documents that exhibit a range of writing techniques appropriate to purpose and audience, with clarity of focus, logic of organization, appropriate elaboration and support and overall coherence.
2.B.4a  Critique ideas and impressions generated by oral, visual, written and electronic materials.
1.B.4b  Analyze, interpret and compare a variety of texts for purpose, structure, content, detail and effect.
1.C.4c  Interpret, evaluate and apply informa­tion from a variety of sources to other situations (e.g., academic, vocational, technical, personal).