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Inquiry– Establishing the purpose of the unit
Key concept Related concept(s) Global Context
Causality, Society (community), Revolution Orientation in place and time: Turning points in
CHANGE Humankind
Statement of inquiry
Revolutions are turning points in human history, when conditions cause people to rise up and seek a fundamental change in society.
Inquiry questions
Factual‐
What causes a revolution?
How have different social classes responded to revolutionary ideas?
Conceptual ‐
How can people change society?
Debatable –
Are all revolutions violent?
What makes a revolution?
Individuals and societies teacher support material 1
Unit plan: Revolutions
Summative assessment
Approaches to learning (ATL)
Self Management: Organization: Set and follow an action plan
Thinking: Critical Thinking: Analyzing historical research to determine causes
Research: Information and Media Literacy: Locate, organize, analyse, evaluate, and synthesize information from a variety of sources and media
Action –Planning for teaching and learning through inquiry
Content Learning process
Knowledge: Learning experiences and teaching strategies
‐ Major historical figures and ideas from the Scientific Revolution and Preview Quiz
Enlightenment ‐ What are Revolutions? (Anticipation Guide, 4‐square definition activity,
‐ Causes of the French Revolution Think/Pair/Share analysis of photos).
‐ Scientific Revolution (textbook reading, video, activity: roundtable discussion
‐ Timeline of key events and figures of the French Revolution
where every student takes on a character from the Scientific Revolution to argue
‐ Components of a manifesto their case)
‐ Enlightenment in Europe (textbook reading, activity: create an enlightened nation
based on the principles of the enlightenment)
Skills:
‐French Revolution (textbook readings for all five topics below, plus activities as
listed)
‐ Putting events in chronological order 1 ‐ Characters ‐ character‐based discussion from various perspectives (Three
Estates / Royalty), including re‐enactment of Tennis Court Oath
‐ Identifying causes and effects of major historical events
2 ‐ Causes ‐ mind map
‐ Developing perspectives on historical events and issues
3 ‐ Timeline of Events ‐ putting events in order and identifying significance of each
‐ Analyzing primary sources (art, documents, manifestos)
4 ‐ Art from the French Revolution ‐ individual analysis
‐ Developing an effective action plan and research journal
5 ‐ Primary Source documents (including declaration of Rights of Man and Citizen,
other Manifestos) ‐ pair analysis
Individuals and societies teacher support material 3
Unit plan: Revolutions
‐ Analyzing Revolutionary Propaganda
‐ Developing effective action plans and research journals
‐ Revolution Investigation Project
Student groupings varied throughout the unit (sometimes in pairs, sometimes in
groups of 4‐6)
Bulletin boards were used to post brainstorms/mind‐maps, record post‐it notes
which had student‐generated questions, and Statement of Inquiry/Key
Concept/Inquiry Questions
All students have laptop computers to facilitate in‐class inquiry and research
Formative assessment
‐ Quick Checks on key historical figures, events, issues, concepts
‐ Daily class starters ‐ analysis of art, photos, documents
‐ Small group discussions & feedback: participation in group work & discussions
‐ Teacher observation of AL’s during various activities: teacher will track student
progress on a chart
‐ Note‐Taking Abilities: teacher will provide formative feedback regarding
organization & legibility of notes/personal inquiry research
Differentiation
Student groupings varied throughout the unit (sometimes in pairs, sometimes in
groups of 4‐6)
Resources
Videos
Available resources in the school’s library
Individuals and societies teacher support material 4
Unit plan: Revolutions
Reflection – Reflecting and evaluating
Prior to teaching the unit During teaching After teaching the unit