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Power Struggles: Autocracy vs. Citizens

Grade 10Social Studies3 days

This educational project explores the dynamics between autocratic governments and citizen resistance at the 10th-grade level. Students investigate how autocratic regimes maintain power through methods like propaganda and censorship and analyze historical and contemporary examples of citizen uprisings. The project fosters skills in research, critical thinking, and persuasive argumentation through activities such as creating a strategy board, maintaining a resistance tactics journal, and participating in a role-play debate. Students engage with essential questions about autocratic characteristics and strategies for citizen-led challenges to regimes.

Autocratic GovernmentsCitizen ResistanceHistorical UprisingsPower and ControlDebate and ArgumentationCritical Thinking

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.In the context of historical and modern examples, how do autocratic governments maintain control, and what strategies can citizens employ to effectively challenge and overthrow such regimes?

Essential Questions

Supporting questions that break down major concepts.

What are the defining characteristics of an autocratic government?
How do autocratic governments typically maintain control over their populations?
What are some historical examples of successful and unsuccessful citizen-led revolts against autocratic regimes?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will be able to evaluate the methods used by autocratic governments to maintain power.
Students will analyze and compare historical examples of successful and unsuccessful citizen uprisings against autocratic regimes.
Students will develop arguments both for maintaining autocratic control and for citizen-led overthrow of such control.
Students will enhance their critical thinking and persuasive writing skills by crafting arguments based on historical and contemporary examples.

National Curriculum Standards for Social Studies (NCSS)

SS.9-10.H.CL1

Primary

Understand the ways in which power, authority, and governance shape societies and citizens' lives, and analyze how political, religious, and economic systems influence historic and contemporary events.Reason: This standard directly aligns with the project's focus on understanding autocratic governments and the influence of power and authority over citizens.

Common Core Standards for History/Social Studies

CCSS.ELA-LITERACY.RH.9-10.9

Secondary

Compare and contrast treatments of the same topic in several primary and secondary sources.Reason: Students will need to analyze different sources to understand and evaluate the effectiveness of autocratic control and citizen revolts.

Common Core Standards for Writing

CCSS.ELA-LITERACY.WHST.9-10.1

Supporting

Write arguments focused on discipline-specific content.Reason: Students will argue from the perspectives of the autocratic government and citizens, focusing on strategies and effectiveness, thus aligning with writing arguments.

Entry Events

Events that will be used to introduce the project to students

Mysterious Government Directives

Begin the project with students receiving a secretive package containing government orders and a mysterious video message from a faceless official warning them about a growing insurgency. Students will have to decipher clues within the package and video to understand the motives behind the government’s measures and the citizens' demands for change.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

The Power Play Strategy Board

In this activity, students will create a strategy board that outlines different techniques and methods used by autocratic governments to maintain control. This visual representation helps students understand how these methods function and interact.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research different historical and modern autocratic governments.

2. Identify various techniques these governments have used to maintain control, such as propaganda, censorship, political imprisonment, etc.

3. Use a large board or digital tool to create a map of these techniques, showcasing the connections and influences between them.

4. Write a brief explanation for each technique, including a historical example of its use.

Final Product

What students will submit as the final product of the activityA comprehensive strategy board illustrating autocratic control methods with explanations and examples.

Alignment

How this activity aligns with the learning objectives & standardsAligns with SS.9-10.H.CL1 as it emphasizes understanding the ways power and authority shape societies.

Activity 2

Citizens' Resistance Tactics Journal

Students will maintain a journal of resistance tactics used in various revolts against autocratic regimes, emphasizing the critical evaluation of their effectiveness.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Research historical examples of citizen revolts against autocratic governments.

2. Record the methods used by citizens to challenge the government for each example.

3. Critically evaluate the effectiveness of each method and note any consequences.

4. Reflect on what made certain strategies successful or unsuccessful.

Final Product

What students will submit as the final product of the activityA reflective journal containing detailed notes and evaluations on the resistance tactics employed in different revolts.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.RH.9-10.9 as it involves comparing different treatment methods of the same revolt subject from various sources.

Activity 3

Role-Play Debate: Government vs. Citizens

In this interactive role-play, students take on the roles of government officials and concerned citizens, engaging in a structured debate over power retention and resistance tactics.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Divide students into two groups: government officials and citizens.

2. Research and prepare arguments supporting either the maintenance of government power or the right to rebellion.

3. Hold a structured debate where each group presents their arguments and counters the other side's points.

4. Reflect on the debate to analyze new insights gained about autocratic power and citizen resistance.

Final Product

What students will submit as the final product of the activityA recorded and transcribed debate showing the understanding of arguments from both perspectives.

Alignment

How this activity aligns with the learning objectives & standardsAligns with CCSS.ELA-LITERACY.WHST.9-10.1 as it develops argumentation skills focused on discipline-specific content related to power and governance.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Autocratic Governments and Citizen Resistance

Category 1

Understanding Autocratic Control

This category assesses the ability to identify, describe, and analyze the techniques used by autocratic governments to maintain power.

Criterion 1

Research Quality

Measures the extent of research conducted to identify historical and modern autocratic control techniques.

Exemplary

4 Points

Extensive research conducted; multiple reliable sources used to clearly identify a variety of control techniques.

Proficient

3 Points

Sufficient research conducted; several reliable sources used to identify key control techniques.

Developing

2 Points

Limited research conducted; some sources used but may have gaps in identifying techniques.

Beginning

1 Points

Minimal research conducted; few or unreliable sources with significant gaps in technique identification.

Criterion 2

Technique Explanation

Evaluates the clarity and depth of explanations for each technique and historical example provided.

Exemplary

4 Points

Detailed and clear explanations provided for each technique with numerous historical examples.

Proficient

3 Points

Clear explanations with several historical examples provided.

Developing

2 Points

Explanations are present but may lack detail or historical context.

Beginning

1 Points

Explanations are unclear or lacking, with minimal historical examples.

Criterion 3

Visual Representation

Assesses the effectiveness of the strategy board in visually representing the methods of control.

Exemplary

4 Points

Strategy board is highly organized, creative, and clearly illustrates connections between techniques with excellent examples.

Proficient

3 Points

Strategy board is well-organized and effectively illustrates the techniques and connections.

Developing

2 Points

Strategy board has some organization; may lack clear connections or completeness.

Beginning

1 Points

Strategy board lacks organization and clarity, with weak representation of techniques.

Category 2

Evaluating Citizen Resistance

This category evaluates the ability to research, analyze, and assess the methods used by citizens in revolts against autocratic regimes.

Criterion 1

Methods Analysis

Evaluates the research and analysis of citizen revolt methods, including their effectiveness and consequences.

Exemplary

4 Points

Thorough analysis with detailed consideration of various methods, their effectiveness, and consequences.

Proficient

3 Points

Good analysis; considers several methods and their effectiveness.

Developing

2 Points

Basic analysis; limited evaluation of methods and effectiveness.

Beginning

1 Points

Minimal analysis with little evaluation of methods.

Criterion 2

Reflective Insights

Assesses the depth of reflection on the success or failure of methods used in citizen revolts.

Exemplary

4 Points

Insightful reflections that connect historical examples to broader concepts.

Proficient

3 Points

Reflections are clear and provide some connections to historical examples.

Developing

2 Points

Reflections are basic and may lack connections to broader concepts.

Beginning

1 Points

Reflections are minimal with little connection to historical or broader concepts.

Category 3

Argumentation and Persuasion

This category measures the ability to develop and present well-reasoned arguments from both government and citizen perspectives.

Criterion 1

Research and Preparation

Evaluates the research and preparation for developing arguments regarding autocratic power and citizen resistance.

Exemplary

4 Points

Extensive research conducted; well-prepared arguments drawing from a wide range of sources.

Proficient

3 Points

Thorough research and good preparation reflected in clear arguments.

Developing

2 Points

Basic research and preparation with limited argument development.

Beginning

1 Points

Minimal research and preparation leading to unclear arguments.

Criterion 2

Debate Execution

Assesses performance during the role-play debate, focusing on argument clarity, evidence use, and responsiveness to counterarguments.

Exemplary

4 Points

Articulates arguments clearly with strong evidence and effectively counters opposing views.

Proficient

3 Points

Presents clear arguments with evidence and responds to counterarguments appropriately.

Developing

2 Points

Presents basic arguments with limited evidence and countering ability.

Beginning

1 Points

Struggles to articulate arguments with minimal evidence and counterargument engagement.

Criterion 3

Reflection and Insight

Measures the ability to reflect on the debate experience, identifying new insights and understanding gained.

Exemplary

4 Points

Offers profound insights and reflections on the debate, recognizing new learning.

Proficient

3 Points

Provides clear reflections with identified insights from the debate experience.

Developing

2 Points

Basic reflections with limited insight into new understandings.

Beginning

1 Points

Minimal reflections with little recognition of new insights.

Criterion 4

Collaboration and Participation

Evaluates the degree of engagement and teamwork displayed during activities and debates.

Exemplary

4 Points

Actively contributes, leads collaboration efforts, and consistently engages with peers.

Proficient

3 Points

Contributes effectively and engages well with peers.

Developing

2 Points

Participates inconsistently with peers.

Beginning

1 Points

Limited participation and engagement with peers.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Reflect on the strategies you learned about that autocratic governments employ to maintain control. Which strategy did you find most effective and why?

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Question 2

On a scale from 1 to 5, how confident do you feel in your ability to compare successful and unsuccessful citizen uprisings in historical contexts?

Scale

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Question 3

Which citizen-led rebellion tactic did you find most effective during your research, and what element do you think contributed to its success?

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Question 4

How have your views on the balance of power between autocratic governments and citizen rights evolved through this project?

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Question 5

Reflect on the role-play debate you participated in: What was the most challenging aspect, and what did you learn from addressing opposing viewpoints?

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