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    1789: Twelve Authors Explore A Year of Rebellion, Revolution, and Change Teachers' Guide

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    Candlewick Press
    1789: Twelve Authors Explore a Year of Rebellion, Revolution, and Change The acclaimed team that brought us 1968 turns to another year that shook the world with a collection of nonfiction writings by renowned young-adult authors.

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    1789: Twelve Authors Explore A Year of Rebellion, Revolution, and Change Teachers' Guide

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    Candlewick Press
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    1789: Twelve Authors Explore a Year of Rebellion, Revolution, and Change The acclaimed team that brought us 1968 turns to another year that shook the world with a collection of nonfiction writings by renowned young-adult authors.

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    1789: Twelve Authors Explore a Year of Rebellion, Revolution, and Change Teachers' Guide

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    1789: Twelve Authors Explore a Year of Rebellion, Revolution, and Change The acclaimed team that brought us 1968 turns to another year that shook the world with a collection of nonfiction writings by renowned young-adult authors.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    147 views4 pages

    1789: Twelve Authors Explore A Year of Rebellion, Revolution, and Change Teachers' Guide

    Uploaded by

    Candlewick Press
    1789: Twelve Authors Explore a Year of Rebellion, Revolution, and Change The acclaimed team that brought us 1968 turns to another year that shook the world with a collection of nonfiction writings by renowned young-adult authors.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    C A N D L E W I C K P R E S S T E AC H E R S ’ G U I D E

    1789
    Twelve Authors Explore
    a Year of Rebellion,
    Revolution, and Change

    About the Book


    “The Rights of Man.” What does that mean? In 1789
    that question rippled all around the world. Do all men
    have rights—not just nobles and kings? What then of
    women, enslaved people, and the original inhabitants of
    the Americas? In the new United States a bill of rights was
    passed; in France the nation tumbled toward revolution.
    In the Caribbean preachers brought word of equality; in
    the South Pacific sailors mutinied. New knowledge was
    exploding, with mathematicians and scientists rewriting
    the history of the planet and the digits of pi. Twelve award-
    winning authors explore a tumultuous year when rights
    and freedoms collided with enslavement and domination
    and the future of humanity seemed to be at stake. Every
    chapter brings fresh perspectives on the debates of the
    time, inviting readers to experience the passions of the past
    and ask new questions of today.

    ISBN: 978-1-5362-0873-3
    Also available as an e-book

    Common Core
    Connections
    This guide, which can be used with large or small groups, will help students meet
    several of the Common Core State Standards (CCSS) for English Language Arts.
    These include the College and Career Readiness Anchor Standards for Writing and
    Speaking and Listening (CCSS.ELA-Literacy.CCRA.W and CCSS.ELA-Literacy.CCRA.SL);
    reading informational text standards for key ideas and details, craft and structure, and
    integration of knowledge and ideas (CCSS.ELA-Literacy.RI), as well as the speaking
    and listening standards for comprehension and collaboration and for presentation of
    knowledge and ideas (CCSS.ELA-Literacy.SL). Questions can also be used in writing
    prompts for independent work.
    C A N D L E W I C K P R E S S T E AC H E R S ’ G U I D E

    Discussion Questions
      1. I n the book, contemporaneous quotes are grouped under four different topics: exhilaration, abomination, inspiration, and
    conclusions. Discuss the quotes, how they reflect the topics, and how they relate to the other quotes in their group. Which
    quotes offer opposing viewpoints? Which do you agree with the most?

      2. We think of our world today as globally connected, but that was also true in 1789, as the introduction explains: “Ideas,
    people, and money were shuttled across the world’s great oceans” (page 1). Find examples in the essays of people and ideas
    traveling from one country or continent to another. What connections between France and the American colonies or states
    are shown? What roles do Asia and Africa play in the essays?

      3. While not all the changes were propelled by economics—the money shuttled across the oceans—many of them were. Identify
    the importance of financial gain and economic disparities in the essays. What are examples of expanding rights that came
    into conflict with financial goals of people or countries?

      4. T
     wo of the essays about Black individuals are “The Choice” and “‘All Men Are Created Equal.’” Compare and contrast the
    situations of Sally Hemings and Olaudah Equiano, discussing the concept of humans as property and how it affected their
    lives. What key choices did each of them make? How do other essays in the book analyze slavery and its importance to this
    time in history?

      5. M
     ary Jemison, who also had a life-changing choice to make, was taken captive as a child by the Seneca and adopted by
    them. Why did she choose to stay with them as an adult? What was her life with them like? How were the Seneca and the
    rest of the Six Nations treated by the white military and government? How did Mary Jemison serve “a key role in a chain of
    communications” (page 119)?

      6. S ummarize the essay “The Wesleyans in the West Indies” and explain the author’s observation that “the Christian education
    and religious care of Black people posed a grave threat to the social order that was already ripe for overthrow in 1789” (page
    96). What was the threat? Why were enslaved people “thwarted on every side and atrociously persecuted” for adopting
    Methodism (page 101)? What did they lose culturally by becoming Christians?

      7. T
     he introduction refers to “revolutions in thought” (page 3). Explain how the essays “Pi, Vega, and the Battle at Belgrade” and
    “Challenging Time” speak to this topic. What was revolutionary about Vega’s calculations of pi and Hutton’s contributions
    to geology? What inspired each man in his pursuit of knowledge? What areas of thought might be considered revolutionary
    today?

      8. I n the essay “The Queen’s Chemise,” the author poses a series of questions about rights and equality, followed by questions
    about the role of art (pages 46–47). Re-read and discuss the questions, relating the ones about art to the work and views of
    Élisabeth Vigée Le Brun. What made it possible for her to pursue her art despite the widespread belief that “a woman’s place
    was in the private sphere” (page 47)?

      9. What power struggles played out in the mutiny on the Bounty? Why was the ship going to Tahiti? What were conditions like
    for those who worked on the ship? How did Captain Bligh treat the crew? Why was Fletcher Christian so angry? Describe the
    mutiny and its aftermath. What was the fate of Christian and the other mutineers?

    10. D
     iscuss the questions that Joyce Hansen asks on page 87 at the end of her essay about Olaudah Equiano: “What does freedom
    of speech, religion, and the press mean to us in the twenty-first century? How do we interpret the right to bear arms in our
    generation? How do we confront and stop human trafficking and other forms of modern slavery?”

    1789 Teachers’ Guide • Candlewick Press • www.candlewick.com • page 2


    C A N D L E W I C K P R E S S T E AC H E R S ’ G U I D E

    Classroom Activities
    Two Declarations
    Have students read the texts of the French Declaration of the Rights of Man, written in 1789, and the US Declaration of
    Independence, written in 1776. Ask students to take notes about the similarities and differences in the documents. Then convene
    a class discussion to share ideas about the two documents and their relationship to each other.
    https://avalon.law.yale.edu/18th_century/rightsof.asp
    https://avalon.law.yale.edu/18th_century/declare.asp

    CCSS.ELA-Literacy.CCRA.W.2

    Changes Fast or Slow?


    Survey
    As a class, discuss Thomas Paine and Mary Wollstonecraft’s view that sometimes “society had to be restructured” and Edmund
    Burke’s opposing view that “it was too dangerous to utterly disrupt the existing habits and structures of a society” (page 4).
    Consider the topic in light of slavery, women’s rights, the civil rights movement, and other similar issues. Then have students
    survey at least five people of different ages to see which view they favor and how strongly they feel about it. Create a chart of the
    responses that includes the ages of those surveyed, and analyze the results.
    Debate
    Ask students to debate the topic in the survey activity: Which kind of change is better, incremental change or revolution? Does it
    depend on the circumstances? Have students divide into teams of two, assigning each team one side of the question. They should
    prepare to argue their case with examples from the book and from researching the topic, informed if applicable by the survey in
    the previous activity. The pairs should then debate a team arguing the other side of the question.

    CCSS.ELA-Literacy.CCRA.W.1; CCSS.ELA-Literacy.CCRA.SL.4

    Looking Back at Our Time


    Have students write an essay on this quote from page 2 in the introduction, relating it to the book and to today’s world: “The
    idea of who or what has rights continues to evolve. Today some people believe that everyone has a right to economic security
    and that the earth—the environment—has rights, as do animals. Hundreds of years from now when someone writes about our
    time, what obvious violations of rights will they see?”

    CCSS.ELA-Literacy.CCRA.W.2

    Time Travel Interview


    While the collection of essays explores ideas, it also introduces fascinating people from the past. Have students each choose one
    of the individuals in the essays that they find interesting. The student should imagine that they will have a chance to interview
    that person and prepare at least ten questions concerning the individual’s experiences, ideas, and feelings.

    CCSS.ELA-Literacy.CCRA.W.2

    Sing It
    The musical Hamilton made history more exciting for many of its fans by conveying it through rap and other musical forms.
    Among its songs is one titled “What’d I Miss?” about 1789. Invite students to work in groups to do the same by writing a rap
    or another kind of song about a person, event, or idea in this anthology, combining information with entertainment, with the
    option of performing for the class.

    CCSS.ELA-Literacy.CCRA.W.3

    1789 Teachers’ Guide • Candlewick Press • www.candlewick.com • page 3


    C A N D L E W I C K P R E S S T E AC H E R S ’ G U I D E

    Also by MARC ARONSON and SUSAN CAMPBELL BARTOLETTI


    With contributions by:
    Jennifer Anthony Omar Figueras Kate MacMillan
    Marc Aronson Laban Carrick Hill Kekla Magoon
    Susan Campbell Bartoletti Mark Kurlansky Jim Murphy
    Loree Griffin Burns Lenore Look Elizabeth Partridge
    Paul Fleischman David Lubar

    ★ “Fourteen authors, including Omar Figueras, Lenore Look, and editors Aronson
    and Bartoletti, write about the tumultuous events of 1968. . . . The book’s strength lies
    in the way different voices and different angles come together into an integrated whole.
    Fascinating and accomplished.” —Kirkus Reviews (starred review)

    “Authors explore the tumultuous global events of 1968 in this anthology. . . .


    The differences in their backgrounds make for a vivid, dynamic account of the
    complicated, intersecting politics behind brief accounts in history books. With an
    approach promoting critical thinking, this collection will likely help illuminate a
    HC: 978-0-7636-8993-3
    PB: 978-1-5362-0887-0 deeply important year in world history and encourage fresh thinking about our
    Also available as an e-book current contentious moment.” —Booklist

    About MARC ARONSON and SUSAN CAMPBELL BARTOLETTI


    Marc Aronson is the author and editor of many titles for young people, including War Is . . . : Soldiers, Survivors, and Storytellers
    Talk about War, coedited by Patty Campbell; Master of Deceit: J. Edgar Hoover and America in the Age of Lies; and Sir Walter
    Raleigh and the Quest for El Dorado, winner of the Robert F. Sibert Medal. He and Susan Campbell Bartoletti coedited 1968:
    Today’s Authors Explore a Year of Rebellion, Revolution, and Change. Marc Aronson teaches at Rutgers University and lives in
    New Jersey.

    Susan Campbell Bartoletti is the author of many titles for young people, including How Women Won the Vote: Alice Paul, Lucy
    Burns, and Their Big Idea; Growing Up in Coal Country; Black Potatoes: The Story of the Great Irish Famine, 1845–1850; Hitler
    Youth: Growing Up in Hitler’s Shadow; and They Called Themselves the K.K.K.: The Birth of an American Terrorist Group. She is
    the recipient of a Newbery Honor, a Robert F. Sibert Medal and Honor, an Orbis Pictus Award and Honor, and the Washington
    Post–Children’s Book Guild Nonfiction Award. Susan Campbell Bartoletti teaches in Penn State’s World Campus Curriculum and
    Instruction graduate program.

    This guide was prepared by Kathleen Odean, a school librarian for more than fifteen years who now gives professional development workshops for
    educators about new books for children and teens. She chaired the 2002 Newbery Award Committee and served on earlier Caldecott and Newbery
    Award committees.

    1789 Teachers’ Guide • Candlewick Press • www.candlewick.com • page 4

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